1. Perspectives on Technology in Learning and Teaching LanguagesRichard Kern Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40, 1, 183-210.

2. The search for and study of applications of computers in language teaching and learning. (Levy, 1997) Learners learning language in any context with, through, and around computer technologies. (Egbert, 2005) STATUS OF CALL?

4. “normalisation” as an end goal rather than current reality

6. Chapelle (1997) Interactionist approach to SLA to generate hypothesis Discourse Analysis as the research method. THEORETICAL GROUNDINGS What kind of language does learner engage in during a CALL activity? How good is the language experience in CALL for L2 learning?

7. Egbert (2005) Multiple theoretical perspectives. Socio-cultural contexts of technology use expand. Technologies diversify. Goal, content and structure of CALL pedagogy evolve.

9. SFL approach

10. Analysis of field, tenor and mode

12. Culturally neutral tools Universally adaptable media Global communication and global communities CULTURAL EMBEDDEDNESS Negroponte (1995) and Rheingold (1993)

13. An invisible culture of efficiency in WebCT and other Internet-based communication platforms (Moodle) Notion of Western style efficiency not appropriate tools for international groups of learners It values speed, reach, openness, quick response, question/debate and informality in communication Reeder et al (2004)

15. CMC tecnologies impose Western values and practices on peoples

18. Warschauer (1999)

20. IMPLICATIONS

21. Not technology per se, but the ways in which it is used. Still need to know how to use it to attain specific goals. Need to ask what it means to use computers for learning and using a language. Need to reflect on the social, cognitive, cultural, and educational implications. Conclusions