4 . -Foundations of teacher education in CALL


THE SCOPE Of CALL EDUCATION 


A tool to aid in developing and interpreting evaluation rubrics for certification and other standards or simply to describe qualifications for the purposes of CALL proficiency or creating job descriptions, and moreover, learning objectives for specific role combinations can then serve to inform CALL education curricular



THEORY AND PRACTICE IN TEACHING PROJECT-ORIENTED CALL



In the project-oriented classroom, students are challenged to get real, which must manifest itself in interacting with real people and issues, and in students’ taking responsibility for their learning. Therefore, project-oriented learning draws on a number of compatible learning concepts that could be together named constructivism.

It seems to be a pedagogy that suits the advancement of CALL understood as a design science and is helpful in maintaining the necessary rationalization of CALL without sacrificing the practical dimension of the discipline.



TECHNOLOGY STANDARDS FOR TEACHER EDUCATION, CREDENTIALING CERTIFICATION

In foreign language education, given the emphasis on communication and the opportunities for computer-assisted learning, technologies play an ever-increasing role in learning standards. Therefore, it promotes creativity, individual expression, and critical thinking.

On the other hand, The role of technology standards in teacher education and professional certification


The full integration of technology into language learning, with each of its three components—theory, pedagogy, and technology—playing an equally significant role—is today known as CALL.




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2. -CALL in language education

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Technology is used in every aspect of our lives, from communicating with friends to shopping, from education to media tools. Computers, and inevitably the Internet, have made it easier for people to communicate globally. And technological advances have not stopped and will undoubtedly continue.
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1. -Introduction to Computer-Assisted Language Learning

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A BRIEF HISTORY OF CALL CALL’s origins and development trace back to the 1960 ’s Delcloque 2000 Since the early days CALL has developed into a symbiotic relationship between the development of technology and pedagogy. Warschchaur (1996) identifies phases of CALL as follows: Behaviorists CALL Communicative CALL Integrative CALL Behaviorist CALL Behavioristic CALL is defined by the then-dominant Skinner behavioristic theories of learning as well as the early 1980s technology limitations on computers.  During this time period, CALL programs would give a stimulus and ask the learner to respond. The computer would evaluate mistakes and provide commentary. When pupils make mistakes, more advanced programs would respond by branching to help screens and remedial exercises. Communicative CALL The communicative approach that gained popularity in the late 1970s and 1980s is the foundation of communicative CALL. The communicative method indirectly teaches grammar by putting more emphasis on speaki
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3. -Defining a model of CALL

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There are many starting points for CALL program development. These include pedagogical theories, learning theories, curriculum requirements, new technological experiences, practices, learning problems, language skills, and materials provided to students (Levy, 1997). 
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