motivation.
At the same time as technology enhances language learning experiences, it also
contributes to reshaping our understanding of the nature of language: Language is not
a fixed system. Instead, it is always changing and being changed by those who use it
(Larsen-Freeman and Cameron 2008). Because technology allows learners to explore
language used in process (for example, Eric’s comment above about language in use
‘flying by’), it helps make visible the emergent, changing nature of language. In fact,
this more dynamic view of language has even been applied to grammar in what
Larsen-Freeman (2003) calls grammaring. Grammaring is not knowledge of
grammar rules, but is rather the ability to use grammar structures accurately,
meaningfully, appropriately, and creatively as well.
Despite what technology has to offer, we should always remember:
... that it is not technology per se that affects the learning of language and culture
but the particular uses of technology. This emphasis on use highlights the central
importance of pedagogy and the teacher.
(Kern 2006: 200)Technology should be integrated into the curriculum and not just added in because it
is new.
Before observing a class, as we customarily do at this point, we are going to
introduce a few of the terms that will be used in the lesson. We will elaborate on these
terms later in this chapter.
A Blog
A blog (an abbreviation of web+log) is a personal online journal. The author of the
journal can update it as often as he or she desires with personal reflections or by
adding material from other sources.
A Social Networking Site
A social networking website such as Facebook is accessed via the web (for web
address, see page 218). Participants have their own homepage on the site, to which
they add personal information, links to other online sources, photos, etc. A participant
has ‘friends’ who are other participants with whom they choose to be connected. If
someone is your friend, you can see information and photos he or she has chosen to
share.