Technologies for second language literacy

Denise E. Murray

    Research output: Contribution to journalReview articlepeer-review

    20 Citations (Scopus)
    225 Downloads (Pure)

    Abstract

    Information and communication technology (ICT) has been used in language classrooms for more than two decades. Over this time, classroom use has moved from drill, text manipulation, and word processing to more interactive and communicative applications such as e-mail, chat, and web-based programs, requiring learners to acquire computer literacies. This chapter will begin by discussing both the parameters of ICT and the scope of literacies. It is then organized around discussion of the two types of literacies at the intersection of ICT and L2 learning: how new technologies facilitate acquisition of L2 literacies and what L2 literacies are needed for learners to participate in an increasingly digital world. Although research has mostly been limited to small-scale context-dependent case studies of individual classrooms, it has identified a number of issues that need to be considered as teachers (and learners) use ICT for language learning. Although ICT provides a natural context for learner autonomy, that autonomy needs to be developed systematically. In addition, ICT provides a context for learner identity formation through hybrid uses of language(s), in ways unexpected by teachers and learners. These new ways of using language may empower and motivate learners. Similarly, whereas ICT provides opportunities for collaboration and interaction, they are not automatic, and instruction needs to be skillfully scaffolded for learners to benefit from such opportunities.

    Original languageEnglish
    Pages (from-to)188-201
    Number of pages14
    JournalAnnual Review of Applied Linguistics
    Volume25
    DOIs
    Publication statusPublished - 2005

    Bibliographical note

    Copyright 2005 Cambridge University Press. Reprinted from Annual Review of Applied Linguistics.

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