Brave New Digital Classroom: Technology and Foreign Language Learning by Robert J. Blake and Gabriel Guillén (review)

Abstract

Reviewed by: Brave New Digital Classroom: Technology and Foreign Language Learning by Robert J. Blake and Gabriel Guillén Alexandria J. Ekler Robert J. Blake and Gabriel Guillén. Brave New Digital Classroom: Technology and Foreign Language Learning. Georgetown UP, 2020. 231p. Professor of Spanish Linguistics, Robert J. Blake, and Assistant Professor of Spanish, Gabriel Guillén, collaborated to create a critical pedagogical handbook outlining the importance of technology use in the language classroom. The authors propose that employing a variety of resources—technological as well as traditional—offers the largest benefit. While some educators may fall on one side or the other of the digital debate, this more moderate approach suggests that too much— or too little—of one sort of teaching may not be in the best interest of students’ development. Teaching methods (especially in language) have changed drastically over the last 50 years and continue to evolve as more research is devoted to language acquisition. New online resources and technologies have revolutionized the learning process, making not only more interactive and communicative options available, but also activities that may better spark student interest. The first chapter cites technology as a primary component in language teaching development and clearly states that it is not the solution to all struggles in the classroom. General classroom practices and a thorough understanding of second language acquisition (also addressed throughout) should be in conjunction with lesson plans that incorporate technology to deliver the most beneficial learning environment. Leading up to the second chapter, the authors debunk certain misconceptions [End Page 266] about second language acquisition and the use of technology. Considering the frequent mention of various scholarly articles and the explanation of principle pedagogical concepts, Brave New Digital Classroom would serve well in any language pedagogy course, especially one focusing on the use of technology. Each chapter offers powerful insight to aspiring educators by beginning with a concept of human nature and relating it to language learning. For further study, a list of citations and discussion questions encourages research and critical thinking on the topics. Various activities that may help learners include task-based language teaching (TBLT) that focuses on real-world communication and comprehension (50). Examples of options for TBLT tasks and advice on how to prepare them are also illustrated (51–52). Additionally, the authors emphasize computer-assisted language learning, or CALL. While CALL programs are great tools, there are now many of them and they are not all created equal. Some appear to be beneficial for learning several topics, but are really only helpful in one arena. For example, the book cites Duolingo as a good option for expanding vocabulary, but, even though verb conjugations are included in the learning interface (112), they are not as effective. A table evaluates the pros and cons of each application (39). There are still many fallacies with technology, because, after all, technology will never bring to the table all of the options and assessments that humans do. Nonetheless, these programs still have value and this volume will help readers navigate them. For many years, researchers have attempted to produce a technology advanced enough to aid students with their conversation skills. Created for this purpose, ICALL is unable to emulate natural, human conversation. Despite that, teachers can still use student input for evaluation (125). Chapter 5 discusses the importance and usefulness of games in the classroom, but also mentions that there are still very few game options for language learning, despite the benefits and booming gaming industry (133–35). However, students may use online games produced for social entertainment to practice at home by changing the language settings and communicating with people from other countries. Brave New Digital Classroom does a good job of stating the facts and leaving readers to arrive at their own conclusions about what is appropriate for the circumstance. It is clearly stated that too much or [End Page 267] too little of anything can have a negative impact on learning, but the authors do not outline exactly how many technological resources should be used. The bottom line is this: each student and class is different; therefore, there is no exact formula for how to create the perfect learning...