TPACK Ch 5 World Language

Marcela Van Olphen outlines how several educational theories of second language acquisition (SLA) that are driving change in how language is taught and learned in a more critical socio-constructivist approach. She weaves the application of theories with successful learning approaches and research on pupil cognition.

After first outlining the American Council of Teachers of Foreign Language (ACTFL),Teachers of English to Speakers of Other Languages (TESOL) and National Council for the Accreditation of Teacher Education (NCATE) standards she attempts to "advance the current understanding of the kinds of knowledge world language teachers need to have to integrate technology in thoughtful and meaningful ways."

I was particularly intrigued by the distinction between competence and performance that she shares from Chomsky (1965). He says competence refers to the knowledge of how linguistic system works or what one knows about a language. Performance refers to what someone can do with a language. This is an important distinction that can be generalized to any content area. In the sciences there is a strong focus on competence. Performance assessments are harder to implement than competence assessments. This could be one reason why there is less focus on performance assessments.

Olphen expands on many theories of SLA before highlighting the the impacts of Computer Assisted Language Learning (CALL). At the end of the discussion, she shares the main reason for unsound and incompetent technology integration per the "Technology Counts '99: Building the Digital Curriculum" report. The reason is shortage of training and that social and academic factors contributed to teacher insecurity about technology. In schools with scarce resources I find lack of professional trainers and lack of time at the beginning of the school year to front load technology training and time for teachers to plan the use of technology a hindrance.

So, in order for sound, meaningful technology integration Olphen proposes that teachers have an understanding of TPCK they can purposefully enhance SLA with technology. When a teacher understands TPCK, technology stops being an object or an ornament in a lesson plan. I agree with Olphen. As comfort levels regarding technology rise it becomes a flexible and powerful tool for the teacher and student to help increase student competence and performance.