IALLT's free language technology magazine
By Shannon Donnally Quinn, The FLTMAG Editor-in-Chief, and Edwige Simon, The FLTMAG Founder DOI: https://www.doi.org/10.69732/DUCW5113 Open Access for Readers When open access is mentioned, most people think of the problem of the cost of textbooks for students, but the cost
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By Olga Klimova, University of Pittsburgh, Molly Peeney, University of Pennsylvania, and Shannon Donnally Quinn, Michigan State University DOI: https://www.doi.org/10.69732/TYWW7323 When COVID-19 hit, many of the hands-on workshops that we conduct as extracurricular activities with our students were put
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By Amelia Ijiri, Adjunct Lecturer, Kyoto Sangyo University, and Betsy Lavolette, Associate Professor, Kyoto Sangyo University DOI: https://www.doi.org/10.69732/WQUE5728 Introduction As teachers worldwide retooled to move classes online, formal and informal teacher resources for professional development (PD) experienced unprecedented
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By Lauren Taylor, Spanish Teacher, Frisco Independent School District, Frisco, TX DOI: https://www.doi.org/10.69732/LLIQ4667 Introduction This year, I find myself in the unique position of teaching both virtual and face-to-face classes and it has forced me to analyze the way that
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By Florencia Henshaw, Ph.D., Director of Advanced Spanish, University of Illinois, Urbana-Champaign DOI: https://www.doi.org/10.69732/HQRX6462 As someone who gives workshops on technology integration and has a site with over 130 tech tools listed in it, one of the questions I am
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By Andres Antonio Daniel Labra, Saint Louis University DOI: https://www.doi.org/10.69732/MOME9947 The Podcast Project is a collaborative online resource designed by a team of graduate students and faculty from the Language Resource Center at Saint Louis University. The platform, which uses
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By Svetlana Korshunova, Princeton University DOI: https://www.doi.org/10.69732/YOVT1533 Many heritage students cite “identity” as the principal reason for studying the language; they come to class to explore and assess the deep-rooted cultural, emotional, and aesthetic values of their language against the
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By Shannon Donnally Spasova, Michigan State University DOI: https://www.doi.org/10.69732/EJXT6038 Many language teachers, especially those of us who teach languages with a different alphabet, have remained dependent on paper and pencil assignments for student homework. And, while there are a lot
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By Erin Frazier, Kanda University of International Studies DOI: https://www.doi.org/10.69732/CUOP4330 Introduction The digital shift to online teaching has sometimes meant leaving some of our more interactive and engaging activities to the wayside as we adjust to the new format. This
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By Kaitlin E. Thomas, Ph.D., Assistant Professor of Spanish, Norwich University DOI: https://www.doi.org/10.69732/HMFT8757 With national protests and unrest occurring simultaneous to the outbreak of the global pandemic COVID-19, 2020 was an exercise in maintaining pre-pandemic curricular momentum while adequately and
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By Carmen Granda, Amherst College DOI: https://www.doi.org/10.69732/VEZX9912 The pandemic has created many challenges in and outside of our classrooms. Although much professional development for instructors in the last months has been focused on how to design engaging virtual classes for
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By Laura Marshall, Assistant Director, Russian Flagship Program, University of Wisconsin-Madison DOI: https://www.doi.org/10.69732/QZCG7662 Despite the many challenges that 2020 has presented, there are some silver linings for language learners and educators. This may seem counterintuitive to anyone who has pondered
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By Sandhya Shanker, Director, Community Language School, Michigan State University, and Elizabeth Ablan, Graduate Assistant, Community Language School, Michigan State University DOI: https://www.doi.org/10.69732/KROQ1027 Whirlwind. Curveball. Whiplash. Unexpected. Unprecedented. These were just a few of the words swirling around as
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By Jonathan Risner, Associate Professor, Indiana University Bloomington DOI: https://www.doi.org/10.69732/IENX4227 For some six years, I have regularly taught a 300-level film analysis course in Spanish at Indiana University Bloomington. I structure the course in a way that the first half
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