Fostering Foreign Language Teaching and Learning Environments With Contemporary Technologies emerges as an essential guide book for educators, scholars, and policymakers navigating the intricacies of modern language pedagogy. Within these pages, the journey begins by acknowledging the digital revolution that has given rise to a generation of 'digital natives'. Drawing from John Dewey's timeless wisdom, the book echoes the urgency to equip today's learners with the tools of tomorrow. By exploring the metaverse, augmented reality, and artificial intelligence, it unravels a tapestry of innovative possibilities.

Policy Development, Curriculum Design, and Administration of Language Education unites a wide range of voices, viewpoints, and research methods to illuminate the complex difficulties encountered by language educators. The book provides insights that are applicable to different educational policies, and ongoing professional development for language instructors. Covering topics such as collaborative writing, linguistically responsive teachers, and second language teaching...

An innovative, practical guide to teaching with all five senses--touch, smell, taste, sight and hearing Grounded in research on language learning and the brain Includes authentic examples of instruction from different languages Each chapter includes a real-world story and classroom application ideas and strategies

Representation, Inclusion and Social Justice in World Language Teaching fills the gap in the existing body of research, ensuring that a social justice perspective is included in the World Language curriculum.

Master educator Erin E.H. Austin shares original strategies to facilitate productive language learning and demonstrates how to foster a rigorous, inclusive, and enriching environment. Designed to improve student motivation and engagement, the book is a shift from teaching about the world to teaching with the world.

This book lays out the multifaceted benefits of incorporating AI into language teaching, learning, and assessment. It showcases real-world success stories and serves as a repository of case studies, highlighting how AI has been effectively harnessed in diverse educational contexts. Moreover, the book peers into the future, offering a visionary perspective on the potential enhancements and developments AI could bring to language education. Its chapters dissect the transformative impact of AI on pedagogy, teaching materials, assessment methodologies, applied linguistics, and the broader landscape of language education development.

In the third edition of a bestseller, author Deborah Blaz helps you differentiate lessons for your world language students based on their learning styles, interests, prior knowledge, and comfort zones.

"Presenting ethnographic and discourse analyses of a heritage peer tutoring program at a university in California, this book focuses on the ways in which the dynamic translanguaging practices that Spanish heritage language (SHL) peer tutors mobilize in a non-classroom, student-led, collaborative academic space directly respond to the literacy demands of academic language development."

Krishauna Hines-Gaither is the owner of Hines- Gaither Consulting, a firm dedicated to diversity and inclusion, and Vice President for Equity, Diversity and Justice at Mount Saint Mary's University, Los Angeles, CA. Cécile Accilien is former Chair of the Interdisciplinary Studies Department and current Professor of African and African Diaspora Studies at Kennesaw State University, GA. She is Vice-President of the Haitian Studies Association and Co-Owner of Soley Consulting, LLC, a diversity, equity, and inclusion firm.

Emerging Practices for Online Language Assessment, Exams, Evaluation, and Feedback investigates the main challenges of online language assessment when migrating from an in-class to an online environment due to academic integrity, adaptation to the new testing environment, technical problems, and anxiety. Covering key topics such as parental involvement, self-assessment, and language learners...

Spanish So White is written specifically for secondary and post-secondary teachers who identify as White and second language learners of Spanish. It supports the development of language education that centers a racially dynamic Spanish-speaking world and challenges interpersonal and institutional forms of racism.

Top authors Blaz and Alsop share practical strategies to channel your creative impulses and transform them into effective lessons that will energize students of all levels. Aligned with ACTFL (American Council on the Teaching of Foreign Languages) and CEFR (Common European Framework of Reference for Languages) standards, the resources in this book support creativity as a practical process, with step-by-step guidance on goal-setting, implementation, evaluation, and feedback.

Telecollaboration Applications in Foreign Language Classrooms reports current empirical research methods and reviews relevant theoretical advances in the implementation of telecollaboration for the teaching of foreign languages, second languages, languages for specific purposes, and telecollaboration as a means to foster intercultural and pragmatic competence.

* Updated with new tools and easy-to-implement strategies throughout * New emphasis on teaching online and using digital tools * Addresses all areas of language teaching, from grammar to vocabulary to culture

This book challenges the reader to consider issues of language and linguistic discrimination as they impact world language education. Using the nexus of race, language, and education as a lens through which one can better understand the role of the world language education classroom as both a setting of oppression and as a potential setting for transformation, Democracy and World Language Education: Toward a Transformation offers insights into a number of important topics. Among the issues that are addressed in this timely book are linguicism, the ideology of linguistic legitimacy, raciolinguistics, and critical epistemology.

This innovative, timely text introduces the theory, research, and classroom application of critical approaches to the teaching of minoritized heritage learners, foregrounding sociopolitical concerns in language education. Beaudrie and Loza open with a global analysis, and expert contributors connect a focus on speakers of Spanish as a heritage language in the United States to broad issues in heritage language education in other contexts - offering an overview of key concepts and theoretical issues, practical pedagogical guidance, and field-advancing suggestions for research projects.

The book will explore the different challenges and the multitude of opportunities that new and transformative pedagogies have enabled. Beyond teaching/learning practices being presented, this book also focuses on how learners will adjust to the technology and the readiness of practitioners to psychologically adjust to the changing and demanding media technology has unleashed. The chapters provide international experiences and perspectives on the impact of e-educational technologies on student experience, success, learning, and comprehension in the realm of language learning specifically.

This book presents a theoretically-informed instructional framework for instruction and assessment of world languages. In line with ACTFL and CEFR standards, this volume brings together scholarship on contextualized, task-based performance assessment and instruction with a genre theory and pedagogy to walk through the steps of designing and implementing effective genre-based instruction.

This book defines engagement for the field of language learning and contextualizes it within existing work on the psychology of language learning and teaching. Chapters address broad substantive questions concerned with what engagement is or looks like, and how it can be theorized for the language classroom; methodological questions related to the design, measurement and analysis of engagement in language classrooms and beyond; as well as applied issues examining its antecedents, factors inhibiting and enhancing it, and conditions fostering the re-engagement of language learners who have become disengaged.

Teaching languages to adolescents can be a challenge. . . but one that is most rewarding! What works? What doesn't work? This book provides a reader friendly overview on teaching modern languages to adolescents (Years 7-13). Each chapter takes an aspect of language teaching and learning, and explains the underlying theory of instructed language acquisition and its application through examples from real language classrooms.

Robert Blake, now with Gabriel Guillén, updates his successful book on how to teach foreign languages using technology. Brave New Digital Classroom touches on all of the key concepts and challenges of teaching with technology, focusing on issues specific to FLL or L2 learning and CALL. Originally referred to as computer-assisted language learning, CALL has come to encompass any kind of learning that uses digital tools for language learning. This edition reframes the conversation to account for how technology has been integrated into our lives.

Examining Content and Language Integrated Learning (CLIL) Theories and Practices investigates the different approaches and models of progressive technology within linguodidactics and the methodologies for teaching foreign languages, highlighting a range of topics such as blended learning, cognition, and professional discourse.

The authors present new insights from the real teaching environment that will be an invaluable help to language teachers at all stages of professional development.

New Technological Applications for Foreign and Second Language Learning and Teaching explores how the latest technologies have the potential to engage foreign and second language learners both within and outside the language classroom and to facilitate language learning and teaching in the target language.

Teaching Language and Literature On and Off-Canon provides a multidisciplinary, multimodal, and heterogeneous perspectives on the applications of language learning and teaching practices for commonly studied languages, such as Spanish, English, and French, and less-studied languages, such as Latin, Gaelic, and ancient Semitic languages.