Title: Blending Technologies in Second Language Classrooms
Paul Gruba and Don Hinkelman [ Palgrave Macmillan] Published 2012 pp 181 ISBN 978-0-230-23261-7
Much has been written about Blended Learning (BL). The term and the practice is much discussed in the world of English language teaching. Much of the literature on BL is from areas outside language teaching, including the corporate world and tertiary education. There is general agreement within language teaching that the term BL refers to a study program where part of the course is done face-to-face in a traditional language classroom, and part of the course is done at a distance, typically using web-based materials.
The title of this academic work, Blending Technologies in Second Language Classrooms, helps situate the reader. It deals with blended approaches to learning and teaching which involve integrating technologies into face-face-face environments, with a focus on second language classrooms. The book has a logical structure, with ten chapters moving form theory to practice.
Chapter one looks at the theoretical foundations of BL. The chapter introduces the concept of ‘blended approaches’ to language learning, tracing its origins through the corporate world and into higher education. The authors set out four considerations in blended approaches: purpose, appropriateness, multi-modality and sustainability.
Reviewed by: Pete Sharma. The complete review will be available shortly in the new-style Newsletter via IATEFL Learning Technology SIG http://ltsig.org.uk/