calico journal (online) issn 2056–9017
Book Review
Developing Online Language
Teaching: Research-Based
Pedagogies and Reflective
Practices
Edited by Regine Hampel and Ursula Stickler
Hampshire, England: Palgrave Macmillan
US $95.00
ISBN 978-1-137-41225-6
206 pages
2015
Reviewed by
Kathryn Murphy-Judy
Regine Hampel and Ursula Stickler are well known for their work in technology-
enhanced language learning and for developing robust online language learning
environments. As faculty in the Open University in the United Kingdom, their
work in the design of mediated platforms and teacher training in online envi-
ronments is extensive. This edited volume of eleven chapters arises directly from
their bailiwick. It targets the development of online language teaching through
the double lens of socioconstructivist learning theory and reflective practice.
In line with the emphasis on reflective practice in teaching and learning, each
chapter not only offers a research-based orientation and detailed discussions of
various practices in online language teaching, but also provides a series of ques-
tions to guide readers toward active engagement with the topics. The co-editors
underscore the “seminal influence of Hubbard and Levy [2006]” (p. 3) on this
volume; said influence serves as a springboard to specifying skills that online
teachers need to develop, collaborations needed within communities of prac-
tice, and research that teachers should carry out.
Affiliation
School of World Studies, Virginia Commonwealth University, Richmond, VA
email: [email protected]
calico journal vol 33.3 2016 410–414 doi : 10.1558/cj.v33i3.29797
©2016, equinox publishing
Book Review 411
A slender volume, it is well suited to the needs of teacher trainers in the
field of online language learning—it could serve well as a textbook for teacher
training. Moreover, its significant bibliography canvasses the field broadly
with considerable depth in some areas (in particular, sociocultural theory,
constructivism and socioconstructionist theory and practice in SLA, recent
CALL and CMC in regards to online teaching and learning, communities of
practice in education, and reflection and reflective practices). Several chapters
address the professional development needs of fledgling online teachers or
those seeking resources for further exploration of topics such as teacher train-
ing needs for online languages, new skill sets needed for online teaching, open
educational resources in Open Learning Exchange (OLE), setting up commu-
nities of practice for online educators, ongoing projects, and sites in the OLE
community worldwide.
The unifying approach for all the chapters is sociocultural and sociocon-
structivist, arising from Vygotsky’s work, later refined by Wertsch (pp. 3–4).
This emphasis on the inextricable connection between cognition and its
social context coalesces with a theory of knowledge as an ongoing, nonlin-
ear construction of personal and social experiences as expounded by Firth
and Wagner (1997, 2007). Hampel and Stickler’s theory and practice of online
second language teaching and learning, then, invariably refer to the social
constructions of both online language learning (for learners) and teacher
training within communities of practice (for teachers). The optimal vehicle is
for teachers to use CALL to learn CALL. Particular attention is given to the
Developing Online Teaching Skills (DOTS) project in chapters 2 and 10, yet it
serves as a case in point in nearly every chapter.
After the introduction, the first three chapters look at what teachers need
to know before teaching online. Chapter 2 reviews information and com-
munication technology (ICT) needs as expressed in reports and surveys
in the European Union from 2008 to 2013. In response to earlier surveys
and reports in Europe, the DOTS project aimed at developing online teach-
ing skills was launched in 2006. Part of each DOTS workshop includes
survey data collection. As technologies and pedagogies change, the focus and
results of surveys have evolved. Most recently, the DOTS team created ICT
user profiles that allow them to tailor workshops better to suit these “types.”
Although European specific, the profiles appear to be generalizable to other
contexts with only slight tweaks. Chapter 3 looks at the specificity of part-
time and freelance language educators in relation to ICTs. This population
of faculty is predominant in Europe, but a similar scene exists in the USA
where large numbers of adjuncts, part-timers, and graduate assistants lead
the postsecondary and adult language learning sector. And although sta-
tistically the most important teaching asset in language education, Stickler
412 Book Review
and Emla note that this group is “almost invisible: marginalized…, under-
researched, and under-represented” (p. 36). Through data collected from the
DOTS project, at least some research now exists for this overly marginalized
group. What is voiced is their need and desire for continuing professional
development (CPD) despite their off-setting circumstances (conflicting time
demands, in particular). Page 42 offers a list of nine recommendations for
addressing their CPD. In Chapter 4, Linda Murphy focuses on another infre-
quently gathered voice: the learners’ perspectives regarding ICT needs and
uses. She provides data from both 2008 and 2011 that show online elements
to be the norm in almost all current language programs. Teaching, social,
and cognitive presence in interactions are shown in this data to be essential
to student satisfaction.
Chapter 5 by Hampel and Stickler drills down into the competencies
needed for online teaching. They had introduced their 2005 (Hampel & Stick-
ler, 2005) pyramid of competencies (figure 1.1, p. 3) but retooled it to attend
to the increased general level of technological skills by adding emphasis to the
upper levels of “[f]acilitating communicative competence and online social-
ization” and “[c]reativity, choice and own style” (figure 5.1, p. 66). This empha-
sis draws heavily from Hubbard and Levy (Hubbard & Levy, 2006; Hubbard,
2009) along with Compton (2009). They flesh out three levels: (a) matching
pedagogies and technologies, (b) developing social cohesion and fostering
communication, and (c) enhancing creativity online. Their research is bol-
stered by refinements that provide a well-articulated blueprint for profes-
sional development for online language knowledge and skills. The subsequent
three chapters then explore free online training resources, open educational
resources (OER), and various communities of practice online. The first runs
the gamut from self-training to MOOCs to online communities of practice
(for a typology listing, see p. 81); the second details various kinds of reposi-
tories (community, national, and open courses, fully listed on pp. 109–112);
and the third charts the development and current deployment of various
online communities. For the moment, these are three very useful chapters, but
some of the affordances—possibilities and restraints—and groups listed run
the chance of obsolescence in the near future, as is the wont of technologies,
online resources, and collective efforts.
The final two chapters discuss elements of the DOTS project. The first pro-
vides historical and general information, whereas the second looks carefully at
training in Turkey. The final chapter spells out some of the important issues of
ICT, CALL and online teacher training in regions where technological infra-
structure does not guarantee widespread, consistent access. This is a particu-
larly important issue in today’s global educational scene.
Book Review 413
In all, this slim volume packs a lot of good theories, practices, resources,
and models into its 206 pages. As indicated in the introduction, it is meant as a
modular guide to be used by teachers, teacher trainers, and others in the world
wide web of language teaching. It is not sufficient in itself as a complete training
manual, but then it does not purport to be. Still, it provides self-assessment and
reflective practice in every chapter and in so doing gives the committed teacher
a solid roadmap and ports of call. It also gives a framework for professional
development based on data and current best practices, a toolkit for resources,
and options and models for establishing communities of practice. It is more
or less limited to a European focus, despite recognition of some North Amer-
ican and Australian work, like that of Levy and Hubbard, Youngs and Jones
and certain ACTFL (American Council of Teachers of Foreign Languages) and
CARLA (Center for Advanced Research in Language Acquisition) initiatives.
Little to no attention is given to Asian resources in online language teaching
and communities of practice. Yet, the research and the training projects are
based in Europe, so its eurocentrism makes sense. Finally, this is not a work
that would allow faculty to prepare to teach fully online: it would definitely
serve in one’s arsenal of tips, tricks, and practices, but it is more apropos for
hybrid, blended, and flipped modalities of teaching languages online.
About the Reviewer
Kathryn Murphy-Judy, PhD, is Associate Professor of French and New Media in
the School of World Studies and Director of Liberal Studies for Early Elementary
Education at Virginia Commonwealth University. Her research focuses on online
language teaching and learning as well as more general applications of new media
to 21st-century learning. She is currently writing the results of the 2013–2014 and
2014–2015 U.S. national survey of online language design and delivery under the
auspices of the BOLDD Collaboratory. She and other BOLDD members regularly
offer workshops on the design and delivery of effective online language education,
especially at the entry levels of language acquisition.
References
Compton, L. K. L. (2009). Preparing language teachers to teach language online: A look
at skills, roles and responsibilities. Computer Assisted Language Learning, 22(1), 73–99.
Retrieved from http://dx.doi.org/10.1080/09588220802613831
Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental
concepts in SLA research. The Modern Language Journal, 81(3), 285–300. Retrieved from
http://dx.doi.org/10.1111/j.1540-4781.1997.tb05480.x
Firth, A., & Wagner, J. (2007). Second/foreign language learning as a social accomplish-
ment: Elaborations on a reconceptualized SLA. The Modern Language Journal, 91(s1),
800–819. Retrieved from http://dx.doi.org/10.1111/j.1540-4781.2007.00670.x
414 Book Review
Hampel, R., & Stickler. U. (2005). New skills for new classrooms: Training teachers to teach
online. Computer Assisted Language Learning, 18(4), 311–326. Retrieved from http://
dx.doi.org/10.1080/09588220500335455
Hubbard, P. (Ed.). (2009). Computer assisted language learning (Vols. 1–4, Vol. 1: Founda-
tions of call, pp. 1–20). New York: Routledge.
Hubbard, P., & Levy, M. (Eds). (2006). Teacher education in CALL. Amsterdam: John Ben-
jamins. Retrieved from http://dx.doi.org/10.1075/lllt.14
