Further Considerations

Abstract

Throughout this book, we set out to explore the theory and practice of blending technologies in second language classrooms. From the start, we set out to argue one point: the blending of technologies in face-to-face language learning is best achieved through purposeful, appropriate, multimodal and sustainable practices that are developed within a community of practice. We sought to expand the concept of technologies as multidimensional clusters of pedagogical actions that include variations in groupings, timings, texts and tools. Along the journey, we came to understand that blended learning ‘is as old as CALL itself’ (Neumeier, 2005) and, indeed, aligns with current perspective of CALL as ‘the full integration of technology in language learning’ that is best understood as a ‘dynamic complex in which technology, theory, and pedagogy are inseparably interwoven’ (Garrett, 2009, pp. 719–720). To help make sense of this ‘dynamic complex’, we structured our view of the influences on language programmes as consisting of micro, meso and macro levels. In an effort to pinpoint areas of influence, we turned our attention to assessment; to build warrants for continued development, we advocated that action research projects be undertaken to better understand the processes of creating, and establishing, blended approaches in second language classrooms. Finally, we provided detailed examples of blended approaches within the classroom and throughout an institution.