52 VIGNETTE 1: BONNIE NICHOLAS THE INITIAL CHALLENGE OF ADOPTING CALL TECHNOLOGY Précis The Idea Bonnie Nicholas, currently a New Language Solutions technology adoption mentor for TESOL instructors, returned to university at age 50 to pursue a Master’s degree in TESOL at the University of Alberta. Motivated in part by an interest in social justice issues, Bonnie was impressed with Canada’s way of offering language training free to newcomers as a way to help them settle successfully in Canada. What Bonnie didn’t know when she enrolled was that TESOL was rapidly entering the brave new world of Computer-Assisted Language Learning (CALL). The steep learning curve that Bonnie experienced convinced her of the need for technology-savvy mentors to assist new instructors in making effective use of CALL technologies for teaching and to help newcomers use technology to enhance their language learning experience. The Learners The learners Bonnie has helped throughout her career are divided into two groups. The TESOL instructors she assists often have an undergraduate degree, may already have years of classroom teaching experience, and are highly motivated to succeed in their TESOL studies and career. Typically, they are lifelong residents of Canada, ranging in age from their mid-20s to early 40s. What they lack is familiarity with current-generation educational technologies that can be employed in a blended learning approach to instruction. Language learners often share some of the same characteristics – strong motivation to succeed but limited familiarity with learning technology. In Bonnie’s case, these learners have been newcomers to Canada at CLB levels 3-8. Typically, a class of 20 students includes males and females, the ratio differing from class to class. Student age varies widely, with the majority aged 20 to 45. The Approach Teaching instructors and students to use CALL technologies is highly individualized and often ongoing. Studies might begin with the definition of unfamiliar terms and familiarization with basic computer and software capabilities. Step by step, learners are introduced to CALL technologies such as learning platforms supported by a learning management system (LMS), facilitated online learning (i.e., virtual classrooms), webinars, on-demand tutorials, search engines, social media support for online chat sessions, assistive devices in the classroom (e.g., interactive whiteboards), and, increasingly, AI-powered chatbots such as ChatGPT – to name but a few. As learning technology continues to advance, it’s especially important for instructors to take time to keep up with developments. Mentorship is particularly important in developing digital skills by cultivating a community of people who can all contribute something and support one another. technologyassisted learning. Interested in Learning More? Instructor Profile Context In Bonnie’s Own Words Application of Technology Standards CC-BY-NC-SA 2025 New Language Solutions Avenue Instructor Standards for Technology-Enhanced Language Learning, version 1.2
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