Document Type
Article
Publication Version
Published Version
Publication Date
2005
Journal or Book Title
CALICO Journal
Volume
23
Issue
1
First Page
5
Last Page
15
DOI
10.1558/cj.v23i1.5-15
Abstract
The year of languages (see www.actfl.org) in the United States is a good time to reflect on where CALICO is as a professional group of technology users, developers, and researchers. My thoughts on this issue come from my background and concerns stemming from my work in ESL in higher education. However, most CALICO members are likely to share at least some of my concerns. After all, higher education has a considerable impact on people throughout the profession— at least it should. In higher education, our mission, simply put, is to create and disseminate knowledge. Issues in ESL are sometimes seen as distant from those in foreign language, and there are some important differences, but when it comes to technology and language learning, a lot of common ground exists as well. Intellectually, we are all concerned with issues in applied linguistics—particularly issues of language learning, teaching, and assessment. Sociologically, we are positioned within departments of languages and linguistics, where we represent a minority. In fact, historically speaking, many CALICO members can recall their position as an eccentric minority in their language department. CALICO members were the strange professors who were writing programs for learners to study past tense verbs rather than papers on the underlying structure of gerunds or the influence of a Canadian author on the literature of the 1940s. Technology held a very marginal place in language departments.
Copyright Owner
CALICO Journal
Copyright Date
2005
Language
en
File Format
application/pdf
Recommended Citation
Chapelle, Carol, "CALICO at Center Stage: Our Emerging Rights and Responsibilities" (2005). English Publications. 44.
https://lib.dr.iastate.edu/engl_pubs/44
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Leadership Commons, Educational Methods Commons
Comments
This article is from CALICO Journal 23 (2005): 5, doi:10.1558/cj.v23i1.5-15. Posted with permission.