The ICT and applied linguistics: an integrative perspective for the L2 language learning process

Abstract

Integrating Information and Communication Technology (ICT) in the curriculum from an active perspective favours the integration of our students in the Information and Communication Society (Bricall 2000). Yet, how can we - as language teachers - utilise the tools technology offers to enrich the L2 learning experience? This paper explores some of the issues involved in the integration of the ICT in the L2 teaching-learning field by identifying the pedagogical implications inherent in such a change. Accordingly, It outlines the implications of the role technology should play in the field of L2 teaching and learning. It also presents the theoretical grounding that has led to the definition of a learner-centred pedagogy based on the principles of socio-contructivism (Ausubel 1968; Piaget 1968; Bruner 1984; Vygotsky 1984), which affords an ICT-integrative approach that favours the development of learner autonomy. Finally, pedagogical implications are considered.