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The Foreign Language Appropriation Conundrum

Micro Realities and Macro Dynamics

Thomas Szende

This monograph’s title reflects the need to articulate the classroom actions and strategies of an increasingly efficient technological environment with symbolic, cultural, and political issues, namely the multi-dimensionality of affiliations, which today condition the practices of learners, teachers, tool designers, and the dissemination (or not) of languages throughout the world.

Reflective testimony of a teacher who is passionate about his work, this book is also the result of research conducted by a linguist wishing to raise the field of foreign language education to the level of a coherent and rigorous discipline capable of presenting teaching/learning options to all languages/cultures.

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5. Learning Anyplace, Anytime

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5.   Learning Anyplace, Anytime

5.1    Cyber-Learners and Cyber-Teachers

Faced with demands for swift and efficient teaching, the prestigious ‘Encyclopédie de la Pléiade. Le langage’ (Paris: Gallimard, 1968: 685; edited by A. Martinet) brings to mind the appearance of electronics and language laboratories on the market without which any college, at least in North America, would dare open its doors to a generation infatuated with speed and technology. The book expresses hope that this revival is the result of the long unsung efforts of linguists on the sidelines of official doctrines.

Technology influences our learning cultures, which do not fail to influence the appropriation of technology. Tools such as radio, television, video, CD-Roms, language laboratories, resource centers, and more recently, the appearance of technology able to equip learners and/or classrooms (computers, interactive whiteboards, tablet computers) and, more generally, the Internet, have marked and continue to change practices and behaviors in language teaching/learning.

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