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Integrating new technologies in university second language instruction: Teachers' perspectives

, McGill University , Canada

McGill University . Awarded


This study explores the relationships among technology, language literacy and instruction in University Continuing Education Institutions. Adult second language education strives to update media resources in an information era in which literacy encompasses the abilities to communicate both in different languages and in a variety of media across disciplines.

The main assumption underlying this study is that teaching adults to use language in an era in which networks and multimedia are major components, is a challenging task and responsibility. Instructional implications of literature regarding the implementation of new technologies in language learning suggest a persistent disagreement on the merits of new technologies as learning tools and a mismatch between expectations and applications of new media. I interview four teachers of second or foreign languages to adults to explore the challenges embedded in mediating adults' literacy in using multiple representations of second language knowledge within technology enhanced classroom environments.

Teachers are shown to integrate digital technologies into traditional print and audiovisual tools to advance three main literacies: Cultural literacy relates to the ability to make socioculturally appropriate links of language and media. Disciplinary literacy denotes the ability to effectively identify, analyze, evaluate and apply language resources in various contexts. Media literacy denotes the ability to make informed choices among the various language representations. Integrated media applications are challenging for teachers who need to be aware of media benefits and constraints. The ongoing development of teachers' media literacy is a prerequisite for meaningful and constructive uses of the instructional resources available that will enable adults to apply second language knowledge within and beyond linguistic, cultural, and disciplinary contexts.


Georganta, A. Integrating new technologies in university second language instruction: Teachers' perspectives. Master's thesis, McGill University. Retrieved April 22, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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