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In addition to taking classes, she supplements her education by using Learning Upgrade, a smartphone app with English and math lessons for adults.

Along with our face-to-face instruction and tutoring, we offer an additional resource to our adult students: educational software via mobile technology.

This access to educational software allows those with limited scheduled availability, or those who do not yet have an assigned tutor, to learn at their own pace and on their own time.

Resources The following publications, Web sites, and listservs offer additional information about creating Web-based language learning activities. This Resource Guide concludes with an annotated bibliography of ERIC documents on this topic.

The wealth of information provided on the Web affords language teachers and learners access to resources like never before

What makes the Web especially exciting as a resource for language teaching and learning is its possibilities for interactivity

The video project allowed students to engage in four brief VR tours of Parisian quarters.

The team will expand upon the initial pilot by hiring five Parisians from different neighborhoods to document and share their lives with a VR camera over the course of one to two months.

Awardees hypothesize that virtual reality will allow language learners to have perceptual, empathetic, and culturally immersive experiences in multiple sensory modalities (visual, auditory, tactile, etc.) that will enhance their vision, perceived value of language and culture learning, and willingness to communicate.

asks should give the learners the opportunity to create contents,  which motivates them. • Synchronous communication tasks give students the opportunity to develop an audience for authentic communication. • Tasks should be focused on thinking skills. • It provides collaborative learning experience. • Tasks should give students proof of getting their ideas across • Creates a learning environment that goes beyond the classroom. • Vocabulary improvement

T

So many opinions were out there on social media. I decided to focus this unit even more on this popular music event.

So many opinions were out there on social media. I decided to focus this unit even more on this popular music event.

Lots of comprehensible input there! They learned about new genres. Some said they added music that we learned about in class to their playlists. Love that!

Attitudinal data and discourse analysis findings are presented to discuss the use of this medium in language learning.

A flipped classroom reverses traditional teaching methods: The learners get the topic and recorded material online at home, while class time is devoted to doing exercises and discussing the topic. This will enable you as a teacher to devote more time to problem areas.

Micro-blogging via Twitter is another way to link students outside of class. Let's be honest -- there are not many young people out there who do not already tweet. You can use Twitter in class in a similar fashion to blogging. If you do, I strongly suggest that you use TweetDeck to efficiently manage your students' tweets. I also love having students tweet a story. You start by tweeting the first line of the story based on the unit you are studying.

6. Google Drive

“Translating Inclusive Classroom Practices for World Language Classrooms to Remote Learning”

“Developing Proficiency While Teaching Remotely”

One “choice” assignment I regularly offer students is letting them engage in a texting conversation in Spanish and send me the screenshots. This assignment seems more like fun than like work. Plus, students are able to use the language in an authentic, realistic way.

Connect students with another class and set up a virtual pen pal program. (Bonus points if you can arrange this with a class in a country in which the target language is spoken.)

Orientation experiences support students' transition to the first year of college, which is essential for student success.1 This support is particularly important for those students from historically marginalized populations.

hould be holistic

course design features and

f we make activities genuine, our students will be much more inclined to participate, acquiring new knowledge in the process.

nearly a third of American college courses are now taught online.

anguage instructors need to be convinced that online education presents a responsible learning environment for students,

lexibility. S

MovieTalk works because it links meaning between the language used by the teacher to the images on the screen. In other words, it makes the linguistic input comprehensible to the student. “Comprehensible” of course, is a bit of a gray term—meaning that something is reasonably able to be understood by the audience—and it is up to the teacher to employ skills such as teaching to the eyes and using comprehension checks to guarantee that the comprehensible language is actually comprehended.

Sometimes, I select MovieTalks because of their topic: the content relates to something that we are studying or discussing in class. Other times, I select MovieTalks because of the vocabulary: I know that I can talk about the video using the same words that I am working with in class with my students. And still other times, I select MovieTalks because they are just so dang fun and easy and I plop them into the middle of a unit for no reason at all!

If you’re using new technology, give it a trial run. It’s hard to imagine anything less engaging for students than sitting around waiting while you try to load that video over a poor internet connection or figure out all the glitches with that awesome online game.Do your trial and error ahead of time, before you’re demonstrating media to the class.

And one of the best ways to access them is with an innovative tool called FluentU.