A Critical Literature Review on The Integration of Information Communication Technologies in the Teaching and Learning of English Language: An Emphasis of a Total Immersion Approach (Published)
This critical literature review examines Stephen Krashen’s theory of language acquisition and learning, focusing on the implications of its six key models: The Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, the Affective Filter Hypothesis, and the Compelling Input Hypothesis. The study explores how the integration of Information and Communication Technologies (ICTs) can modernize and enhance these models to address contemporary language teaching challenges, with a specific focus on supporting learners in Special Needs Education (SNE). Key objective of this study was to analyze the alignment of ICT tools with Krashen’s principles to optimize language acquisition, explore the role of ICT in addressing the unique needs of SNE learners and identify best practices for integrating ICT into language teaching frameworks. The main findings this study shows that the integration of ICT enhances access to rich and diverse linguistic input, supports individualized and self-paced learning, and reduces affective barriers by fostering engaging and low-stress environments. ICT tools also enable adaptive content delivery, accommodating the varied learning styles of SNE learners. However, the potential of ICT remains underutilized due to systemic and practical barriers. Major analyzed in the study challenges include limited ICT infrastructure, inadequate teacher digital literacy, resistance to technology adoption, and a scarcity of tailored ICT solutions for SNE learners. This study also analyzed relevant solutions to remedy the situation. Overcoming these barriers requires increased investment in ICT infrastructure, robust teacher training programs, development of inclusive ICT tools, and policies promoting equitable access to technology in education. The following recommendations are also put forward: Policymakers, educators, and stakeholders must prioritize sustainable ICT integration strategies, implement continuous professional development for teachers, and encourage evidence-based research on ICT’s role in language acquisition, particularly for SNE learners. In conclusion, aligning ICT integration with Krashen’s theoretical framework offers significant potential to transform language teaching, making it more inclusive, adaptive, and effective in meeting diverse learner needs.
Keywords: Acquisition, CT, Digital, E-learning, Educational, English, Language, Learning, Technology, Transformation, affective, filter, immersion, individualization
The Performance of Language Heterodoxy in Black Theater: Profanity and Inversion on Amiri Baraka’s Stage (Published)
In LeRoi Jones/Amiri Baraka’s playtexts, the authority of the English language seems to become the object of linguistic mutilation and salient profanity. The employment of an obscene language and the disfigurement of language transpire to be acts of a deliberate withdrawal from linguistic norms. The dramatist along with the plays’ characters seem to drop identification with domination from the agenda of cultural and political options, and gesture toward altering and inverting linguistic conventions and connotations. The playwright, consequently, appears to invert and subvert the English language, a language that is perceived as odd and dominative. Inversion is indexical of the linguistic proclivity to chase a language which levies its significations and meanings. The dramatist’s transformations carved on the tissue of verbal and written forms signal an urgency to unchain the black vernacular and break off the shell of the English language. Baraka’s style seems then to ground inversion with variation, revision, and repetition on the body of language itself. In this light, mutilation tends to assume a disruptive syntax, uncommon orthography, and disparate typography. Inversion implicates new terms and forms for the production of novel meanings. This is the new modality upon which the playwright’s writing style is predicated. The goal of this article is to spell out Baraka’s resort to profanity and mutilation along with outlining the reversal of signification and its attendant senses. The second objective of this article is to sketch and delineate the pattern of inversion marshaled by the dramatist. The first part sheds light on the playwright’s recourse to profanity and obscenity of parlance. The second part traces the mutilation of language and takes stock of the inversive pattern.
Keywords: Language, Transformation, inversion, mutilation, profanity, signification