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Language teaching in blended contexts

In the ‘connected’ world of today, distance language learning and teaching is increasingly technologically enhanced, with the result that the technological dimension may receive far more attention than other elements of a distance language course. Therefore, ‘research on professional development for distance language teachers has focused largely on skills related to the adequate use of technologies, in particular information and communication technology (ICT)’ (Xiao and Zhao 2011, 52). Nevertheless, given the fact that blended provision is the norm with regard to distance language courses, as is evident in this book, as well as in Xiao (2008), it seems that blends in distance language learning and teaching have not attracted sufficient attention from researchers in the field. Focus tends to be on discrete skills for discrete technologies, with only occasional reference to best practice in technological blends, ‘although there is an increase in the number of publications on specific aspects of blended learning’, as is stated in the Preface (xix). For example, Lamy and Hampel (2007) focus on distance language learning and teaching in online settings and Xiao (2007) highlights computer-mediated communication for distance language courses. Language Teaching in Blended Contexts is the first book dedicated to exploring the demands placed on language teachers in blended teaching contexts, the attributes and skills required of those teachers, and good practice in blended language teaching. The 17 chapters, organized into five sections, offer insight, handson experience, and suggestions to teachers of languages in a blended setting. Language Teaching in Blended Contexts is, therefore, a welcome addition to the growing body of literature on applied linguistics. Section 1, The learning context, comprising four chapters, begins by painting the broad landscape of language teaching from changes in learning patterns in a changing world and blended learning and teaching to blends in language learning and teaching, as well as issues for language teachers working in blended contexts (see Chapter 1: Language Teaching in a Changing World: Introduction and Overview, coauthored by Margaret Nicolson, Linda Murphy, and Margaret Southgate). It then examines the teacher’s role in relation to the nature of the ‘Blend’ and the variety of ways in which teaching modes, tools, and resources may be combined, based on the authors’ first-hand experience (see Chapter 2: The Nature of the ‘Blend’: Interaction of Teaching Modes, Tools and Resources, co-authored by Margaret Southgate and Linda Murphy) before it moves on to explore the nature of learner diversity in blended contexts, including how to understand learner diversity, recognize learner diversity, and meet diverse needs. Implications for teacher practice are also discussed in relation to such aspects of language teaching as task choice and task design, Innovation in Language Learning and Teaching Vol. 6, No. 2, July 2012, 187 191