Diversity in learner training

Introduction Learner training for computer-assisted language learning (CALL) is a process aimed at promoting the development of technology competence specifically for the purpose of second language acquisition. As evidence of its growing recognition in language teaching, the recent framework document for the TESOL technology standards (Healey et al., 2009) lays out a set of performance indicators for language learners, with the implicit assumption that teachers are responsible for training the students to achieve them. Beyond that general competence, though, is the more specific competence needed to use technology successfully within a given environment, task, or software program. Since this is a more widely, though still quite inadequately, studied area, it will be the focus of the remainder of this chapter. It should be noted, however, that many of the points discussed here are also relevant for developing general competence for using technology in language learning. In line with the theme of this edited volume, the purpose of the present chapter is to explore diversity in learner training for CALL. Specifically, we will look at two distinct dimensions: diversity in the training process and diversity in the individuals and groups undergoing the training. By combining these two in a single work, we hope to achieve the goal of providing a broad overview of the possibilities for learner training along with a description of some of the issues that remain to be resolved in accommodating the diversity inherent in groups and individuals. From our experiences with CALL learner training over the past few years, it is clear that both the collective and the individual perspectives need to be addressed to improve the effectiveness of this endeavor.