CALL THROUGH HISTORY

PLATO (Programmed Learning for Automated Teaching

Operations (1959)
The first and most significant application for the teaching and learning of language
at the computer. Developed to teach Russian using the grammar-translation
approach. It combined some of the best CALL features being developed at other
universities.

Macario (1989)
Videodisc program for learning Spanish. The video was made into an interactive
format by adding pedagogical layers and using it to teach listening skills. Each
scene of the Macario video was given annotations, foot notes, questions and/or
comments. The learner control consisted of being able to start and stop the video
as necessary to answer questions and ensure comprehension or simply to learn
more about the language. It had a semi-immersion approach.

Montevidisco (1992)
Based on the selected response, 1,100 branching choices allow the learner to
pursue different links or lines of enquiry. Each choice presents different
links/opportunities for learning and only through repeating the program several
times can all the choices and language opportunities be fully exploited.
Montevidisco consists in a non-linear approach.

Interactive Dígame (1992)

Features a teacher-controlled situation in which on-screen video provided visual

and listening opportunities that were intended to be followed up with in-class
conversation in the target language. The program had constructivist elements in
that it left the learners free t discuss their own interpretation of the reality on the
screen, but the provision teacher direction in the delivery now seems
unnecessary. Interactive Dígame consists in a non-linear approach.

ALLP (Athena Language Learning

Proyect) (1983)
ALLP worked with UNiversal Interactive eXecutive (UNIX) workstations that were
connected do each other and to textual and visual databases through a local area
network. The tree advantages of it are: engagement, interactivity and behaviour.
Learners improve at different stages of cognitive development.
 No Recuerdos (1990s)
The inclusion of a near-impossible objective states a constructivist process
approach in which the artificial purpose remains, but the learner, in attempting to
achieve it, engages in constant review. In order to complete tasks, the learner
gathers information by questioning the main character, however, there’s a
problem: computers are generally unable to process ambiguous or erroneous
input.

Eliza (1900s)
Eliza seeks clarification and simulates a sympathetic listener through a series of
general comments, requests for explanations and paraphrases/rephrasings of the
learner’s comments with additional question tags. This program has often been
combined with large databases of information.

À la rencontre de Phillippe
It allows the learner to enter into a semi-authentic language environment and
offers opportunities to explore documentary style depictions of reality. The
narrative revolves around learners helping the central character to do some tasks,
that can be accomplished in many ways or, if the learners choose to simply
explore the program, not at all. Another part of the program allows learners the
opportunity to create their own documentaries using information on the same
neighborhood explored in the scenario.