le décalage de cadres culturels et de genrescommunicatifs des deux groupes peut aussi constituer des sources de malentendus non linguistiques

Au sein de ce couranten gestation, ce n'est plus la recherche autour des types de collaboration qui prédomineront, commele nom de télécollaboration le suggérait, mais les aspects interculturels.

le rôle des outils technologiques en tant que construits culturels est moins étudié que d'autres quifavorisent plutôt la médiation par le langage

es postulats du modèle théorique

e paradigme de la cognitiondistribuée s'intéresse au système fonctionnel, défini comme un espace commun entre les individus etles éléments de la situation [Salembier96]

tout apprentissage est imbriqué dans la situationdans laquelle il a lieu

rrélation cerveau-environnement

les outils technologiques jouent un rôle majeur dans la structuration et la gestion desmécanismes cognitifs des acteurs qui, à leur tour, agissent sur l'outil et s'en servent pour donner dusens à leurs pratiques instrumentées

lacognition distribuée et les Acao (Apprentissages Collectifs Assistés par Ordinateur,Computer Supported Collaborative Learning, CSCL, dans la terminologieanglophone)

not the technology itself that will bring about the learning or solve pedagogic prob-lems in the language classroom, but rather the affordances of those technologies andtheir use and integration in a well-formulated curriculum

What principles do we need toconsider for task sequencing when taking into account both language and technol-ogy?

how does the technol-ogy affect the complexity of a task?

it will be interesting to investigatethe impact that multimodality may have on TBLT,

The integration of technology and tasks is insufficiently groundedin a general interest in stand-alone tasks and instead must find its firm roots in a fullTBLT program approach, from needs analysis all the way to assessment and evaluation(Norris 2009)

a)redefining target language competence and identifying real world tasks in view ofthe diversity of technological needs and options that constantly emerge in a learningcontext; (b) being able to foresee the needs of the students and adapt our pedagogi-cal choices to them; (c) utilizing a multilevel evaluation framework that would cap-ture not only planned tasks but tasks as performed by students; and (c) all of thesewithin a programmatic approach that includes a critical stance towards the inclusionof technology.

Chapelle (Chapter 12) provides an overview ofhow the field of tasks and technology, and the role of the language teaching innovator,has evolved in the last decade and how issues such as the importance of a well-definedand operationalized concept of tasks are still essential in today’s technology-mediatedTBLT.

Nielson (Chapter 11)

Winke (Chapter 10)

Two concerns frequently voiced by educators when considering the implemen-tation of TBLT in foreign (as opposed to second) language contexts are that in suchcontexts (a) grammar plays an important role that is not to be dismissed and (b) pro-ficiency levels can be expected to be lower and of a narrower range relative to typicalcurricular levels that exist in second language contexts.

Second Life

Canto, de Graaff, and Jauregi (Chapter 7)

bridge betweengaming theory for learning and TBLT.

Croquelandia canbe completed online by individual students interacting alone with avatars in virtual

Oskoz and Elola (Chapter 5) report on a classroom study, like Solares,

Solares (Chapter 4) presents an action research study in which she gauged theimplementation of a multi-stage online writing task with three intact classrooms

Adams and Nik(Chapter 3) explore task selection and sequencing, which in the design of TBLT cur-ricula can be seen as the central next step following needs analysi

anytechnology-mediated TBLT design must begin with not only a needs analysis, as manyexperts have argued (Long 2005; Norris 2009), but also with an analysis that treatstechnology needs as equal to task needs and thus is designed to elicit useful informa-tion about both.

a firststep to help unpack thinking into how TBLT principles and transformative uses oftechnology can be fully integrated into each other and put to the service of progress inlanguage education.

We propose the term technology-mediated TBLT to refer to thisunderstanding of the relationship of tasks and technology

the four require-ments

technology-mediated performance-based assessment should be the logical way of evaluating learners

he development of pedagogic tasks shouldtake full advantage of a chosen technology to do what cannot be done in the classroomwith paper and pencil

eachers’ digital litera-cies and their preparedness and motivation to introduce technology in their teachingwill largely impact on the extent to which technology-mediated TBLT will be viable asan innovation (Hubbard 2008)

technologies, in particular, must becomepart of the full programmatic cycle that shapes a TBLT curriculum, from needs analy-sis all the way to explicit learning outcomes for assessment and evaluation

Theunavoidable conclusion is that once technological design mediates tasks, the technol-ogy becomes not just a vehicle of instruction or delivery, but instead spearheads a setof new demands and actions which in and of themselves become target tasks – andhence part of the curriculum

The addition of new technologies to people’s lives is never neutral, as it affects them,their language, and their personal knowledge and relations (Crystal 2008; Jenkinset al. 2009; Walther 2012)

the goal ofeducation (including language education) is construction of knowledge and intel-lectual and moral growth

five key definitional features of a task in the con-text of technology-and-task integrations

from the most general “classroom event that has coherence and unity, witha clear beginning and an end, in which learners take an active role” (Cameron 1997:p. 346) passing through the popular definition by Willis (1996) of a “goal-orientedcommunicative activity with a specific outcome, where the emphasis is on exchangingmeaning, not producing specific language forms”

“technology-mediated TBLT”

What would be required for the integration of tasks and technologyto be thoroughly reciprocal, and for pedagogic tasks to maximally benefit from thetransformative nature of new technologies?

language learning tasks which are mediated by new technologies can help minimizestudents’ fear of failure, embarrassment, or losing face; they can raise students’ motiva-tion to take risks and be creative while using language to make meaning; and they canenable students to meet other speakers of the language in remote locations, opening uptransformative exposure to authentic language environments and cultural enactments,along with tremendous additional sources of input. More generally, we believe fruitfulblends of technology and tasks can promote active student engagement in learning

TBLT can be greatly enriched as anapproach to language pedagogy by the infusion of new technologies, on the one hand,and the new technologies can become uniquely useful for language learning whenundergirded by programmatic TBLT thinking, on the other.

thequestion of how to integrate new technologies and language tasks into an organic andmutually informative whole remains thus far largely under-researched

key pro-ponents of task-based language learning have also long noted the benefits of incor-porating technology into task-based instructional designs (Doughty & Long 2003;Skehan 2003)

wo task-related issues have receivedconsiderable attention by the CALL research community

tasks direct methodologists tolook toward how learners are expected to learn through their interactions with thematerials and other learners

underpinnings

Nevertheless, we would argue thatthe relations between the two fields have been tenuous and the potential for a numberof acknowledged fruitful synergies remains unfulfilled

tenuous

CALL

Given how precious digital technological competencies have becomein many of our societies, then supporting both language learning and digital literacylearning simultaneously can give technology-mediated TBLT curricula unique addededucational value

itwould be advantageous to make technology a simultaneous target of instruction inTBLT curricula.

no matter how exciting new technologies for language learning may seem,they can become nothing more than entertainment unless their design, use, and evalu-ation are guided by viable educational and language developmental rationales.

and oftentimes language learning opportunities areextended in ways that would be difficult to orchestrate in traditional classroom set-tings

mediumroles for technology

the tutor and tool roles of technology

Web 2.0 technologies, defined as technologies that allow users to transform infor-mation and “harness collective intelligence” (O’Reilly 2005: p. 2)

ora

“digital natives”(Prensky 2001)

Warschauer has long warned, computerand information technology is no magic bullet and can be used to widen as much asto narrow social and educational gaps (Warschauer 2012

unequal access to new technologies

particularly newInternet-connected devices and digital technologies have become embedded in thelife and learning processes of many new generations of students (Baron 2004; Ito et al.2009)

(TBLT

these developmentsin turn demand suitable curricular and instructional responses, whereby tasks andtechnology are genuinely and productively integrated

rapid digitaltechnological change fuels constant transformations in learning and language use,continually creating new language education needs