ReCALL: First Special Issue on CMC & Teacher Education

June Thompson, Editor of ReCALL, describes and summarises the journal’s special issue on CALL and CMC Teacher Education Research.

While the use of digital technologies in language education has been growing over the last 15 years, pedagogical developments and methodological reflection have not kept pace. Thus the mediating role of a number of factors such as teacher and peers, setting, language and technology (Lantolf 2000) and their impact on the skills required by language professionals in increasingly complex virtual learning environments remains under-researched (see Hong, 2010).  This holds true for the integration of ICTs in face-to-face settings as well as for blended and distance language learning contexts. Unsurprisingly, teacher training has become one of the new and growing themes in CALL research (Blake, 2007). As Hubbard (2008) points out: “the future of CALL is closely tied to the future of language teacher education because language teachers are pivotal players”.

The ReCALL journal is therefore dedicating a special issue to enduring questions in research on teacher education in computer-assisted language learning (CALL) and computer-mediated communication (CMC) and methodological approaches – both traditional and emerging – in order to address these questions. The issue will provide an overview of established research in the field as well as reporting on more recent areas of study. These focus, for example, on the teacher role in collaborative online language learning, and e-literacy and semio-pedagogical skills required for harnessing the potential of multimodal environments and tools.
The contributions will also consider practical and ethical issues related to online pre- and in-service language teacher education and tutor training. The overall aim is to take stock of the current state of affairs in research on teacher education in CALL and CMC-based language teaching and to map out a tentative research agenda for the next few years.

The special issue will be of interest to researchers and practitioners including teachers, teacher trainers and administrators, across all educational sectors (primary to tertiary and vocational) in Europe and beyond looking for answers to two of the most pressing questions currently discussed in CALL and CMC teacher education: what are the skills that language tutors require when teaching online, and how can these skills be developed through training (Hampel 2009)?

ReCALL journal cover

Blake, R. (2007) New trends in using technology in the language curriculum. Annual Review of Applied Linguistics 27: 76-97.

Hampel, R. (2009) Training teachers for the multimedia age: developing teacher expertise to enhance online interaction and collaboration. Innovation in Language Learning and Teaching (Special Issue: Teacher education and computer assisted language learning), 3 (1): 35-50.

Hong, K H. (2010) “CALL teacher education as an impetus for L2 teachers in integrating technology”. ReCALL, 22 (1): 53–69.

Hubbard, P. (2008) CALL and the future of language teacher education. CALICO Journal, 25(2): 175–188.

Lantolf, J.P. (2000) Second language learning as a mediated process. Language Teaching, 33 (2): 79-96.

The Call for Papers for this special issue (guest editors Mirjam Hauck and Nicolas Guichon) is at and




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