Balancing the integration of cutting-edge research methodologies in CALL with context-specific approaches in less commonly taught language (LCTL) and endangered language (EL) settings

Abstract

The teaching and learning ofLless Commonly Taught Languages (LCTLs) present distinct challenges and opportunities that differ significantly from those in more commonly taught language environments. This paper explores how advances in Computer-Assisted Language Learning (CALL) and emerging research methodologies can support learner engagement across a number of LCTL contexts in primary education and higher education settings internationally. The three case studies relating to integration of CALL in primary education settings explore the teaching and learning of both the Irish language and the Japanese language in Ireland. The teaching and learning of Irish, Maltese and Jamaican Creole at higher education insititutions provide a further three case studies which inform CALL research methodologies and practice. The collective outcomes of the featured case studies inform the exploration of key opportunities and challenges which face LCTL educators and learners across global learning contexts. It is argued that while AI and cutting-edge tools offer clear potential (Mohsen et al., 2024), person-centred, context-sensitive methodologies remain essential to support effective CALL integration in specific settings (O’Toole, 2023).