In this chapter, Blake discusses CMC, or computer-mediated communication. Initially, he defines it and gives a few examples. He continues by outlining first generation and second generation computer-mediated communication methods. Some of the first generation tools are still used, but perhaps not as frequently. E-mail is definitely still in use, and is especially useful when two participants in an online discussion don't use the same chat service. They can e-mail each other and engage in asynchronous CMC. Threaded forums are also in use still. I don't know how effective they are for carrying out conversation, but I know of several instances where they are useful, specifically for foreign language learning. A lot of people who learn foreign languages in college nowadays probably know about wordreference.com. This site provides an excellent forum environment in which learners of a particular language can seek advice from native speakers on issues of grammar and speaking, etc. Blake also mentions electronic mailing lists. Even though we are using them for this class, I don't think they are really used that frequently. I can't say that with certainty, but I don't really know anyone who uses them. I have found, however, that they can be very efficient for seeing what other educators think about a given topic; you can even join the chat if you so choose.
Blake turns next to second generation CMC tools. This was the most interesting part of the chapter for me because these are tools that we use today. Blogs and wikis are two good examples that are mentioned by Blake. They are both examples of asynchronous CMC that are in use to this day. Blogs are especially useful for situations in which someone makes a post and can receive feedback from other users. I see solid, practical applications for such a thing in foreign language classrooms. Students can post assignments online and review feedback from the instructor and other students right away, all in the target language. Wikis are obviously very useful, as well, because they allow for collaboration. Blake also talks about chatting, or instant messaging, later on in the chapter. This would be an example of synchronous CMC. Chatting with or without audio can be extremely useful in the foreign language classroom. Teachers could provide instantaneous feedback to what students are writing or saying, without having to be in the classroom. Teachers could also use this as an opportunity to model correct speech and writing.
Overall, this chapter has provided a lot of information about computer-mediated communication and how it can be used in foreign language classrooms. I find that blogs, wikis and chatting would fit my classroom best.
References:
Blake, R.J. (2008). Brave new digital classroom: Technology and foreign language learning. Washington, DC: Georgetown University Press.
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