Abstract
This paper explores the integration of ICT into Japanese as a Foreign Language (JFL) teacher education through a description of a CALL graduate course. It begins with some background on JFL CALL, the course, and the students. The main section describes the course activities for improving the students’ computer literacy; demonstrating techniques for using standard application software for teaching purposes; introducing the range of JFL courseware and Internet sites; providing practice in evaluating these teaching materials; and demonstrating basic techniques of online teaching. The conclusion covers the merits of this approach to CALL teacher education. Most of the activities described could be adapted for use in any CALL teacher education course.
Highlights
Japanese as a Foreign Language (JFL) and information and communication technologies (ICT)JFL CALL software began to appear in the mid-1980s (Hatasa, 2003, p. 231); today, teachers and learners of Japanese can choose from a wide range of teaching materials on disk, CD-ROM, and the Web, and there is increasing use of “social computing spaces” (Harrison, 2004) such as bulletin boards and chat
This paper explores the integration of information and communication technologies (ICT) into JFL teacher education through a description of a graduate course in CALL taught at a university in Japan
This paper has concentrated on JFL CALL but contains two main points that apply to CALL teacher education generally
Summary
This paper explores the integration of ICT into Japanese as a Foreign Language (JFL) teacher education through a description of a CALL graduate course. This paper explores the integration of information and communication technologies (ICT) into JFL teacher education through a description of a graduate course in CALL taught at a university in Japan. 238), and CALL for JSL (e.g., Hatasa, 2002; Schneider, 2003) These writers recommend that a CALL teacher education course should cover: (1) CALL theory and research; (2) programming and materials preparation; (3) software; (4) hardware; (5) evaluation of learning materials; (6) learner training; and (7) preparation for online teaching. Teachers must understand CALL’s relation to learning styles and strategies. (7) Preparation for online teaching will be an important aspect of teacher education in the future (e.g., Crichton & Childs, 2004; Palloff & Pratt, 2001); for example, Musumeci (2001) described how a blending learning approach improved courses in Spanish as a foreign language
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