Language lab

 


The language laboratory is an audio or audio-visual installation used as an aid in modern language teaching. They can be found, amongst other places, in schools, universities, and academies. Perhaps the first lab was at the University of Grenoble in 1908. In the 1950s up until the 1990s, they were tape-based systems using reel to reel or (latterly) cassette. Current installations are generally multimedia PCs. The original language labs are now very outdated. They allowed a teacher to listen to and manage student audio via a hard-wired analogue tape deck based systems with 'sound booths' in fixed locations.

Advantages

There are different features of language lab, which make the students to have interactive session. It provides equal opportunity to all the students to hear the instructor irrespective of place where they are seated. There will be less miscommunication because of direct nature of the sound transmission. It also provides the privacy that encourages the shy students to speak without any hesitation. In addition instructor can speak to individual or group of students in privacy without interrupting rest of class. Language labs motivate students to talk freely and lose the shyness when talking in front of their friends. Attention on subject is increased resulting in better retention of the concepts. Furthermore, it develops the listening and communication skills, since they hear correct pronunciation through their headphones. Learner will show more enthusiasm and excitement in learning lesson because of learning lab system. Teacher can look after each student, which is not possible in case of the regular classroom. In a lab instructor can communicate with many students by pressing a mouse key in order to talk with students. Efficient use of time and learning efficiency is much more than usual classroom learning. This set up fosters more interactive session between students and teacher. The language lab brings variety in teaching learning process instead of boring verbal centered teaching. The student’s progress can also be monitored regularly so that teacher can provide feedback based on individual pace and ability. Finally, the students can learn the lesson at their own pace thus allowing the classroom as student-centered approach.

Disadvantages

It is very expensive to set up the language lab and country like India there is no lab syllabus and usually language classes are conducted as theory. Moreover, the lab can engage maximum of 60 students hence space is also difficult for school. These days student does not have enough patience to listen to pronunciation and practice them so the recording of pronunciation is useless. As the teacher listens to students randomly the response can be unorganized and ineffective as there are many students to attend to. The teacher should be well trained in executing the language lab effectively. Given the nature of teaching, a language teacher may need an assistant in taking care of the technological part while teacher attends to the instructional components. As technology changes rapidly, there should be a provision for upgrade in the medium of instructions, which can be burden for school in terms of finances. The ministry of education should consider allocating funds to set up as well as maintenance of language lab. If all these basic problems can be solved only then we can think of implementing language lab in our curriculum.

       

Information and communications technology

                              

ICT (information and communications technology - or technologies) is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications associated with them, such as videoconferencing and distance learning. ICTs are often spoken of in a particular context, such as ICTs in education, health care, or libraries. The term is somewhat more common outside of the United States.
       According to the European Commission, the importance of ICTs lies less in the technology itself than in its ability to create greater access to information and communication in underserved populations. Many countries around the world have established organizations for the promotion of ICTs, because it is feared that unless less technologically advanced areas have a chance to catch up, the increasing technological advances in developed nations will only serve to exacerbate the already-existing economic gap between technological "have" and "have not" areas. Internationally, the United Nations actively promotes ICTs for Development (ICT4D) as a means of bridging the digital divide.