IALLT's free language technology magazine
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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by Shannon Donnally Spasova, Assistant Professor of Russian, Michigan State University Liudmila Klimanova, Assistant Professor of SLA and Technology, University of Arizona Some advocates of online and hybrid courses believe that online courses can save time and money,
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Paul Sebastian Assistant Professor, Spanish and TESL/Applied Linguistics Appalachian State University Carmen Fernández Juncal Associate Professor Universidad de Salamanca Benjamin Souza Associate Professor, Spanish Linguistics Appalachian State University Maddalena Ghezzi Research Scholar Universidad de Salamanca Roberto Rubio Sánchez Research
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Molly Godwin-Jones (University of Kansas), Margherita Berti (University of Arizona) Shannon Donnally Spasova (Michigan State University) People who are interested in language learning and technology have a variety of directions in which they can take their careers. They can
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By Jeff Magoto, Director, Yamada Language Center, University of Oregon ANVILL is a web-based toolbox for language teachers that makes it easy to create, assign, and assess spoken language tasks. It is particularly useful for teachers looking to
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Kévin Le Blévec, Modern Languages Technology Specialist, Rochester Institute of Technology (NY) Preliminary Observations While I started in my current position as the Technology Specialist in charge of the Modern Languages Technology Center at the Rochester Institute of Technology, it
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Mark A. Kaiser, Associate Director, Berkeley Language Center (CA) As the Associate Director of the Berkeley Language Center, most of my time has been devoted to running the day-to-day operations of the BLC, working with faculty, designing new spaces,
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By Irina Kogel, Five College Lecturer in Russian at Mount Holyoke College, the University of Massachusetts Amherst and Smith College. With the advent of video and messaging platforms such as Skype, intercultural collaborations between partner institutions in different
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Lillian Jones, Ph.D. student. University of California, Davis. Technologies will never cease to influence communication. If we look around our campuses, classrooms, and coffee shops we are sure to observe a generation deeply absorbed in their pocket
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Anastasiya Smith-Lakhno, Instructor of Russian, Department of Germanic and Slavic Studies at UGA Tatiana Maslova, Lecturer of Russian, University of North Georgia. The transformative power of a study abroad experience for students is a well-established fact. Research demonstrates that
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By Lisa Katzenstein, Tutor Coordinator-Language Corner, Richland College, Dallas, TX. This is the story of a collection of 500+ books scattered around the language lab at Richland College in Dallas, Texas and how I organized the collection using
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