When I was four, going on five, a TV show called Knight Rider premiered in the UK. I loved it and remained a fan for most of my childhood (OK, I admit it; I’m still a fan). There was The Hoff, of course – all leather jackets, open shirt buttons and swagger – but the real star of the show was K.I.T.T – Knight Industries Two Thousand – the ‘advanced, artificially intelligent, self-aware and nearly indestructible car’. Over thirty years later Apple and Google are in a head-to-head race to bring K.I.T.T’s spiritual successor – the driverless car – to market. And, as a little-known and hard-to-spot side effect, the ramifications for the teaching of languages, especially English, could be huge.
More than a million people a day connect to Duolingo, an app which causes much derision in ELT circles with attacks on its pedagogical validity. But what happens if you judge it through the prism of research into Second Language Acquisition? Geoff Jordan finds out.
We thought it might be worth taking a look to see if our predictions regarding Augmented Reality turned out to be accurate, or if we were jumping any number of guns …
The primary aim of the E3 Project is to engage those with the lowest levels of spoken English, particularly women over the age of 30, who are isolated within diaspora communities but committed to living in the UK. This is based around three main areas; digital inclusion, positive integration and active citizenship.