Sociocultural dimensions of computers in language learning: the European context.

One of the major and relatively recent developments in modem education has been the attempt to incorporate technological innovations as an aid in the learning activity. More specifically, such development has been manifested to a large extent in the area of language learning and teaching. The integration of the microcomputer, for example, in the language classroom at elementary or advanced levels continues to raise the interest of a large body of teachers and educators. However, despite a widespread enthusiasm in some academic and educational circles, the absence of a theoretical basis for the integration of the computer in the classroom, on the one hand, and the lack of coordination between hardware/software producers and curriculum developers, on the other, have resulted in a rather limited role for the computer in education. This, in turn, has produced a kind of skepticism among some teachers about the potential of the computer in language learning. Drawing on current debate in the field and using concrete examples within the European context, the present article focuses on what the authors believe to be an important aspect in language learning: the role of CALL (Computer Assisted Language Learning) in enhancing cultural awareness and understanding, changing attitudes, and improving the learning process.