Resource Centre

Module 1.5, Module 2.3 and Module 3.3 all focus on the Internet and the World Wide Web. Specific lists of links can be found in the bibliography and references section of each of these three modules. The list of links here is limited to links relating to topics dealt with in other ICT4LT modules, plus a number of official government sites, EU sites and Council of Europe sites. For a comprehensive list of links relating to language learning and teaching see Graham Davies's Favourite Websites. This is a bigger and more detailed set of links than those listed below, and it's updated every week: http://www.camsoftpartners.co.uk/websites.htm

General

The Ashcombe School's Language College MFL pages: Lots of materials, advice, software evaluations, worksheets, exercises for different languages, etc. A comprehensive and well maintained site - a lot more useful than most of the sites maintained by UK government agencies: http://www.ashcombe.surrey.sch.uk/Curriculum/modlang. See Case Study 5 in Module 3.1, Managing a multimedia language centre.

Assessment and Testing: See the module on Computer Aided Assessment (CAA) and language learning: Module 4.1. See Language Testing.

Babel Fish: An automatic translation package: http://babelfish.yahoo.com. Not 100% perfect but certainly conveys the gist of a text. See Section 3, Module 3.5, headed Machine Translation.

BECTA: British Educational Communications and Technology Agency, formerly known as NCET (National Council for Educational Technology): http://www.becta.org.uk. BECTA's huge labyrinthine website contains useful material on ICT in education in general, but tends to be a bit "techie". Modern Foreign Languages are not all that well represented at the BECTA website, but see the section headed Modern Foreign Languages at the BECTA Schools site: http://schools.becta.org.uk. Interestingly, BECTA seems to be blissfully ignorant of the existence of ICT4LT and EUROCALL!

British Council: The British Council is the UK's international organisation for educational and cultural relations: http://www.britishcouncil.org. Its purpose is to enhance the UK's reputation in the world as a valued partner. It does this by creating opportunities for people worldwide with programmes in education, English language teaching, the arts, science, governance and information through a network of 230 offices and teaching centres in 109 countries. The British Council receives a grant-in-aid from the Foreign and Commonwealth Office (FCO) and earns income from teaching English, conducting British examinations and managing development and training contracts.

C&IT Centre, University of Hull: Initially established as the CTICML (1989-2000). The C&IT Centre closed down in 2002, bringing to an end a long association between Hull and language learning technology. Some C&IT/CTICML resources were integrated into the LLAS (Subject Centre for Languages, Linguistics, and Area Studies), University of Southampton: http://www.llas.ac.uk. Other resources have been integrated into the EUROCALL website and CALL@Hull, Fred Riley's website: http://www.fredriley.org.uk/call/langsite

CEMLL (Centre for Excellence in Multimedia Language Learning): Based in the School of Languages and Literature at the University of Ulster, the focus of CEMLL is to research the use of computer-based multimedia teaching facilities and develop appropriate teaching methods. CEMLL's approach to multimedia language learning is to integrate use of digital technology in class to promote active engagement and to support dynamic intervention. The primary aims of CEMLL are to: -(i) develop teaching excellence and encourage innovation in the use of multimedia resources, (ii) integrate the use of multimedia resources with face-to-face teaching, (iii) research and evaluate the effectiveness of teaching in a multimedia environment, (iv) collaborate with colleagues within the University of Ulster and other HE Institutions and share good practice: http://cemll.ulster.ac.uk

CILT: The Centre for Information on Language Teaching, London - now known as the National Centre for Languages - which is a single national body embracing CILT and the Languages National Training Organisation (LNTO): http://www.cilt.org.uk. CILT is probably the leading information centre on language teaching in Europe. They’re doing a grand job! CILT is a partner in the ICT4LT project and collaborates with the LLAS (Subject Centre for Languages Linguistics and Area Studies), University of Southampton: http://www.llas.ac.uk. ICT features prominently in CILT's activities - check the website's publications section and the ICT links. See also the Languages ICT website, an initiative by CILT and ALL.

Common European Framework (CEFR) of Reference for Languages: The main aim of the Council of Europe's Common European Framework of Reference (CEFR) for Languages is described thus: "... the Council of Europe should develop a comprehensive, transparent and coherent framework of reference for the description of language learning and teaching at all levels. This instrument will provide a basis for the international comparison of objectives and qualifications, thus facilitating personal and vocational mobility in Europe, and will provide a valuable tool for policy making in member States." The six levels of language proficiency that are described in the CEFR are used as yardstick in the DIALANG diagnostic testing project and in most EFL/ESOL examinations. See: http://www.coe.int/t/dg4/linguistic/ and http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp. See also Section 2.2, Module 4.1, which contains detailed information on the CEFR in the context of Language Testing.

Copyright: See our General guidelines on copyright. Useful information on copyright and many links to websites containing detailed information on copyright legislation.

CTICML, University of Hull: The CTICML (Computers in Teaching Initiatitive Centre for Modern Languages) was established at the University of Hull in 1989. It was renamed the C&IT Centre in 2000 and finally closed down in 2002, bringing to an end a long association between Hull and language learning technology.

Department for Children, Schools and Families (DCSF): http://www.dcsf.gov.uk - formerly called the Department for Education and Skills (DfES). One of two ministries responsible for Education in the UK, the other one being the Department for Innovation, Universities and Skills (DIUS): http://www.dius.gov.uk. A useful source of information of information, but I do wish they would stop reorganising their websites and failing to indicate where important documents have gone. Now that the DfES has changed its name (June 2007) wait for all the URLs containing dfes to disappear. See:

DIALANG: A major EU-funded project on diagnostic language testing, co-ordinated by the Freie Universität Berlin: http://www.dialang.org. The project aims to design sets of diagnostic tests at the six Common European Framework of Reference (CEFR) levels in 14 EU languages. See Section 2.2.1, Module 4.1 for further information on DIALANG.

Education Forum: An international forum which enables anyone from all over the world interested in education to post information, ask questions, and to take part in debates about education. The forum also helps teachers to find partners for subject specific and cross-curricular curriculum projects. It is hoped that the forum will provide a world community of teachers. Most of the website is in English but there are also sections in other languages. Graham Davies is Moderator of the MFL section - which is currently a bit quiet: http://educationforum.ipbhost.com

European Centre for Modern Languages (ECML): The Council of Europe's centre in Graz, Austria. The ECML runs regular workshops for teachers of foreign languages, including workshops on ICT. The website includes reports on past workshops, useful resources, and announcements of forthcoming activities: http://www.ecml.at

European Computer Driving Licence (ECDL): An internationally recognised qualification in ICT: http://www.bcs.org/server.php?show=nav.5829. See also the ECDL for Education, which is designed specifically to help teachers, support staff and ICT coordinators develop practical computing skills for teaching and learning in the classroom and leads to an internationally recognised level of certification: http://www.educatorsecdl.com

European Language Council: A professional association, set up with the aid of European Commission funding, which aims to act as a forum and a lobby group: http://www.celelc.org. Includes a Policy Group on New Technologies and Language Learning.

European Union: This is the European Union's homepage, with lots of multilingual links and links to the EU's key programmes and activities: http://europa.eu

Futurelab: A high-tech educational initiative sponsored - maybe a bit too leading-edge for some people. They are beginning to become active in the area of ICT and Modern Foreign Languages and have produced the following articles and reports and articles:

Good Practice Guide: Located at the website of the LLAS (Subject Centre for Languages, Linguistics and Area Studies), University of Southampton: http://www.llas.ac.uk. Contains a collection of commissioned articles written by recognised authorities in their field and reviewed by an editorial board. Browse the guide via author name or subject (e.g. Computer Assisted Language Learning, an article by Graham Davies): http://www.llas.ac.uk/resources/guidecontents.aspx

iLoveLanguages: A comprehensive guide to language-related Web sites. Tyler Chambers (né Jones) is a great gatherer of information about foreign languages. You’ll find these pages worth a visit: http://www.ilovelanguages.com/

Intute: Arts and Humanities: A free online service providing access to Web resources for education and research, selected and evaluated by a network of subject specialists. There are over 21,000 Web resources listed here that are freely available by keyword searching and browsing: http://www.intute.ac.uk/artsandhumanities/. See especially: Internet for Modern Languages: http://www.vts.intute.ac.uk/he/tutorial/languages

Language Learning and Technology: A refereed journal, available only on the Web. A goldmine of information: http://llt.msu.edu/

Language Testing: See the module on Computer Aided Assessment (CAA) and language learning: Module 4.1. See also DIALANG.

Linguanet Europa: A multilingual project which developed out of the original Linguanet project (now defunct). A substantial online catalogue of language learning resources is being built up here. This project is currently undergoing expansion to incorporate an interface in a number of new languages and addressing in particular the needs of adult learners: http://www.linguanet-europa.org

The Open University Faculty of Education and Language Studies: The Open University offers distance learning courses in Modern Languages. Study materials include printed course books and audio materials that cover survival language for the traveller as well as the communication skills needed in a range of settings, at home, work or leisure.The Open University makes use of both face-to-face tuition and online tuition using a voice and visual conferencing system: http://www.open.ac.uk/education-and-languages/. See also this page for general information on distance learning: http://www.open.ac.uk/new/distance-learning.shtml

Viruses, spam, adware and spyware: See Graham Davies's Cautionary Tale, in which he describes his own experience with viruses, how to get rid of viruses and recent virus threats. There are also references to spam, adware and spyware: http://www.camsoftpartners.co.uk/bugs.htm

Web Archive (Wayback Machine): Dead links on the Web are a growing problem. You find a nice site, bookmark it, or add it to a list of links like this one, and the next time that you try to access it, it's gone or, worse still, it's been transmogrified into an offensive site. Linkrot is a growing disease. It was estimated that in 1999 nearly 30% of the links on the Web were dead - and the situation is probably a lot worse now. However, salvation has arrived: the Web Archive (Wayback Machine) at http://www.archive.org. To start using the Web Archive to surf the Web as it was, you just type a URL (a website address) a dialogue box, click the Take Me Back button, and start exploring the past. The site also contains an efficient text search facility.

Webheads: Webheads describes itself as "An online community of practice of teachers and educators, practising peace and professional development through Web 2.0 and computer mediated communication": http://webheads.info/. Webheads organises regular online conferences under the heading Webheads in Action Online Convergence (WIAOC): http://wiaoc.org

WELL: The Web Enhanced Language Learning (WELL) project, co-ordinated by William Haworth, Liverpool John Moores University, was set up in 1997 with assistance from the higher education Fund for the Development of Teaching and Learning (FDTL) in order to promote wider awareness and more effective use of the World Wide Web in Modern Foreign Languages teaching across higher education in the UK. The funding period came to an end in August 2001 and the project is now inactive, but the website is still available as an archive: http://www.well.ac.uk

Authoring tools

See Module 2.5, Introduction to CALL authoring programs. This module describes a number of different online and offlline authoring tools. See especially Section 6, Module 2.5, headed Language-specific tools for a multimedia age.

The Authoring Suite: Wida Software's popular integrated authoring package, consisting of a suite of seven different tools for creating different kinds of CALL exercises: http://www.wida.co.uk/acrobat/authsuit.pdf. See Section 8, Module 1.4, headed Text manipulation.

Fun with Texts: Camsof't integrated text manipulation authoring package, consisting of seven different types of CALL exercises, now available in a new multimedia version: http://www.camsoftpartners.co.uk/fwt.htm. See Section 8, Module 1.4, headed Text manipulation.

Hot Potatoes: A suite of Web authoring tools for language teachers, written by Martin Holmes and Stewar Arneil at the University of Victoria, Canada - and free! Create your own Web exercises in Windows or Mac format: http://hotpot.uvic.ca. A Clipart Library for use with Hot Potatoes and other authoring tools is available at the University of Victoria site: http://hcmc.uvic.ca/clipart

Quandary: A package from the Hot Potatoes team (see above). Quandary is used for designing Action Mazes or Text Mazes: http://www.halfbakedsoftware.com/quandary.php. What is an Action Maze? See the Quandary website and the entry under Maze in the ICT4LT Glossary.

Quia: Includes lots of ready-made examples in foreign languages and a variety of other subjects - all submitted by keen registered users: http://www.quia.com

Markin: Not strictly a Web authoring tool, but a very useful package for marking work submitted by students as text data via email or as a word-processed document: http://www.cict.co.uk/software/markin/. Markin was developed as a marking system for courses delivered via the Internet. It can produce marked work in the form of HTML files that can be delivered back to students and viewed by them in a Web browser, or as RTF files that can be viewed in a word-processor.

Vokabel: Create your own vocab exercises - complete with lots of ready-made examples in English, French, German and Spanish: http://www.vokabel.com

Search engines

See also Section 4, Module 1.5, headed Search engines: How to find on materials of the Web.

Ask: A search engine that allows you to ask questions in "real" English, e.g. How can I improve my French?
http://uk.ask.com

Google: An efficient search engine, and currently the most popular on the Web. Simple to use and very fast. Try the "I'm feeling lucky" button, which homes in on the site that is most likely to fulfil your needs. You can also search for images and news items in the world's press. Two other useful features of Google: (i) type "define:" immediately in front of a word and Google will search for definitions of that word; (ii) type "link:" immediately in front of a URL and Google will find Web pages that link to that URL. Google's UK homepage is at http://www.google.co.uk. Try Google's Language Tools at http://www.google.co.uk/language_tools and search the Web in a variety of different languages. Google also offers a basic automatic translation service - not 100% accurate but it will give you an idea of what the text or website is all about.

The Spider's Apprentice: a guide to search engines and search techniques, with links to sites that will help you learn to search effectively: http://www.monash.com/spidap.html

Professional associations

APACALL: The Asia-Pacific Association for CALL, University of Southern Queensland, Australia: http://www.apacall.org

CALICO: A professional association devoted to promoting the use of technology enhanced language learning. Based at the University of South West Texas, USA: http://www.calico.org. A forum is maintained by CALICO here: http://calico.org/forum/. CALICO's sister association in Europe is EUROCALL.

CERCLES: Confédération Européenne des Centres de Langues dans l’Enseignement Supérieur / European Confederation of Language Centres in Higher Education / Europäische Konföderation der Hochschulsprachenzentren: http://www.cercles.org/

European Language Council (ELC): A professional association for language learning in higher education, set up with the aid of European Commission funding, which aims to act as a forum and a lobby group. Includes a Policy Group on New Technologies and Language Learning: http://www.celelc.org

EUROCALL: EUROCALL is a professional association devoted to promoting the use of technology enhanced language learning, founded as a group on enthusiasts in 1986 and established with the aid of European Commission funding as a formal professional association in 1993: http://www.eurocall-languages.org. EUROCALL's original HQ was at the University of Hull, UK, but in 2003 it found a new home at the University of Limerick, Ireland. There is a wealth of information at the main EUROCALL website, with numerous links to publications and other sources of information. You can also join the EUROCALL Discussion List at: http://www.jiscmail.ac.uk/lists/eurocall-members.html. EUROCALL's sister association in the USA is CALICO.

IALLT: The US-based International Association for Language Learning Technology, originally known as IALL (International Association for Learning Labs). IALLT is a professional organisation dedicated to promoting effective uses of media centres for language teaching, learning, and research: http://www.iallt.org

IATEFL: The UK-based International Association of Teachers of English as a Foreign Language: http://www.iatefl.org. IATEFL embraces a Special Interest Group for Learning Technologies - formerly known as the Computer SIG and formerly known as MUESLI (Micro Users in ESL Institutions). The SIG's publicly accessible discussion list is at http://groups.yahoo.com/group/LearningTechnologiesSIG/

LET: Language Education and Technology (LET) assocation of Japan, formerly known as the Language Laboratory Association (LLA), which now embraces a wider range of language learning technologies: http://www.j-let.org

WorldCALL: The worldwide association of CALL associations, which is in the process of establishing itself as an official profession association. The first WorldCALL conference was held at the University of Melbourne in 1998, and the second WorldCALL conference took place in Banff, Canada, 2003. The next WorldCALL conference will be held in in Japan in 2008: http://www.worldcall.org

CALL bibliography

Bibliographies

This section of the Resource Centre comprises all the works referenced in the 16 modules of the ICT4LT site. See also:

EUROCALL's CALL Bibliography (EUROCALL members only): http://www.eurocall-languages.org/resources/. This is a comprehensive list of CALL publications, including other bibliographies on the Web.

Online Journals: Akbarian I. (2003) "Online journals related to foreign language teaching and learning", Language Learning Journal (ALL) 28: 77-80. A comprehensive list of journals available on the Web.

Special Educational Needs: See David Ritichie Wilson's comprehensive bibliography, references and links realting to the teaching of Modern Foreign Languages to children with Special Educational Needs: http://www.specialeducationalneeds.com/mfl/mflsenictbiblio.pdf

Books and articles

Aarts J. (1991) "Intuition-based and observation-based grammars". In Aijmer K. & Altenberg B. (eds.) English corpus linguistics. Studies in honour of Jan Svartvik, London: Longman: 44-62.

Abeillé A. (1992) "A lexicalised tree adjoining grammar for French and its relevance to language teaching". In Swartz M. & Yazdani M. (eds.) Intelligent tutoring systems for foreign language learning: the bridge to international communication, Berlin: Springer-Verlag.

Abney S. (1997) "Part-of-speech tagging and partial parsing". In Young S. & Bloothooft G. (eds.) Corpus-based methods in language and speech processing, Dordrecht: Kluwer AcademicPublishers.

Ahern T., Peck K. & Laycock M. (1992) "The effects of teacher discourse in computer-mediated discussion", Journal of Educational Computing Research 8, 3: 291–309.

Ahmad K., Corbett G., Rogers M. & Sussex R. (1985) Computers, language learning and language teaching, Cambridge: Cambridge University Press.

Aijmer K. & Altenberg B. (eds.) (1991) English corpus linguistics. Studies in honour of Jan Svartvik, London: Longman.

Aldrich F., Rogers Y. & Scaife M. (1998) "Getting to grips with 'interactivity': helping teachers assess the educational value of CD-ROMs", British Journal of Educational Technology (BJET) 29, 4: 321-332.

Allen J. (1995) Natural language understanding, New York: Benjamins/Cummings Publishing Company.

Arnold D., Balkan. L, Meijer S., Humphreys R. L. & Sadler L. (1994) Machine Translation: an introductory guide, Manchester: NEC Blackwell. Also on the Web at: http://www.essex.ac.uk/linguistics/clmt/MTbook

Atkinson T. (1992) Hands off. It's my go! IT in the languages classroom, London: CILT in association with NCET.

Bailey R. & Dugard C. (2007) Lights, camera, action! Digital video in the languages classroom, London: CILT.

Bangs P. (2000) "Technology enhanced language learning", The Linguist 39, 2: 38-41.

Bangs P. (2001) EUROCALL 2001 paper titled "Will the Web catch enough flies? Where Web-based learning cannot yet reach".

Bangs P. (2002) "Authoring, pedagogy and the Web: expectations versus reality", International Journal of English Studies, Monograph Issue 2, 1: New Trends in Computer Assisted Language Learning and Teaching, edited by Pascual Pérez Paredes & Pascual Cantos Gómez, Servicio de Publicaciones, Universidad de Murcia, Spain. Available at: http://www.um.es/ijes/vol2n1/03-PaulBangs.pdf

Bangs P. (2003) "Engaging the learner - how to author for best feedback". In Felix U. (ed.) Language learning online: towards best practice, Lisse: Swets & Zeitlinger.

Barson J. & Debski R. (1996) "Calling back CALL: technology in the service of foreign language learning based on creativity, contingency, and goal-oriented activity". In Warschauer M. (ed.) Telecollaboration in foreign language learning, Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center: 49-68.

Bax S. & Chambers A. (2006) "Making CALL work: towards normalisation", System 34, 4: 465-479.

Beaton R., Brown E. et al. (1986) Call for the computer, London: Council for Educational Technology.

Beatty K. (2003) Teaching and researching computer assisted language learning, Applied Linguistics in Action Series, Harlow: Pearson Education.

Bel E. & Ingraham B. (1997) "Understanding the potential of the Internet for language teaching and learning". In Kohn J., Rüschoff B. & Wolff D. (eds.) New horizons in CALL: proceedings of EUROCALL 96, Szombathely, Hungary: Dániel Berzsenyi College.

Bennett P. & Paggio P. (eds.) (1993) Preference in EUROTRA, Luxembourg: European Commission.

Berer M. & Rinvolucri M. (1981) MAZES: a problem-solving reader, London: Heinemann.

Bertin J-C. (2001) "CALL material structure and learner competence". In Chambers A. & Davies G. (eds.) Information and Communications Technologies in language learning: a European perspective, Lisse: Swets & Zeitlinger.

Bickerton D. (1999) "Authoring and the academic linguist: the challenge of MMCALL". In Cameron K. (ed.) CALL: media, design and applications, Lisse: Swets & Zeitlinger.

Bickerton D. (2000) "Can (and should) academic linguists become multimedia authors?" In Fremdsprachenlernen mit Multimedia [...], Triangle 17, 30–31 janvier 1998, Paris: ENS Editions (for Goethe-Institut, ENS Fontenay/Saint-Cloud, The British Council).

Bickerton D., Ginet A., Stenton T., Temmerman M. & Vasankari T. (1997) Final report of the RAPIDO project. Plymouth, UK: University of Plymouth (Socrates Project TM-LD-1995-1-GB-58).

Bickerton D., Stenton T. & Temmermann M. (2001) "Criteria for the evaluation of authoring tools in language education". In Chambers A. & Davies G. (eds.) Information and Communications Technologies in language learning: a European perspective, Lisse: Swets & Zeitlinger.

Biesenbach-Lucas S. & Weasenforth D. (2001) "Email and word-processing in the ESL classroom: how the medium affects the message", Language Learning and Technology 5, 1: 135-165: http://llt.msu.edu/vol5num1/weasenforth/default.html

Bloom L. (1970) Language development: form and function in emerging grammars, Cambridge, MA: MIT Press

Bonk C.J. & King K.S. (1998) "Introduction to electronic collaborators". In Bonk C.J. & King K.S. (eds.) Electronic collaborators: learner-centred technologies for literacy, apprenticeship, and discourse, Mahwah, NJ : Erlbaum.

Blin F., Chénik N. & Thompson J. (eds.) (1998) CALL courseware development: a handbook. Hull: EUROCALL, CTI Centre for Modern Languages, University of Hull. Available in Acrobat PDF format at the ICT4LT site: Courseware_Directory.pdf

Bloothooft G., Dommelen W., van Espain C., Green P., Hazan V. & Wigforss E. (eds.) (1997) The landscape of future education in speech communication sciences: (1) analysis, Utrecht, Institute of Linguistics, University of Utrecht: OTS Publications.

Bloothooft G., van Dommelen W., Espain C., Hazan V., Huckvale M. & Wigforss E. (eds.) (1998)The landscape of future education in speech communication sciences: (2) proposals, Utrecht, Institute of Linguistics, University of Utrecht: OTS Publications.

Bolt P. & Yazdani M. (1998) "The evolution of a grammar-checking program: LINGER to ISCA", CALL 11, 1: 55-112.

Bongers H. (1947) The history and principles of vocabulary control, Worden: Wocopi.

Borchardt F. (1995) "Language and computing at Duke University: or, Virtue Triumphant, for the time being", CALICO Journal 12, 4: 57-83.

Bowerman C. (1993) Intelligent computer-aided language learning. LICE: a system to support undergraduates writing in German, Manchester: UMIST, Unpublished doctoral dissertation.

Bowers R. (1995) "WWW-Based Instruction for EST". In Orr T. (ed.) English for science and technology: profiles and perspectives, Aizuwakamatsu, Japan: Center for Language Research, University of Aizu: 5-8.

Bowers R. (1996) "Web publishing for students of EST". In Warschauer M. (ed.) Virtual connections: online activities and projects for networking language learners, Honolulu, Hawaii: University of Hawai Second Language Teaching and Curriculum Center.

Brehony T. & Ryan K. (1994) "Francophone stylistic grammar checking (FSGC): using link grammars", CALL 7, 3: 257-269.

Brett P. (1994) "Using text reconstruction software", ELT Journal, 48: 329-336.

Brierley B. & Kemble I. (eds.) (1991) Computers as a tool in language teaching, New York: Ellis Horwood.

Britain S. & Liber O. (1999) A framework for pedagogical evaluation of Virtual Learning Environments, JISC Technology Applications (JTAP). Available (28 November 2005) from: http://www.jisc.ac.uk/uploaded_documents/jtap-041.doc

Brocklebank P. (1998) An experiment in developing a prototype intelligent teaching system from a parser written in Prolog, Manchester, UMIST, Unpublished MPhil dissertation.

Brown E. (ed.) (1988) Learning languages with technology, Warwick: MESU (now known as BECTA).

Brown P.F., Della Pietra S.A., Della Pietra V.J. & Mercer R.L. (1993) "The mathematics of statistical Machine Translation: parameter estimation ", Computational Linguistics 19, 2: 263-311

Brown R. (1973) A first language: the early stages, Cambridge, MA: Harvard University Press..

Brücher K.H. (1993) "On the performance and efficiency of authoring programs in CALL", CALICO Journal 11, 2: 5–20.

Buchholz E. (ed.) (1989) Fremdsprachenlernen mit Mikrocomputer und anderer Informationstechnik, Rostock: Wilhelm-Pieck University.

Buchmann B. (1987) "Early history of Machine Translation". In King M. (ed.) Machine Translation today: the state of the art, Edinburgh: University Press.

Buckett J. & Stringer G. (2001) "ReLaTe: a case study in videoconferencing for language teaching". In Chambers A. & Davies G. (eds.) Information and Communications Technology: a European perspective, Lisse: Swets & Zeitlinger.

Buckland D. (2000) Putting achievement first: managing and leading ICT in the MFL department, London: CILT.

Bull S. (1994) "Learning languages: implications for student modelling in ICALL", ReCALL 6, 1: 34-39.

Bureau Lingua/DELTA (1993) Foreign language learning and the use of new technologies: conference proceedings, Brussels: European Commission.

Burgess G. and Eastham S. (1997) "Cybertrash or teaching tool? Or untangling the Web: a critical look at using World Wide Web resources for foreign-language teaching and learning". In Kohn J. et al. (eds.) New horizons in CALL: proceedings of EUROCALL 96, Szombathely, Hungary: Dániel Berzsenyi College.

Burston J. (1998) "From CD-ROM to the WWW: coming full circle", CALICO Journal 15, 1-3: 67-74.

Bush M. (1996) "Internet mania. World Wide Web technology: what's hot and what's not!", Multimedia Monitor Newletter, February 1996 Edition, Philips Business Information, Inc.

Cameron K. (ed.) (1989) Computer Assisted Language Learning, Oxford: Intellect.

Cameron K., Dodd W. & Rahtz S. (eds.) (1986) Computers and modern language studies, Chichester: Ellis Horwood.

Carson-Berndsen J. (1998) "Computational autosegmental phonology in pronunciation teaching". In Jager S., Nerbonne J. & van Essen A. (eds.) Language teaching and language technology, Lisse: Swets & Zeitlinger.

Chambers A. & Davies G. (eds.) (2001) Information and Communications Technology in language learning: a European perspective, Lisse: Swets & Zeitlinger (now taken over by Taylor & Francis).

Chambers A., Conacher J. & Littlemore J. (2004) ICT and language learning: integrating pedagogy and practice, Continuum International Publishing Group, ISBN 1902459504, 9781902459509.

Chanier D., Pengelly M., Twidale M. & Self J. (1992) "Conceptual modelling in error analysis in computer-assisted language learning". In Swartz M. & Yazdani M. (eds.) Intelligent tutoring systems for foreign language learning: the bridge to international communication, Berlin: Springer-Verlag.

Chapelle C. (1998) "Multimedia CALL: lessons to be learned from research on instructed SLA", Language Learning & Technology 2, 1: 22-34. Available at: http://llt.msu.edu/vol2num1/article1/index.html

Chen L. & Barry L. (1989) "XTRA-TE: Using natural language processing software to develop an ITS for language learning". In Fourth International Conference on Artificial Intelligence and Education: 54-70.

Chomsky N. (1964) "Formal Discussion". In Bellugi U. & Brown R. (eds.) The acquisition of language. Monographs of the Society for Research in Child Development 29: 37-39.

Chomsky N. (1986) Knowledge of language: its nature, origin, and use, New York: Praeger.

Christensen C. (1997) The innovator's dilemma, Cambridge, Massachusetts: Harvard Business School Press.

Christensen C. & Raynor M. (2003) The innovator's solution, Cambridge, Massachusetts: Harvard Business School Press.

Collins Cobuild English Language Dictionary (1987) ed. John Sinclair, London and Glasgow: Collins.

Collins Cobuild Student’s Grammar (1991) ed. John Sinclair, London: Harper Collins.

Collins A., Brown J.S. & Newman S.E. (1989) "Cognitive apprenticeship: teaching the crafts of reading, writing and mathematics". In Resnick L.B. (ed.), Knowing, learning, and instruction: essays in honor of Robert Glaser, Hillsdale, NJ: Lawrence Erlbaum Associates.

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Windeatt S., Hardisty D. & Eastment D. (2000) The Internet, Oxford: Oxford University Press. Don't be misled by the very general sounding title. This is aimed at learners of English as Foreign Language. There is a good deal of useful material and activities which could be adapted for MFL too.

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Journals

ALSIC (Apprentissage des Langues et Systèmes d’Information et de Communication Francophone Electronic Journal). A Francophone electronic journal: http://alsic.revues.org

Athelstan Newsletter, Athelstan, La Jolla, California, USA. This publication is about to be phased out and replaced by on online newsletter, TELL Digest. There are a number of useful links at this site, including a CALL bibliography. http://www.athel.com/on.html

CALL-EJ Online: A refereed professional journal on Computer Assisted Language Learning and related fields, published bi-annually. It began publication in 1999 after CALL-EJ in Japan and ON-CALL in Australia merged. CALL-EJ Online is now an international journal that welcomes contributions from around the world: http://www.tell.is.ritsumei.ac.jp/callejonline/

The IALLT Journal: published by IALLT, International Association for Language Learning Technology. IALLT changed its name from IALL to IALLT in May 2001. Editions of the journal prior to this date are catalogued under the name The IALL Journal.

Language Learning and Technology: A refereed journal, available only on the Web at: http://llt.msu.edu

ON-CALL: Australian Journal of Computers and Language Education, published by the University of Queensland, Australia. In January 1999 the ON-CALL journal became available only online and in May 1999 merged with CALL-EJ in Japan. It is no longer available online.

TELL&CALL: The journal of CALL-Austria. Contains articles in German and English. Address: Verein CALL-Austria, Kollmanngasse 9, 2380 Perchtoldsdorf, Austria.

CALL software publishers and retailers

Boardworks (UK): Publisher of range of interactive whiteboard software, mainly for schools

Camsoft Educational Software (UK): Publisher of Fun with Texts authoring package, CALL software retailer

Clarity (Hong Kong): Publisher of ESOL software

Digital Publishing (Germany): Publisher of CALL software

Discovery Education: Publisher of CALL software

EDpaX Interactive Whiteboard Software (UK): Publisher of interactive whiteboard software for young learners

Espresso Education (UK): Publisher of range of software for all subjects, including French, mainly for schools

Edulang (France): Publisher of ESOL software

CALL software databases

It is not our intention to provide a comprehensive list of available CALL software as this is mammoth undertaking and requires frequent updating. Many online software databases that used to exist have now closed for this reason. Publishers' websites and printed catalogues are more reliable as they tend to be updated regularly. See above.

Just for fun

If you get bored with CALL, here is Graham Davies's personal choice of sites that you might find entertaining:

BULL: If you have trouble writing critical essays then this is the place for you. BULL stands for Basic Unitary Literary Language: http://www.clas.ufl.edu/users/nholland/critic.htm. It’s a computer program by John Holland that generates impressive-sounding sentences such as "In a situated discourse, the metonymy of inclusion devolves into the hegemony of pre-existing structure". If you think the above sample is BULL then the real thing is even better: e.g. "If such a sublime cyborg would insinuate the future as post-Fordist subject, his palpably masochistic locations as ecstatic agent of the sublime superstate need to be decoded as the ‘now-all-but-unreadable DNA’ of a fast deindustrializing Detroit, just as his Robocop-like strategy of carceral negotiation and street control remains the tirelessly American one of inflicting regeneration through violence upon the racially heteroglossic wilds and others of the inner city". This text is authentic and written by one of the winners of the Annual Bad Writing Contest, Volume 11, 82 of the Humanist Discussion Group. See also Dialectizer, The Postmodernism Generator and Shakespearean insults.

Cliché Finder: Just the ticket for people who like to incorporate hackneyed and/or boring phrases into their essays. Search for a word and this search engine will return any clichés which use that phrase, e.g. "in the pink", "kill the goose that lays the golden eggs", "talk through your hat", "feather your nest", "keep a stiff upper lip"... http://www.westegg.com/cliche

Dialectizer: Here's a website that converts websites into Cockney, Jive, Redneck, Elmer Fudd, etc: http://www.rinkworks.com/dialect/ Alternatively, just feed in a text of your choice. Here's the original text, followed by Cockney:
(i) "I was walking down the road the other day when I felt thirsty, so I went into a pub and ordered a pint of beer."
(ii) "I were walkin' dahn the road the bloody uvver day wen I felt firsty, so I went into a rub-a-dub and ordered a pint of beer."
Hmm, a couple of Cockney rhyming slang opportunities missed, I think: (i) "road" = "frog" ("frog and toad"), (ii) "beer" = "pig's" ("pig's ear"). The Jive version is better: "Ah wuz walkin' waaay down d' road t'oda' day when ah felt dusty, so's ah went into some pub an' o'dered some pint uh beer. Ah be baaad..." See also The Postmodernism Generator , BULL and Shakespearean insults.

The Postmodernism Generator: http://www.elsewhere.org/pomo/. Written by Andrew C. Bulhak, this clever program generates completely meaningless but impressive-sounding essays, e.g. Baudrillardist hyperreality and subpatriarchialist theory, by V. Andreas Buxton, Department of Gender Politics, University of California, which begins as follows: "Sexual identity is part of the paradigm of narrativity," says Foucault; however, according to Finnis [1] , it is not so much sexual identity that is part of the paradigm of narrativity, but rather the fatal flaw, and subsequent futility, of sexual identity. It could be said that Sartre suggests the use of presemiotic textual theory to attack sexism. Foucault uses the term 'Baudrillardist hyperreality' to denote the difference between art and class." Great stuff! See also Dialectizer, BULL and Shakespearean insults.

Michael Quinion's World Wide Words: "Investigating international English from a British viewpoint" - a useful and amusing site that takes an oblique look at the English language: new words, weird words, fun words, slang, etc: http://www.worldwidewords.org

Shakespearean insults: Not authentic ones - the Bard was much better than this! But these are OK if you run out of ideas in your next slanging match. See: http://www.pangloss.com/seidel/Shaker, which generates insults such as "Thou currish flap-mouthed harpy!" See also Dialectizer, BULL and The Postmodernism Generator.

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Document last updated 20 February 2010. This page is maintained by Graham Davies.

Please cite this Web page as:
Davies G. (2010) ICT4LT Resource Centre. In Davies G. (ed.) Information and Communications Technology for Language Teachers (ICT4LT), Slough, Thames Valley University [Online]. Available from: http://www.ict4lt.org/en/en_resource.htm [Accessed DD Month YYYY].

ICT4LT Resource Centre

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