IALLT’s free language technology magazine
By Katie Lattin, Spanish Teacher, East Valley High School, WA DOI: https://www.doi.org/10.69732/VYUP9263 Introduction Like many language educators, I have struggled to find authentic resources that fit a specific theme, lesson, and/or skill level for use in the classroom. Lectia, which
Read MoreBy Macon Looper, Asheville High School DOI: https://www.doi.org/10.69732/FIST4644 Introduction I am a big proponent of leading a student-centered classroom where I am able to provide students with voice and choice, allowing them to take agency in their learning. This past
Read MoreBy Martha Arrizon DOI: https://www.doi.org/10.69732/HCCL8580 Introduction to DocHub I was introduced to DocHub by the realtor helping me with the purchase of a home a few years ago. While DocHub is mainly utilized in business for workflow and legally binding
Read MoreBy Jenna Bacchi, Southern Oregon University DOI: https://www.doi.org/10.69732/JQZU9982 Introduction Finding quality readings for my classroom is a consistent challenge. This is a difficult task because level-appropriate materials are not always readily available. To look for solutions, I recently tried out
Read MoreBy Claire Nightingale, Whittell High School Spanish Teacher, Zephyr Cove, NV DOI: https://www.doi.org/10.69732/EPCN7371 Introduction Lingostar.ai offers a pathway toward linguistic proficiency through AI chat. On Lingostar.ai, learners use their microphones to chat with the AI bot on a variety of
Read MoreBy Brianna Janssen Sánchez, Assistant Professor of World Languages Education, Southern Illinois University, Adjunct Assistant Professor, Summer Language Institute, Southern Oregon University DOI: https://www.doi.org/10.69732/LCQX6892 Introduction I am inspired daily by the in-service and pre-service teachers with whom I have the
Read MoreBy Edwige Simon, PhD, Online Learning and Instructional Technology Director at the International Center for Language Studies DOI: https://www.doi.org/10.69732/QMVA9724 The 2024 Computer Assisted Language Instruction Consortium (CALICO) conference took place at Carnegie Mellon University in Pittsburgh from May 21 to
Read MoreBy Per Urlaub and Eva Dessein, Massachusetts Institute of Technology DOI: https://www.doi.org/10.69732/AZNY2894 Introduction As we are about to enter the second quarter of the twenty-first century, language and intercultural education has been disrupted by two developments: the global pandemic,
Read MoreBy Wenjing Huang, Chinese Teacher, George School DOI: https://www.doi.org/10.69732/ZJBZ7995 Introduction In September 2023, Google announced that Jamboard will no longer be available after December 31, 2024 across web platforms and iOS and Android devices. Starting on October 1, 2024 Jamboard
Read MoreBy Seyed Abdollah Shahrokni, Center for Teaching and Learning (CTL), Western Oregon University DOI: https://www.doi.org/10.69732/UELJ6593 Immersed in the challenge, five players buzz with anticipation, their eyes gleaming with excitement as they explore every corner and detail of the carefully-designed space.
Read MoreBy Julia Katsnelson, University of Vermont DOI: https://www.doi.org/10.69732/QNGV1410 It is well-known that there is no better way to learn another language and culture than to communicate with native speakers. But what if language learners cannot go abroad to immerse themselves
Read MoreBy Johnathon Beals, University of Michigan DOI: https://www.doi.org/10.69732/AHCN5851 On “Ontological Shock” and the Existential Question This past year I was acquainted with the phrase “ontological shock”. The sense that how you conceive of the world you inhabit, what exists therein,
Read MoreBy Amber Hoye, Boise State University DOI: https://www.doi.org/10.69732/KGEP4576 Introduction Many of us stick to familiar tools and routines when making instructional materials. We often use tools like slide decks for presentations and word documents for worksheets, just as they’re intended.
Read MoreBy Elizabeth Enkin, University of Nebraska-Lincoln DOI: https://www.doi.org/10.69732/NYPH3901 My journey with emerging technology began in our language lab at the University of Nebraska-Lincoln in 2018, when we first began looking at how the lab could provide nontraditional language learning opportunities
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