This article attempts to define Expert CALL, siting in between traditional data-based CALL and intelligent CALL (ICALL). It relies on the concapts of expert knowledge and expert interaction and feedback. These are explored in the context of inflexional morphology, using as reference the auther's own ‘The Spanish Verb’ program. An electic computational algorithm, rather than a fully-fledged linguistic for malism suffices to deliver a stable and reliable lingustic knowledge basa on which to base Expert CALL applications. A similar ‘intermediate technology’ approach to syntax may bypass current difficulties encountered by ICALL to deliver linguistic reliabity.

EUROCALL continued to operate from the Language Institute at the University of Hull. The former CTI Centre for Modern Languages became part of a much larger Subject Centre for Languages, Linguistics and Area Studies, in turn part of the Learning and Teaching Support Network (LTSN) funded by the UK Higher Education funding bodies. The team at Hull is responsible for aspects of the Centre’s activities relating to communication and information technologies (C&IT), and consists of June Thompson, Fred Riley and Julie Venner who serves as EUROCALL membership secretary. We were pleased to be joined in May 2000 by Janet Bartle who is the Academic Co-ordinator, C&IT for the Subject Centre.

Final-year translation teaching in the Italian department at the University of Hull involves modules using a computer-based methodology from Italian into English. These modules are taught using Translt-TIGER and TransLit-TIGER, in the forms in which they are commercially available. The aim of our courses is to use technology in order to enhance the quality of training in translation. The modules are conceived of as a move beyond traditional practice towards a type of teaching model which may be more relevant to best practices in the translation profession. Indeed it may well hasten more students beyond the noise of interlanguage to the quiddities of idiom.

Computer Assisted Language Learning (CALL) addresses the specific needs of second language learners and tutors in computer-based learning and training environments. While traditional CALL applications were mainly focused on narrowly defined and isolated solutions for vocabulary training, text manipulation, dialogue practice and grammar exercises, recent developments in multimedia telematics, involving the integration of multimedia processing and distance communication, have significantly increased the potential of computer technologies for the purposes of language learning and training.

The teaching of the Chinese language in Sweden, and indeed the whole of Scandinavia, has always suffered from an absence of suitable teaching materials. Hitherto, there has not existed any teaching course specifically adapted to the needs of Swedish students, with the result that teachers have been forced to use English-language courses produced in the United States or England, or text-books printed in Mainland China or Taiwan

Virtual exchange (VE) projects in pre-service language teacher education are increasingly being recognized as an innovative practice due to their affordances for providing teacher learning opportunities in technology-rich environments. This study aims to report these opportunities based on results from a VE project consisting of diverse teacher education activities, including lectures, webinars, asynchronous tasks, and synchronous video-mediated interactions. This project provides a medium for pre-service teachers to collaboratively design a lesson to be implemented in hybrid language learning environments. We specifically deal with the video-mediated interactions of the transnational groups of pre-service language teachers using multimodal conversation analysis (CA) as the research methodology and investigate VE phases to explore how their interactions become consequential for the final pedagogical design. The findings show that the pre-service teachers retrospectively orient to shared practices in the earlier phases of the VE project, and the deployment of retrospective orientation as an interactional resource creates interactional space for collaborative decision-making related to their pedagogical designs. We argue that tracking the video-mediated pedagogical interactions of the pre-service teachers using CA is a methodological innovation that allows researchers to collect interactional evidence for the emergent teacher learning opportunities. The findings bring new insights to the role of the technology-mediated settings (e.g. VEs and telecollaboration) in language learning, teaching, and teacher education and in bridging different cultures, curricula, and physical spaces.