IALLT's free language technology magazine
By Justin Davis and Jonathan Perkins, Open Language Resource Center, University of Kansas Introduction If you are designing pedagogical materials or preparing to teach a new class, it is crucial that you have a basic understanding of screen readers to
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By Lisa Merschel and Joan Munné, Duke University How are students using translators in online learning contexts? In the March and June 2020 issues of FLTMAG, Faber and Turrero-García (2020) and Henshaw (2020) articulated pedagogical implications and perceptions
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By Shannon Donnally Quinn, Michigan State University Many of us have played games of “Guess Who?” in our language classes to practice descriptions of people by having students guess which cartoon character their partner has chosen. With Desmos, an application
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By Sun Young Park and Kara Mac Donald, Defense Language Institute, Foreign Language Center The pandemic has wrought unprecedented disruptions and challenges to education, affecting students and teachers across the globe. Teachers were forced to transition rapidly from face-to-face (F2F)
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By Helen Stapleton, Sewanee: University of the South No matter which language we are learning, we are all on the same journey towards proficiency and familiarity with the culture. At Sewanee, a small liberal arts college of roughly 1750 students
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By Giovanni Zimotti and Alexis Jiménez, University of Iowa Real life experience is considered by many the best way to learn and put in practice theoretical knowledge. Sometimes, due to a lack of opportunities, students experience the transition from theoretical
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By Shannon Donnally Quinn, Michigan State University If there is one thing that educational technologists know, it is that no technology lasts forever. Some of the closets of our language centers are museums for technologies that have fallen by the
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By Kelsey White, UC Santa Barbara, Shannon Donnally Quinn, Michigan State University, Bhavya Singh, California Language Teachers’ Association, CA, Teacher Training Institute, New York University, Gisele El Khoury, St. Lawrence University Introduction Giving feedback on oral speaking tasks online
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By Matthew Ling and Eduardo Lage-Otero, Yale-NUS College For the past two years and thanks to a Teaching Enhancement Grant from the National University of Singapore, language students at Yale-NUS College (a liberal arts college in Singapore which
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By Amelia Ijiri, Kyoto Institute of Technology Introduction Virtual reality (VR) offers many attractive affordances for language learners. Virtual reality environments can simulate 360 degree views of target language environments, thus giving rise to a feeling of “being there”. Creating
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By Michael Dettinger, Nicolette Lopez, and José F. Rojas, Louisiana State University Introduction As universities returned to the 2020/2021 academic year, many were challenged with how to best prepare for course delivery. Some returned to
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By Melissa Fiori, Associate Professor, Daemen College Overview As language instructors we have many standards to juggle. How do we motivate students to learn a second language in a way that addresses the three modes of communication, simultaneously developing the
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By Müge Satar, Paul Seedhouse, Ahmed Kharrufa, Colin Bone Dodds, Sara Ganassin, Alison Whelan, Newcastle University, UK Introduction Many people are motivated to learn foreign languages by their interest in foreign cultures and ways of life, and Newcastle University has
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By Silvia Giorgini-Althoen, Wayne State University Various telecollaboration initiatives have blossomed in recent years, but the pandemic intensified the need to find learning tools to face new challenges and to maintain higher standards of interaction in our language classes. During
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