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MOST articles about language laboratories only discuss how they can be used for teaching and do not consider them in the context of the department as a whole (e.g., Blake; Garrett; James and Aldridge). As chairs, however, we are not only interested in teaching; we are also concerned about improving the overall quality of our academic programs, increasing the productivity of faculty members, giving our departments a positive sense of direction and progress, spending funds effectively, showing administrators how well we are meeting goals, and so on. As a result, we need to be aware of ways we can take advantage of computers, camcorders, satellite television, audio equipment, VCRs, and similar media devices to help us succeed in guiding our departments and meeting their objectives.
Rather than just describe equipment and teaching materials that may seem futuristic to those outside the military or government agencies (even though such hardware and software have been in use for several years), I focus on pragmatic ways in which the language laboratory can help meet the needs of department chairs, faculty members, and students. I invite readers to view the language learning center from a new, more encompassing perspective. Let's open the doors of the laboratory and use the equipment in our classrooms, encourage teachers to explore its possibilities for scholarly pursuits as well as for teaching and clerical tasks, and examine ways we can use the laboratory to promote the department to prospective students, visiting alumni, and administrators.
You may have noticed that certain departments are using electronic media to be more competitive. For instance, have you seen the brief, interesting videos some departments use to introduce themselves and their offerings to students (e.g., the 1987 production “Language and International Trade Program” from the department of languages at Clemson University)? Have you realized that prospective students visiting campus ask about the availability of computers, laboratories, and satellite television? They compare those facilities with what is available at other colleges. Have you heard that some language centers, like the one at Rhodes College in Memphis, have large monitors, connected to satellite dishes, showing foreign language television programs near the doors of their labs to generate interest and excitement as visitors come by?
Most new students are comfortable with computers, accustomed to the best in stereophonic sound, and interested in foreign films and television. Similarly, many young teachers rely on word processors, are used to doing electronic bibliography searches, and want to take advantage of the media in their courses. To reduce expenses and become more efficient, entire departments have moved beyond mere word processing. For instance, to save on photocopying and faxing, some departments distribute syllabi and course notes by local computer mail; to reduce telephone costs, they communicate with colleagues by Internet (Wyman) or BITNET; and to calculate and store grades, they take advantage of computerized databases.
Computers, satellite television, and other media devices can help the department become more effective not only in attracting new students and assisting in clerical tasks but also in retaining students, an area of major concern to administrators in a time of decreasing enrollments and limited budgets. By taking advantage of computer and video exercises to enrich and enliven our courses, we can better motivate students, offer them additional guidance and practice, and involve them in recreations of environments in which a foreign language is spoken.
Practical experience has proved that computers and other media devices reduce work time (Secules, Herron, and Tomasello 487). Consequently, they help improve the quality of what we produce, allow us to be more creative, and give us more time to perform the tasks that teachers do better than machines. For instance, they humanize our classes by allowing us more time to provide individual attention, to engage in spontaneous conversation in class, or to have students play roles and solve problems. The media also provide a focal point around which teachers can collaborate with one another and through which teachers can engage in more person-to-person communication with psychologists, technicians, and administrators to share ideas and improve instruction (Kramsch 111). The media can also be used to foster articulation between high schools and colleges. For example, by conducting workshops about laboratory methods, materials, and equipment for secondary teachers, we can promote contacts with high school teachers and enhance the quality of education for students who may eventually come to us.
Whether the laboratory is in the same area as the department's offices, the library, or a media center, we should capitalize on the advantages it offers us. Through it, we can provide extra tutorials to help students with difficult points, provide self-paced exercises for students who have missed classes, and help students practice composition with the computer. Besides envisioning the laboratory to benefit students, we should see it as a place where teachers can have access to a scholar's workstation for literary, linguistic, or methodological research, 1 use Internet for electronic mail or bibliographic searches, and use authoring programs (software that allows novices to write their own computer-controlled lessons without having to know programming) to supplement their courses with audiovisual experiences or computer-assisted exercises.
One of the most important aspects of implementing technologically assisted instruction—yet one of the most neglected—is the training of faculty members. Merely having an authoring system that lets teachers produce computer-assisted lessons rapidly, for instance, does not necessarily ensure that they will write effective lessons. Teachers have to know the basic purposes for each of the media and the proper techniques for using laboratory equipment before they can use authoring software appropriately. Computer-assisted instruction, for example, may be suitable for learning grammar, vocabulary, and composition, but studying with the help of audiotapes is more helpful for improving pronunciation and intonation. To learn gestures, understand body language and proxemics, or realize what situational contexts are appropriate for certain phrases, students will probably benefit more from well-designed lessons based on video segments.
As chairs, we are called on to set goals, motivate and involve department members to achieve those goals, and encourage as well as evaluate professional growth. Producing high-quality computer and video exercises requires not only knowledge about computers and authoring systems but also considerable skill, time, and effort. We should, therefore, consider ways to reward department members who use the media in their research and teaching.
Electronic media can be used in combination with various approaches to evaluating instruction. Consider using a camcorder to record graduate assistants as they teach classes and then reviewing the videos with them to help them improve. Camcorders can be used to make videos showing faculty members teaching and students performing club activities or practicing in the laboratory. Teachers traveling abroad can also use camcorders to tape scenes from everyday life to show in their classes later. (For extensive information on camcorders and how to use them well, see Denver; Elrich.)
We can bring the foreign country to our students not only through videos but also through television broadcasts. At the United States Military Academy, West Point, as well as at the Virginia Military Institute and Washington and Lee University, one of my most impressive and memorable experiences was witnessing the immediacy with which satellite television programs captured and held students' attention. Watching foreign television is a fascinating learning experience that can help acquaint students with daily culture and help teachers stay up-to-date. With a satellite downlink, the department can also receive foreign radio broadcasts (including music, drama, talk shows, and news) from numerous countries. 2 Although the use of programs received by satellite is nothing new (Banning and Yerrick), improvements have been made in adapting foreign television programs for more effective use with students (Berg; Altman et al.).
Many colleges and universities are interested in installing new language laboratories or even “electronic classrooms” (Brown and Minton). The situation at Smith College seems typical. The language department's laboratory was outdated, classrooms were ill-equipped, and instructors were frustrated because they lacked time to investigate the new technologies (Davis 42). In spite of the problems involved, Smith—like many other colleges —has installed a new language learning center and has begun to meet the challenges involved in using it. Since laboratory facilities are expensive, administration naturally expects the chair to provide a pragmatic rationale for how the machines and instructional materials can benefit the department and the college before it will support a laboratory.
Some department chairs and deans are reluctant to seek funding, since, in some schools (where audio laboratories were probably viewed as a panacea or magical solution without an understanding of their limitations as well as their potential), labs were abandoned years ago. It is important to realize, however, that at other schools (where audio laboratories—and, later, computer labs—were used well and coordinated with classes) labs have become almost indispensable and are heavily frequented by students. Just like telecommunications media, properly used laboratory equipment is here to stay.
We have learned much from past mistakes. Many of the old problems, such as the lack of good audio or computer exercises, have been overcome (Robert Quinn 298–300), and instruction employing the media is constantly improving (Jones; Stone, Task-Based Activities and Task-Based II ). Although some administrators may question the value of a laboratory, solid evidence of the advantages of computer-assisted learning and other media-supported instruction over traditional methods is available in psychological and educational studies that span several decades (Kulik et al.; Roblyer et al.) and continue today (James and Aldridge; Oxford and Lavine). It is interesting that almost every article on the efficacy of computers or video mentions the interest these media generate and the motivation they provide students (e.g., Secules, Herron, and Tomasello 488). Motivation, of course, is the essential first step in the learning process.
Before you request funding, you must ask exactly what purposes you want the laboratory to fulfill and what benefits you expect to derive from its use. Once you know how the lab will serve the needs of your faculty members and students, you must decide what teaching strategies will be used and what type of research will be carried out, then determine what machines and materials are required to implement them. Decide whether your laboratory will be used only for displaying ready-made software from publishers (which makes the department dependent on them) or whether it will include software, computers, and video equipment that will let teachers write some of their own lessons.
Weigh the advantages and disadvantages of copyrighted software and single-source vendors. Relying totally on one source may make you dependent, block cooperation and sharing with other departments, lead to a dead end, or cost more than buying from several vendors; nevertheless, being able to rely on dependable service from an established company may prove valuable. In general, it is best to buy the most advanced equipment that your needs warrant and your budget will allow, since, for most departments, the lab will be in place for at least five to seven years. Because of constant, rapid technological advances, even with the best planning any lab is, in effect, out of date the day it is installed. 3
After you consider the preceding factors, you will have a much clearer idea of what software is required and what machines are needed to run it, and you will also be better prepared to choose a laboratory site and formulate a grant proposal. 4 At this point, you should be in close contact with your vice president for development, office of computer services, and maintenance department, as well as the dean. You may need to help coordinate their activities in regard to the laboratory. To provide you with a better sense of what the components of an up-to-date language learning center should be, I have included details about Millsaps's newly installed laboratory, for which we received a substantial grant (see app. 1).
Involving students and teachers in the planning and use of a new or renovated laboratory generates interest and cooperation. At Millsaps, for example, we asked students to help us choose workstations, tell us when they preferred the lab to be open, and suggest how it could best provide an environment conducive to study. Faculty members were asked what equipment they wanted, how the lab could be integrated with their courses, and what videos or software they needed. We held several sessions with students and with faculty members to discuss how each group hoped to benefit from the lab, what teaching methods to use with the various media, and what lab procedures would be followed.
When planning a laboratory, department chairs should go beyond thinking of students practicing one-on-one with machines, and should consider other possibilities, such as forming small groups to watch videotaped interviews and collaborating to answer questions about them and such as having a class watch television talk shows and then spontaneously share their opinions on the topics discussed. Instead of envisioning sets of booths in rows, think of more flexible environments, such as computer and video workstations on wheels that can be moved to vary the room arrangement or taken into the classroom. Pay particular attention to providing sufficient lighting, adequate ventilation, and a relaxed atmosphere for quiet conversation and study. 5
At Millsaps, we revised our curriculum first, then examined ways to use the media to support specific aspects of our courses. Lab practice (involving audio, computer, and video exercises) is required in all basic and intermediate classes, and the use of the media is gradually being integrated into courses on contemporary culture, civilization, and literature. Grades for laboratory work are assigned by teachers, not the lab director, and are based on filling out parts of the lab manual accompanying the textbook or quizzes based on the lab exercises (see also David Quinn). Writing-assistant programs, available on our local computer networks, help students learn composition. 6
While we focused on installing a truly up-to-date laboratory, we made sure to purchase machines that would let us integrate the older media as well as advanced technology into our courses. Audiotapes, slides, and transparencies are not as “exciting” as computers and video but still have much to offer, as Kathleen James and Charlotte Grog Aldridge aptly remind us (1171). Similarly, while a few colleges have electronic classrooms especially equipped for video projection, receiving television programs, and so forth, we decided to achieve much the same effect—at less expense—by taking machines on carts into our classrooms or simply holding classes in the laboratory. At Millsaps, since most of our classes meet in the morning and lab sessions are in the afternoon, teachers can take their classes to the learning center in the morning, if they wish. We try to use lab sessions to support our classroom activities because experience has shown that when students see a close correspondence between classwork and laboratory exercises, they understand more clearly that labwork is valuable and will help them achieve higher grades (Fletcher 860–61; James and Aldridge 1172–73).
We already use software and videotapes from publishers, and we are gradually supplementing them with our own computer exercises and multimedia video lessons made with authoring programs. Rather than trying to write media-supported exercises for every topic covered in our courses, we are making exercises to supplement the courses in specific areas where textbook explanations can be improved, students typically need extra help, or the media are especially helpful (for example, by enriching a civilization class with selections from musical masterpieces, dramas, and great works of art).
While the lab is best suited for helping individuals and providing self-paced instruction, we can also use media devices in the classroom to help an entire group understand and practice key points. For instance, with a projector capable of showing computer as well as video images, the teacher can illustrate a critic's incisive comment about a play by showing a scene from the play on video, provide a brief computer exercise to ensure that students comprehend the dialogue in the scene, and enhance students' interest through the added dimension provided by music or sound effects.
To capitalize on the potential of the media and facilitate the coordination of coursework and labwork, it is essential to have a reliable, experienced lab director. This staff member must deal with numerous details like training new faculty members in the use of the media, orienting new students in the use of lab equipment at the beginning of each semester, managing student assistants, keeping track of attendance, and storing materials and catalogs for easy access. The lab director must also deal with filling requests for the use of machines in classes, completing purchase orders for audio CDs, computer programs, new equipment, and so on, and making sure machines are repaired or replaced. 7 Some departments charge lab fees (like those for chemistry classes) and set up escrow accounts to generate funds for new equipment and maintenance.
In the last three years there has been a remarkable upsurge in interest in using electronic media to facilitate instruction, conduct research, and reduce costs. At the same time, prices for new computers, CD-ROM drives, and similar equipment have plummeted even as the machines have become more effective and gained additional features. Just as we are beginning to see a convergence of the department around the learning laboratory media (which assist in our major tasks: facilitating and improving communication), other convergences are occurring.
Most strikingly, computers, VCRs, camcorders, and similar machines are being united into multimedia production and display stations. (For details on this trend and a definition of multimedia, see “Multimedia.”) Even as the technology used for language learning is growing more sophisticated, it is becoming easier to use. Authoring programs like Iconauthor make it simpler for language teachers to produce instructional materials (Coffee). An increasing number of teams consisting of linguists, learning specialists, and computer experts are taking advantage of such systems or developing their own. In addition, the growth of the multimedia and telecommunications industries means that there is a constantly improving, rapidly increasing variety of ready-made software available. The components needed for the success of multimedia instruction are now firmly in place (“Multimedia” 5).
To keep up-to-date and remain competitive, more and more colleges are forming consortia that share information, face mutual problems, and take advantage of new technological developments. Millsaps has joined with thirteen other private colleges in the Southeast to form the Associated Colleges of the South (ACS), a consortium headquartered in Atlanta. In the spring of 1992 the Department of Modern Languages at Millsaps College hosted a conference on language teaching technology for ACS, and our language laboratory is designed to serve as a model to facilitate multimedia instruction not only in other departments at Millsaps but also in other ACS colleges. An increasing number of professional organizations and journals are also focusing on the benefits of multimedia instruction and providing a wealth of information on new machines and improved uses of the media (“Culture”; Rubin; Charp). (See app. 2 for an overview of the best sources of such information.)
Department chairs face a number of challenges, such as managing department finances, carrying out curriculum review and analysis, ensuring the quality of the academic program, attracting new students, maintaining good retention rates, and promoting a positive image for the department and institution. In this article, I have discussed using technology to improve the department's performance and encouraged you to open the doors of the laboratory so that teachers as well as students can take advantage of the machines and programs available in the lab. Viewed as an integral part of our curricula and resources, the media available through the laboratory can increase our productivity, assist in improving the quality of instruction, foster professional development, and help us meet the many other challenges we face in leading the department.
The laboratory was installed with support from Millsaps College and a $118,600 Culpeper Foundation grant awarded in June 1992. For its site, we chose two classrooms on the third floor of the building that houses our classes and offices. Because elevator access is restricted, the lab is relatively secure. An ID-card reader limits entry to the lab.
Through careful planning, we tried to create an open, comfortable environment conducive to study. During the renovation, we decided to install a window between the two rooms, which adjoin each other, and to use one for an audio-video library and the other for a computer-video area. The window facilitates supervision and gives a greater feeling of spaciousness.
Rooms across the hall from the laboratory are used only for language classes; it is easy to move media equipment on carts to them to enrich classroom activities. Since our offices are also in the same building, teachers have easy access to the lab, no matter what the weather may be.
The laboratory consists of four modules, or sets of equipment. First, in the audio-video room, there are sixteen Sony student listening stations in library mode with a networked set of VCR-television units. For our purposes, a console is not needed. (Consoles vary in price, but average approximately $16,000.)
Second, in the computer-video room, there are five Zenith workstations connected to our campuswide computer network and used for computer-assisted instruction. There are also three independent Zenith workstations that can be used for developing and displaying computer-controlled video programs. Zenith equipment was purchased because it is the standard for our Pathworks networks and because it is IBM compatible, thus allowing us to use the Iconauthor program as well as a wide range of instructional software that we have found useful.
Third, overhead, slide, and computer projectors, large televisions connected to laser disc players and VCRs, a multistandard videotape player, a fully integrated stereo system, and other machines are stored in the computer-video room. These machines, along with a high-speed audiotape duplicator, give us the ability to copy and edit audio and video programs.
Fourth, our eight-foot satellite dish antenna sits atop an adjacent building, and the downlink is cabled to the computer-video room. A large monitor that displays the satellite television programs is connected to a VCR so that programs can be taped for later replay, editing, and detailed study. The satellite receiver is also cabled to the audio-video room so that programs can also be displayed there.
Modules one and three were installed first. Module four was put into place next. After tests to verify the compatibility of Iconauthor with the computers, computer cards, and peripherals (such as laser and compact disc players), module two was installed last.
Numerous journals, organizations, and publishers provide a wide range of information about electronic media, advice on how to use them, and evaluations of media-based teaching materials. Nina Garrett's article ends with an extensive list of such sources that is one of the best recent compilations. There are also others, however, that are particularly helpful, such as the Consumer Reports special issue on media devices, which includes comparative charts (Denver); the Multimedia Source Guide (Charp); Joan Rubin's article listing the video laser discs available for numerous languages; Rick Altman's excellent guidelines for the use of video (from the Project for Intl. Communications Studies, 800 373-7427 ); and Designing the Learning Center of the Future from IALL (International Assn. for Learning Laboratories, 215 204-4758; lawrason@templevm).
Copies of the JNCL [Joint National Committee on Languages] Funding Guide as well as videotaped tours of recently installed language laboratories are also available from IALL. Those materials, sponsored by Tandberg, along with the following material, sponsored by Sony, are especially valuable to those planning new laboratories or renovating old ones: Sony Audio Visual Products: Multimedia Learning Systems Planner and the Didactic Review, a newsletter about Sony products (800 472-7669).
CALICO (the Computer-Assisted Language Learning and Instruction Consortium), an established, international organization, publishes a journal and newsletters for various interest groups, holds annual conferences and workshops, and has made a free authoring system ( CALIS ) available to educators. For information, write or call Humanities Computing Facility, Duke Univ., Durham, NC 27706; 919 684-3637.
Some of the most promising research involving multimedia approaches is being carried out at the National Foreign Language Resource Center at San Diego State University (Language Acquisition Resource Center, San Diego State Univ., San Diego, CA 92182-0230; barlow@ucselx.sdsu.edu). Two of the best sources of information about recent research, the latest software, and academic uses of the media are free: Syllabus (Box 2716, Sunnyvale, CA 94087-0716; 408 773-0670) and the Athelstan Newsletter (Box 8025, La Jolla, CA 92038-8025; 619 689-1757).
Finally, valuable information about software, effective ways to use the media, and related topics appear in professional journals like Computers and the Humanities, Hispania, French Review, Die Unterrichtspraxis, ADFL Bulletin, Modern Language Journal, NorthEast Newsletter, and CALICO Journal. Addresses for these publications are listed in Garrett's article or can be found easily at your college library.
1 Computers can easily generate concordances, make frequency counts, find the contexts in which specific phrases occur, and assist in stylistic analysis. For a creative example of using computers in literary analysis, see Irizarry.
2 SCOLA (Satellite Communications for Learning) retransmits live television programs from over twenty-one countries for a subscription fee. Satellite dish antennas at most educational institutions, however, can receive free broadcasts from government or educational satellite channels in French, Spanish, and German at no cost. For SCOLA's address, see Garrett.
3 For example, in the spring of 1993 Sony introduced the LLC-2000M, a recordable optical disc-based laboratory system with which users can access audio stored on the disc or in the system's memory. This equipment requires no audiotapes and thus renders previously installed audio labs out-of-date (Kaufmann).
4 There will, of course, be numerous steps left to take, such as making sure that the wiring at the site is grounded, providing intermittent surge protection (i.e., ensuring that if lightning strikes, your laboratory will be safe), seeing that the components in the multimedia station are technically compatible, avoiding fluorescent lighting in areas where images will be projected on screens, and making sure that the speakers on television monitors have magnetic shielding so they will not be affected by electronic equipment nearby. Because of such concerns, it is wise to maintain constant communication with your institution's office of computer services or choose an established vendor who can provide reliable advice and maintenance services in addition to competitively priced hardware and software.
5 Information on planning language labs can be obtained from lab equipment manufacturers or from IALL, the International Association for Learning Laboratories (215 204-4758).
6 These programs include Systéme D, Atajo, and Quelle, the French, Spanish, and German writing-assistant software (bilingual word processors, dictionaries, reference grammars, and phrase indexes) from Heinle and Heinle (800 237-0053). Both IBM- and Macintosh-compatible versions of these programs are available.
7 For sample descriptions of lab director positions, see Sheppard. The International Association for Learning Laboratories will soon publish a “lab management kit.”
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Banning, Bernadine, and William D. Yerrick. “SIN in the Language Lab.” Hispania 70.1 (1987): 187–88.
Berg, Camille Vande. “SCOLA Features in the Language Class: A Model.” ERIC/CALL News Bulletin 16.2 (1993): 4–5.
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Brown, Howard M., and Patricia Gold Minton. “Classroom 2000: A Room with a View to the Future.” Multimedia Source Guide. Ed. Silvia Charp. Spec. issue of Technological Horizons in Education Journal 20.8 (1993): 65–69.
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———. Task. Based II: More Communicative Activities for the Language Lab. Irvine: Humanities Instructional Resource Center, U of California, 1993.
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© 1994 by the Association of Departments of Foreign Languages. All Rights Reserved.
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