Information and communication technologies in foreign language learning

Abstract

The adoption of ICT in the school system has far-reaching implications. They include the technical issue of the accommodation of hardware in schools in terms of space, support and costs. They include the transformation of classroom culture and the teacher’s role. Most importantly, they require schools to maintain a clear pedagogical focus, so that ICT can be used effectively as a powerful educational tool. New software and second generation ‘Web 2.0’ technologies have revolutionised the way in which learners, at all levels, learn languages and communicate with one another within and outside the classroom. The proliferation of social networking tools has allowed communities of teachers and learners of Modern Foreign Languages to come together from across the world, with an ease and dynamism that has not been seen before. However, it is clear that learners still need the input and direction that teachers give to the learning process, and a sound pedagogical underpinning to classroom activities is as important as it ever was. The following document reports on the use of ICT in primary education for the teaching and learning of Modern Foreign Languages. There is no comprehensive research framework in this particular area, and so much of the literature considered in this report is from specific projects and studies comparable with typical situations in the primary school sector. Several practical recommendations arising from an analysis of the literature are offered at the end of this report. Please note that for the purpose of this report, the term Information and Communication Technology (ICT) is interpreted widely to cover any kind of computing or telecommunications activity and includes hardware, software and the internet

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Identifiers

ORCID for Erika Corradini: orcid.org/0000-0002-6021-150X

ORCID for Kate Borthwick: orcid.org/0000-0003-2251-7898

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