CALL, Culture and the Language Curriculum

1. Front Matter

   Pages I-XVII

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2. Invited contributions

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

      • Keith Cameron

      Pages 1-11

   2. Rubrics for Teaching Culture. Implications for CALL

      • Nina Garrett

      Pages 12-22

3. CALL and the Study of Culture

   1. Cultural Studies in Language Teaching. Culture and Language in a Network

      • Ronald Soetaert, Rob Van Kranenburg

      Pages 23-36

   2. Facilitating socio-centered learning with possible computer applications

      • Marie J. Myers

      Pages 37-59

4. The Language Tutor

   1. Learning Languages as “Culture” with CALL

      • Patrick Boylan, Alessandro Micarelli

      Pages 60-72

   2. Feedback on Steroids

      • Antonio Borraccino

      Pages 73-85

5. Tandem Learning

   1. Intercultural Learning on the Internet. Some Uses of Networked Computing in Preparing for Study Abroad

      • Tim Lewis, Ursula Stickler

      Pages 86-101

   2. Teaching, Typing, Talking Two Case Studies

      • Elke St. John

      Pages 102-109

6. CALL: Case Studies on Phonology and Linguistics

   1. ‘Click and Listen’: A Case Study of the Development of a CALL Package

      • Anne King, Rob Procter

      Pages 110-123

   2. Learning a ‘Genre’ as Opposed to Learning ‘French’. What can Corpus Linguistics tell us?

      • Chris Gledhill

      Pages 124-137

7. CALL: Focus on Business Languages

   1. Cross-Cultural Language Teaching with Multimedia Tools

      • Valérie Gauthier

      Pages 138-153

   2. Multimedia Learning: Implications for Language as a Medium

      • Marie-Thérèse Claes

      Pages 154-161

8. Back Matter

   Pages 163-163

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A consensus seems to exist on the following. In foreign language acquisition methodology sound methods and efficient tools have been developed until now in order to allow the learner to master and put into practice grammar, basic vocabulary and frequent communicative rules. Within this area Computer­ Assisted Language Learning (CALL) has become an indispensable partner, often leading the game. Beyond these borders, however, methodology as a whole becomes more blurred. Rules seem to vanish, variation and specialisation increase. Intuitive and ad hoc approaches seem to take the lead on formally established methods. The reasons for this are obvious: how to control the enormous, ever changing and expanding set of data, links and encyclopedic information that we associate with a richly developed human language? In front of this overwhelming opponent the search for method often surrenders. This is the point where CALL could offer foreign language learning the opportunity to make another jump forward. Information technology is capable of handling and streamlining huge and complex amounts of information. But this is also the point where language crosses the border of the purely linguistic fact, and where language learning has to come to terms with what we would call "cultural" issues.

• Cultural Studies
• Internet
• Multimedia
• bridge
• language
• language teaching
• linguistics

• Department of Romance Languages and Literatures, University of Antwerp, Antwerp, Belgium

  Licia Calvi, Walter Geerts

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