IALLT’s free language technology magazine
By Rachel Mamiya Hernandez, University of Hawai‘i at Mānoa DOI: https://www.doi.org/10.69732/RHUG8570 Introduction With the abrupt shift to online learning brought on by the COVID-19 pandemic, hyperdocs such as Google Docs have garnered a lot of attention due to their ubiquity,
Read MoreBy Budimka Uskokovic, PhD Candidate at The Ohio State University in the Department of Germanic Languages and Literatures DOI: https://www.doi.org/10.69732/BPVY7967 StoryJumper is a web-based tool that allows students to design their own stories, to collaborate with other students, and to
Read MoreThis 3-minute video introduces you to The FLTMAG and how easy it is to publish with us!
Read MoreBy José Vergara, Visiting Assistant Professor of Russian, Swarthmore College DOI: https://www.doi.org/10.69732/BLIZ1377 Introduction When my students and I first began studying Chernobyl in late January, we had little idea that the entire globe would soon be swept up by a
Read MorePresenters: Kevin Gaugler, Marist College Florencia Henshaw, University of Illinois, Urbana-Champaign Noah McLaughlin, Kennesaw State University DOI: https://www.doi.org/10.69732/IJHM8155 IALLT webinars are open to all, webinar recordings are a member benefit. The IALLT Board has made webinar recordings related to
Read MoreBy Shannon Donnally Spasova, Michigan State University, and Betsy Lavolette, Kyoto Sangyo University DOI: https://www.doi.org/10.69732/PGJL4670 While Zoom and other video conferencing tools have worked well for pair and small group work, language teachers have struggled to find a tool that
Read MoreAs a service to the language learning and teaching community during COVID-19, the IALLT Board has made this webinar open to all. IALLT webinars, which happen about once a month, are open to all, and webinar archives are a member
Read MoreBy Magara Maeda, University of Wisconsin River Falls and Lauren Rosen, University of Wisconsin Collaborative Language Program DOI: https://www.doi.org/10.69732/FQES8608 One of the most common questions we hear from instructors who are first moving to an online teaching environment
Read MoreBy Carol Anne Costabile-Heming, Professor of German, University of North Texas DOI: https://www.doi.org/10.69732/GVZQ9864 Introduction The shift to emergency remote instruction halfway through the spring 2020 semester forced all of us to pivot our instructional approaches without a lot of training.
Read MoreIn this video, Dr. Jeffrey Samuels interviews Dr. Kathryn Murphy-Judy from Virginia Commonwealth University with a focus on teaching languages online. DOI: https://www.doi.org/10.69732/LXRR5698 Resources recommended by Dr. Murphy-Judy: Upcoming free resources from Russell, V. and Murphy-Judy, K. (2020). Teaching
Read MoreBy Florencia Henshaw, Ph.D., Director of Advanced Spanish, University of Illinois, Urbana-Champaign DOI: https://www.doi.org/10.69732/SFBF9402 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
Read MoreBy Ekaterina Shutenko, Fulbright Teaching Fellow in Russian, Lehigh University DOI: https://www.doi.org/10.69732/XHPL3800 The Miro team claims their product to be a visual collaboration platform: not just another online whiteboard, but rather an interactive tool that allows you to create, collaborate,
Read MoreBy Christian T. Hilchey, University of Texas DOI: https://www.doi.org/10.69732/UEFZ7509 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
Read MoreBy Becky Cottrell, Ph.D Senior Lecturer of Spanish, Metropolitan State University of Denver DOI: https://www.doi.org/10.69732/ZBMG7779 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
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