CALLers and Learning Technologists:
Where do they meet, and what
do they have in common?
Computer Assisted Language Learning, 19 (4-5).
In the UK and Ireland, the context in which CALL is developing in higher education is changing.
Language teachers in universities may increasingly be involved in CALL development and research,
but their universities are simultaneously increasing formal central support for all staff in adopting
and exploiting new technologies. In both CALL, and this wider adoption of technology, we see
distinct areas of practice and research emerging. In such a context of change and growth, it is not
always clear where the work of specialists in languages might dovetail with that of staff working
across the institution to enhance the use of technologies for learning and teaching. In this paper, the
author will examine common themes and approaches between CALL and what is often labelled
âlearning technologyâ from a communities of practice perspective, and ask where and in what ways
each can inform the development of the other.
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