IALLT's free language technology magazine
By Georges Detiveaux, Adjunct Instructor of French, Lone Star College-CyFair & Assistant Director of the Center for Teaching and Learning Excellence, University of Houston-Downtown. DOI: https://www.doi.org/10.69732/ICCD9650 INTRODUCTION I teach French at Lone Star College-CyFair, a community college with just over 20,000
Read MoreDr. Dan Nickolai, Saint Louis University, iSpraak Developer and Director of the Language Resource Center DOI: https://www.doi.org/10.69732/JTCQ7859 iSpraak is a new web application developed by Dr. Dan Nickolai at Saint Louis University that allows language teachers to create pronunciation
Read MoreBy Cécile Rebolledo, PhD Candidate and GPTI in the French & Italian Department at the University of Colorado, Boulder. DOI: https://www.doi.org/10.69732/OXIV1882 ThingLink is a web-based tool that allows users to make any image or video clip interactive. In other words, items within
Read MoreBy Shannon Spasova, Assistant Professor of Russian and Technology Specialist in the Center for Language Teaching Advancement, Michigan State University. DOI: https://www.doi.org/10.69732/HMSP8207 Explain Everything is a whiteboard/screencasting app for iPad, iPhone, Windows tablets and desktop (not for Windows phone yet), Chrome
Read MoreInterview with Lisa Frumkes, Senior Director of Language Learning Products at Rosetta Stone. DOI: https://www.doi.org/10.69732/DIUP7426 Edwige: Lisa, you’re the Senior Director of Language Learning Products at Rosetta Stone. You started in academia, but several years ago, you made the switch to
Read MoreBy Edwige Simon, Foreign Language Technology Coordinator at the Anderson Language & Technology Center, the University of Colorado Boulder. DOI: https://www.doi.org/10.69732/UPCW6371 The International Association for Language Learning Technology (IALLT) and the Japan Association for Language Education & Technology
Read MoreBy Senta Goertler, PhD, Associate Professor of Second Language Studies and German, Michigan State University. DOI: https://doi.org/10.69732/KXKD8149 INTRODUCTION “When I lived abroad, I couldn’t even call my parents let alone Skype or FaceTime with them. I had to send
Read MoreInterview with Toni Theisen, former French teacher at Loveland High school (Colorado), past ACTFL President, 2009 ACTFL TOY and current Director of the Thompson School District Dual Language Immersion program in Loveland, CO. DOI: https://doi.org/10.69732/QNKM1631 EDWIGE: You were the 2009
Read MoreChesla Ann Bohinski, Ph.D, Assistant Professor of Spanish, Binghamton University, NY, USA. Salvador Venegas Escobar, M.A, Associate Profesor, Universidad de Monterrey, Mexico. DOI: https://doi.org/10.69732/PLSY2122 Thanks to the advances of technology, teachers of all disciplines have the ability to utilize a
Read MoreBy Sabine Levet, Senior Lecturer in French, Global Studies and Languages, MIT DOI: https://doi.org/10.69732/PJXV2993 One of the increasingly central tasks of language instructors is to prepare their students to work and interact with people from different cultures. Teaching culture
Read MoreBy Dr. Carolin Fuchs, Teachers College, Columbia University. DOI: https://doi.org/10.69732/YZFB7414 This contribution describes the potential of two tools, namely needs analysis questionnaires and telecollaboration log entries, for helping participants reflect actively on past and current telecollaborative practices. WHAT
Read MoreBy Stefano Maranzana, Ph.D. candidate in Second Language Acquisition and Teaching, Graduate Associate in Teaching Italian at the University of Arizona. DOI: https://doi.org/10.69732/YINC9900 According to the Merriam-Webster online dictionary, an earworm is “a song or melody that keeps
Read MoreBy Edwige Simon, Foreign Language Technology Coordinator at the Anderson Language & Technology Center, the University of Colorado Boulder. The 2015 Computer Assisted Language Instruction Consortium (CALICO) conference was hosted by the University of Colorado Boulder May 26-30. This
Read MoreBy Patricia Mosele, PhD, Lecturer of French at the University of Colorado Boulder. DOI: https://doi.org/10.69732/HTUM6151 INTRODUCTION Many language teachers recognize that beginning classroom learners struggle significantly when asked to apply strategies for interacting successfully with peers to actual
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