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.
Table of Contents
Annual Volumes of Issues in Language Program Direction.
1. Hybrid Language Teaching and Learning: Looking Forward.
2. Best Practices in Online Learning: Is it for Everyone?
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.
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.