Since the Advances in CALL Research and Practice book series was launched in 2016, the field of computer-assisted language learning (CALL) has seen rapid pedagogical developments, as learners across all grade levels have benefited from online learning. During the recent COVID pandemic, abrupt and extensive migrations to emergency online teaching exposed social trauma, isolation, and inequities emerging with CALL. While teachers and learners with access to computer-based technologies will continue to use them extensively to support language learning moving forward, the need to recast CALL as a humanitarian project which amplifies diversity, equity, inclusion, and access (DEIA) seems greater now than ever before.
This volume reimagines CALL as a vehicle for elevating the DEIA practices of language teachers and their students. It proposes that interinstitutional partnerships (i.e., those that involve knowledge and resource sharing across more than one institution) and transnational collaborations (i.e., those that include stakeholders located across national borders) are crucial for this purpose. It highlights a variety of CALL projects that have been collaboratively developed by stakeholders who are located at different institutions across the world, working with different languages. While the featured projects have varied aims–including curriculum development, virtual exchange, software development, and teacher professional development–collectively they advance our understanding of the ways that CALL and accessibility (DEIA) are purposefully and inextricably linked.
Chapter 1
1. Introduction to Critical CALL across Institutions and Borders
Emma R. Britton, Angelika Kraemer, Theresa Austin, Hengyi Liu, Xinyue Zuo
PART I: CALL IN/THROUGH TRANSNATIONAL AND COMMUNITY-ORIENTED LEARNER
EXCHANGE
2. Critical Virtual Exchange: At the Interface of Critical CALL, Critical
Digital Literacy, and Critical Global Citizenship Education
Mirjam Hauck
3. Advancing Inclusion through Pre-Mobility Virtual Exchange
Įngela-Marķa Alonso-Morais
4. COILing Discrimination Narratives across Continents: A Virtual Exchange
Project between a Community College in New York City and a Four-Year College
in Jordan
Deniz Gokcora, Raymond Oenbring
5. Using Technology and Art in a Middle School Exploratory Heritage Language
Program: Diversity Matters
Lulu Ekiert, Theresa Austin
PART II: CALL IN/THROUGH LESS COMMONLY TAUGHT LANGUAGES
6. Indigenizing Language Pedagogies with Technology: Entangling Human and
Nonhuman Affordances for Indigenous Language and Culture Maintenance,
Revitalization, and Reclamation
Sabine Siekmann, Joan Parker Webster, Steven L. Thorne
7. Developing an Interactive AI-Based Spoken Dialog System for Improving
Oral Proficiency in Indonesian and Burmese
Rahmi Aoyama, Maw Maw Tun, Reza Neiriznaghadehi
PART III: CALL IN/THROUGH TEACHER PROFESSIONAL DEVELOPMENT
8. Technology-Enabled Interinstitutional Professional Development for Less
Commonly Taught Languages
Emily Heidrich Uebel, Luca Giupponi, Koen Van Gorp, Thomas Garza
9. Interinstitutional and Transnational Language Teacher Professional
Development: Teachers Critical Reflections and Future Directions
An Sakach, Trang Phan
10. Advancing Arabic Language Education: Empowering Teachers and Promoting
Critical CALL through the Arabic Teachers Council
Kamilia Rahmouni
Dr. Emma R. Britton is an applied linguist whose research centers on applications of critical linguistic, posthumanist, sociocultural, and multimodal theories in a variety of digitally-mediated second and world language settings.
Dr. Angelika Kraemer is an applied linguist and the Director of the Language Resource Center at Cornell University.
Dr. Theresa Austin is a critical sociolinguist in education and a Professor of Language, Literacy & Culture at UMass Amherst.
Dr. Hengyi Liu recently completed Ph.D. studies in Language, Literacy and Culture at UMass Amherst.
Dr. Xinyue Zuo recently earned a Ph.D. From the Department of Teacher Education and Curriculum Studies at UMass Amherst.
