AAUSC 2012 Volume--Issues in Language Program Direction: Hybrid Language Teaching and Learning: Exploring Theoretical, Pedagogical and Curricular Issues, 1st Edition

  • Fernando Rubio University of Utah
  • Joshua J. Thoms Louisiana State University
  • Stacey Katz Bourns Harvard University
  • ISBN-10: 1285174674
  • ISBN-13: 9781285174679
  • 256 Pages Paperback 
  • Previous Editions: 2013
  • © 2014 | Published
  • College Bookstore Wholesale Price = $46.75 
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About The Solution

Overview

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.


Features/Benefits

  • Addresses a number of theoretical and applied topics related to hybrid/blended contexts.
  • Useful for readers unfamiliar with hybrid approaches - several chapters highlight practical concerns and contain suggestions from authors who have experience implementing and maintaining college-level hybrid/blended Foreign Languages courses.
  • Serves to disseminate empirical work that focuses on the linguistic outcomes of learners in hybrid Foreign Languages learning contexts.
  • Open educational resources/open access is discussed in the context of hybrid Foreign Languages courses.

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 Fran├žais Interactif.
11. Integrating Foundational Language and Content Study through New Approaches to Hybrid Learning and Teaching.
Contributors.

Meet the Author

About the Author

Fernando Rubio

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.

Joshua J. Thoms

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 Bourns

Stacey Katz Bourns is the director of Language Programs in the Department of Romance Languages and Literatures at Harvard University, where she teaches courses in French and SLA. Her research has focused on theoretical and practical concerns regarding the teaching of grammar, and she has published articles pertaining to TA training and the field of applied linguistics. Among her books are Teaching French Grammar in Context: Theory and Practice (coauthored with Carl Blyth); Conceptions of L2 Grammar: Theoretical Approaches and Their Application in the L2 Classroom (coedited with Johanna Watzinger-Tharp); and her recent textbook, Contextualized French Grammar. She is the Review Editor of the Linguistics Section of the French Review and the Series Editor of the AAUSC annual volume, Issues in Language Program Direction.

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