This book draws on theories of second language acquisition (SLA) to
illustrate how interactive white board technology can be exploited
to support language acquisition. It examines interaction,
collaboration and negotiation of meaning and focus on form in the
communicative language classroom in primary, secondary and
vocational schools. In recent years new technologies have been
incorporated into second and foreign language education as tools
for implementing teaching methodologies. IWBs have established
their role in the field of computer-assisted language learning
(CALL) and are an effective and inspiring tool which motivates both
teachers and learners. Although the number of IWBs in classrooms
has rapidly increased over the past decade in many parts of the
world, teacher training materials and pedagogical support for the
design, evaluation and implementation of IWB-based materials in the
foreign language classroom has not kept pace. Research also shows
that language teachers do not always use IWBs in pedagogically
sound ways. There is a real need for the development of training
models and examples of good practice which can support teachers in
developing the necessary competencies for exploiting the IWB in
ways consistent with current theories of language teaching
pedagogy.This book provides that best practice and gives a full
account of in-depth research in an accessible manner.
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