While posing important questions about how learning proceeds with new technologies, this volume demonstrates how teachers captivate the imagination of learners, from schoolchildren to postgraduates, by providing real-world purposes for language. The authors are from educational institutions in many regions of the world, and describe technology use from the lowest levels, such as word processing and scanning, to high-end multimedia and interactive communications through voice and video on the Internet. Technology is perhaps the best means to creating an environment conducive to language learning. Technology can support teachers in making language learning faster, easier, less painful, and more engaging, and helps create an optimal language learning environment. Learning Languages through Technology reflects the many and varied ways teachers are currently using computers and the Internet and provides a rich resource for both novice and expert educator. The volume is divided into four sections: (1) Language Development Online: Skill Building through Technology; (2) Content-Based and Task-Based Learning: Collaborative CALL; (3) Authentic Audience in a Web-Based World; and (4) Constructivism in Professional Development Features throughout the volume are helpful to pre- and in-service teachers. Each chapter opens with a preview of ideas to ponder before reading, and each of the four sections begins with a preview of the chapters and concludes with a thought-provoking issue in technology and pedagogy. Follow-up questions for class discussion, further research, and activities appear at the end of each section, leading readers further into the discussion of the role technology plays in learning--both currently and in the future. Appendices list the tools, software, and Web sites helpful in using technology with learners. This book contains nineteen chapters: (1) Introduction: Using Technology in Teaching Languages (Elizabeth Hanson-Smith and Sarah Rilling, United States); (2) Using Synchronous Communication Collaboratively in ESP (Dafne Gonzalez, Venezuela); (3) Problems of Time and Exposure in Vocabulary Acquisition: An Electronic Solution (Marti Sevier, Canada); (4) Using Online Academic Writing Modules in an IEP Environment (Randi Reppen and Camilla Vasquez, United States); (5) Developing a Web-Based Listening Course (In-Seok Kim, South Korea); (6) Issue: CALL and the Nonautonomous Learner: Build It, but Will They Come? (Thomas N. Robb, Japan); (7) Making Content Connections Online via the GLOBE Program (Theresa J. Kennedy, United States); (8) CALL and Content-Area Teaching (Bernard Susser, Japan); (9) Meaningful Tasks with Video in the ESOL Classroom (Nicolas Gromik, Japan); (10) An ESL Owl Takes Flight: Social and Cultural Issues in an Online Writing Lab (Sarah Rilling, United States); (11) Issue: Mismatch or Missed Opportunity? Addressing Student Expectations about Technology (Maggie Sokolik, United States); (12) First Steps in Experimenting with Computer; (13) Real-World Contexts, Skills, and Service Learning for Secondary School Language Learners (Mary Jewell, United States); (14) Redefining the Blog: From Composition Class to Flexible Learning (Graham Stanley, Spain); (15) Issue: The Teacher's Critical Role in Effective Online Courses (Latricia Trites, United States); (16) Virtual Basegroup: E-Mentoring in a Reflective Electronic Support Network (Anne Dahlman and Sarah Tahtinen, United States); (17) Reinvention of an Online Teacher Education Course: From Cooperation to Collaboration (Klaus Gommlich and Theresa Minick, United States); (18) Implementing an Online ESL Teacher Education Program (Andreas Schramm and Ann Mabbott, United States); and (19) Issue: Tools for Online Teacher Communities of Practice (Vance Stevens, United Arab Emirates). Also included are References, Contributors, and an Index.