Deborah Healey

COMPUTERS AND LANGUAGE LEARNING: AN OVERVIEW

Recent years have shown an explosion of interest in using computers for language teaching and learning. A decade ago, the use of computers in the language classroom was of concern only to a small number of specialists. However, with the advent of multimedia computing and the Internet, the role of computers in language instruction has now become an important issue confronting large numbers of language teachers throughout the world.

Networking for Learning and Teaching English for Specific Purposes

The Project was affected throughout by political and economic barriers, but some adoption of technological enhancements occurred nonetheless. The Project set up interim websites for the partner institutions and faculty (some of which are ongoing), created a mailing list for participants, offered workshops in Oregon and Tunisia for faculty and administrators, and continues to provide online consultation and support. The teaching of English for Specific Purposes in Tunisia has been enhanced where Internet and computer resources are available. Rapid growth in Internet availability to faculty and students bodes well for future use. It was clear from this experience that teachers, even in countries without extensive resources, can take advantage of low-cost or free Internet material available for online or offline use. A theme often repeated throughout the Project, too, was that teachers were preparing not only for the present, but also for the future. As computer and Internet access continue to expand in educational institutions, English language teachers need to be prepared to seize opportunities as they arise and to create, sustain, and extend change. The Project benefited both the American and the Tunisian partners by offering an opportunity to share ideas in a new environment and thus gain a broader understanding of the uses and limitations of technology in education. Our teaching will be better for it.