English Language Teaching Apps: Positioning Parents and Young Learners

Autor/in	Chik, Alice
Titel	English Language Teaching Apps: Positioning Parents and Young Learners
Quelle	In: Changing English: Studies in Culture and Education, 21 (2014) 3, S.252-260 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2014.929285
Schlagwörter	Teaching Methods; Computer Oriented Programs; English (Second Language); Parent Child Relationship; Parent Participation; Second Language Learning; Second Language Instruction; Foreign Countries; Telecommunications; Handheld Devices; Manipulative Materials; Language Acquisition; Technological Literacy; Influence of Technology; Technology Integration; Technology Uses in Education; Educational Technology; Educational Games; Infants; Preschool Children; Toddlers; Hong Kong + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Computerprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternmitwirkung; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Telekommunikationstechnik; Hilfsmittel; Sprachaneignung; Spracherwerb; Technisches Wissen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Educational game; Lernspiel; Infant; Toddler; Toddlers; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Infants; Hongkong
Abstract	Since the introduction of iPads in 2010, the sales of tablet computers and mobile applications (apps) have grown exponentially. iPads and other tablets are marketed as learning tools, and many apps target learners as young as six months old. This article reports on a research project examining the unique features of English learning apps based on an analysis of 90 app descriptions. Findings suggest that most English learning apps are not designed for English as a Foreign Language learners, and do not encourage user interaction around the texts. Positioning theory is adopted to show how app developers position themselves, parents and learners in the global discourse on technology and English teaching. The use of such apps as extensions or alternatives to classroom-based learning may have a strong impact for the future of English teaching, and caveats are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01