2.4 The Vision of Language Learning in the 21^st Century

This chapter has provided a summary of approaches and of the use of technology in the teaching of FSFL for the past 100 years. The evolution of approaches described in this chapter culminated with the new era of language learning characterized by a reliance on constructivist philosophy. The evolution of technology use described in this chapter culminated with Technology Enhanced Language Learning. If we combine the new era of language learning with use of Technology Enhanced Language Learning we have a vision or an ideal for the teaching of FSFL in the 21^st century. This vision is characterized by use of an approach which is referred to here as the Digital Approach. This approach relies on use of online learning environments and constructivism applied to language learning.

Whereas the approaches in the 20^th century relied essentially on use of traditional environments, the Digital Approach relies essentially on use of OLEs. TLEs are generally structured, organized, censored, controlled and closed, provide a filtered reality and are characterized by sameness and stability. Instruction in these environments follows a linear, sequential pattern, is structured by time and relies on use of the text-book and supports synchronous communication. By contrast, OLEs are open, decentralized, unorganized, unstructured, uncensored, uncontrolled, generate reality and are characterized by sensory-vastness, growth and change. Instruction in these environments follows a non-linear/hypertextual pattern, operates independent of time and supports asynchronous as well as synchronous communication.

Whereas the approaches of the 20^th century drew essentially on the principles of behaviourism, the Digital Approach will need to draw on the principles of constructivism. Some of the behaviourist approaches described in this chapter included Grammar-Translation, the Direct Method and the Audio-Lingual Method. These approaches or methods were centered on instruction with activities, techniques, skill-development and resources dictated largely by the underlying behavioural philosophy. The teachers' role was central and knowledge was conceived as a transferable commodity. Communicative Language Teaching based on a humanistic philosophy, rejected many of the tenants of previous approaches and reflected many of the principles of constructivism. However, CLT with its emphasis on one concept - that of communication, failed to provide the philosophical basis needed to define epistemological issues and to guide daily practices.

The new era of language learning draws heavily on constructivist principles as they relate to language learning. Knowledge construction replaces the earlier emphasis on knowledge transmission and reproduction. Students become the centre of the instructional process resulting in a de-emphasis of the role of the teacher as well as that of the curriculum. Students' prior knowledge and conceptions form the starting point for learning experiences. Instead of a predetermined sequence dictated by the curriculum, learning paths are determined by the students' needs and interests. Communication is redefined as a process of social negotiation of meaning and collaborative knowledge sharing. Real-world learning provides for meaningful and purposeful learning activities and experiences.

Whereas the approaches of the 20^th century relied on Behaviouristic and Communicative CALL, the Digital Approach of the 21^st century will depend on Technology Enhanced Language Learning. Behaviouristic and Communicative CALL reflected the basic philosophical tenants of behaviourism and humanism respectively. With CALL, technology use often provided a means to take away much of the drudgery of language learning by digitizing drills and practice and by simulating reality. The computer served as simulator of reality, stimulator, tutor, tool, pedagogue or magister. The computer's role remained marginal or peripheral with technology being used in a disconnected way. Teaching remained an essentially explicit and didactic activity. The computer represented a means to improve some practices but did not transform them.

With TELL, technology's role becomes one which supports a constructivist, student-centred approach. Technology use becomes an integral and necessary part of the learning process and not simply an add-on designed to extrinsically motivate students. The computer is valued because of its capacity, not only to simulate reality, but to generate it. Real-world learning, authentic content and resources, a focus on global communication and collaboration all result in a blurring of the boundaries between the classroom and the realities of the world surrounding it. The computer represents a means to experiment with new practices and not simply a means to improve practices. Teaching is no longer an explicit, didactic activity because such approaches are poorly supported by online learning environments on which Technology Enhanced Language Learning relies.

The Audio-Lingual Method, the Direct Method and even Communicative Language Teaching provided a highly prescriptive approach to second and foreign language teaching. The Digital Approach, by contrast does not dictate or prescribe specific activities, techniques or methods. It does, however, rely on use of online learning environments instead of traditional learning environments. In terms of the learning theory which underlies the approach, constructivism replaces behaviourism. In relation to the way in which technology is used, Technology Enhanced Language Learning replaces the previous reliance on Computer Assisted Language Learning. The environment, the learning theory and the way in which technology is used will dictate a change in activities, techniques, roles and learning experiences to allow for an approach which this study refers to as the Digital Approach.

The following table summarizes this evolution of approaches during the past 100 years and indicates where the Digital Approach lies in the evolution. The vision of learning FSFL corresponds to the far right hand column which summarizes the main components of language learning in the 21^st century.

Whether or not the vision for learning FSFL in the 21^st century can be realized will depend on the uses which teachers make of OLEs. The computer does not constitute a method in itself rather it is a medium or an environment in which a wide variety of methods, approaches or pedagogical philosophies may be implemented (Garrett, 1991). Yet, as Mather (1996) explains, the didactic approach is not the most appropriate for use with the Internet. Instead, constructivism is a more natural partner and meshes nicely with the strengths that educational technology has to offer. As Mather posits: technology may well force the issue in the ongoing dispute of constructivism versus didacticism, giving the upper hand to the former. Indeed, new technologies make new kinds of interactions possible and thus affect theories of learning in the same way that changes in theories of learning affect our uses of technology (Cognition Technology Group at Vanderbilt, 1996).

Bracewell et al. (1998) conducted a review of the literature on the contribution of online resources to teaching and, as such, identify perspectives, models and trends which provide an organizing framework within which to conceptualize the constituents of change. As part of their review, they seek to identify models of use for online resources and tools, and identify two perspectives. According to the first perspective, technology serves to extend or replicate the classroom i.e. to digitize existing practices. The second perspective focuses on technologies that transform the instructional paradigm, restructure the organization of the classroom, and allow educators to make use of technology to do things differently. This dichotomy of uses corresponds to the Type I and Type II applications as identified by Maddux, Johnson and Willis (1997).

If the vision for teaching and learning FSFL in the 21^st century is to be realized, teachers' use of OLEs may necessitate a transformation of paradigms and practices. Use of OLEs must exploit to the fullest the tools and the potential that they have to offer. This will mean that teachers must not simply do better what they have always done but that they must do things differently. This study is premised on the argument that what teachers do represents a reflection of what they believe. What they believe will determine the uses they make of OLEs. The uses they make of them will determine whether or not they are able to realize the vision. Thus, understanding teachers' beliefs about teaching and learning FSFL in online learning environments constitutes an important first step in the process of transforming beliefs in order to help achieve the vision of learning FSFL in the 21^st century.