On the Cusp: New Developments in Language Teaching

This is an exciting time in the field of language teaching. Yet many ESL/EFL professionals are either unaware of or remain indifferent to developments in other fields that are of fundamental importance to language teaching, such as the evolving role of computer assisted language teaching (CALL) and recent learning theories based on neuroscientific studies.


Recursive Hierarchical Recognition: A Brain-based Theory of Language Learning

The advent of multimedia computers allows for multimodal input and practice, where learning activities can take advantage of the hierarchical structure of the human brain and the interplay between listening, speaking, memory, and the pattern-recognition logic that is at the heart of human intelligence.


Redefining Roles: Language Learners, Teachers and Technology

This paper is adapted from The Great Divide: Mixing Teachers and Technology published in The Impact of Technology on Language, Learning and Teaching: What, How and Why. (2009) ed

Ward, C. Singapore: SEAMEO Regional Language Centre. The paper focuses on the importance of having a learning theory to clarify the roles of teachers and technologies in a blended approach to English learning. The brain-based learning theory, Recursive Hierarchical Recognition (RHR) is introduced and briefly described.


The Evolution of CALL

The growing need for proficient speakers of English in a world where English is the medium of knowledge transfer has put CALL in the spotlight. This paper is a brief overview of its recent history, from its early over-emphasis on technology to its present coming-of-age, its growing links to learning theories, and its promises for the future.


The Great Divide: Mixing Teachers with Technology

Technology is on the threshold of transforming education, a fact underscored by the theme of this conference, and something I witness firsthand everyday. From my perspective, as one who has been a proponent of CALL from its earliest days, it’s clear that many teachers and administrators are not prepared to deal with technology, even when the decision has been made to do so.


Theory in the Real World: The Flipped Classroom

Having access to information is revolutionary and can empower the flipped classroom to make a difference in education.