ICT and Language Learning

Abstract

As my general exploration of the intersection between ICT and language learning comes to a close, the discussion turns ever more towards language learning rather than language use. Accordingly, in this chapter, I examine how the role assigned to language teaching and the nature of language learning have changed along with, or possibly in response to, technological progress. I start with the observation that it is easy, unless you have school-age children engaged in learning languages, and perhaps even then, to underestimate the extent to which language pedagogy, like any other human activity, is subject to the influence of societal developments and trends. The technological side, the fact that we now have a whole new set of communication tools likely to be of help, is fairly obvious. But other aspects are not. When you stop to think about it, the changing face of language learning across the ages is a fascinating multifaceted issue. How widespread was language learning three, four centuries ago? What languages did people learn and how? What was regarded as a high priority, both in terms of languages and skills? And what role, if any, was assigned to technology?