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Teaching Language Online: A Guide for Designing, Developing, and Delivering Online, Blended, and Flipped Language Courses [Pehme köide]

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  • Formaat: Paperback / softback, 286 pages, kõrgus x laius: 229x152 mm, kaal: 440 g, 13 Tables, black and white; 31 Line drawings, black and white; 9 Halftones, black and white; 40 Illustrations, black and white
  • Ilmumisaeg: 04-Sep-2020
  • Kirjastus: Routledge
  • ISBN-10: 1138387002
  • ISBN-13: 9781138387003
Teised raamatud teemal:
Teaching Language Online: A Guide for Designing, Developing, and Delivering Online, Blended, and Flipped Language CoursesSuurem pilt
  • Formaat: Paperback / softback, 286 pages, kõrgus x laius: 229x152 mm, kaal: 440 g, 13 Tables, black and white; 31 Line drawings, black and white; 9 Halftones, black and white; 40 Illustrations, black and white
  • Ilmumisaeg: 04-Sep-2020
  • Kirjastus: Routledge
  • ISBN-10: 1138387002
  • ISBN-13: 9781138387003
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781138387003.html
Märksõnad:
Practical and accessible, this book comprehensively covers everything you need to know to design, develop, and deliver successful online, blended, and flipped language courses. Grounded in the principles of instructional design and communicative language teaching, this book serves as a compendium of best practices, research, and strategies for creating learner-centered online language instruction that builds students proficiency within meaningful cultural contexts. This book addresses important topics such as finding and optimizing online resources and materials, learner engagement, teacher and student satisfaction and connectedness, professional development, and online language assessment.

Teaching Language Online features:











A step-by-step guide aligned with the American Council on the Teaching of Foreign Languages (ACTFL), the Common European Framework of Reference (CEFR) for Languages: Learning, Teaching and Assessment, and the World-Class Instructional Design and Assessment (WIDA) standards





Research-based best practices and tools to implement effective communicative language teaching (CLT) online





Strategies and practices that apply equally to world languages and ESL/EFL contexts





Key takeaway summaries, discussion questions, and suggestions for further reading in every chapter





Free, downloadable eResources with further readings and more materials available at www.routledge.com/ 9781138387003

As the demand for language courses in online or blended formats grows, K-16 instructors urgently need resources to effectively transition their teaching online. Designed to help world language instructors, professors, and K-12 language educators regardless of their level of experience with online learning, this book walks through the steps to move from the traditional classroom format to effective, successful online teaching environments.

Arvustused

"Victoria Russell and Kathryn Murphy-Judy offer language teachers a timely and well-developed guide for online teaching and learning.The authors effortlessly guide readers through the process of conceptualizing, developing, and delivering online language classes in a variety of contexts. One chapter seamlessly flows to the next and provides readers relevant, timely research and ideas in order to create high-quality online language courses. For years, Drs. Russell and Murphy-Judy have been researching online teaching and learning, and this book is a succinct summary of many years of exceptional research."

--Pete Swanson, 2016 ACTFL President, Hispania, 104(3)September 2021

List of Figures xiv
List of Tables xvi
eResources xvii
Author Biographies xxxix
Introduction 1(8)
References
8(1)
1 What Are the Basics of Online Course Design? 9(66)
Introduction
9(4)
The ADDIE Model
10(3)
Analysis
13(19)
Context Analysis
15(8)
Technology and Media Analysis
23(2)
Learner Analysis
25(3)
Content Analysis
28(2)
Instructional Staffing Analysis
30(1)
Evaluation of the Analysis Phase
31(1)
Design
32(33)
Learning Platform for Course Delivery
33(4)
Google's Open Online Education
35(1)
Mobile Platforms
35(2)
Design Issues Specific to Languages
37(4)
Backward Design
41(2)
Synchronous v. Asynchronous Models of Delivery
43(1)
The Getting Started Module
44(2)
Teaching, Social, and Cognitive Presences
46(6)
Teaching presence
47(3)
Social Presence
50(1)
Cognitive Presence
51(1)
Designing for Assessment of Student Learning
52(6)
Designing for Accessibility, Usability, and Inclusivity
58(3)
Alpha and Beta Testing
61(1)
Evaluating the Design
62(3)
Checklist
65(1)
Conclusion
65(1)
Key Takeaways
65(1)
Discussion Questions
66(1)
Suggestions for Further Reading
66(1)
References
67(8)
2 What Are the Nuts and Bolts of Online Teaching? 75(56)
Introduction
75(1)
Developing the Learner
76(2)
Developing the Learning Management System (LMS) Interface
78(6)
Readability and Usability
78(2)
Common LMSs
80(4)
Mobile Learning
84(1)
Developing the Course Structure
84(10)
Basic Course Information
85(2)
Learner Orientation
87(2)
Modules and Pacing
89(2)
The Course Calendar
91(3)
Developing Interaction and Course Activities
94(15)
The Three Types of Interaction
95(14)
Learner-Instructor Interaction
95(6)
Learner-Learner Interaction
101(3)
Learner-Content Interaction
104(5)
Online Course Development Tools and Resources
109(14)
Interaction Tools
110(1)
Video, Multimedia, and Interactive Media Tools
110(4)
Textbook Platforms
114(1)
Media Companies, National Governments, Libraries, and Museums
115(1)
In-House Content Creation
115(1)
Assessment and Assessment Tools
116(3)
Resources and Ancillaries
119(2)
Other Tools
121(2)
Conclusion
123(1)
Key Takeaways
123(1)
Checklist
124(1)
Discussion Questions
124(1)
Suggestions for Further Reading
125(1)
References
125(6)
3 What Is Special about Teaching Language Online? 131(53)
Introduction
131(1)
Teaching in Online and Blended Environments
132(2)
Teaching Language in Flipped Learning Environments
134(1)
The Components of Communicative Competence
135(5)
Pragmatics-Focused Instruction
137(3)
The Communicative Language Teaching Approach (CLT)
140(1)
Core Practices for Language Instruction
141(2)
CLT in Online, Blended, and Flipped Learning Environments
143(32)
The Notional/Functional Syllabus
144(1)
Rich Comprehensible Online Input
145(5)
Lesson Design and Learner Proficiency Level
150(8)
Professional Standards
151(1)
Proficiency Guidelines and Testing
152(3)
Language Learning Goals
155(3)
Lesson Design and the Three Modes of Communication
158(3)
Pitfalls of Mechanical Drills
158(3)
Communicative Online Activities
161(6)
Authentic Materials
167(2)
Creating a Meaningful Cultural Context
169(2)
Holistic Grading and Corrective Feedback
171(4)
Conclusion
175(1)
Key Takeaways
175(1)
Discussion Questions
176(1)
Suggestions for Further Reading
177(1)
References
178(6)
4 Online Professional Development: What Resources Are Available and Who Can Help? 184(28)
Introduction
184(1)
Online Mentoring Program for Language Teachers
185(2)
National Foreign Language Resource Center (NFLRC) Resources
187(5)
Online Professional Development
189(1)
Project-Based Language Learning (PBLL)
190(2)
Center for Advanced Research on Language Acquisition (CARLA) Resources
192(5)
Content-Based Language Teaching with Technology (CoBaLTT)
193(1)
Technology and Second Language Learning
194(2)
Language Teacher Education
196(1)
The Center for Open Educational Resources and Language Learning (COERLL) Resources
197(4)
Language Learning Materials
198(1)
Teaching Methods
199(1)
Open Education
200(1)
STARTALK Summer Programs
201(1)
Online STARTALK Programs for Teachers
202(1)
Basic Online Language Design and Delivery (BOLDD) Collaboratory
202(1)
BOLDD Workshops
203(1)
Professional Development Organizations for Online Language Teachers
203(3)
ACTFL Distance Learning (DL) Special Interest Group (SIG)
203(1)
Computer-Assisted Language Instruction Consortium (CALICO)
204(1)
European Association of Computer-Assisted Language Learning (EUROCALL)
205(1)
International Association for Language Learning Technology (IALLT)
206(1)
Non-Discipline-Specific Resources
206(1)
EDUCAUSE
206(1)
The Online Learning Consortium (OLC)
206(1)
Multimedia Educational Resource for Learning and Online Teaching (MERLOT)
207(1)
Conclusion
207(1)
Key Takeaways
208(1)
Discussion Questions
208(1)
Suggestions for Further Reading
209(1)
References
210(2)
5 A Review of Relevant Research on Online Language Teaching: What Works and Why? 212(56)
Introduction
212(1)
Research on Online Teacher and Learner Satisfaction
213(4)
Factors That Affect Teacher and Learner Satisfaction
215(2)
Research on Online Class Size
217(2)
Recommendations from Professional Organizations on Class Size
218(1)
Research on Online Language Learner Anxiety
219(3)
Foreign Language Classroom Anxiety Scale (FLCAS)
219(1)
Research Using the FLCAS with Online Language Learners
219(3)
Research on Best Practices for Online Language Teaching
222(17)
Research on Best Practices in Online Language Teaching Contexts
223(3)
Research on Best Practices in Online Teaching Across Disciplines
226(13)
Research on Teaching, Social, and Cognitive Presence
239(4)
Indicators of Social Presence
240(1)
Research Findings on Social Presence
240(3)
Research on Learner Connectedness
243(4)
Evaluating Learner Connectedness
244(3)
Research on Assessment in Online Language Education
247(9)
Performance-Based Assessments
248(4)
The Integrated Performance Assessment (IPA)
252(4)
Conclusion
256(1)
Key Takeaways
257(1)
Discussion Questions
257(1)
Suggestions for Further Reading
258(1)
References
259(9)
Conclusion 268(8)
Introduction
268(2)
Future Directions
270(3)
What Is the Future of Online Language Teaching?
270(2)
How Will Technology Impact Online Language Teaching in the Future?
272(1)
Concluding Remarks
273(1)
References
274(2)
Index 276
Victoria Russell is Professor of Spanish and Foreign Language Education and Coordinator of Online Programs in the Department of Modern and Classical Languages at Valdosta State University, USA.

Kathryn Murphy-Judy is Associate Professor of French and Coordinator of Languages in the School of World Studies at Virginia Commonwealth University (VCU), USA. She also directs the Liberal Studies for Early and Elementary Education Program in the VCU College of Humanities and Sciences.