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A number of recent studies (see, for example, Lantolf, 2010; Negueruela & Lantolf, 2006; van Compernolle, 2011) have focused on the use of learning tools developed according to the principles of concept-based instruction (CBI). Using videorecorded data from interviews and observations of classroom instruction, our study seeks to contribute to the CBI research by examining the implementation of this framework from the perspectives of pre-service and novice teachers of French and Spanish. Therefore, the overarching goal of this study is to understand how and to what extent teachers embrace or reject a pedagogical approach that does not necessarily align with a textbook’s explanation of a grammar point. We have chosen to focus on the teaching of verbal aspect since textbooks for learners of both French and Spanish typically present rules of thumb for learning past tense use without explaining the systematic concept of verbal aspect. The case studies presented in this article demonstrate that – in some instances and for a variety of reasons – experienced, novice, and pre-service teachers prefer materials, techniques, and approaches that are more familiar, albeit not as potentially beneficial for learners.

Phase 1 of this study explores findings from a nationwide survey on computer‐assisted language learning (CALL) that was completed by 409 in‐service teachers of French, German, and Spanish. These results, in turn, informed specific themes that were explored in greater detail during focus group sessions with 22 in‐service K–12 foreign language teachers (Phase 2). The main theme that emerged from the survey and the focus groups was the perceived need (expressed by in‐service teachers) for future teachers to learn how to think about, analyze, and integrate new technologies into a foreign language curriculum without having to depend on tool‐specific training since prospective teachers will use a number of new technologies—many of which have not yet been developed—throughout their career. Consequently, Phase 3 of this study examines a new component of a foreign language pedagogy course in which 18 prospective teachers studied and applied a faceted classification scheme for analyzing and understanding computer‐mediated discourse as a tool‐independent approach to CALL training.

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This chapter reports on a study that explored how students in a Spanish conversation course worked collaboratively to evaluate sentences translated from English to Spanish by a Web translation site. An analysis of language-related episodes (Swain & Lapkin, 1998) indicated that learners’ offline collaborative dialogue provided opportunities to become aware of and to correctly solve many of the grammatical and lexical problems in the translations. Recommendations for adapting this study’s task in order to show affordances and limitations of translation tools for reading and writing are provided. This chapter also analyzes translations from English to Spanish using selected parts of speech in different morphosyntactic environments to compare the overall quality of three Web translation sites. Future research could examine two or more grammatical features such as tense, mood, or aspect, the effectiveness of translations of idiomatic expressions and false cognates, or the quality of online translations of narratives, expository texts, and other genres.