and

the teaching of
foreign lan
languages
By Sonia Jurich

The teaching of foreign languages is a complex process that actively involves multiple
senses. The use of pictures provides individual students with a tool to connect the new
word to a known meaning, thus facilitating understanding and memorization. Words are
decoded into sounds that bring languages to life (sign languages being exceptions). The
student must also learn how to place the words within sentences to establish effective
communication. Although languages can be learned as an individual enterprise, fluency is
developed only through the involvement of a group.

The process of learning a second language may be structured in different ways – in a class-
room or at home, with or without a teacher, emphasizing or minimizing grammar, gradually
exposing the student to native speakers or prompt immersion. No matter where and how
the learning occurs, information and communication technologies (ICT) are powerful tools
to improve the teaching/learning process.

products. However, since they are read-only, they do

not offer the flexibility of an authoring program.
What technologies can be used?
• Interactive Videodisc – Videodiscs are also a durable
The use of a tape recorder as an auxiliary tool in foreign lan- medium to display visual information. Like the CD-
guage classes is not new. Many books come with tapes that ROM discs, they are read by a laser beam and therefore,
are used to reinforce pronunciation and habituate the student do not wear with usage. The sound in a videodisc is
with the different phonemes. New technologies have entered stored in two different tracks and can be played sepa-
the education field in the past decade. Soska provides a list rately. Thus, the disc can offer two different languages
of technologies that have been used with some success to for the same content, or have one track for the student
teach English as a second language.1 and another for the teacher. In some cases (Level III
videodiscs), the disc player is connected to a computer
• Customizing, Template, and Authoring Programs – and controlled through a software program, thus offering
These are computer programs that enable teachers to de- maximum interactivity.
sign their own software. Some are simple templates;
others are sophisticated programs using multimedia ca- • Digital Audio – Similar to a traditional tape recorder
pability. Teachers can choose an authoring program that program, in a digital audio program the student listens to
better fits their technical skills and design it according to a word or a phrase spoken by a native speaker. Then, he
their teaching styles and students’ needs. or she repeats the word into the computer microphone
and listens as the computer plays it back. The process
• Compact Disk-Read Only Memory (CD-ROM) – CD- enables the student to improve pronunciation and lis-
ROM discs have large storage capacity and can be util- tening skills. The advantage of digital audio programs
ized for a variety of media, including text, graphics, over tape is the quality of sound and its durability.
video, and audio. Some CD-ROM discs can store as
much as 650 megabytes of information, the equivalent to • Telecommunications – Telephone, fax, cell phones, and
the entire text of a 20-volume encyclopedia. Different computer-related communication technologies ensure
from tapes, which wear out with use, CD-ROM discs re- the rapid transfer of information over large distances.
sist time and manipulation. They can be used to access More than these other technologies, the Internet provides
dictionaries, databases, interactive books, and other students with the opportunity to access vast amounts of

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 information stored electronically around the world. • Self-expression – Through tapes or multimedia pro-
They can maintain electronic conversations with native grams, individuals who are shy or insecure can practice
speakers or other learners through e-mail and chat the language in a safe environment, until they are confi-
rooms, or join list-servers to obtain information about dent to speak in public. Those who are creative, have
new courses. They can also join a distance education venues to explore their talents and curiosity without the
program to improve their knowledge, or learn a new limitations of a classroom.
language.
What are the barriers?
What are the advantages of using ICT for
learning a second language? The use of ICT is not a panacea that ensures the success of a
second language class. Among the barriers to success, three
For students of a second language, ICTs promote: are particularly important:

• Multi-sensorial stimuli – ICTs, particularly television • Lack of familiarity with the technology – Many teach-
and computer-related technologies, have the capability ers will try, or are required to use technology without
to diversify the delivery of information using visual, previous experience or adequate training. They lack an
auditory and kinesthetic stimuli. Students can see the adequate understanding of the technology potential and
words on the screen, while hearing them being pro- limitations, and they are unable to deal with even the
nounced by a native speaker. Movement adds interest to minimum technical glitches that will certainly occur.4
the scene, bringing enjoyment to a process that may be For these teachers, the technology is a dream never re-
slow and arduous; alized and the feeling is one of frustration.

• Motivation – Research shows that students who use • Lack of adequate planning – Technology is a tool to
technology are likely to stay on task for longer periods help the teacher and students reach educational tools,
of time.2 Even a simple technology, such as radio, offers and never a goal in itself. When the technology is not
a variety of strategies – music, drama-like plots, or integrated within the overall lesson plan, the outcomes
comic situations – to attract and maintain the students’ cannot be successful.
attention.3
• Lack of access – The most powerful technologies, such
• Collaborative learning – The Internet opens new hori- as the Internet, are also the most expensive, in the sense
zons for the foreign language student by facilitating that they require existing infrastructure, or a massive
communication with native speakers through e-mail and initial investment to build this structure (buy computer
audio-digital conferencing. Television and radio pro- hardware and software, establish connectivity, pay for
grams also offer opportunities for students to be together services, etc.). Less expensive technologies are also less
and participate in common experiences. powerful. For instance, radio is inexpensive to buy and
can be used anywhere in the world. In places without
• Cultural understanding – Radio, television, movies and electricity, solar-powered stations can broadcast radio
the Internet bridge physical and cultural distances. Stu- programs to a relatively large audience.5 However, ra-
dents get acquainted with the ways of life of people dio does not have the multimedia and interactive capa-
whose language they are learning. They can visit the bilities of the Internet, and requires a captive audience,
distant places without leaving their home. They see the which must be present during broadcast time.
landscapes, the people and their tradition, thus making
learning the language part of a cultural experience.

1
Soska, M. An Introduction to Educational Technology. Directions in Language and Education, National Clearinghouse for Bilingual Edu-
cation, 1 (1). Available at: http://www.ncbe.gwu.edu/ncbepubs/directions/01.htm
2
Summers, J.A. (1990-91). Effect of Interactivity upon Student Achievement, Completion Intervals, and Affective Perceptions. Journal of
Educational Technology Systems, 19 (1): 53-57.
3
Bosch, A. (1997). Interactive Radio Instruction: Twenty-Three Years of Improving Education Quality. Education and Technology Notes,
1 (1). Washington, D.C.: The World Bank.
4
Norum, K. (1997). Lights, Camera, Action! The Trials and Triumphs of Using Technology in the Classroom. Journal of Technology and
Teacher Education, 5 (1): 3-18.
5
See the article by David Walker, “FM Radio Stations: Broadcasting with the Sun.” in the March 2000 issue of TechKnowLogia.

! 8 ! TechKnowLogia, November/December, 2001 © Knowledge Enterprise, Inc. www.TechKnowLogia.org