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World CALL: Are We Connected?

Published online by Cambridge University Press:  23 July 2019

Mike Levy Open the ORCID record for Mike Levy [Opens in a new window]
Mike Levy*
Affiliation:
The University of Queensland
*
*Corresponding author. E-mail: [email protected]
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Abstract

In the last 20 years we have moved from a somewhat idealistic vision of the internet to one that is far more nuanced and complex. Disruption and change now surround us in a more uncertain and unpredictable world (Foer, 2017; Greenfield, 2017; Lanier, 2018; O'Neil, 2016). This article examines some of the key changes in the wider world and how they may relate to the use of new technologies in second language learning. This topic is approached from three perspectives that have thus far been relatively unexplored. First, the article looks at digital literacy, a cognate field that has long been motivated by issues and concerns relating to educational technology and the classroom–world connection. Second, it considers the role and use of authentic materials and texts. Third, it contrasts notions of input and output as these terms apply to humans and machines, and as they are used in research on second language learning.

The goal throughout is to highlight the benefits of increased connectivity between the wider world and the world of the language classroom. Through increased awareness and informed debate, it is hoped this will place us in a stronger position to understand and plan for the changes ahead.

Type
Position Paper
Information
Annual Review of Applied Linguistics , Volume 39 , March 2019 , pp. 59 - 73
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Copyright
Copyright © Cambridge University Press 2019 

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Footnotes

This article originated with a keynote speech entitled “WorldCALL then and now: Engagement, adaptation and change” presented at the 5th WorldCALL Conference at the Universidad de Concepción, Concepción, Chile, November 13–16, 2018.

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