TELL-ING IT LIKE IT IS: Practical implications from a critical stance on technology-enhanced language learning

Authors

  • Adriana Raquel Diaz The University of Queensland
  • Hugo Hortiguera Griffith University

Keywords:

technology-enhanced language learning, cognitive grammar, Spanish

Abstract

This paper presents a critical stance in the face of the technology-enhanced language learning (TELL) hype in higher education (HE). This hype, largely driven by institutional – instrumental and financial – imperatives has come under increasing scrutiny in recent times. Indeed, emerging discourses surrounding the broader context of technology-enhanced learning question the focus on technology-led innovation rather than pedagogy-led innovation as well as a number of scholarly aspects that remain largely undertheorised (cf. Bayne, 2014; Kirkwood & Price, 2013, 2014). In this paper we thus set out to articulate the challenges we face as language educators in the HE context and, in so doing, bring to light the glaring methodological gap that emerges from these. This discussion is complemented by practical examples from ongoing curricular innovation in intermediate Spanish language courses. These practical examples illustrate the pedagogical strategies we have implemented to respond to these challenges critically, but also, creatively. These strategies integrate theoretical principles from cognitive grammar (cf. Llopis-García, 2011) and an affective engagement approach to address specific pedagogical concerns that have emerged in these courses. 

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Author Biography

Adriana Raquel Diaz, The University of Queensland

I am originally from Buenos Aires, Argentina where I achieved a tertiary level degree as a teacher of English as a Foreign Language. In the year 2000, after completing these studies, I came to Australia as an international student to complete a BA (Hons) in Languages and Applied Linguistics. I then continued my postgraduate studies in the area of intercultural language pedagogy and while this continues to be my primary interest area of research, the development and implementation of blended language learning pedagogies has also become and interest area of research. I am passionate about language teaching and learning and I strive to promote a stimulating language learning environment that encourages students to critically reflect on and become aware of the underlying sets of beliefs, needs and motivations that shape the life-long journey that is learning a language.

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Published

2016-06-15

How to Cite

Diaz, A. R., & Hortiguera, H. (2016). TELL-ING IT LIKE IT IS: Practical implications from a critical stance on technology-enhanced language learning. Revista De Lenguas Para Fines Específicos, 22(1), 54–79. Retrieved from https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/472

Issue

Section

Sección Monográfica/Special Issue