Jeong-Bae Son, PhD, is Associate Professor in Applied Linguistics and TESOL in the School of Linguistics, Adult and Specialist Education at the University of South Queensland, Australia.Scott Windeatt is Senior Lecturer in Applied Linguistics and TESOL in the School of Education, Communication and Language Sciences at Newcastle University, UK.

This volume contributes to the discussion of CALL teacher education by providing valuable insight into how CALL professionals and educators have structured their teacher training courses and addressing the challenges that they have encountered while doing so. Taken together, the variety of contributions to the volume and breadth that is covered across each of the courses outlined offers readers a valuable resource and can promote common knowledge of how to deal with current changes and challenges.

• List of Tables and FiguresNotes on ContributorsPreface1. Teacher Training in Computer-Assisted Language Learning: Voices of Teacher Educators, Jeong-Bae Son and Scott Windeatt 2. Language and Technology: Theory and Practice, Options and Issues in Computer-Assisted Language Learning, Mike Levy and Paul J. Moore3. Blended Approaches to Teaching Languages with Computers, Paul Gruba4. CALL Research, Practice and Teachers’ Roles, Jeong-Bae Son5. Language Learning and Technology: A Thirty Year Journey, Gary Motteram6. Balancing Theory and Practice: Developing Competent, Reflective CALL Practitioners, Eddy Moran 7. Training Teachers to Create and Use Materials for Computer-Assisted Language Learning, Scott Windeatt8. Preparing CALL Professionals: A Survey Course in a CALL Degree Program, Greg Kessler9. Teacher Training with CALL Online (Distance): A Project- and Standards-Based Approach, Christine Bauer-Ramazani10. An Invitation to CALL: Foundations of Computer-Assisted Language Learning, Philip Hubbard11. Should we offer a CALL course?, Denise E. Murray Index

Jeong-Bae Son, PhD, is Associate Professor in Applied Linguistics and TESOL in the School of Linguistics, Adult and Specialist Education at the University of South Queensland, Australia.Scott Windeatt is Senior Lecturer in Applied Linguistics and TESOL in the School of Education, Communication and Language Sciences at Newcastle University, UK.

This volume contributes to the discussion of CALL teacher education by providing valuable insight into how CALL professionals and educators have structured their teacher training courses and addressing the challenges that they have encountered while doing so. Taken together, the variety of contributions to the volume and breadth that is covered across each of the courses outlined offers readers a valuable resource and can promote common knowledge of how to deal with current changes and challenges.

• List of Tables and FiguresNotes on ContributorsPreface1. Teacher Training in Computer-Assisted Language Learning: Voices of Teacher Educators, Jeong-Bae Son and Scott Windeatt 2. Language and Technology: Theory and Practice, Options and Issues in Computer-Assisted Language Learning, Mike Levy and Paul J. Moore3. Blended Approaches to Teaching Languages with Computers, Paul Gruba4. CALL Research, Practice and Teachers’ Roles, Jeong-Bae Son5. Language Learning and Technology: A Thirty Year Journey, Gary Motteram6. Balancing Theory and Practice: Developing Competent, Reflective CALL Practitioners, Eddy Moran 7. Training Teachers to Create and Use Materials for Computer-Assisted Language Learning, Scott Windeatt8. Preparing CALL Professionals: A Survey Course in a CALL Degree Program, Greg Kessler9. Teacher Training with CALL Online (Distance): A Project- and Standards-Based Approach, Christine Bauer-Ramazani10. An Invitation to CALL: Foundations of Computer-Assisted Language Learning, Philip Hubbard11. Should we offer a CALL course?, Denise E. Murray Index

Jeong-Bae Son, PhD, is Associate Professor in Applied Linguistics and TESOL in the School of Linguistics, Adult and Specialist Education at the University of South Queensland, Australia.Scott Windeatt is Senior Lecturer in Applied Linguistics and TESOL in the School of Education, Communication and Language Sciences at Newcastle University, UK.

This volume contributes to the discussion of CALL teacher education by providing valuable insight into how CALL professionals and educators have structured their teacher training courses and addressing the challenges that they have encountered while doing so. Taken together, the variety of contributions to the volume and breadth that is covered across each of the courses outlined offers readers a valuable resource and can promote common knowledge of how to deal with current changes and challenges.

• List of Tables and FiguresNotes on ContributorsPreface1. Teacher Training in Computer-Assisted Language Learning: Voices of Teacher Educators, Jeong-Bae Son and Scott Windeatt 2. Language and Technology: Theory and Practice, Options and Issues in Computer-Assisted Language Learning, Mike Levy and Paul J. Moore3. Blended Approaches to Teaching Languages with Computers, Paul Gruba4. CALL Research, Practice and Teachers’ Roles, Jeong-Bae Son5. Language Learning and Technology: A Thirty Year Journey, Gary Motteram6. Balancing Theory and Practice: Developing Competent, Reflective CALL Practitioners, Eddy Moran 7. Training Teachers to Create and Use Materials for Computer-Assisted Language Learning, Scott Windeatt8. Preparing CALL Professionals: A Survey Course in a CALL Degree Program, Greg Kessler9. Teacher Training with CALL Online (Distance): A Project- and Standards-Based Approach, Christine Bauer-Ramazani10. An Invitation to CALL: Foundations of Computer-Assisted Language Learning, Philip Hubbard11. Should we offer a CALL course?, Denise E. Murray Index