Book Review: CALL Essentials

CALL Essentials: Principles and Practice in CALL Classrooms by Joy Egbert (2005) equips the ESL instructor with a background in computer-assisted language learning (CALL) and its associated terminology. She provides practical applications for an instructor just beginning to integrate technology into the ESL classroom. Egbert stresses that, in an ESL classroom, technology is not the language learning objective but rather what complements and enhances the learning objectives.

Throughout the book, Egbert uses the term “authentic” as being student-centered and not a pedagogical term. In one place, she mentions that students may not see a newspaper as being “authentic” reading material (Egbert, 2005). In other words, if students do not believe that the material or the assignment applies to their nonschool lives, then it is not authentic. This would apply to software and websites. Teachers may need to re-evaluate some assignments or ideas to increase the level of “authenticity” in the eyes of the students.

Egbert (2005) defined five necessary guidelines for CALL: (1) technology needs to complement learning objectives, (2) technology is a tool for all learning styles, (3) technology is used in multiple ways, (4) technology is used effectively, and (5) technology is used efficiently (p. 12). Egbert used “effectively” to describe the enhancement of the learning process by technology and “efficiently” to summarize technology’s ability to reduce the amount of work.

Because technology has made enormous strides, Chapter 3’s “Developing and Practicing Listening and Speaking Skills” (Egbert, 2005, p. 37) is no longer current. Technology in 2005 had not developed to the level it is today. Those without a vision could not foresee the day when a computer or internet program would be able to evaluate speaking skills. Current voice recognition tools far surpass yesterday’s, and tomorrow’s tools will surpass the current ones. Today’s technology includes iPhones, Androids, and iPads that provide students with unlimited opportunities to practice speaking the target language (English). Egbert predicts: “As electronic technologies become more advanced, students will be able to work with the computer as a learning partner instead of working around and through it as a tool” (p. 43). Today’s educators and students experience this becoming a reality.

Throughout the book, Egbert (2005) includes applicable computer software. She discusses the software needs ranging from a one-computer classroom to a computer lab. Although some of her software recommendations may be dated, the concepts are still appropriate and may be available via another program or on a website. She recommends that the students create newsletters and word puzzles, use Encarta for research, and utilize various collaboration tools. Drawbacks to purchased software are that it is static without ongoing support, it often becomes boring to the students, and there are no significant changes unless the school acquires an additional program. If a teacher is still in a one-computer classroom, the teacher needs to take the time to research for ideas in Egbert’s book.

While maintaining the focus on technology enhancing the classroom activities, Egbert (2005) includes numerous websites and internet activities. She suggested using Blackboard for a reading circle, which is an interesting idea that is worth looking into. She discusses WebQuests, Randall’s ESL Cyber Listening Lab, students evaluating websites and creating cards via the web, and many more ideas. With social media networks such as Twitter and Facebook almost nonexistent at that time, Egbert did not include them in her studies. Egbert reminds teachers to double check a website before using it in class, because the internet is very dynamic and changes without warning.

Egbert continues to call for a balance with the integration of CALL into the classroom by addressing the legal issues that all teachers encounter (Egbert, 2005). Online safety is critical in K–12 classrooms but may not be in other programs. However, it is important for all teachers to be aware of internet safety issues, especially if the teacher is not computer savvy. On page 142, Egbert provides resources for teachers and students to increase their awareness of internet risks. She also discusses “plagiarism” (p. 142) and “Fair Use” (p. 143).

Technology is often out of date the moment it is purchased. Portions of Egbert’s book on CALL were out of date when it was printed in 2005. However, for the teacher who is not computer savvy and needs to incorporate technology into the classroom, it is an excellent book. CALL Essentials: Principles and Practice in CALL Classrooms by Joy Egbert (2005) is well written, provides numerous examples, and explains how to enhance lesson plans to introduce and incorporate technology effectively.

Reference

Egbert, J. (2005). CALL essentials: Principles and practice in CALL classrooms. Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.

Andrea Hernandez is an adjunct English as a Second Language instructor for Arkansas State University’s Intensive English Program. She has a master’s degree in management information systems from the University of Arizona and is completing her Master’s in education in English language learners through the University of North Dakota. She enjoys blending the two degrees into CALL. She recently took her grandsons shopping for safety glasses. Those safety glasses have miraculously become reading glasses.