When appropriate preparation and activities are used, technology can assist teachers in meeting the special language and learning needs of ESL students. .
The use of technology is not new to the field of second language teaching. There are long used applications such as audio and videotapes, cameras, overhead projectors, and software programs to enrich their instructional activities. More recently, they are integrating multimedia packages and PowerPoint presentations into instruction. Teachers continue to explore and develop new uses of technology. They are using it as an instructional tool in the classroom, as a delivery system for learner instruction and teacher training, and as instructional content itself (e.g., learning word processing programs or building Web pages).
Technology can be used in a range of different contexts--in the classroom, at distance learning sites, and for extended or self-study. This adaptability is extremely appealing in a field with a wide variety of program types, content objectives, instructional settings, and learner needs and goals. At the classroom or individual learning level, new technologies present opportunities to accomplish multiple instructional goals; i.e. - integrated language skills, critical thinking, cooperative and interpersonal skills. They may also be responsive to different learning styles; i.e. - auditory, visual, kinaesthetic.
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MAJOR TRENDS AND ISSUES.
While technology can benefit programs, instructors, and ESL learners, challenges still exist. Programs need financial resources to acquire technology and to support technology use, particularly as applications become more sophisticated, extensive, and expensive than in the past. Funding for ESL instruction in Quebec is extremely limited. These financial constraints make the use of technology appealing; for example, to reach dispersed learner populations or to provide self-access ESL support.
