Integrating internet-based reading materials into the foreign language curriculum: From teacher- to student-centered approaches

Abstract

Whereas many educators enthusiastically embrace the use of Internet-based reading materials, little theoretical and empirical research exists that demonstrates how to make use of such practices in a sound pedagogical way. This article provides guidance to teachers and curriculum developers by describing three approaches to integrating Internet-based reading materials into a foreign language curriculum. The design of an Internet-based lesson is largely determined by a teacher's pedagogical approach, her/his technological expertise, and the students' language proficiency. In light of these factors, the approach to the pedagogical design of successful lessons falls along a continuum from being teacher-determined or teacher-facilitated to student-determined. In more detail, lesson designs may distinguish themselves in the following areas: • the learning resources, that is, the topics and content, text type • the scope of the learning environment, that is, the number of different sources (sites or links) to be integrated • the learning tasks, that is, the ways in which the learners explore the reading materials, synthesize and assimilate what they have learned. • the degree of teacher and learner involvement in determining the areas mentioned above Based on concrete sample lessons, this article describes the strengths and challenges of each approach from a pedagogical, technological and designer's point of view.