By Rachel Mamiya Hernandez, University of Hawai‘i at Mānoa 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, ease of
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By Budimka Uskokovic, PhD Candidate at The Ohio State University in the Department of Germanic Languages and Literatures StoryJumper is a web-based tool that allows students to design their own stories, to collaborate with other students, and to become published
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This 3-minute video introduces you to the FLTMAG and how easy it is to publish with us!
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By José Vergara, Visiting Assistant Professor of Russian, Swarthmore College 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 similar “invisible
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Presenters: Kevin Gaugler, Marist College Florencia Henshaw, University of Illinois, Urbana-Champaign Noah McLaughlin, Kennesaw State University IALLT webinars are open to all, webinar recordings are a member benefit. The IALLT Board has made webinar recordings related to COVID-19 open
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By Shannon Donnally Spasova, Michigan State University, and Betsy Lavolette, Kyoto Sangyo University 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 could simulate
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As 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
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By Magara Maeda, University of Wisconsin River Falls and Lauren Rosen, University of Wisconsin Collaborative Language Program One of the most common questions we hear from instructors who are first moving to an online teaching environment is, “How
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By Carol Anne Costabile-Heming, Professor of German, University of North Texas 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. In order
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In this video, Dr. Jeffrey Samuels interviews Dr. Kathryn Murphy-Judy from Virginia Commonwealth University with a focus on teaching languages online. Resources recommended by Dr. Murphy-Judy: Upcoming free resources from Russell, V. and Murphy-Judy, K. (2020). Teaching language online: A
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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 Ekaterina Shutenko, Fulbright Teaching Fellow in Russian, Lehigh University 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, share, and
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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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