Linguistics, procedure and technique in CALL teacher education

Abstract

Research in call education has identified a series of goals and constraints for technology in language education that need to be taken into account when designing a call syllabus. This article presents a theoretical framework for syllabus design based on the identification of three areas of expertise within call: linguistic knowledge, procedural skills and technical skills. In the article it is argued that each of these areas can be developed through specific activities and that all areas concur to the ability to integrate the technology in language education.