Why we need more research on technology applications in less-commonly-taught-language (LCTL) programs

Abstract

Over the years, researchers who have published in Language Learning & Technology and other journals have called for more research into technology’s applications in learning and teaching less-commonly taught languages (LCTLs) because the LCTLs are different from the more-commonly taught ones. LCTLs tend to be both under-resourced and under-studied. The programs in which they are taught tend to be smaller, have fewer faculty with heavier course loads, and have less research-dedication due to marginalization, which must change. LCTLs may also have more technological needs because they are more often taught online through cross-institution course-sharing. Additionally, their textbooks are more often fully online. The languages themselves have unique linguistic and cultural distinctions and distances from commonly-learned languages like English, making the more abundant research findings from more-commonly-taught languages (English in particular) difficult to generalize to LCTLs. In this special issue, we present seven articles on technology applications within five LCTLs: Dutch, Korean, Mandarin Chinese, Russian, and Vietnamese. We explain how this research is needed to support best technology practices within the LCTL programs, but also how these studies are a small step toward empowering the incredibly wide range and wealth of LCTL programs to apply technology on their own terms, and based on their own, unique learning contexts and needs.