C.A.L.L., Culture and the Language Curriculum: An Important Issue?

Abstract

There can be no doubt that computer-assisted language learning is a growth area. Since 1983, when I first became interested in C.A.L.L., and since 1990, when I founded the international journal, Computer Assisted Language Learning (Swets & Zeitlinger), all over the world more and more people are realising the potential of the computer in the teaching of languages and research into the domain is on the increase. Governments are beginning to take an interest in C.A.L.L. (cf. recent directives within the EEC, the creation of 24 CTIs in the UK, developments in Canada and the USA, etc.), and in information technology in general, as they see in the new technology a means of not only enhancing pedagogical effectiveness but also of teaching more students without an increase in the number of teachers. We as Callers ought to be wary of such pressures. C.A.L.L. is making sturdy and encouraging progress but there is still a need for more research and a healthy scepticism about C.A.L.L. as a method of instruction.