Abstract
We often hear an argument that technology gives greater temporal flexibility to educators and learners. In this chapter, I challenge the idea of temporal flexibility in Computer Assisted Language Learning. First, I discuss the commodification of time, which has been on the rise since the Industrial Revolution. Then I present three temporal perspectives—clock time, socially constructed time, and virtual time—to shed light on the complex relationships between time and education. To reconceptualize temporality for Critical CALL, I make a case for understanding time as a social practice implicated in such factors as power, race, class, and gender. Based on contemporary literature on social and political analyses of time and technology, I propose five pedagogical implications for critical language education.
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Ahmed, A. (2022). Interrogating the Promise of Temporal Flexibility in CALL. In: Exploring Silences in the Field of Computer Assisted Language Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-06501-9_4
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