Autonomous University of Tamaulipas

U.A.M.C.E.H.

Computer Assisted Language Learning

Making CALL work: Towards normalisation

Instructor: Natzielly Kesne Gonzalez Garcia

Student: K. Mariel Barron Hernandez

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Making CALL work: Towards Normalisation

Computer Assisted Language Learning (CALL) has been changing during the
years as well as technology; as these elements develop, language teachers are
supposed to do it too, but not all of them increase that level of knowledge. Equally,
CALL seeks to work in a circumstance in which computers are completely
integrated into pedagogy, in other words, a state of ‘‘normalisation’’. This is really
linked into computer-based classes which allow the language teacher work with
students surrounded with updated and fresh information to work on.

On the other hand, since teachers do not have that experience with CALL classes,
there might be some issues to deal with. From the aspects mentioned above, this
CALL work is based on a qualitative research study which took place in two
different EFL settings that drew attention in these surroundings.

To restate, ‘‘normalisation’, is the state in which technology is so embedded in our

practice that it ceases to be regarded as either a miracle cure-all (cf. Murray
Barnes, 1998). Similarly, Bax notes that the state of normalization will have been
achieved ‘‘when computers … are used every day by language students and
teachers as an integral part of every lesson, like a pen or a book … (Bax, 2003, p.
23). Some teachers might be against this position for the reason that some
teachers/learners prefer working just with a teacher and vice versa.

Putting aside what teachers and learners think, there are some advantages about
Normalisation since it allows us to connect with the wider literature on educational
change and at the same time, it connects us with the wider research on innovation
and change. Taking into consideration this last advantage, these are some of the
aspects that language schools care about because it is very important to let the
learner practice with updated lessons in order to develop and refresh their previous
language knowledge.

Moreover, some of the factors that Chambers and Bax make emphasis on are
some of the factors that impact on the normalization of call, positively or negatively
in two institutions, and to identify through that research, productive ways of moving
towards normalization in future. These two institutions were located in the South-
East of England and the data was collected throughout observations of classes,
informal conversations, and other documents, as well as interviews.

To sum up, in site one, the teachers had over 10 years of CALL experience and
students were involved every week in this type of classes. On the other hand, in
site two, the CALL classes were offered in the form of a self-access option once a
week and the teachers did not have as much experience as in site one.

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Even though these places were different to one another about computer-based
language classes, they had something in common; in both sites it was difficult for
the teachers and students to access to the computer rooms because they were
also available for other academic purposes, so the teachers decided to give up
trying getting to the rooms.

In the same way, teachers in both sites reported lack of time for preparation as a
major factor preventing computer use in their teaching. Similarly, since most of the
teachers were fairly incompetent computer users, some were apprehensive about
using computers, feeling that students might know more about technology than
they did, causing them to ‘lose face’. Taking into account this lack of expertise, this
also happens in different schools; nowadays students know a bit more than
teachers since teachers sometimes do not want to have these types of training
courses.

Another thing that emerged from interviews with teachers in both case studies was
the absence of any evaluation current practice. In site two there was some
evidence of evaluation, but this was limited to evaluation of hardware and software,
with a series of recommendations on what types of equipment were needed to
improve current practice. This might have been the result of the weak language
classes.

At the same time, it was noted that CALL was not obligatory for teachers or
students in either institution because teachers would be unhappy of they forced
their students to include CALL classes. It leads us to the view that without the
integration of CALL fully into the syllabus, so that each teacher comes to accept it
as part of normal everyday teaching and learning, CALL may never become
normalized.

Taking into account the features commented above, all of these are related to the
lack of training. In site one most of the teachers interviewed said they would like
some sort of teacher development in CALL, but workshops were not perceived as
the whole answer. Likewise, in site two all the teachers mentioned that they were
eager for more teacher development on CALL but did not have much time. Bax’s
findings suggested also that teacher development might be more productive if it is
carried out in collaborative mode, as opposed to top-down training mode.

Lack of training is fully linked when teachers have to deal with technical problems.
In both case studies, teachers complained about the unreliability of the technology.
All teachers interviewed, talked about the computer crashing. Freezing or being
slow. As it is noticeable, this is the result of the lack of training and as a
consequence, a waste of time.

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To conclude, in order for a classroom to be normalized, the classroom will have to
be organized so as to allow for an easy move from CALL activities to non-CALL
activities as well as technical assistance, because teachers need support also
once they are dealing with CALL classes. Teachers and managers need to have
enough knowledge of and ability with computers to feel confident in using them.

REFERENCE:

 Chambers, Andrea, & Bax, Stephen. (2006). Making call work: towards
normalisation.