AAUSC 2012 Volume--Issues in Language Program Direction: Hybrid Language Teaching and Learning: Exploring Theoretical, Pedagogical and Curricular Issues available in Paperback
Hybrid language teaching and learning, also referred to as blended learning, has become an increasingly popular model for the delivery of foreign language (FL) courses at the college level in the United States. HYBRID LANGUAGE TEACHING AND LEARNING: EXPLORING THEORETICAL, PEDAGOGICAL AND CURRICULAR ISSUES addresses a number of theoretical and applied topics related to hybrid/blended contexts. The volume is useful for readers unfamiliar with hybrid approaches, as several chapters highlight practical concerns and contain suggestions from authors who have experience implementing and maintaining college-level hybrid FL courses. In addition, the volume serves to disseminate empirical work that focuses on the linguistic outcomes of learners in hybrid FL learning contexts. Finally, the issue of open educational resources/open access is discussed in the context of hybrid FL courses.
About the Author
Ph.D. Hispanic Linguistics: Theoretical and Applied, SUNY at Buffalo; M.A. Hispanic Literature and Linguistics, SUNY at Buffalo; M.S. Secondary Education/English, SUNY College at Fredonia; Diplome de Langue, Alliance Francaise, Oviedo, Spain; M.A. English, Universidad de Oviedo, Spain; Certified ACTFL OPI tester in Spanish.
Ph.D. in Second Language Acquisition, 2008, University of Iowa. SLA theory and research (L2 speaking/discourse analysis), Socially-oriented theories of language learning, Technological applications to L2 learning.
Stacey Katz received her Ph.D from the University of Texas, Austin, in French Linguistics. Stacey Katz is currently the Director of Language Programs in Romance Languages and Literatures at Harvard University. She has published several pedagogical texts and presented her research at major conferences. Stacey's research interests include Applied French Linguistics, French syntax and French pragmatics.
Table of Contents
Contents. Acknowledgments. Editorial Board. Annual Volumes of Issues in Language Program Direction. Abstracts. Introduction. 1. Hybrid Language Teaching and Learning: Looking Forward. 2. Best Practices in Online Learning: Is it for Everyone? Theoretical Views. 3. Theoretical and Empirical Foundations for Blended Language Learning. 4. Beyond Hybrid Learning: A Synthesis of Research on E-tutors under the Lens of SLA Theory. Pedagogical & Curricular Concerns. 5. Hybrid Learning Spaces: Re-envisioning Language Learning. 6. Introducing Blended Learning in Large Multi-Section Foreign Language Programs: An Opportunity for Reflecting on Course Content, Pedagogy, Learning Outcomes, and Assessment Issues. Learning Outcomes. 7. The Effects of Blended Learning on Second Language Fluency and Proficiency. 8. Complementary Functions of Face-to-Face and Online Oral Achievement Tests in a Hybrid Learning Program. 9. Analyzing Linguistic Outcomes of L2 Learners: Hybrid vs. Traditional Course Contexts. Open Access Issues. 10. Opening Up Foreign Language Education: The Case of Français Interactif. 11. Integrating Foundational Language and Content Study through New Approaches to Hybrid Learning and Teaching. Contributors.