Teaching Language Online: A Guide for Designing, Developing, and Delivering Online, Blended, and Flipped Language Courses

✍ Scribed by Victoria Russell, Kathryn Murphy-Judy

• Publisher: Routledge
• Year: 2021
• Tongue: English
• Leaves: 323
• Category: Library

✦ Table of Contents

Cover
Half Title
Title Page
Copyright Page
Dedication
Brief Contents
Contents
List of Figures
List of Tables
eResources
Author Biographies
Introduction
References
1. What Are the Basics of Online Course Design?
Introduction
The ADDIE Model
Analysis
Context Analysis
Technology and Media Analysis
Learner Analysis
Content Analysis
Instructional Staff ing Analysis
Evaluation of the Analysis Phase
Design
Learning Platform for Course Delivery
Google’s Open Online Education
Mobile Platforms
Design Issues Specif ic to Languages
Backward Design
Synchronous v. Asynchronous Models of Delivery
The Getting Started Module
Teaching, Social, and Cognitive Presences
Teaching Presence
Social Presence
Cognitive Presence
Designing for Assessment of Student Learning
Designing for Accessibility, Usability, and Inclusivity
Alpha and Beta Testing
Evaluating the Design
Checklist
Conclusion
Key Takeaways
Discussion Questions
Suggestions for Further Reading
References
2. What Are the Nuts and Bolts of Online Teaching?
Introduction
Developing the Learner
Developing the Learning Management System (LMS) Interface
Readability and Usability
Common LMSs
Mobile Learning
Developing the Course Structure
Basic Course Information
Learner Orientation
Modules and Pacing
The Course Calendar
Developing Interaction and Course Activities
The Three Types of Interaction
Learner-Instructor Interaction
Learner-Learner Interaction
Learner-Content Interaction
Online Course Development Tools and Resources
Interaction Tools
Video, Multimedia, and Interactive Media Tools
Textbook Platforms
Media Companies, National Governments, Libraries, and Museums
In-House Content Creation
Assessment and Assessment Tools
Resources and Ancillaries
Other Tools
Conclusion
Key Takeaways
Checklist
Discussion Questions
Suggestions for Further Reading
References
3. What Is Special about Teaching Language Online?
Introduction
Teaching in Online and Blended Environments
Teaching Language in Flipped Learning Environments
The Components of Communicative Competence
Pragmatics-Focused Instruction
The Communicative Language Teaching Approach (CLT)
Core Practices for Language Instruction
CLT in Online, Blended, and Flipped Learning Environments
The Notional/Functional Syllabus
Rich Comprehensible Online Input
Lesson Design and Learner Prof iciency Level
Professional Standards
Proficiency Guidelines and Testing
Language Learning Goals
Lesson Design and the Three Modes of Communication
Pitfalls of Mechanical Drills
Communicative Online Activities
Authentic Materials
Creating a Meaningful Cultural Context
Holistic Grading and Corrective Feedback
Conclusion
Key Takeaways
Discussion Questions
Suggestions for Further Reading
References
4. Online Professional Development: What Resources
Are Available and Who Can Help?
Introduction
Online Mentoring Program for Language Teachers
National Foreign Language Resource Center (NFLRC) Resources
Online Professional Development
Project-Based Language Learning (PBLL)
Center for Advanced Research on Language Acquisition (CARLA) Resources
Content-Based Language Teaching with Technology (CoBaLTT)
Technology and Second Language Learning
Language Teacher Education
The Center for Open Educational Resources and Language Learning (COERLL) Resources
Language Learning Materials
Teaching Methods
Open Education
STARTALK Summer Programs
Online STARTALK Programs for Teachers
Basic Online Language Design and Delivery (BOLDD) Collaboratory
BOLDD Workshops
Professional Development Organizations for Online Language Teachers
ACTFL Distance Learning (DL) Special Interest Group (SIG)
Computer-Assisted Language Instruction Consortium (CALICO)
European Association of Computer-Assisted Language Learning (EUROCALL)
International Association for Language Learning Technology (IALLT)
Non-Discipline-Specific Resources
EDUCAUSE
The Online Learning Consortium (OLC)
Multimedia Educational Resource for Learning and Online Teaching (MERLOT)
Conclusion
Key Takeaways
Discussion Questions
Suggestions for Further Reading
References
5. A Review of Relevant Research on Online Language Teaching: What Works and Why?
Introduction
Research on Online Teacher and Learner Satisfaction
Factors That Affect Teacher and Learner Satisfaction
Research on Online Class Size
Recommendations from Professional Organizations on Class Size
Research on Online Language Learner Anxiety
Foreign Language Classroom Anxiety Scale (FLCAS)
Research Using the FLCAS with Online Language Learners
Research on Best Practices for Online Language Teaching
Research on Best Practices in Online Language Teaching Contexts
Research on Best Practices in Online Teaching Across Disciplines
Research on Teaching, Social, and Cognitive Presence
Indicators of Social Presence
Research Findings on Social Presence
Research on Learner Connectedness
Evaluating Learner Connectedness
Research on Assessment in Online Language Education
Performance-Based Assessments
The Integrated Performance Assessment (IPA)
Conclusion
Key Takeaways
Discussion Questions
Suggestions for Further Reading
References
Conclusion
Introduction
Future Directions
What Is the Future of Online Language Teaching?
How Will Technology Impact Online Language Teaching in the Future?
Concluding Remarks
References
Index