Reading Prompt #10

*RICHARDSON Ch. 7. Fun with Flickr: Creating, Publishing, and Using Images Online
*BLACKBOARD - Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40(1), 183-210.

After reading Richardson, what ideas do you have for using images and programs such as Flickr in the language learning classroom?

Kern gives a broad overview of issues in CALL, with specific examples from three areas and implications for teaching and research. Select and share your own thoughts and opinions on one or more issues that Kern raises.

Richardson’s chapter on Flickr shows that using CALL in the language classroom does not have to be difficult and he shares many great ideas for language teaching using photos. Flickr’s annotation feature seems like an easy tool to use and I can definitely see myself using it with ELLs. Students can take their field trip photos, for example, and annotate them to identify key vocabulary words or favorite places. These photos can then be streamed to the classroom blog and tied into other activities that encourage reading, writing and student collaboration. I also like the idea of students creating a photo tour of their home town or country, using Flickr in conjunction with Google Earth to create a truly “global” class presentation.

Kern raises an interesting point regarding the theoretical frameworks that underpin CALL development and research. Developing CALL pedagogy grounded in SLA research becomes a bit tricky when there is controversy as to which theoretical foundations are appropriate. He points out that the field of SLA itself is “informed” by many different theoretical frameworks and that one should not be limited to a single paradigm. In that same sense, Kern suggests that those developing CALL pedagogy should work within the SLA paradigm which best fits their specific research questions, but on a broader scale also take into account viewpoints from the varied theoretical perspectives (p188). This interests me in that I’m fascinated by the social aspects of L2 learning, particularly the notion of language and identity. Kern’s article points to Lam’s study (2000) of Almon, a Chinese immigrant teenager, and others (2003) whose sense of self and identity were greatly affected and changed by their computer-mediated interactions. Our earlier readings on CMC looked at advantages/disadvantages of different types of CMC, such as chat vs. email and language use within those contexts. So it’s interesting to consider CMC communication not only in the way in which it promotes language learning and outcomes, but also how its social nature may influence a learner’s sense of self and identity. What’s most exciting is that these documented positive changes in how learners view themselves seem to endure and affect future L2 learning in a positive manner. Of course, if these changes are indeed long-term, one must consider potential negative consequences for L2 learning if online collaborations result in harming a learner’s sense of self? I find these interesting questions to explore and as an educator must also consider then the best ways to foster positive online collaborations for students.