Brave New Digital Classroom: Technology and Foreign Language Learning by Robert J. Blake and Gabriel Guillén, and: Teaching Languages in Blended Synchronous Learning Classrooms: A Practical Guide by Alba Girons and Nicholas Swinehart

Abstract

Reviewed by: Brave New Digital Classroom: Technology and Foreign Language Learning by Robert J. Blake and Gabriel Guillén, and: Teaching Languages in Blended Synchronous Learning Classrooms: A Practical Guide by Alba Girons and Nicholas Swinehart Christine Campbell Blake, Robert J., and Gabriel Guillén. Brave New Digital Classroom: Technology and Foreign Language Learning. Georgetown UP, 2020. Pp. 231. ISBN 978-1-62616-740-7. Girons, Alba, and Nicholas Swinehart. Teaching Languages in Blended Synchronous Learning Classrooms: A Practical Guide. Georgetown UP, 2020. Pp. 51. ISBN 978-1-62616-806-0. The widespread discussion about the advantages and disadvantages of online learning, especially in this time of a world pandemic that has necessitated its increased use in academia, business, and government, is fortuitous for the publication of the two books, cited above, which focus on the topic. This review will describe and analyze both, sequentially. Brave New Digital Classroom: Technology and Foreign Language Learning, focused on computer-assisted language learning (CALL), first appeared in 2008, then, in a second edition, in 2013. At the time, it constituted an important contribution to language learning given many educators were struggling with understanding the role of technology in the profession, the integration of mobile devices in daily life, and the new terminology. Written in a straightforward prose replete with references, the tome was a welcome addition to both the practitioner’s and researcher’s library. The substantially revised third edition of the book does not disappoint. Once again, its thoughtful exploration of why to integrate certain technological tools in the learning space render it a “must read” for language learning professionals interested in technology. Intended for “both neophyte and experienced CALL practitioners” in education, it “is not a how-to manual” (3 and 10, respectively). Below, comments on the organization and content of the book. The tome is divided into six chapters preceded by a foreword by Thorne, a well-known sociocultural researcher whose work examines intercultural competence. He posits the volume “provides a comprehensive topological map that will help to guide us forward on the path of creating more developmentally effective technology-mediated language learning environments at a time when bi- and multilingualism are most needed” (xi). The introduction has an intriguing title, “From Talking to Telling Tales in a Multilingual Digital World.” The title is a reference to the organization of the book around six qualities displayed [End Page 312] by learners, who are “(1) speakers of tongues, homo loquens; (2) both conscious and intuitive analyzers, homo analyticus; (3) social beings, homo socius; (4) tool users, homo faber; (5) game players, homo ludens; and, above all else, (6) storytellers, homo fabulans” (1). The authors assert they are promoting an interactional framework, which has as its premise that CALL digital tools and the social practices they generate can be the source of more input for learners but can also serve to direct and enhance learner attention during language development. Chapter 1 “Can Technology Help with L2 Learning?” examines the learner’s innate capacity to learn languages before reviewing four common misunderstanding about technology and L2 acquisition. An overview of SLA theories and how they relate to technology follow. Chapter 2 “What is the Right Technological Fit for L2 Learning?” focuses on both the learner’s and the teacher’s analytical abilities, which are put to use when engaging in their different roles within a particular instructional approach such as the interactionist approach, task-based language teaching, tandem learning, autonomous learning, and online learning. The chapter also provides information about evaluation frameworks that can be used to assess CALL materials for use in the L2 curriculum. Chapter 3 “How Does the Digital World Shape Our Social Interactions?” explores the learner’s social orientation, which can be satisfied through the use of digital tools such as email, instant messaging, blogs, microblogging, wikis, social networks, and video chat. All part of social CALL, they become “telecollaboration” when involving people in other countries. Chapter 4 “Which Digital Tools Work for L2 Learning?” describes learner tools, specifically computer programs and applications within the context of tutorial CALL. The chapter suggests ways to help teachers choose appropriate and meaningful tools for learning about and practicing new L2 structures...