Source: http://ict4lt.org/en/en_resource.htm
Timestamp: 2019-04-26 11:41:37+00:00

Document:
The main aim of the ICT4LT website is to provide a collection of ICT training materials for teachers of foreign languages (see below). It is not intended to be a collection of CALL resources for use by language teachers in the classroom for teaching a specific language or by individual learners studying a language independently. There are links to some CALL resources in the individual modules (see the Contents page), and you may find the Glossary useful as it acts both as a glossary of ICT and CALL terminology and as an index to the ICT4LT site as a whole.
Graham Davies's Favourite Websites page. This is a set of 500+ categorised and annotated links to online and offline CALL resources.
Teachers' discussion lists, blogs and wikis are good places to look for CALL resources: see Section 12, Module 1.5.
A list of CALL software publishers and retailers can be found below.
The ICT4LT blog publishes occasional reviews of CALL resources.
Teachers interested in implementing technology in the classroom may wish to enrol for an instructional technology online degree.
The Consultants-E offers an online course that leads to a Certificate in Teaching Languages with Technology.
There are many other online courses that are geared specifically to ICT and language teaching. For example, the British Council offers teachers of English as a Foreign Language a course in Learning Technologies for the Classroom, and Graham Davies maintains a list of online and face-to-face Courses in ICT for Language Teachers.
The BBC's WebWise learning materials are very useful for beginners. They cover the basics of using a computer and also include information on using the Web, email, social media, and safety and privacy issues.
For more experienced computer users, Russell Stannard has created an excellent set of Teacher Training Videos for a range of ICT applications.
The Training Zone at the website Centre for Information on Language Teaching (CILT) offers continuing professional development materials for teachers of languages to students aged 14-19. The materials include a number of tutorials on using ICT.
language teachers undergoing training, to enable them to assess the development of their own ICT skills, experience and understanding.
The "can do" document covers selected generic applications (e.g. Word, browsers, email software, PowerPoint) and software applications that are particularly useful for language teachers. Under the heading for each application there is a range of essential tasks that the teacher should be able to carry out in order to feel comfortable working with the software - a so-called "can do" list. The applications and the tasks have been selected according to their usefulness for teaching foreign languages.
Teachers' discussion lists, blogs and wikis are good places to look for ICT training resources: see Section 12, Module 1.5.
In recent years there has been an increasing demand for training in the use of virtual worlds in language learning and teaching. Section 14.2.1, Module 1.5 is an expanding section of the ICT4LT site that focuses on the virtual world of Second Life. Learning how to use a Second Life will take some time, but it is worth the effort! Graham Davies aims to make your Second Life learning curve a little easier with this set of tutorial materials in Word format: Introduction to the Second Life Viewer. The materials take you step-by-step through the basics and include many links to other resources on the Web, including YouTube videos.
Module 1.5, Module 2.3 and Module 3.3 all focus on the Internet and the World Wide Web. Specific lists of links can be found in the bibliography and references section of each of these three modules. The list of links here is limited to links relating to topics dealt with in other ICT4LT modules, plus a number of official government sites, EU sites and Council of Europe sites. For a comprehensive list of links relating to language learning and teaching see Graham Davies's Favourite Websites page. This is a bigger and more detailed set of links than those listed below, and it's updated every week.
The Ashcombe School's Modern Foreign Languages website: Lots of materials, advice, software evaluations, worksheets, exercises for different languages, etc. A comprehensive and well maintained site - a lot more useful than most of the sites maintained by UK government agencies. See Case Study 5 in Module 3.1, Managing a multimedia language centre.
Association of Language Testers in Europe (ALTE): An association of providers of foreign language examinations, founded in 1990.
Assessment and Testing: See the module on Computer Aided Assessment (CAA) and language learning: Module 4.1. See Language Testing.
Babel Fish: An automatic translation package: http://babelfish.yahoo.com. Not 100% perfect but certainly conveys the gist of a text. See Section 3, Module 3.5, headed Machine Translation.
BECTA: The Council for Educational Technology (CET), a forerunner of the British Educational and Communications Technology Agency (BECTA), began to be active in the area of Modern Foreign Languages/ICT in the late 1970s. In 1981 the CET joined forces with CILT in the organisation of the first major conference focusing on Modern Foreign Languages/ICT. In the same year the Microelectronics Education Programme (MEP) was launched under the auspices of the CET, leading to the establishment of a network of support centres and teams of advisory teachers responsible for offering advice and training in a range of different subject areas, including Modern Foreign Languages, for primary and secondary education teachers. A number of Modern Foreign Languages software packages and Modern Foreign Languages/ICT printed publications were produced under the MEP initiative. A national centre, the Microelectronics Education Support Unit (MESU), was then set up as a successor to the CET. The MESU was renamed the National Council for Educational Technology (NCET), to be renamed yet again (in 2000) as BECTA. BECTA was finally closed down in January 2011.
British Council: The British Council is the UK's international organisation for educational and cultural relations: http://www.britishcouncil.org/. Its purpose is to enhance the UK's reputation in the world as a valued partner. It does this by creating opportunities for people worldwide with programmes in education, English language teaching, the arts, science, governance and information through a network of 230 offices and teaching centres in 109 countries. The British Council receives a grant-in-aid from the Foreign and Commonwealth Office (FCO) and earns income from teaching English, conducting British examinations and managing development and training contracts.
CALL@Hull : Fred Riley's website. Contains some of the resources originally located at the website of the CTICML and the C&IT Centre, University of Hull - both now defunct.
C&IT Centre (Computers and IT Centre), University of Hull: Initially established as the Computers in Teaching Initiatitive Centre for Modern Languages (CTICML) (1989-2000). The C&IT Centre closed down in 2002, bringing to an end a long association between Hull and language learning technology. Some C&IT/CTICML resources were integrated into the Centre for Languages, Linguistics, and Area Studies (LLAS), University of Southampton. Other resources have been integrated into the EUROCALL website and CALL@Hull, Fred Riley's website.
CEMLL (Centre for Excellence in Multimedia Language Learning): Based in the School of Languages and Literature at the University of Ulster, the focus of CEMLL is to research the use of computer-based multimedia teaching facilities and develop appropriate teaching methods. CEMLL's approach to multimedia language learning is to integrate use of digital technology in class to promote active engagement and to support dynamic intervention. The primary aims of CEMLL are to: -(i) develop teaching excellence and encourage innovation in the use of multimedia resources, (ii) integrate the use of multimedia resources with face-to-face teaching, (iii) research and evaluate the effectiveness of teaching in a multimedia environment, (iv) collaborate with colleagues within the University of Ulster and other HE Institutions and share good practice.
CILT: The Centre for Information on Language Teaching (UK). Now known as The National Centre for Languages, which is a single national body embracing CILT and the Languages National Training Organisation (LNTO). CILT was a founder partner in the ICT4LT project.
Common European Framework of Reference (CEFR) for Languages: The main aim of the CEFR is to provide a comprehensive, transparent and coherent framework of reference for the description of language learning and teaching at all levels. The CEFR provides a basis for the international comparison of objectives and qualifications, thus facilitating personal and vocational mobility in Europe. The six levels of language proficiency that are described in the CEFR are used as yardstick in the DIALANG diagnostic testing project and in most EFL/ESOL examinations. See Section 2.2, Module 4.1, which contains detailed information on the CEFR in the context of Language Testing. See also the Council of Europe's Language Policy Division website.
Copyright: See our General guidelines on copyright. Useful information on copyright and many links to websites containing detailed information on copyright legislation.
Corpora: See Module 3.4 on corpus linguistics and Module 2.4 on classroom concordancing - where you will find lots of other Web links.
Council of Europe: Not to be confused with the European Union. The main site of the Council of Europe is at: http://www.coe.int, but ICT4LT site visitors are probably most interested in the Council of Europe's work in promoting language learning: see Common European Framework of Reference (CEFR) for Languages. See also the site of the Council of Europe's European Centre for Modern Languages (ECML).
CTICML, University of Hull: The CTICML (Computers in Teaching Initiatitive Centre for Modern Languages) was established at the University of Hull in 1989. It was renamed the C&IT Centre in 2000 and finally closed down in 2002, bringing to an end a long association between Hull and language learning technology. Some C&IT/CTICML resources were integrated into the Centre for Languages, Linguistics, and Area Studies (LLAS), University of Southampton. Other resources have been integrated into the EUROCALL website and CALL@Hull, Fred Riley's website.
DIALANG: A major EU-funded project on diagnostic language testing, co-ordinated by the Freie Universit�t Berlin. The project's outcome was a large collection of diagnostic tests relating to the six Common European Framework of Reference (CEFR) levels in 14 EU languages. See Section 2.2.1, Module 4.1 for further information on DIALANG.
European Computer Driving Licence (ECDL): An internationally recognised qualification in ICT. See also the ECDL for Schools.which is designed specifically to help teachers, support staff and ICT coordinators develop practical computing skills for teaching and learning in the classroom and leads to an internationally recognised level of certification.
European Language Council: A professional association, set up with the aid of European Commission funding, which aims to act as a forum and a lobby group: http://www.celelc.org. Includes a Policy Group on New Technologies and Language Learning.
GetGED.org - GED preparation resources and study kits to help individuals prepare for the GED test or to continue their higher education.
Good Practice Guide: Located at at the website of the Centre for Languages, Linguistics and Area Studies (LLAS), University of Southampton. Contains a collection of commissioned articles written by recognised authorities in their field and reviewed by an editorial board. See Davies (2002).
Internet Archive: Also known as the Wayback Machine. Dead links on the Web are a growing problem. You find a nice site, bookmark it, or add it to a list of links like this one, and the next time that you try to access it, it's gone or, worse still, it's been transmogrified into an offensive site. Linkrot is a growing disease. It was estimated that in 1999 nearly 30% of the links on the Web were dead - and the situation is certainly a lot worse now. However, salvation has arrived: the Internet Archive (the Wayback Machine) at http://www.archive.org/. Using the Wayback Machine to surf the Web as it was, you just type a URL (a website address) in the dialogue box, click the Take Me Back button, and start exploring the past, choosing a date from the calendar that goes back to the time when the website address was still active.
Language Testing: See the module on Computer Aided Assessment (CAA) and language learning: Module 4.1. See also DIALANG.
Linguanet Forum: A discussion list for language teachers and researchers.
The Open University Faculty of Education and Language Studies: The Open University offers distance learning courses in foreign languages. Study materials include printed course books and audio materials that cover survival language for the traveller as well as the communication skills needed in a range of settings, at home, work or leisure.The Open University makes use of both face-to-face tuition and online tuition using Moodle. See also this page: What is distance learning?
University of Ulster: See CEMLL.
Wayback Machine: See Internet Archive.
WELL: The Web Enhanced Language Learning (WELL) project, co-ordinated by William Haworth, Liverpool John Moores University, was set up in 1997 with assistance from the higher education Fund for the Development of Teaching and Learning (FDTL) in order to promote wider awareness and more effective use of the World Wide Web in Modern Foreign Languages teaching across higher education in the UK. The funding period came to an end in August 2001 and the project and website are now inactive.
See Module 2.5, Introduction to CALL authoring programs. This module describes a number of different online and offlline authoring tools. See especially Section 6, Module 2.5, headed Language-specific tools for a multimedia age..
Quandary: A package from the Hot Potatoes team (see above). Quandary is used for designing Action Mazes or Text Mazes: http://www.halfbakedsoftware.com/quandary.php. What is an Action Maze? See the Quandary website and the entry under Maze in the ICT4LT Glossary.
Markin: Not strictly a Web authoring tool, but a very useful package for marking work submitted by students as text data via email or as a word-processed document: http://www.cict.co.uk/markin/index.php. Markin was developed as a marking system for courses delivered via the Internet. It can produce marked work in the form of HTML files that can be delivered back to students and viewed by them in a Web browser, or as RTF files that can be viewed in a word-processor.
See also Section 4, Module 1.5, headed Search engines: how to find on materials of the Web.
Ask: A search engine that allows you to ask questions in "real" English, e.g. How can I improve my French?
AsiaCALL: The Asia Association of Computer Assisted Language Learning, Korea: http://www.asiacall.org/. AsiaCALL publishes the AsiaCALL Online Journal.
Association for Language Learning (ALL): The UK's major association for language teachers. Most members are drawn from the primary and secondary school sectors, but membership is open to all language teachers. The website contains lots of information and useful links. ALL also maintains a discussion list known as ALLNET.
CALICO: Acronym for Computer Assisted Language Instruction Consortium, a professional association devoted to promoting the use of technology enhanced language learning. Founded in the USA in 1982. CALICO publishes the CALICO Journal.
IALLT: The US-based International Association for Language Learning Technology, originally known as IALL (International Association for Learning Labs). IALLT is a professional organisation dedicated to promoting effective uses of media centres for language teaching, learning, and research. IALLT publishes the IALLT Journal.
IATEFL: The UK-based International Association of Teachers of English as a Foreign Language. IATEFL embraces a Learning Technologies Special Interest Group (LT SIG) and publishes the CALL Review.
EUROCALL's CALL Bibliography (EUROCALL members only): http://www.eurocall-languages.org/resources/. This is a comprehensive list of CALL publications, including other bibliographies on the Web.
Online Journals: Akbarian I. (2003) "Online journals related to foreign language teaching and learning", Language Learning Journal (ALL) 28: 77-80. A comprehensive list of journals available on the Web.
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Davies G. (2002a) Article on Computer Assisted Language Learning (CALL) in the Good Practice Guide at the website of the Centre for Languages, Linguistics and Area Studies (LLAS), University of Southampton. Also available here, with updated links: LLAS CALL.
Davies G. (2003a) "Perspectives on online training initiatives". In Felix U. (ed.) Language learning online: towards best practice, Lisse: Swets & Zeitlinger (now taken over by Taylor & Francis).
Davies G. (2003b) "Computer Assisted Language Learning: Where are we now and where are we going?" Published by Futurelab: http://www.camsoftpartners.co.uk/docs/Futurelab_CALL_Article.htm. This article is substantially different from Davies's 2005 article (below).
Davies G. (2005) "Computer Assisted Language Learning: Where are we now and where are we going?" Keynote paper originally presented at the UCALL Conference, University of Ulster, Coleraine, June 2005. Regularly revised: http://www.camsoftpartners.co.uk/docs/UCALL_Keynote.htm. This article is substantially different from the article by Davies (2003b).
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CALL-EJ: The CALL Electronic Journal is a refereed professional journal on Computer Assisted Language Learning and related fields, published bi-annually. It began publication in 1999 after CALL-EJ in Japan and ON-CALL in Australia merged. CALL-EJ Online is now an international journal that welcomes contributions from around the world: http://callej.org/. CALL-EJ is currently sponsored by APACALL.
CALL Review: Newsletter of the IATEFL Learning Technologies SIG.
IALLT Journal: published by IALLT, International Association for Language Learning Technology. IALLT changed its name from IALL to IALLT in May 2001. Editions of the journal prior to this date are catalogued under IALL Journal.
ON-CALL: Australian Journal of Computers and Language Education, published by the University of Queensland, Australia. In January 1999 the ON-CALL journal became available only online and in May 1999 merged with CALL-EJ in Japan.
BULL: If you have trouble writing critical essays then this is the place for you. BULL stands for Basic Unitary Literary Language: http://www.clas.ufl.edu/users/nholland/critic.htm. Its a computer program by John Holland that generates impressive-sounding sentences such as "In a situated discourse, the metonymy of inclusion devolves into the hegemony of pre-existing structure". If you think the above sample is BULL then the real thing is even better: e.g. "If such a sublime cyborg would insinuate the future as post-Fordist subject, his palpably masochistic locations as ecstatic agent of the sublime superstate need to be decoded as the now-all-but-unreadable DNA of a fast deindustrializing Detroit, just as his Robocop-like strategy of carceral negotiation and street control remains the tirelessly American one of inflicting regeneration through violence upon the racially heteroglossic wilds and others of the inner city". This text is authentic and written by one of the winners of the Annual Bad Writing Contest, Volume 11, 82 of the Humanist Discussion Group. See also Dialectizer, The Postmodernism Generator and Shakespearean insults.
(i) "I was walking down the road the other day when I felt thirsty, so I went into a pub and ordered a pint of beer."
(ii) "I were walkin' dahn the road the bloody uvver day wen I felt firsty, so I went into a rub-a-dub and ordered a pint of beer."
Hmm, a couple of Cockney rhyming slang opportunities missed, I think: (i) "road" = "frog" ("frog and toad"), (ii) "beer" = "pig's" ("pig's ear"). The Jive version is better: "Ah wuz walkin' waaay down d' road t'oda' day when ah felt dusty, so's ah went into some pub an' o'dered some pint uh beer. Ah be baaad..." See also The Postmodernism Generator , BULL and Shakespearean insults.
The Postmodernism Generator: http://www.elsewhere.org/pomo/. Written by Andrew C. Bulhak, this clever program generates completely meaningless but impressive-sounding essays, e.g. Baudrillardist hyperreality and subpatriarchialist theory, by V. Andreas Buxton, Department of Gender Politics, University of California, which begins as follows: "Sexual identity is part of the paradigm of narrativity," says Foucault; however, according to Finnis  , it is not so much sexual identity that is part of the paradigm of narrativity, but rather the fatal flaw, and subsequent futility, of sexual identity. It could be said that Sartre suggests the use of presemiotic textual theory to attack sexism. Foucault uses the term 'Baudrillardist hyperreality' to denote the difference between art and class." Great stuff! See also Dialectizer, BULL and Shakespearean insults.
Shakespearean insults: Not authentic ones - the Bard was much better than this! But these are OK if you run out of ideas in your next slanging match. See: http://www.pangloss.com/seidel/Shaker/, which generates insults such as "Thou currish flap-mouthed harpy!" See also Dialectizer, BULL and The Postmodernism Generator.
Document last updated 27 March 2012. This page is maintained by Graham Davies.
Davies G. (2012) ICT4LT Resource Centre. In Davies G. (ed.) Information and Communications Technology for Language Teachers (ICT4LT), Slough, Thames Valley University [Online]. Available at: http://www.ict4lt.org/en/en_resource.htm [Accessed DD Month YYYY].

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