The Generative Model for CALL Development:

The term "generative" is intended to be taken in the linguistic, but not syntactic, sense. A "generative" system is a set of rules which generates new structures. In linguistics we refer to a generative grammar, which is a set of rules which generates new utterances. Since the new structures arise from the set of rules, they all fall within the range of acceptability of these rules. CALL activities which are generated by following the Generative Model would be pedagogically and theoretically sound; the Model provides a rubrik which developers can follow.

The Model does not contain any new material; rather, it is a synthesis of elements from Instructional Design, existing commentaries on CALL development, foreign language standards, lesson plan design, and educational psychology. What is unique about the Model is the combination of these elements into a package specifically designed for CALL development.

It should be noted that this is a work in progress; readers should look at this as a first draft, a call for comments, and a stimulus for discussion about CALL development.

All comments and suggestions are welcome.

Andy Radzik

The Model:

1. Choose content
• The language (grammar, vocabulary, writing system, etc) is not "content."
• Themes:
• Employment
• Family
• Food
• Health
• Media
• Sports
• Etc.
2. Determine the performance standard
• Communication
• Engage in conversations
• Provide and obtain information
• Express feelings and opinions
• Understand and interpret written and spoken language
• Present information, concepts, and ideas to an audience of listeners
• Cultures
• Demonstrate an understanding of the relationship between the…
• Practices and perspectives of the culture studied
• Products and perspectives of the culture studied
• Connections
• Reinforce and further knowledge of other disciplines through the foreign language
• Acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
• Comparisons
• Demonstrate understanding of the nature of language through comparisons of the language studied and their own.
• Demonstrate understanding of the concept of culture through the comparisons of the cultures studied and their own.
• Communities
• Use the language both within and beyond the school setting.
• Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.
3. Identify the instructional goal
• Introduce new material
• Mastery
• Automaticity
• Demonstration
• Make linguistic generalizations
• Experiment/test hypotheses about the language
• Reading
• Writing
• Speaking
• Listening
• Metalinguistic skills
4. Decide the desired functional linguistic performance
• Identify
• Describe
• Invite
• Offer
• Request
• Order
• Complain
• Promise
• Suggest
• Recognize
• Edit
• Critique
• Compare
• Contrast
• Summarize
• Opine
• Etc.
5. Determine the appropriate CALL paradigm
• Leader of activity
• Tutorial
• Holistic practice
• Games
• Dispenser of information
• Model
• Discovery
• Simulation
• Annotation
• Helper in a task
• Word processor
• Spell checker
• Thesaurus
• Concordance
• Reference
• Email
6. Choose a learning activity
• Game
• Quiz
• Text construction
• Text reconstruction
• Simulation
• Problem solving
• Exploratory
7. Follow the CALL Development Rubric to design and develop materials
• ANALYSIS:
• Learners:
• Who will be using this software?
• What is their language level?
• Content:
• What is the content topic?
• What functional language deficit are you addressing?
• What prerequisite knowledge/skills are necessary?
• Lesson:
• What are the observable goals of the instruction?
• What Pre-Activities are necessary?
• contextualize the text or segment; focus the learners
• recall/review what is known about the topic
• react to visual clues, organization, etc.
• language preparation/expansion
• predict
• brainstorm
• What are the Global Activities?
• identify type of text or information
• identify main idea(s)
• create/match titles or subtitles for the text or segment
• order or sequence information
• What are the Specific Information Activities of the lesson?
• complete grids, charts, diagrams, etc.
• answer questions (who, what, how many, where, when, etc.)
• recognize cognates select/main/identify specific information
• What are the Linguistic Activities?
• focus on specific aspects of language: vocabulary, structures, discourse and
• sociolinguistic features
• inductive reasoning cloze-type activities, match, guess; open-ended questions
• What Post-Activities are appropriate?
• make decisions related to purpose of the text or segment
• discuss/debate issues raised
• express own opinion
• tell the story in own words
• analyze point of view, style, etc.
• link to other skills: speaking, writing, further reading or listening
• How will the learning be measured?
• Oral / Written tests
• Self-evaluation by students
• Evaluation of the lesson by the instructor
• Pre - Post testing
• DESIGN:
• Interface:
• What interface metaphor will be used (to provide structure and allow for interaction)?
• In what format will the content be presented?
• In what medium will the content be presented?
• What will human-computer interaction be like?
• How will feedback be given?
• How will students be tested?
• How do your Content Experts react to your prototype interface and approach?
• The Program:
• What help mechanisms will be available for users?
• What reference/online help materials are necessary?
• What kind of documentation is needed to help the user navigate and use the software?
• What is the general flow of the program?
• What delivery device and platform will you use?
• What is the most appropriate authoring system?
• DEVELOPMENT:
• What storyboards are necessary to help you develop the program?
• What graphics, sound, and video do you need?
• Is your interface consistent with the print documentation?
• Is your program acceptably bug-free?
• Do your accompanying print materials mesh with the software?
• EVALUATION:
• What comments and suggestions do your Content Experts and field testers have?
• What do pre-test data say about the effectiveness of the program?
• Does the program have appropriate affective appeal?
• IMPLEMENTATION:
• Does the software run correctly on the final delivery medium (CD-ROM, Web, etc)?

Andy Radzik

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