PhD. 2004. Major professor: Diane McGrath.
Bernard is head of the French Department at St John’s Literary ‎Institution at Prospect Hall in Frederick, Maryland. His home is in Côte ‎d’Ivoire (Ivory Coast), Africa. Email: bernardmambo@yahoo.com

Abstract:
This research concerns the integration of technology in language learning. This ‎study was designed around an ethnographic mode of inquiry. This method is suitable in ‎cases that require a deep understanding of a particular environment or culture. This study ‎has explored technology practices at a language immersion program and at a second ‎language acquisition program, focusing on how those practices may affect learners’ ‎cultural knowledge and language proficiency.‎
The study has uncovered two traditions of technology practices. One applies the ‎language laboratory model of instruction along with workbooks. The other uses ‎technology through small learning projects such as audiovisual projects, radio projects, ‎etc. ‎
Although the language laboratory model still prevails in most second language ‎acquisition programs across the country, the study clearly demonstrated that the small ‎projects provide the learners with the best opportunities to “actively interact with their ‎environment, manipulate the objects within it and observe the effects of their ‎manipulations” (Jonassen, 2000), thus creating a meaningful way to help students ‎increase their language skills (listening, speaking, reading and writing) and improve their ‎cultural knowledge. ‎
Overall, the study shows that teachers understood the importance and the potential ‎of the technology. Yet the study demonstrates that at the second language acquisition ‎program, the conception of the program allowed for only a basic use of technology in ‎class and focused on the language learning center as the main location for technology ‎use. On the other hand, teachers and counselors were allowed to use their technological ‎and educational background to help create the small projects with clear goals to challenge ‎students—forced them to become active learners and critical thinkers, while providing ‎them with skills for the "real world." ‎
It is my hope as a researcher that such conclusions would allow teachers to systematically ‎and effectively integrate technology in their curriculum even when the resources are ‎scarce. He also suggested future research area, which will include testing students’ ‎achievement and problem-solving skills.‎