Description
With the increased necessity of using online teaching to ensure students continue to learn, it is imperative that language teachers implement computer-assisted language learning (CALL) techniques into their teaching strategies. TESOL teachers especially must continue to remain up to date on the latest research outlining best practices for the online teaching of English language learners.
CALL Theory Applications for Online TESOL Education is a crucial reference work that focuses on online education and CALL in the context of teaching English to speakers of other languages. The book presents research that illustrates the current best practices in online CALL applications in TESOL including works on emerging applications such as mobile language learning, games, and service-learning. It includes chapters that focus on technology-enhanced learning in a variety of configurations, from fully online contexts to face-to-face blended learning contexts that have some degree of a virtual component. While highlighting topics that include e-learning, second language acquisition, and virtual learning environments, this book is ideal for TESOL educators and CALL practitioners who are interested in the ways in which language and culture are impacted by online education. Moreover, K-12 teachers and teacher educators working with linguistically and culturally diverse learners in their classes and communities, as well as administrators, academicians, researchers, and students will benefit from the research contained in this book.
Author's/Editor's Biography
Kenneth Kelch (Ed.)
Ken Kelch is associate professor and system-wide director of TESOL at Alliant International University. He received his doctorate in TESOL from Alliant and his master’s degree from the University of
Hawaii. He was instrumental in the development of an online TESOL master’s program and a California
K-12 teacher credential program in teaching English learners, of which he is also the director. His areas
of specialization are curriculum development, research methods, and qualitative research, as well as
supervising and guiding doctoral candidates through the dissertation process.
Peter Byun (Ed.)
Dr. Jin-Suk Byun is an assistant professor in the TESOL program at Alliant International University. He graduated with a Ph.D. in Linguistics with a focus on second language acquisition (SLA) from the University of Illinois at Urbana-Champaign after he received his two MA's in Teaching English as a Second Language (TESL) and in linguistics from the same university. He taught various groups of English Language Learners and Korean language learners as well as TESOL master and doctoral students. He also worked as an ESOL coordinator in a preservice teacher education program and developed various TESL/TEFL certificate and master programs. His research interests include input, interaction, output, and automaticity in SLA, and the development of TESOL/TEFL programs.
Setareh Safavi (Ed.)
Setareh Safavi is a doctoral candidate in TESOL at Alliant International University. She formerly was a faculty member in the English department at Sheikhbahaee University in Iran, where she taught undergraduate courses in linguistics, oral skills and pronunciation, writing and composition, and research methodology. She also taught EFL in Iran for over 11 years. Her research interests include speech recognition technology and pronunciation teaching, TESOL teacher training, TESOL theory and practice, teaching and learning figurative language, and the role of literature in language learning/teaching. She has presented her work at California TESOL and Language Teacher Education conferences.
Seth Cervantes (Ed.)
Seth E. Cervantes is an adjunct professor at the California School of Education, Alliant International
University. He is also an English instructor at UC San Diego Extension, English Language Institute, and
a graduate student in Alliant’s TESOL doctorate program. He has taught in both EFL and ESL settings
since 1999, and has been an editor of the Eurasia Border Review.