Further Considerations

Abstract

Throughout this book, we set out to explore the theory and practice of blending technologies in second language classrooms. From the start, we set out to argue one point: the blending of technologies in face-to-face language learning is best achieved through purposeful, appropriate, multimodal and sustainable practices that are developed within a community of practice. We sought to expand the concept of technologies as multidimensional clusters of pedagogical actions that include variations in groupings, timings, texts and tools. Along the journey, we came to understand that blended learning ‘is as old as CALL itself’ (Neumeier, 2005) and, indeed, aligns with current perspective of CALL as ‘..