--- 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 > >