CALL and less commonly taught languages: challenges and opportunities

Abstract

Computer-Assisted Language Learning (CALL) researchers face many challenges in developing effective, high-quality CALL. CALL research has a very strong focus on the Most Commonly Taught Languages (MCLTs), particularly English. CALL researchers working with Less Commonly Taught Languages (LCTLs) face further constraints. LCTLs can range from languages with a large speaker and online presence to those with fewer speakers and less online resources. Suitable and effective pedagogical approaches may not be available for LCTLs and the learner needs may also be different. In the case of Endangered Languages (ELs) there are further constraints which include the lack of printed and online resources in the language, dialectal issues, lack of societal support, lack of quality language documentation, lack of an active speaker community or native speakers, competent linguists and teachers. This paper reviews general CALL constraints for MCTLs, the further constraints that particularly apply in the LCTL context and the additional constraints that exist for ELs. It suggests some strategies for dealing with these challenges, including leveraging prior research, reusing existing resources where possible, adopting a pragmatic approach and aiming to be smart with limited resources. CALL for LCTLs and ELs can look at what works for the MCLTs and try to leverage that.