Innovation in Language Learning

New technologies, often in educational contexts meaning information and communication technologies (ICT), offer huge potential in language teaching and learning. Now-a-days, the use of technology in language learning has become a commonplace. However, technologies are not themselves instructors; rather, they are instructional tools to enhance the language learning. The effective use of any tool in language learning requires the thoughtful application of second language pedagogy. However, some of technologies that are used in language learning are as follows:

1. Blogs

2. Computer

3. CSUL (Computer Supported Ubiquitous Learning)

4. Digital dictionaries

5. DVD players 

6. Instant language lab

7. Interactive video

8. iPods 

9. Language lab with audio-video tapes

10. Mobile phones

11. MP3/MP4 players

12. Multimedia

13. Online notice boards or walls

14. PDA (Personal Digital Assistants) 

15. Radio

16. Television

17. Video conferencing

18. Wiki

19. World Wide Webs (www)

 

Mentionable that Bangladesh government has taken initiatives to make the classrooms ICT equipped so as to make the learning easy and interesting for the learners. This is truer in learning English language as English is compulsorily learned in Bangladesh upto 12 class. 

It is true that using ICT in language classroom is not an easy task for the teachers who do not have easy access to ICT materials. Our government is providing training to primary and secondary teachers with a view to making them familiar with the ICT materials, helping them to prepare digital content so as to use with ICT equipments. Besides, every primary and secondary school has been provided with a set of ICT materials which include a laptop, a projector with a large screen, two loud speakers, a modem and sim card for internet using etc. Our teachers are preparing digital lessons; they are using them in their classrooms.

Teaching and learning second or foreign language seems to be difficult as the activity happens with adult learners. This is because of not having sufficient opportunities to use the language. Using the target language with the native speakers helps a lot to acquire the language but there is hardly any scope for this. The digital content prepared on language lesson helps the learners to practise the language skills especially speaking skills in the classroom. 

There are, of course, some obstacles which hinder teachers from using this content in the classroom. As our teachers are over-loaded with classes, they do not find enough time to prepare the digital content. As a remedy, the government has created an online platform where the teachers can download the digital lessons from for their use. Besides, some other non-government organizations (NGO) have come forward and prepared digital lessons. As a result of these initiatives from both public and private sectors, it has now become easier for a teacher to use ICT in the language classroom in Bangladesh. This paper is an attempt to highlight the opportunities and threats of using ICT in Bangladesh English language classrooms, especially in primary and secondary schools.