IALLT’s free language technology magazine
By Daniel Verdugo, Ann Arbor Public Schools DOI: https://www.doi.org/10.69732/OBCG2451 Ñ! magazine is an educational project of Huron High School, in Ann Arbor Public Schools, Michigan. This bilingual print publication is designed to meet the Standards of Foreign Languages in the
Read MoreBy Gisele El Khoury, St. Lawrence University DOI: https://www.doi.org/10.69732/CTLS7669 Introduction Due to their cultural specificity, metaphorical language, contextual reliance, regional differences, and idiomatic usage, several Arabic proverbs are extremely challenging to translate. Proverb translation is regarded as difficult since it
Read MoreBy Shannon Donnally Quinn, Michigan State University DOI: https://www.doi.org/10.69732/VXNJ7637 This year I found myself unexpectedly teaching a class on Russian and Eastern European science fiction in translation. I had taught the class before, but it had been several years, so
Read MoreBy Bruna Sommer-Farias (Michigan State University), Valentina Vinokurova (University of Arizona), Asya Gorlova (University of Arizona), Mariana Centanin-Bertho (University of Arizona) . . . DOI: https://www.doi.org/10.69732/XOKY9163 Introduction Using texts to help students notice and use grammatical and lexical choices appropriately
Read MoreBy Sharon Cashen, Hunter Valley Grammar School, Australia DOI: https://www.doi.org/10.69732/UOWW6436 LingoTeach.ai is an AI (artificial intelligence) tool created by language teachers for language teachers that gives you an easy way to create language teaching resources. It is very intuitive and
Read MoreBy Kathleen Scollins and Devin McFadden, University of Vermont DOI: https://www.doi.org/10.69732/MXJR7871 Introduction Three years into pandemic-age teaching, most of us have become quite comfortable with — even enthusiastic about — the tech tools and techniques that enabled us to move
Read MoreBy Shannon Schmoll, Caitlin Cornell, Lynn Wolff, Felix Kronenberg, and Shannon Donnally Quinn, Michigan State University DOI: https://www.doi.org/10.69732/ITXB2277 Language teachers are always looking for new ways to engage their students using the target language. Planetariums are known for teaching
Read MoreBy Denver Beirne, Asia University, Tokyo DOI: https://www.doi.org/10.69732/XDOQ3594 During the pandemic, like many teachers, I had to scramble to learn how to use new technologies and consider how to adapt familiar applications to deliver classes remotely. One of the tools
Read MoreBy Michelle Goose, Fond du Lac Tribal and Community College DOI: https://www.doi.org/10.69732/BHAD9231 Introduction In my HyFlex Ojibwe language classes, college students participate in synchronous class sessions either in-person (in the classroom) or via desktop-based Zoom. In a HyFlex (hybrid and
Read MoreBy Andie Faber, Kansas State University, and Christina Beaubien, Westfield State University DOI: https://www.doi.org/10.69732/AWKC4667 Have you Heard of ungrading? All the Equitable Kids are Talking About It! An ungrading approach can increase equity, draw students’ attention to feedback,
Read MoreBy Wenjing Huang, Chinese Teacher, George School DOI: https://www.doi.org/10.69732/WYWH8808 Introduction Formative (also known as GoFormative), a website that helps educators create digital assignments, see learners’ work and engagement in real-time, and give feedback faster than ever (for more details about
Read MoreBy Amanda Romjue, Emory & Henry College; Kayla Louise Soares, University of Rhode Island; Lillian Jones, University of California, Davis; Xueyan Sherry Duan, University of Rochester, New York DOI: https://www.doi.org/10.69732/CCJQ7389 The International Association of Language Learning Technology (IALLT) conference, IALLT 2023:
Read MoreAt the IALLT biennial conference in New Orleans, The FLTMAG for the first time offered awards for some of its outstanding contributions. Best Contribution to The FLTMAG by a Graduate Student IALLT recognizes Cemil Gökhan Karacan and Elif Mollamehmetoğlu for
Read MoreBy Sherry Maggin and Stephanie Irani-Tehrani, The United States Military Academy DOI: https://www.doi.org/10.69732/AINU8118 Introduction Microsoft’s Reading Progress is a useful tool to practice oral reading fluency in a variety of languages. Considered as a “Learning Accelerator” by Microsoft, Reading Progress
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