Abstract

This article reports the findings from a longitudinal assessment following a three-year project of faculty training in the design and development of interactive, multimedia courseware for the study of second languages and cultures. A multidisciplinary approach to faculty development included training in language acquisition theories, cultural studies, instructional design and computing skills. Participating faculty were awarded stipends to travel to the target countries and afterward employ authentic materials for the authoring of interactive courseware. The author's examination of the potential of a cognitive apprenticeship model for the study of culture is based on the analysis of faculty and students' perceptions of the effectiveness of the courseware. Parts of this study were presented at the 10th International CALL Conference "CALL Professionals and the Future of CALL Research" at the University of Antwerp, Belgium, 2002.