Maria Alley, Senior Lecturer in Foreign Languages, University of Pennsylvania, Pennsylvania Molly Peeney, Lecturer in Foreign Languages, University of Pennsylvania, Pennsylvania Authenticity of language, language tasks, and assessment have been key principles of language teaching and learning in
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by Beth O’Connor, Spanish Teacher, Essex High School and Vermont Virtual Learning Cooperative ABOUT SCAVENGER HUNTS When I was young, the party games that were the most fun were the scavenger hunts. We were given a list of things
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By Peggy Veal, French Teacher & World Language Department Chair, STEM School and Academy, Highlands Ranch, CO. In 2017, STEM School Highlands Ranch introduced The SYNK into its building. Lead by Dr. Cannady, the SYNK offers an interactive whiteboard, connected to
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Andie Faber, lecturer, Department of Spanish and Portuguese, Princeton University, NJ Anais Holgado-Lage, lecturer, Department of Spanish and Portuguese, Princeton University, NJ Adriana Merino, lecturer, Department of Spanish and Portuguese, Princeton University, NJ Jovana Zujevic, lecturer, Department of Spanish and
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By Edwige Simon, Faculty Director of the Graduate Certificate in Language Teaching with Technology, the University of Colorado Boulder. WHAT IS BLENDED LEARNING? The term blended learning can be used to define a wide range of instructional models. In this
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by Shannon Donnally Spasova, Michigan State University Virtual and augmented reality facilities are becoming a reality in many universities across the country. At Michigan State University, the library recently installed a digital scholarship lab that includes a 360
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by Carlos Torres, Spanish teacher and department Head in Birmingham, MI. I am fortunate to work in a school district where the use of social media for instructional and extracurricular purposes is relatively commonplace. Teachers, sponsors, and
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Marlene Johnshoy (University of Minnesota) Jonathan Perkins (University of Kansas) Dan Soneson (University of Minnesota) Shannon Donnally Spasova (Michigan State University) With shrinking travel budgets and difficulties taking extended time away from work, many language faculty and
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Seyed Abdollah Shahrokni, Washington State University, Pullman Joy Egbert, Washington State University, Pullman The process, content, and outcomes of teacher education in computer-assisted language learning (CALL) continue to be discussed in the field, with teacher educators employing various approaches (e.g.,
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by Shannon Donnally Spasova, Michigan State University. Since more and more language courses are becoming technology-enhanced, hybrid, or online, language teachers are now often tasked with creating this curriculum. Faculty authorship is a very positive thing; after all,
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