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CALL Teacher Education for Young Learner Classrooms

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Handbook of CALL Teacher Education and Professional Development

Abstract

One of the most important aims of CALL teacher education programs is guiding and helping pre-service teachers with the effective integration of technology into language teaching. An increasing number of studies focus on this issue by investigating attitudes and perspectives of CALL. This study goes beyond and examines actual practices regarding the strategies to promote the use of CALL in the ELT department at a state university in Turkey. More specifically, it scrutinizes how pre-service teachers’ CALL competencies are developed in teaching English to young learners (TEYL) module. It also comprises the voices of 20 pre-service English as a foreign language (EFL) teachers’ accounts about CALL-integrated ways of teaching English to young learners (YLs) through focus group interviews. The study employed semi-structured interviews, including a series of questions regarding competency in technology, module contents with specific reference to CALL, and the use of CALL in practicum. Thematic analysis was used to analyze the interview data. The results revealed interesting findings in terms of awareness of and competency in the implementation of CALL in practicum as well as the sufficiency of the TEYL module. Although participants all agreed on the importance of the use of technology due to learners’ young age and hence used their technological knowledge in practicum, some believed that teacher education had some space to be improved so that they would confidently integrate CALL into YL classes. Combining an under-researched area which is TEYL and CALL teacher education, it is believed that this study will be beneficial both for teacher education programs and YL teachers in terms of planning CALL-integrated classes.

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Author information

Authors and Affiliations

  1. English Language Teaching Department, Nevşehir HBV University, Nevşehir, Turkey

    Serdar Tekin

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  1. Serdar Tekin
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Correspondence to Serdar Tekin .

Editor information

Editors and Affiliations

  1. The University of Newcastle, Callaghan, NSW, Australia

    Dara Tafazoli

  2. Flinders University, Bedford Park, SA, Australia

    Michelle Picard

Appendix A: Interview Questions

Appendix A: Interview Questions

  1. A.

    Previous technology/computer experience

    • How competent do you feel in technology?

    • Do you have any modules to improve your technology skills?

  2. B.

    CALL in TEYL classes

    • What do you think about the use of ICT in TEYL?

    • How do you think CALL affects students’ learning?

    • How can CALL be integrated into TEYL?

  3. C.

    CALL in TEYL module

    • What did you learn about CALL in TEYL module?

    • What kind of ICT tools or sources did you learn in the module?

    • How do you think TEYL module is useful in terms of CALL?

    • What are the positive aspects and aspects that need to be improved in TEYL module in terms of call?

  4. D.

    CALL in practicum

    • What ICT tools are available in practice school?

    • Did you have any problems with the use of ICT tools?

    • How useful were the CALL strategies you learned in the TEYL module in your practicum?

  5. E.

    Expectations from TEYL module

    • How can TEYL module be improved in terms of CALL education?

    • What should be done for you to become confident with CALL use in English classes?

    • Would you like to add anything related to CALL in TEYL module or practicum?

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Tekin, S. (2023). CALL Teacher Education for Young Learner Classrooms. In: Tafazoli, D., Picard, M. (eds) Handbook of CALL Teacher Education and Professional Development. Springer, Singapore. https://doi.org/10.1007/978-981-99-0514-0_8

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  • DOI: https://doi.org/10.1007/978-981-99-0514-0_8

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-99-0513-3

  • Online ISBN: 978-981-99-0514-0

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