ISBN-10:
1285174674
ISBN-13:
2901285174678
Pub. Date:
01/01/2013
Publisher:
Cengage Learning
AAUSC 2012 Volume--Issues in Language Program Direction: Hybrid Language Teaching and Learning: Exploring Theoretical, Pedagogical and Curricular Issues

AAUSC 2012 Volume--Issues in Language Program Direction: Hybrid Language Teaching and Learning: Exploring Theoretical, Pedagogical and Curricular Issues

by Fernando Rubio

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Product Details

ISBN-13: 2901285174678
Publisher: Cengage Learning
Publication date: 01/01/2013
Series: Professional Development Series
Pages: 256
Product dimensions: 6.00(w) x 1.25(h) x 9.00(d)

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.

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