Resources

James Milton, Centre for Applied Language Studies, University of Wales Swansea

The full version of this review is available to download in pdf format - see box below. On this page you'll find the executive summary.

Executive summary

There is no one best way to learn a foreign language, nor a single optimal set of teaching materials. This is because the learners will vary both in how they learn and what they want and need to learn. Good teaching materials may, therefore, be produced according to a number of different approaches to language description, different interpretations of the theory of language learning, and according to different approaches to the process of teaching.

Qualities of good language materials

Nonetheless it is possible to identify a set of qualities which will make for good materials, and particular criteria which good technology-based materials will need. Good materials:

• are likely to be the product of an intelligently thought out approach and method
• possess a clear set of objectives within that method and approach
• are set at an appropriate language level for the learner
• are appropriate to the age and interests of the learner
• are motivating to the learner
• possess an appropriate range of relevant activities
• engage the learner in the meaningful use of the language, and
• last sufficient time and provide sufficient meaningful repetition for learning to take place.

Technology-based materials should also:

be understandable, quick and easy to use for both learners and, where appropriate, their teachers, and
be able to provide useful feedback to the learner's responses.

Government policy on languages and ICT

The greatest potential change in government policy in this area is the potential for the growth of language learners at primary age. While the implementation of this policy is unclear, it will require the development of new curricular materials as well as teaching materials geared to the interests and needs of this age group.

Government policy in both language teaching and the application of technology in schools, is likely to mean that there will be less formal classroom teaching of languages and rather more self-directed, distributed learning using the learner's own technological resources. This probably means that there will be a market for high quality language learning materials which are capable of both classroom and selfdirected use. This also probably means that the type of technology learners will use will vary both in what it is and how new it is, and the materials will need to fit this wherever possible.

Good materials need not be based on a single piece of the most modern technology in a formal classroom setting. Ideally, they should be capable of being used both in traditional formats, such as language laboratories or at home using videos and cassettes, and in modern formats using DVDs and the interactivity of the modern PC and internet.

For the best exploitation of technology in language teaching, there are certain adjustments at a policy level that should occur. These are:

• a reconsideration of existing National Curricula to allow a broader and more inclusive approach to the choice of language teaching methodologies. At present these appear too narrow to allow best advantage of technology to be taken. This is particularly the case for adult learners
• an extension of the curricula available to allow materials to be developed at all appropriate levels and for particular specialisms where these are required
• additions to teacher training in this area to allow teachers to be better informed of the diagnostic tools at their disposal and to make better informed and more professional choices of materials for their learners
• additions to teacher training so that there is greater understanding of and sympathy for the use of technology in both class and independent learning.

The future of language teaching technology-based materials

It seems likely that in addition to existing technology, where the PC can perform a limited number of language-related tasks, the following possibilities may emerge:

• the speed and reliability of the internet should make networking with other earners overseas practical and materials will be needed to control and guide these interactions in a constructive manner
• within existing PC technology, set-top box or other device, it should be possible to make better use of the multilanguage options of DVD and computer programs, to produce a wider range of more attractive, approachable and interesting language teaching materials which will bolster what language teaching may go on in class, and may allow motivated and independent learners to make progress away from the traditional class environment
• remote call centres for language teachers accessible by learners nationally or internationally is a possibility
• software which can grade written foreign language production offers the potential of useful feedback to learners, and huge opportunities in examining
• the possibilities of diagnostic and monitoring software becomes feasible and this would add to the quality of technology-based materials and provide a unique selling point
• the growth of materials designed for young learners at primary age seems inevitable.

Since the number of people learning any one foreign language may be quite small - even if the overall numbers learning languages is high - the ideal set of materials should be constructed to allow the language content to be replaced easily while retaining programming and ideas common to all. In particular, to be a commercial success, the materials should look to address the EFL market which is probably bigger than all other foreign language markets put together.

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