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Theoretical-Curricular Grounds

Cognitive Flexibility Theory

Cognitive flexibility theory (Spiro & Jehng, 1990) focuses on the nature of learning in complex and ill-structured domains. It is especially formulated to support the use of interactive technology. Principles of the theory include:

1. Learning activities must provide multiple representations of content.

2. Instructional materials should avoid oversimplifying the content domain and support context-dependent knowledge.

3. Instruction should be case-based and emphasize knowledge construction, not transmission of information.

4. Knowledge sources should be highly interconnected rather than compartmentalized.

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Spiro, R. J. & Jehng, J. (1990). Cognitive flexibility and hypertext: Theory and technology for the non-linear and multidimensional traversal of complex subject matter. D. Nix & R. Spiro (eds.), Cognition, Education, and Multimedia. Hillsdale, NJ: Erlbaum.

Curricular Articulation

Computer-assisted foreign language activities should aim at helping the learner gain proficiency in the target language as measured by national FL standards (ACTFL, 1996).

The ACTFL standards include:

1. Skill in a variety of communication acts.

2. Development of cultural understanding.

3. Insight into the nature of language and culture.

4. Knowledge reinforcing and furthering of other disciplines.

5. Participation in multicultural communities.

Standards 1 and 3 in particular could be reached through constructivist activities that allow learners to engage in conversation, exchange information or opinions, present ideas and concepts orally and in writing, and immerse themselves in the target language through subject-area content.

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American Council on the Teaching of Foreign Languages. (1996). Standards for foreign language learning: Preparing for the 21st century. New York: Author

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