By Florencia Henshaw, Ph.D., Director of Advanced Spanish, University of Illinois, Urbana-Champaign Nothing sparks more debate among language educators than the mere mention of Google Translate, other than perhaps the role of explicit grammar instruction. We might not be on
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By Christian T. Hilchey, University of Texas It already seems like an eternity ago that academic institutions were confronted with the reality of COVID-19 and the transition to remote instruction. Many of us rightly felt overwhelmed by the new teaching
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By Becky Cottrell, Ph.D Senior Lecturer of Spanish, Metropolitan State University of Denver Have you ever wanted to take your class on a field trip to the Prado museum in Spain, or the Louvre in Paris? How about going on
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By Caitlin Cornell, Assistant Director, the Center for Language Teaching Advancement & Ph.D. student in Second Language Studies at Michigan State University In response to the uncertainty resulting from the COVID-19 pandemic, many institutions of higher education are contemplating going
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By Sarab Al Ani, Yale University Academic institutions and educators all over the world found themselves faced with the very urgent, very real, and very imminent need to move all education online due to the global spread of COVID-19. They
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By Nathalie Ettzevoglou, Alpharetta High School Note: There is a list with links to all of Nathalie’s “superhero sidekicks” (tech tools) at the end of her article! May 15, 2020 Dear Diary, It has been a while since I have
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By Melanie Forehand, PhD, Department of Spanish and Portuguese Center for Second Language Studies Program Assistant Postdoctoral Mellon Fellow for the Digital Humanities,Vanderbilt University When universities and colleges across the country made the abrupt shift to remote teaching this year,
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By Jeffrey D. Samuels, PhD, World Languages 360 As the co-founder and leader of a nonprofit organization that consults with and supports educators, I have redirected our organization’s mission to support colleagues who are transitioning courses into an online modality.
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By Akash Patel, Founder, Happy World Foundation, Inc. In Fall 2009, my twin brother and I came to the United States to pursue engineering degrees at Iowa State University. We quit our pursuit of a fully-funded STEM degree against our
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By Dr. Shannon Donnally Spasova, Michigan State University and IALLT Webinar Coordinator, and Dr. Kelsey D. White, University of California Santa Barbara and Past-President of the Southwest Association for Language Learning Technology With the cancellation of scores of conferences and
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By Marlene Johnshoy, University of Minnesota, and Shannon Donnally Spasova, Michigan State University One of the most important decisions you will make when planning an online language course is whether the course will be synchronous, asynchronous, or
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By Joe Terantino, Ph.D. Assistant Professor of Foreign Language Education Stella V. Andersen Endowed Professor in Secondary Education Oklahoma State University Introduction Due to the COVID-19 pandemic currently besieging the United States and other countries, many public and private K-12
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By Olivia Grugan, Virtual Learning Specialist and Spanish/German/Arabic instructor World of Learning Institute Appalachia Intermediate Unit 8 Picture 1 – Spanish students voluntarily attending daily “Coffee Breaks” on Zoom As teachers and districts adapt to this “new normal” of remote
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Andie Faber, Assistant Professor of Spanish, Kansas State University Maria Turrero-Garcia, Visiting Assistant Professor of Spanish, Drew University Introduction Online translators (OT) such as Google Translate are constantly increasing in their accessibility and accuracy, two very enticing qualities for language learners
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