Information Technology and Languages for Specific Purposes in the EHEA: Options and Challenges for the Knowledge Society
- 1.7k Downloads
Information technology has become an essential part of all spheres of our lives, and in the domain of education, we have seen how technology has evolved alongside broader educational perspectives and social changes. In the context of language education, IT has played a key role in shaping LSP teaching and research. On the one hand, it has contributed to creating new demands and situations for specialized communication, along with new genres and skills (including electronic literacy). On the other hand, technological resources have allowed LSP teachers and researchers to access contexts of real language use, to analyze them, and to create authentic and relevant LSP teaching materials. This paper presents a review of the impact of IT on LSP in the context of the European university reform, focusing especially on central questions relevant to the LSP debate, such as the profiles of teachers and learners, the role of discipline knowledge, authenticity of materials and activities, and skills development. Some of the options for the integration of IT in LSP are illustrated through a project that involves the creation of an online learning environment for EAP (Quantum LEAP, Learning English for Academic Purposes).
KeywordsCritical Thinking Online Learning Language Policy Language Learning Lifelong Learning
- Alcaraz, E. 2000. El inglés profesional y académico. Madrid: Alianza Editorial.Google Scholar
- Area, M. 2010. Why offer information and digital competency training in higher education? In Information and digital competencies in higher education. Revista de Universidad y Sociedad del Conocimiento (RUSC) 7(2). http://rusc.uoc.edu/ojs/index.php/rusc/article/view/v7n2-area/v7n2-area-eng. Accessed 24 May 2013.
- Arnó, E., A. Soler, and C. Rueda (eds.). 2006. Information technology in languages for specific purposes. Issues and prospects. New York: Springer.Google Scholar
- Arnó, E., C. Rueda, and A. Soler. 2009. Designing a virtual learning environment for EAP students: Quantum LEAP (Learning English for Academic Purposes). In Teaching academic and professional English online, ed. I. González-Pueyo, C. Foz, M. Jaime, and M.J. Luzón, 57–82. Bern: Peter Lang.Google Scholar
- Barahona, C., and E. Arnó. 2001. English online: A virtual EAP course@university. In Methodology and new technologies in LSP, ed. S. Posteguillo, I. Fortanet, and J.C. Palmer, 181–194. Castelló de la Plana: Publicacions de la Universitat Jaume I.Google Scholar
- Bindé, J. 2005. Towards knowledge societies: UNESCO world report. Paris: UNESCO Publishing.Google Scholar
- Carter, R. 1993. Language awareness and language learning. In Data, description, discourse, ed. M. Hoey, 139–150. London: Harper-Collins.Google Scholar
- Chapelle, C.A. 2003. English language teaching and technology. Amsterdam: John Benjamins.Google Scholar
- Council of Europe. 2001. Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.Google Scholar
- Ding, A. 2005. Theoretical and practical issues in the collaborative learner autonomy in a virtual self-access centre. In Distance education and languages, ed. B. Holmberg, M. Shelley, and C. White, 40–54. Clevedon: Multilingual Matters.Google Scholar
- Doughty, C., and M. Long. 2003. Optimal psycholinguistic environments for distance foreign language learning. Language Learning and Technology 7. http://llt.msu.edu/vol7num3/doughty/default.html. Accessed 24 May 2003.
- Dudley-Evans, T., and M.J. St. John. 1998. Developments in ESP. A multi-disciplinary approach. Cambridge: Cambridge University Press.Google Scholar
- Fortanet-Gómez, I., and C. Räisänen (eds.). 2008. ESP in European higher education. Integrating content and language. Amsterdam: John Benjamins.Google Scholar
- Garrett, N. 2009. Computer-assisted language learning trends and issues revisited: Integrating innovation. The Modern Language Journal 93(Focus Issue): 719–740. doi: 10.1111/j.1540-4781.2009.00969.x.
- González, J., and R. Wagenaar (eds.). 2003. Tuning educational structures in Europe. Final report. Phase one. Bilbao: Universidad de Deusto.Google Scholar
- González-Pueyo, I., C. Foz, M. Jaime, and M.J. Luzón (eds.). 2009. Teaching academic and professional English online. Bern: Peter Lang.Google Scholar
- Kirkpatrick, A. 2007. World Englishes. Implications for international communication and English language teaching. Cambridge: Cambridge University Press.Google Scholar
- Kohonen, V., R. Jaatinen, P. Kaikkonen, and J. Lehtovaara. 2001. Experiential learning in foreign language education. London: Pearson Education.Google Scholar
- Kolb, D. 1984. Experiential learning. Englewood Cliffs: Prentice Hall.Google Scholar
- Lankamp, R.E. 2008. Curriculum change as a result of the introduction of the masters program: Designing and implementing a European online thesis-training course. In ESP in European higher education. Integrating content and language, ed. I. Fortanet-Gómez and C.A. Räisänen, 97–115. Amsterdam: John Benjamins.Google Scholar
- Levy, M. 1997. Computer-assisted language learning: Context and conceptualization. Oxford: Oxford University Press.Google Scholar
- Lévy, P. 1998. La Cibercultura, el Segon Diluvi? Trans. M. Llopis, Cyberculture. Barcelona: Edicions de la Universitat Oberta de Catalunya & Edicions Proa.Google Scholar
- Little, D. 1997. Responding authentically to authentic texts: A problem for self-access language learning? In Autonomy and independence in language learning, ed. P. Benson and P. Voller, 225–236. London: Longman.Google Scholar
- Long, M.H. 1991. Focus on form: A design feature in language teaching methodology. In Foreign language research in cross-cultural perspective, ed. K. de Bot, R. Ginsberg, and C. Kramsch, 39–52. Amsterdam: John Benjamins.Google Scholar
- Luzón, M.J. 2009. Learning academic and professional English online: Integrating technology, language learning and disciplinary knowledge. In Teaching academic and professional English online, ed. I. González-Pueyo, C. Foz, M. Jaime, and M.J. Luzón, 11–33. Bern: Peter Lang.Google Scholar
- Maylath, B., S. Vandepitte, and B. Mousten. 2008. Growing grassroots partnerships. In Designing globally networked learning environments, ed. D. Starke-Meyerring and M. Wilson, 59–66. Rotterdam: Sense Publishers.Google Scholar
- Murray, L., T. Hourigan, and C. Jeanneau. 2007. Blog writing integration for academic language learning purposes: Towards an assessment framework. Ibérica 14: 9–32.Google Scholar
- Noble, D.F. 1998. Digital diploma mills: The automation of higher education. First Monday 3(1). http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/569/490. Accessed 31 May 2013.
- Räisänen, C. 2009. Integrating content and language, in theory… In practice: Some reflections. In Las lenguas para fines específicos ante el reto de la Convergencia Europea. VIII Congreso Internacional AELFE, ed. E. Caridad de Otto and A.F. López de Vergara Méndez. La Laguna: Servicio de Publicaciones de la Universidad de La Laguna.Google Scholar
- Räisänen, C.A., and I. Fortanet-Gómez. 2008. The state of ESP teaching and learning in Western European higher education after Bologna. In ESP in European higher education. Integrating content and language, ed. I. Fortanet-Gómez and C.A. Räisänen, 11–51. Amsterdam: John Benjamins.Google Scholar
- Robinson, P. 1991. ESP today: A practitioner’s guide. Hemel Hempstead: Prentice Hall.Google Scholar
- Rueda, C., E. Arnó, and A. Soler. 2007. Integrating the Internet into EAP: Developing new literacies and language learning skills. In The texture of Internet. Netlinguistics in progress, ed. S. Posteguillo, M.L. Gea-Valor, and M.J. Esteve, 208–229. Newcastle: Cambridge Scholars Publishing.Google Scholar
- Shetzer, H., and M. Warschauer. 2000. An electronic literacy approach to network-based language teaching. In Network-based language teaching: Concepts and practice, ed. M. Warschauer and R. Kern. Cambridge: Cambridge University Press.Google Scholar
- Soler, A., and J. Romero. 2010. Developing pronunciation skills at tertiary level: An online pronunciation tutorial for academic purposes. In Proceedings of the 9th international AELFE conference. Tostedt (Hamburg): Attikon.Google Scholar
- Starke-Meyering, D., A.H. Duin, and T. Palvetzian. 2007. Global partnerships: Positioning technical communication programs in the context of globalization. Technical Communication Quarterly 16: 139–174.Google Scholar
- Swales, J.M. 1985. Episodes in ESP. Oxford: Pergamon Press.Google Scholar
- Swales, J.M. 2006. Corpus linguistics and English for academic purposes. In Information technology in languages for specific purposes. Issues and prospects, ed. E. Arnó, A. Soler, and C. Rueda. New York: Springer.Google Scholar
- Van Lier, L. 1996. Interaction in the language curriculum: Awareness, autonomy and authenticity. London: Longman.Google Scholar
- Vygotsky, L.S. 1978. El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica.Google Scholar
- Walker, U., and C. vom Brocke. 2009. Integrating content-based language learning and intercultural learning online: An international eGroups collaboration. In Proceedings of CLESOL 2008, ed. A. Brown. http://hdl.handle.net/10179/1591. Accessed 31 May 2013.
- Warschauer, M. 2006. Preface. In Information technology in languages for specific purposes: Issues and prospects, ed. E. Arnó, A. Soler, and C. Rueda, xiii–xv. New York: Springer.Google Scholar
- Warschauer, M., and R. Kern (eds.). 2000. Network-based language teaching: Concepts and practice. New York: Cambridge University Press.Google Scholar
- Wertsch, J.V. 1985. Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.Google Scholar