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CALL for Background


Edited By Anna Turula and Anita Buczek-Zawiła

The volume discusses a multitude of ways in which CALL can serve to develop and support broadly conceived issues-of background in language education. The individual chapters explore a number of areas in which CALL techniques and tools enhance language instruction. The issues reported on comprise working with mature language learners, developing civic education, ICT affordances for ESP, professional training for translators, interpreters and crowdsourcing opportunities. Other contributions center around CALL-related resources, CAPT metacompetence and blended-learning paradigms as well as exploring cultural and linguistic issues in online exchanges.

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Technology-Mediated ESP Learning And Teaching (TESPLAT): from language learning theory to ICT integration principles

Cédric Sarré


Abstract: The slow adoption of Information and Communication Technology (ICT) by teachers of Languages for Specific Purposes (LSP), and of English for Specific Purposes (ESP) in particular is worth noting and can probably be attributed to the lack of specific training received by LSP teachers, but it is certainly not due to the fact that LSP/ESP cannot benefit from ICT affordances. It is therefore worth examining how ESP can precisely benefit from ICT affordances, the combination of ESP and ICT leading to Technology-mediated ESP Learning And Teaching (TESPLAT), an emerging field of learning/teaching and research. The benefits identified can indeed serve as the basis to determine a set of principles for successful ICT integration in ESP learning and teaching, which is one of the objectives of this contribution. To this end, the characteristics of ESP will first be discussed and the predominant language learning theory in ESP teaching will then be examined in relation to ESP objectives. The “special relationship” between ESP and ICT will then be studied and key principles to successful ICT integration in ESP learning and teaching will finally be outlined, the goal being to match ICT affordances to pedagogical considerations in an attempt to design pedagogy-driven ESP courses rather than technology-driven ones.

Keywords: ICT affordances, ICT integration ESP, teacher education

The way Information and Communication Technology (ICT) has been integrated into language teaching and learning has evolved considerably since the 1980s (Leffa 2009), moving from Higgins’s 1988 conception of Computer-Assisted Language Learning...

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