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Volume 37, Issue 1
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
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Abstract

The rhetoric around global connectedness and advances in information communication technologies (ICTs) suggests that: Professional life for the marginalised and isolated language teacher should beeasier; the experience of language learners in Australian schools should be more meaningful andbring them closer to the languages and communities that they are studying; and collectively thisshould be empowering for students and teachers and, in turn, empower the languages learning areawith respect to its status and place within the curriculum. This paper examines these assumptionsthrough a qualitative multiple case study investigation of the use of information communicationtechnologies (ICTs) in secondary school language classes. The study explores the perceptions andexperiences of early adolescent language learners and those of their teachers. It also identifies andexamines a range of contextual factors that both complicate and nuance the technology andlanguages learning nexus. The findings of the study question the assumption of “automaticity”associated with ICTs and an enhanced/improved language learning experience for all those involved.This study finds that experience with technologies can impact negatively on both learners andteachers. This, in turn, can have an adverse influence on perceptions about languages and theirstatus in schools. At a time when schools are investing heavily in information communicationtechnologies, and when they are having to manage the introduction of the , the findings of this study serve to highlight the place of the “critical” in terms of languagesin Australian schools.

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2014-01-01
2024-09-16

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  • Article Type: Research Article
Keyword(s): critical pedagogy; educational technology; inter-global connectedness; languages education; technologies

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