a view informed by the problems of traditional literacy in a digital age

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Downloaded by [University of Gent] at 06:46 09 December 2011 RECONSTRUCTING LANGUAGE TEACHING the communicative approach was considered to be the lack of content, the lack of a shared cultural grammar. Today we are aware of the strengths and weaknesses of the communicative approach, so the debate between traditional or communicative approach is no longer so engaging. However, we are also confronted with lots of new ideas, concepts and approaches which cannot be described as a new unified paradigm. Possibly this trend can be described – for language teaching – as a ‘post-communicative’ approach. By adding the prefix ‘post’ we stress the idea that older discussions between traditional and communicative theories are outdated. But there is one thing we need to stress: that the discussion about content – cultural literacy – is still very high on the agenda. In back-tobasics, content was narrowed down to traditional cultural content. In the communicative approach, content was neglected because communication was the buzz word. Today, interaction is the new buzzword, and again content is minimised. The main challenge facing education today is that we need a radical way of conceiving text and of reconfiguring discourse and content. Essentially, we need a new way of organising knowledge. One recent methodological trend, content-based language teaching (CBLT), emphasises the fact that language does not consist of ‘empty skills’ but is a medium for content, and content is a resource for learning language. But again, we have become aware that we live in ‘a domain of subject-dependent knowledge and subject-dependent reality …. We literally create the world in which we live by living it’ (Maturana, 1978, pp. 60–61). CBLT will be influenced by the use of the computer. Teachers will be more or less obliged to use the Internet. And the Internet will transform our teaching and movement towards a new educational paradigm. Some people are worried about this inevitable evolution. They are deeply concerned with a basic question: ‘How do I fit the Internet into my pedagogical goals for my students?’ Probably we will be obliged to rephrase this question: how do I change my teaching to fit the Internet? We may also be obliged to rephrase our definition of language immersion, of CBLT. Again, the digital environment itself changes the space in which we teach; it creates a space in which we can learn a language in real interaction, using the real language in real communicative situations. CALL (computer-assisted language learning), TELL (technologyenhanced language learning) and TILL (technology-integrated language learning) all refer the role of ICT in language learning and teaching. They show that technology is more than an ‘add-on’ and probably TILL is the best acronym – implying that computers are integrated in our culture. So probably the C of computer and T of technology will disappear in all these acronyms. After all, we do not talk about BALL, BELL and BILL, referring to books-assisted language learning, etc. We have tried to show that technology affects human communication and culture in a very fundamental way. The problem is: ‘What we’ve lacked 139
Downloaded by [University of Gent] at 06:46 09 December 2011 Ronald Soetaert & Bart Bonamie is an intellectual culture able to transform its own premises as fast as our technologies are transforming us’ (Brockman, 1995). More and more educators realise that they have to face the challenge of integrating information technology tools in teaching and learning, and in managing educational institutions. Indeed, these tools extend learning outside the institutions as schools and classrooms. Teachers realise they have to change their roles. In the next part we will try to problematise these new roles. New Roles for Teachers Technology to Prepare Teachers In addition to language and technology, our LTOL project also focused on teacher training. From a technological perspective, there is a growing consensus – based on research – that teacher training is the key process in the successful incorporation of technology into the curriculum. Research also shows us that very often teachers teach the same way in which they were taught themselves. So, the best moment to introduce (student) teachers to technology is the moment they are being taught to become teachers, the moment they are socialised in their new professional role. We also know that there is a difference between preparing teachers to use technology and using technology to prepare teachers (Harrington, 1991). Role-changing Today, there is a tendency towards self-directed, autonomous, lifelong learning, emphasising the fact that meaning is constructed individually and socially. As the methodology, the curriculum, the students and the school are changing, so too is the role of the teacher. Teachers no longer control everything that happens in the classroom; their main function is to help the learners develop their autonomy. This is best done by helping them to choose appropriate and adequate learning materials, and by explaining learning strategies and techniques. This general constructive approach to teaching is also deeply influenced by the introduction of new technology. Teachers will have to be more responsive to the new characteristics of an on-line computer environment. The new teaching methods are complex and labour-intensive. Indeed, the shifting functions pose complex challenges to teachers. A new paradigm creates new roles for teachers. We selected four major roles (focusing on the relation with new technology). These are now briefly described. Coach, Facilitator. The introduction of a more constructive approach often precipitates a fundamental change in the forms of interaction between teachers and students, and among students themselves. There is also a 140
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a view informed by the problems of traditional literacy in a digital age

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