--- Forwarded Message from Ralph Schultz <[log in to unmask]> ---
>In-Reply-To: <[log in to unmask]>
>References: <[log in to unmask]>
>Date: Mon, 29 Aug 2005 12:31:57 -0400
>To: Language Learning and Technology International Information Forum
<[log in to unmask]>
>From: Ralph Schultz <[log in to unmask]>
>Subject: Re: #7954.8 Rationale for digital language lab systems (!)
>I find that it seems more to be the teacher than the language.
>Teachers that are comfortable using the technology and are willing
>to spend the time to see how it works. The teachers who are willing
>to work with me and come up with creative ways of using the
>technology that fits what they are trying to teach, are more
>successful in the lab than others.
I also see the "Pendulum effect". It is new, therefore we need to use
it! Sometimes it does not work well as a teaching tool. But it does
take trying it and getting a feel as to what does work for you and
what does not.
Ralph Schultz
Language Technology Specialist
University of Virginia
>--- Forwarded Message from "Carol Reitan" <[log in to unmask]> ---
>
> >Date: Wed, 17 Aug 2005 10:41:20 -0700
> >From: "Carol Reitan" <[log in to unmask]>
> >To: <[log in to unmask]>
> >Subject: Re: #7954.7 Rationale for digital language lab systems (!)
>
>Hi all,
>
>I've noticed that use of the language lab systems seems to depend
>quite a bit on
>the nature of the course and the nature of the language being taught.
>
>When it's a phonetics course or another type of course where pronunciation is
>the main focus, the language lab systems seem to be used more (whether digital
>or analog).
>
>When it's a course in a tonal language or a language that generally takes a
>longer time to achieve basic proficiency (Chinese and Japanese come to mind),
>the language lab systems seem to be a higher priority especially in the lower
>level courses.
>
>I've observed at our school that the teachers of Chinese rely on the language
>lab quite a bit in the first year course and in the course of Mandarin for
>speakers of Cantonese (where pronunciation is the BIG thing) more
>than teachers
>of French or Spanish.
>
>The teachers of French, Spanish, German require the audio work, but they also
>are happy when students participate individually in other activities using
>web-based resources, or CD-ROMs, or video. This is not to say that they aren't
>concerned with pronunciation, but that their students are able to do
>other, more
>communicative activities perhaps earlier in their language studying
>careers than
>the students of Chinese and Japanese.
>
>The teachers of Chinese and Japanese bring in their classes, listen in on
>assigned converstion activities, have students record, etc.
>
>What have the rest of you observed?
>
>
>
>Carol H. Reitan
>Technology Learning Center
>City College of San Francisco
>50 Phelan Avenue, LB2
>San Francisco, CA 94112
>-------------------------------------------------
>415.239.3554
>[log in to unmask]
>http://www.ccsf.edu/tlc
>
> >>> [log in to unmask] 8/17/2005 1:12 AM >>>
>--- Forwarded Message from "Chen Xiaobin" <[log in to unmask]> ---
>
> >From: "Chen Xiaobin" <[log in to unmask]>
> >To: "Language Learning and Technology International Information Forum"
><[log in to unmask]>
> >References: <[log in to unmask]>
> >Subject: Re: #7954.6 Rationale for digital language lab systems (!)
> >Date: Sat, 6 Aug 2005 10:53:29 +0800
>
>Hi,
> Sitting far away from each other doesn't mean that we are building
>barriers among students. On the contrary, using language lab can certainly
>enhance the learning process.
> Firstly, when students are all at the beginning level, it's almost
>impossible for them to communicate in the target language. At this state,
>they need to accumulate more materials and be familiar with what they are
>going to use. If teachers "force" them to use the target language face to
>face, they might lose confidence too. Rather, using computers and language
>labs enables time and space for them to think about. Learning a language is
>not like learning physics. Understanding doesn't mean being able to put them
>into actual use. So they need time and space to practice.
> Secondly, hiring more teachers can certainly help. However, if we know
>the common acquisition process and can figure out how human beings learn a
>foreign language, why don't we put them into use and program some
>courseware that helps? From the perspectives of economy and effectiveness,
>using modern technology is way better.
> Thirdly, different people have different personalities. Some are more
>outgoing and eager to communicate with others. Some don't. If someone is
>timid and doesn't like talking with others, they would feel even more
>embarrass in front of a teacher if they are not proficient enough in
>language. This may also prevent them from acquiring the new language.
> Saying all these, I don't mean that language labs and computers are
>better than a language teacher in every aspect. What I want to say is that
>they should be used as a supplementary part of language learning. Using them
>can in some ways enhance the learning process.
>C.X.B
>----- Original Message -----
>From: "LLTI-Editor" <[log in to unmask]>
>To: <[log in to unmask]>
>Sent: Saturday, August 06, 2005 1:54 AM
>Subject: Re: #7954.6 Rationale for digital language lab systems (!)
>
>
> > --- Forwarded Message from "Daniel M. Wescovich" <[log in to unmask]> ---
> >
> >>In-Reply-To: <[log in to unmask]>
> >>References: <[log in to unmask]>
> >>From: "Daniel M. Wescovich" <[log in to unmask]>
> >>Subject: Re: #7954.5Rationale for digital language lab systems
> >>Date: Thu, 4 Aug 2005 13:32:35 -0500
> >>To: Language Learning and Technology International Information Forum
> > <[log in to unmask]>
> >
> > Hi:
> >
> > I've been paying attention to the responses to this initial question
> > of the rationale for digital language lab systems because I
> > personally have a different perspective on the rationale for an
> > electronic language lab system of any kind.
> >
> > I think that the language lab system (analog or digital), which
> > basically is going to be some electronic system to enable
> > communication and instruction between teacher and students, is an
> > obstacle to any goals of real, authentic learning. I observe lab
> > sections using the lab system to communicate with people who are
> > sitting two feet from each other. And it seems to me that in many
> > cases we are placing a physical, technological barrier between the
> > real human beings who are sitting there.
> >
> > Please understand, that I realize the utilization of a digital lab as
> > a virtual lab which can enable communication between people who are
> > in different classrooms, different cities even. And I appreciate this
> > advancement because it breaks down barriers of physicality to enable
> > communication and learning. But why do we insist on using computers
> > to communicate with people who are actually, physically in the same
> > room with us? Doesn't this create a psychological distance between
> > us? Doesn't this hinder, rather than promote, real human
> > communication? I know that the first round of answers will have to do
> > with the conflicts that arise from large class sizes, obscene teacher-
> > to-student ratios, and the like; and that these technologies help us
> > to reach a greater number of students at once. But this is simply an
> > attempt to create quantity over quality. To those arguments, I say
> > let's use the enormous amount of money we spend on technology to hire
> > more teachers, to promote better teaching, support new teachers, and
> > build better classrooms.
> >
> > Really, I could go on and on with this. These questions have been on
> > my mind for a long time, and I have always been afraid to say them
> > out loud because I don't want to seem like I am losing faith in our
> > educational structures, not just at the level of language arts and
> > second language acquisition, but at all levels of education,
> > especially in America. And the truth is that I am losing faith,
> > because at every turn it seems that we are trying to do everything in
> > our power to ensure that no one learns anything very well.
> >
> > Just, one last thing. A while back I was speaking with a student (not
> > mine, I actually do not teach anymore. I am a technology coordinator)
> > who expressed to me that she thought it was funny that her foreign
> > language teacher insisted on speaking to her through the headset and
> > microphone of the computer. So I asked her why it was funny, and she
> > said there were only seven people in the class, and they all sat five
> > feet from each other.
> >
> > So, am i just crazy, or does it seem like the technology might
> > envelop us.
> >
> > On Aug 4, 2005, at 12:28 PM, LLTI-Editor wrote:
> >
> >> --- Forwarded Message from "Lorraine Segal" <[log in to unmask]>
> >> ---
> >>
> >>
> >>> Subject: RE: #7954 Rationale for digital language lab systems
> >>> Date: Wed, 3 Aug 2005 12:12:54 -0700
> >>> Thread-Topic: #7954 Rationale for digital language lab systems
> >>> Thread-Index: AcWSE8n45bKpLO7aTt6qJTqdokNCSgGS4+GU
> >>> From: "Lorraine Segal" <[log in to unmask]>
> >>> To: "Language Learning and Technology International Information
> >>> Forum"
> >>>
> >> <[log in to unmask]>
> >>
> >> I'd be very interested in hearing responses as well. Thanks.
> >>
> >> ________________________________
> >>
> >> From: Language Learning and Technology International Information
> >> Forum on behalf
> >> of LLTI-Editor
> >> Sent: Tue 7/26/2005 11:56 AM
> >> To: [log in to unmask]
> >> Subject: #7954 Rationale for digital language lab systems
> >>
> >>
> >>
> >> --- Forwarded Message from "Chapman, Annelie (ITC)"
> >> <[log in to unmask]>
> >> ---
> >>
> >>
> >>> From: "Chapman, Annelie (ITC)" <[log in to unmask]>
> >>> To: LLTI <[log in to unmask]>
> >>> Subject: Rationale for digital language lab systems
> >>> Date: Tue, 26 Jul 2005 09:44:41 -0700
> >>>
> >>
> >> Hello to all,
> >> And especially to those of you who are using digital language lab
> >> systems
> >> (e.g. Sony Soloist/Virtuoso, Can8 Virtual Lab, etc.). I would be
> >> interested
> >> in knowing why your campus chose to invest in these systems as part
> >> of your
> >> services for language instruction and learning.
> >>
> >> I would be happy to compile responses to this question for the
> >> list, if
> >> others express interest.
> >> Summer regards,
> >> Annelie
> >>
> >>
> >> Annelie Chapman, Ph.D.
> >> Instructional Technology Coordinator
> >> UCLA Center for Digital Humanities
> >>
> >>
> >> ***********************************************
> >> LLTI is a service of IALLT, the International Association for
> >> Language Learning, and The Consortium for Language Teaching and
> >> Learning (http://consortium.dartmouth.edu).
> >> Join IALLT at http://iallt.org.
> >> Otmar Foelsche, LLTI-Editor ([log in to unmask])
> >> ***********************************************
> >>
> >
> > Daniel M. Wescovich
> >
> > Coordinator
> > Language Learning Center
> > Saint Louis University
> >
|