JanineCALLblog

In this article, Kern and Warschauer provide a recent history of language acquisition theories. They explain the underlying assumptions and pedagogical implications of the structual, cognitive, and sociocognitive perspectives. Language education has shifted in emphasis from rote learning of forms and emphasis on accuracy, to collaborative, communicative projects through which meaning and mastery are to be derived.

At the same time, computers have increased in their capabilities, from providing drill practice to providing network-based educational opportunities through the world-wide web. Language educators have sought to align current understandings of language acquisition with project-based, authentic, collaborative learning opportunities for students using available technology.

I think that an understanding of theories broadens our perspectives as educators, and that there are elements of theories which have fallen out of favor that might still be useful for current language learners. I appreciated the description of A la rencontre de Philippe, because the program seemed to be applicable for beginners. I think that many of the activities suggested by the sociocognitive theory would be difficult to implement for those who have very little knowledge of a language. The emphases of this theory are just as important for beginners as for more advanced students, but collaboration opportunities must take different forms depending upon the students' levels of skill. I look forward to examining resources that are appropriate for first-year students.

Chapter 1
Introduction: Theory and Practice of Network-Based Language Teaching Richard Kern and Mark Warschauer