Some error occured while loading the Quick View. Please close the Quick View and try reloading the page.
This volume offers a rich overview of current research and teaching strategies for the integration of technology into language teaching and learning. It introduces the Planning, Personalization and Implementation (PPI) methodological framework to support educators in engaging with the theoretical foundations and innovative practices that should guide the incorporation of technology into their teaching practices. While Spanish language teaching is used as an example, the recommendations can be applied to any language learning contexts. The 13 chapters address a broad range of themes including accessibility, curriculum design, teacher attitudes, motivation, anxiety and feedback, and offer guidance on using digital tools such as podcasts, gamification and artificial intelligence. Written by an international group of scholars, this book serves as a roadmap for language professionals to effectively incorporate technology into any learning environment, whether face-to-face, hybrid or online.
This book will be available as an open access publication under a CC BY NC ND licence.
This book provides a refreshingly proactive yet comprehensive approach to maximizing the affordances current innovations in technology (e.g. AI) can offer to language teachers. The authors have put together an impressive collection of pertinent topics that include tools to implement a technology-mediated language teaching model. This is an essential resource for any language educator seeking to empower themselves (and their students) in the use of technology to promote learning in the instructed setting.
[This book] provides a comprehensive approach to technology-mediated language teaching, offering valuable insights into curriculum planning, personalization and implementation. In regards to the social considerations of new technologies, it identifies closing the digital gap and increasing digital literacy as an ethical imperative and recognises the role gender plays in these disparities. For readers specifically interested in integrating gender and other justice-oriented initiatives into language education, the book presents general technological examples that, if further combined with frameworks such as UDL, could become the basis for a more equitable and inclusive classroom.
Technology-Mediated Language Teaching is a highly valuable addition to the field. It offers an inclusive exploration of digital pedagogy and will be of interest to a broad audience. Its balance of theory, research, and classroom application ensures that it will serve both as a reference and a source of inspiration.
...the book is well-drafted, and significant concepts are carefully unpacked and highlighted which make it easy to follow and take note. The book provides practical insights for teachers’ planning for inclusive classrooms, personalization of teaching and implementation of curriculum and feedback assessment. This book is not only useful for teachers, education planners, and managers but also for researchers in the field of education, technology, and communication.
Technology-Mediated Language Teaching: From Social Justice to Artificial Intelligence is a well-curated volume that reflects the current state and future directions of digital language education. It offers a multifaceted view of technology’s pedagogical potential, grounded in empirical research and classroom practice. Its combination of strategic planning, attention to affective variables, and innovative practices makes it an essential reference for teachers, curriculum designers and researchers navigating the ever-evolving landscape of TMLT.
"Technology-Mediated Language Teaching: From Social Justice to Artificial Intelligence" makes a significant contribution to the Spanish language education, SLA and educational technology literature by emphasizing inclusive, equitable, and technologically advanced educational practices [...] the volume’s integration of theoretical rigor and justice-focused perspectives makes it an indispensable resource for SLA researchers, language educators, curriculum designers, educational technologists, and policymakers committed to equitable technology-mediated education.
...the book provides a practical guide for language teachers seeking to integrate technology effectively into diverse learning environments, whether face‑to‑face, hybrid, or fully online. By offering theoretically grounded and pedagogically relevant guidance, the volume has the potential to enhance social justice in language education and empower educators to adapt technology‑mediated practices to their local contexts.
Der Band ist ein wichtiger Beitrag für die gegenwärtige Diskussion um digitale Sprachdidaktik. Er verbindet soziale Gerechtigkeit mit technologischer Innovation und macht deutlich, dass nachhaltige digitale Bildung nicht nur technische, sondern auch ethische und gesellschaftliche Fragen beantworten muss. Technology-Mediated Language Teaching ist damit ein unverzichtbarer Referenzpunkt für Lehrpersonal und für Forschende, die digitale Lehr- und Lernprozesse kritisch und kreativ gestalten wollen.
Javier Muñoz-Basols is a Beatriz Galindo Distinguished Senior Researcher at the University of Seville, Spain, and Honorary Faculty Research Fellow at the University of Oxford, UK. He is the Co-Founder and Editor-in-Chief of the Journal of Spanish Language Teaching and President of the Association for the Teaching of Spanish as a Foreign Language (ASELE).
Mara Fuertes Gutiérrez is a Senior Lecturer in Spanish at the Open University, UK. Her recent research and publications focus on sociolinguistics applied to Spanish teaching, teacher training, and distance and online education. She is the Vice President of the Association for the Teaching of Spanish as a Foreign Language (ASELE) and Secretary of the Association of Hispanists of Great Britain and Ireland (AHGBI).
Luis Cerezo is an Associate Professor of Applied Linguistics at the American University, Washington, DC, USA. His research focuses on the teaching of additional languages through videogames, computer-mediated communication, and hybrid and online environments based on guided induction, metacognitive instruction and observational learning. He is also a member of the CALICO Journal editorial board.
Figures
Tables
Contributors
Javier Muñoz-Basols, Mara Fuertes Gutiérrez and Luis Cerezo: Planning, Personalization, Implementation (PPI): Technology-Mediated Language Teaching
Part 1: Planning Technology Needs
Chapter 1. Melinda Dooly and Anna Comas-Quinn: Access to Technology and Social Justice
Chapter 2. Marta González-Lloret: Curriculum Planning and Development in Virtual Environments
Chapter 3. Inmaculada Gómez Soler and Marta Tecedor: Virtual Teachers’ Beliefs, Attitudes and Competence
Chapter 4. Daria Mizza and Fernando Rubio: Effective Technological Practices and Diversity
Part 2: Personalizing Learning and Teaching
Chapter 5. Luis Cerezo and Íñigo Yanguas: Motivation and Virtual Learning
Chapter 6. Zsuzsanna Bárkányi: Anxiety and Virtual Learning
Chapter 7. Javier Muñoz-Basols and Mara Fuertes Gutiérrez: Interaction in Virtual Learning Environments
Chapter 8. Sonia Bailini: Assessment and Feedback in Virtual Learning Environments
Part 3: Implementing Technology Resources
Chapter 9. Robert Blake, Lillian Jones and Cory Osburn: Hybrid and Online Teaching and the Flipped Classroom
Chapter 10. Carlos Soler Montes and Olga Juan-Lázaro: Digital Language Immersion (DLI) and Virtual Exchanges
Chapter 11. Ana Oskoz: Competences and Language Digitalization: Podcasts and Digital Stories
Chapter 12. Luis Cerezo and Joan-Tomàs Pujolà: Digital Ludic Pedagogies (DLP): Videogames, Minigames, Extended Realities and Robots
Epilogue: New Technology-Mediated Scenarios
Chapter 13. Javier Muñoz-Basols and Mara Fuertes Gutiérrez: Opportunities for Artificial Intelligence (AI) in Language Teaching and Learning