chapter 2 &pp 13-22

Sarieva, I., & Zoran, A. (2008). Guiding principles: second language acquisistion, instructional technology, and the constructivist framework. In Erben, T. & Sarieva, I. (Eds.), CALLing all foreign language teachers: comuter-assissted language learning in the classroom (pp.7-12). Larchmont: Eye on Education.

Integrating technology into a second language classroom allows for higher thinking skills and builds on knowledge through different tools (mediated learning). The teacher becomes the facilitator instead of being the only source of learning. The chapter lists hypothesis of computer-assisted language learning (CALL): webpages in the target language can be used to highlight vocabulary, language structures, and explain concepts or words; allowing students practice speech and receiving comprehensible input in a nonthreatening atmosphere; allowing students to notice errors and to practice skills; allows for language practice to more native speakers in the world; and all participants are involved.
It is true that today’s young children are becoming more and more computer literate, and classrooms today should follow along and integrate technology. We complain that there are no programs and activities for children in Yugtun. But if we don’t start making websites using our language, there will never be sites for students to visit. If we can utilize the programs, we can create more authentic materials for students to use.


Erben, T., Ban, R., Jin, L., Summers, R., & Eisenhower, K. (2008). Using technology for foreign lanuage instruction: creative innovations, research, and applications. In Erben, T. & Sarieva, I. (Eds.), CALLing all foreign language teachers: comuter-assissted language learning in the classroom (pp.13-20). Larchmont: Eye on Education.

The chapter states that computers can be used as teacher and tool. Learners have the opportunity to practice language use, read or hear language use, and to receive feedback. The positive sides to integrating technology in the classroom are activities are student-centered, students are active learners, participation is in a less stressful environment, and students are exposed to authentic material. Some of the challenges and concerns are that frustration can occur when technical difficulties occur or when students don’t know how to do the tasks, and control of the classroom where students may enter into wrong websites. Some ways to avoid the problems is to check to make sure technology is working before beginning the class, students should be trained before using technology, and to have students aware of the class goals and objectives before beginning the activities.
While I was reading this chapter I was thinking how technology would fit into my kindergarten classroom. I think one way to use technology is to have parent involvement. Students can check out websites or chat rooms with parents as homework. But that would leave out the families that can’t afford computers. As the weeks go by I’ll be thinking of how to apply technology with my kindergarten students. I know little kids have fun taking pictures and movies; how do I go from there to internet?