ReCALL 23(3): 311–315. 2011 r European Association for Computer Assisted Language Learning 311
doi:10.1017/S0958344011000206
Book review
Second Language Distance Learning and Teaching. Theoretical Perspectives and
Didactic Ergonomics, Jean-Claude Bertin, Patrick Grave´ and Jean-Paule Narcy-
Combes. Hershey, PA: Information Science Reference, 2010. 258 pages. ISBN:
978-1-61520-707-7. Price: $180 US// h158.00
A first quick look at this volume will lead readers to assume that we are looking at
another new book on the subject of second language distance learning and teaching.
A closer reading of the complete title, Second Language Distance Learning and
Teaching. Theoretical Perspectives and Didactic Ergonomics, will reveal that this
volume is different. In the Foreword to the book, Robert Fischer states that this
volume ‘‘sheds light on the fundamental processes involved in distance language
learning’’ and that the authors ‘‘support their analysis of distance language learning
environments with theoretical constructs from several disciplinary perspectives’’. The
construct that the authors use is that of didactic ergonomics. In tutoring systems,
didactic ergonomics involves making an interface that is efficient to support learning
and establishing its configuration for different users. In particular, didactic ergo-
nomics looks at the interactions between software and the studied object (Curilem,
Azevedo & Barbosa, 2004).
The volume is divided in three sections and 12 chapters. In Section 1, An Intro-
duction to Didactic Ergonomics: Theoretical Stance, Chapters 1 and 2, the ergo-
nomics model is introduced. Section 2, Discussing the Model in the Context of
Distance Learning, Chapters 3 to 9, offers a detailed discussion on the different
components, or poles, or the ergonomics model advocated by the authors. In Section 3,
Operating the Model, Chapters 10 to 12, the authors put the model into practice.
Chapter 1 is an essential read for those wishing to gain a deeper knowledge of the
concept of pedagogic ergonomics and its applications in the field of CALL. The title
of the chapter, In Favor of a Model of Didactic Ergonomics, leaves no doubt as to its
purpose. Bertin & Grave´ discuss how the ergonomics model can help us understand
distance language learning by bringing up interesting notions such as complexity as
an attribute of reality. The authors draw on systemics and interactionist theory to
build on a pedagogic model that can account for the many variables that play a role
in language distance learning. After reviewing a selection of language learning
models, the authors go on to discuss the relevance of ergonomics in the realm of

Human-Machine systems. In this effort, they bring along theoretical contributions
from engineering or technology, sociology and psychology. On page 12 they define
the ergonomic perspective as ‘‘the study of the conditions for the integration of
technologies within learning environments by the teachers who choose to use them as
well as by the learners for whom they are designed.’’ Bertin & Grave´ present a CALL
and distance language learning model which integrates different agents or, in the
authors’ words, sub-systems, namely, teacher, learners, peers and regulation, that is,
the monitoring capacity of the computer. These sub-systems gravitate towards five
poles: language, the learner, the teacher, technology and the context, which will
receive subsequent attention in Section 2 of the book. The authors claim that their
model together with these poles ‘‘suggest a conceptual framework to CALL
researchers, practitioners, designers and administrators’’ (p. 30).
Chapter 2, Introducing Distance into the Model, takes the model outlined in
Chapter 1 and discusses how distance may affect the different sub-systems which are
part of it. Drawing on psychosocial studies, Bertin & Grave´ resort to the notion of
analyzer as a catalyst for the reflection on the concepts of absence, discontinuity and
technology. The authors combine three dimensions of mediation, namely, pedagogic,
technological and mediation by distance, to enrich a debate which has traditionally
been biased by ‘‘linear typologies based on former experimental research’’ (p. 48).
The authors conclude that it is necessary to ‘‘reassess the theories and their mutual
relationships in order to take stock of those ‘hidden’ elements of the pedagogic
situation revealed in distance learning contexts’’ (p. 51). Bertin & Grave´ discuss
terminological issues which will be useful for those seeking to get a hold on central
CALL concepts. The discussion of the notion of distance learning and similar terms
such as virtual learning or open learning on pages 38–40 is a good example. Chapter 2
also offers a very interesting discussion of the role of time in distance education,
which deserves further attention in future research. Chapters 1 and 2 are enriched
with a wealth of theories coming from different areas, from psychology to engi-
neering, which will challenge the reader who is, presumably, more familiar with
mainstream CALL theory.
Section 2 is devoted to the discussion of the different poles that are part of the
didactic ergonomics model outlined in Chapter 1. In Chapter 3, The Language Pole,
Narcy-Combes illustrates how both language as discourse and language as culture
interact to enrich the model. In particular, the author is favourable to the combi-
nation of social situations and real-world activities with a notion of curriculum that,
despite the incorporation of the CEFRL, can be ‘‘experienced as interaction’’.
Chapter 4, L2 Learning Processes, gives an overview of the most influential theories
of second language learning, establishing a distinction between those which are all-
encompassing, such as behaviourism or constructivism, and those which, in the
words of the author, ‘‘do not cover every aspect’’ (p. 86) of second language learning,
such as perception and attention or noticing. While it is debatable that the latter can
really be considered as fully-fledged theories, the chapter is a valuable synopsis of the
SLA theories and scholarly debates that have influenced and will continue to have an
influence on CALL. The chapter ends with the outline of a learning cycle that
integrates, among others, contents, tasks, tutor/ learner interaction and follow-up/
evaluation. Narcy-Combes admits that, given the varied origin of the cycle components,
312 Book review