1. A Mini-Course for CALL Teacher Training Philip Hubbard Stanford University TESOL, April 2, 2004

2. CALL and Teacher Training CALL should be part of contemporary language teacher training Most teacher training programs don’t have room to add a full, dedicated CALL course CALL is too complex to cover in one chapter or session of an existing course In some settings, like mine, teachers only get a single methodology course

3. The Problem How do you bring CALL into a teacher training course that’s already full?

4. The Solution Create a 1-unit, supplemental “mini- course” as an option.

5. Course Objectives Give students a broad foundation for future independent study Provide both theoretical and practical experiences Engage students in a project: examples  Review an article, book, or piece of software  Design a CALL program or lesson  Create a CALL website

6. Course Content Currently online at www.stanford.edu/class/linguist289/call.html www.stanford.edu/class/linguist289/call.html Eight 90-minute meetings in a quarter Seven weekly topic-based modules Weekly assignments Final: Student presentations & course wrap- up

7. 1 – Introduction to CALLIntroduction to CALL CALL defined: tutor vs. tool distinction Brief history of CALL Teacher roles in CALL Recommended books, journals & websites Homework: experience CALL software in a language you don’t know (www.rosettastone.com)www.rosettastone.com

8. 2 – CALL Software Evaluation, Development, and ImplementationCALL Software Evaluation Framework for evaluation: in-class software review Framework for development Framework for implementation Online resources for evaluation Online resources for authoring (e.g., Hot Potatoes)

9. 3 – Computer-Mediated CommunicationComputer-Mediated Communication Text-based CMC  Synchronous (chat, MOOs, IM)  Asynchronous (Email, discussion boards) Audio/video CMC  Synchronous (Net Meeting)  Asynchronous (audio attachments, Wimba) Distance language education Integrating CMC into a language class

10. 4 – CALL on the WebCALL on the Web Disadvantages of the Web Advantages of the Web Examples for language learning  Native language resources  Web-based activities and lesson plans  Online courseware Professional development resources

11. 5 – CALL and Language SkillsCALL and Language Skills Listening Speaking/Pronunciation Reading Writing Grammar Vocabulary Culture

12. 6 – CALL ResearchCALL Research Goals of CALL research Early CALL research Some current trends Sample research results Survey of unanswered questions in CALL

13. 7 – CALL Learner TrainingCALL Learner Training Rationale for learner training Five principles of learner training Examples of learner training

14. 8 – Course Conclusion Student project presentations Other areas: concordancing, course management, testing, teacher education, communities of practice, & tracking Resources for continuing CALL education Notes on the future of CALL

15. An Invitation to CALL “An Invitation to CALL”: current objective is to make mini-course content independent of the methodology class In-service course: four 3-hour sessions (Summer 2003) Set up guidance for self study Add materials and guidelines for other teacher trainers URL – www.stanford.edu/~efs/callcoursewww.stanford.edu/~efs/callcourse

16. Conclusion This “mini course” fills a gap between nothing, or a single chapter/lecture on CALL, and a full CALL course Limitations: my biases and little technical training It can be used as a supplement to a teaching methodology course It can be used for in service training courses, workshops, or self-study