TELL-ING IT LIKE IT IS: Practical implications from a critical stance on technology-enhanced language learning

• Published in: Revista de lenguas para fines específicos 2016-01, Vol.22 (1), p.54-79
• Main Authors: Díaz, Adriana Raquel, Hortiguera, Hugo
• Format: Article
• Language: English
• Subjects: Action research; Cognitive grammar; Computer assisted language learning; Higher education; Language teaching methods; Spanish; Spanish as a second language instruction; technology-enhanced language learning
• ISSN: 2340-8561; 1133-1127; 2340-8561
• DOI: 10.20420/rlfe.2016.304

This paper presents a critical stance in the face of the technology-enhanced language learning (TELL) hype in higher education (HE). This hype, largely driven by institutional - instrumental and financial - imperatives has come under increasing scrutiny in recent times. Indeed, emerging discourses surrounding the broader context of technology-enhanced learning question the focus on technology-led innovation rather than pedagogy-led innovation as well as a number of scholarly aspects that remain largely undertheorised (cf. Bayne, 2014; Kirkwood & Price, 2013, 2014). In this paper we thus set out to articulate the challenges we face as language educators in the HE context and, in so doing, bring to light the glaring methodological gap that emerges from these. This discussion is complemented by practical examples from ongoing curricular innovation in intermediate Spanish language courses. These practical examples - drawn from an Action Research-driven pedagogic intervention on the use of PowerPoint in Spanish as a second/foreign language - illustrate the pedagogical strategies we have implemented to respond to these challenges critically, but also, creatively. These strategies integrate theoretical principles from cognitive grammar (cf. Llopis-Garcia, 2011) and an affective engagement approach (cf. Arnold, 2000) to address specific pedagogical concerns that have emerged in these courses.