Teaching Language Online

Practical and accessible, this book comprehensively covers everything you

need to know to design, develop, and deliver successful online, blended, and
flipped language courses. Grounded in the principles of instructional design and
communicative language teaching, this book serves as a compendium of best
practices, research, and strategies for creating learner-centered online language
instruction that builds students’ proficiency within meaningful cultural contexts.
This book addresses important topics such as finding and optimizing online
resources and materials, learner engagement, teacher and student satisfaction and
connectedness, professional development, and online language assessment.
Teaching Language Online features:

●● A step-by-step guide aligned with the American Council on the Teaching

of Foreign Languages (ACTFL), the Common European Framework of
Reference (CEFR) for Languages: Learning,Teaching and Assessment, and
the World-Class Instructional Design and Assessment (WIDA) standards
●● Research-based best practices and tools to implement effective communi-
cative language teaching (CLT) online
●● Strategies and practices that apply equally to world languages and ESL/
EFL contexts
●● Key takeaway summaries, discussion questions, and suggestions for further
reading in every chapter
●● Free, downloadable eResources with further readings and more materials
available at www.routledge.com/9781138387003
As the demand for language courses in online or blended formats grows,
K-16 instructors urgently need resources to effectively transition their teach-
ing online. Designed to help world language instructors, professors, and K-12
language educators regardless of their level of experience with online learning,
this book walks through the steps to move from the traditional classroom
format to effective, successful online teaching environments.

Victoria Russell is Professor of Spanish and Foreign Language Education

and Coordinator of Online Programs in the Department of Modern and
Classical Languages at Valdosta State University, USA.

Kathryn Murphy-Judy is Associate Professor of French and Coordinator

of Languages in the School of World Studies at Virginia Commonwealth
University (VCU), USA. She also directs the Liberal Studies for Early and
Elementary Education Program in the VCU College of Humanities and
Sciences.
Teaching
Language Online
A Guide for Designing,
Developing, and Delivering
Online, Blended, and
Flipped Language Courses
VICTORIA RUSSELL AND KATHRYN MURPHY-JUDY
First published 2021
by Routledge
52 Vanderbilt Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2021 Taylor & Francis
The right of Victoria Russell and Kathryn Murphy-Judy to be identified as authors
of this work has been asserted by them in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised
in any form or by any electronic, mechanical, or other means, now known or
hereafter invented, including photocopying and recording, or in any information
storage or retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks,
and are used only for identification and explanation without intent to infringe.
Library of Congress Cataloging-in-Publication Data
Names: Russell,Victoria, author. | Murphy-Judy,
Kathryn, author.
Title: Teaching language online : A guide for designing, developing, and
delivering online, blended, and flipped language courses / Victoria
Russell and Kathryn Murphy-Judy.
Description: New York : Routledge, 2020. | Includes bibliographical
references and index.
Identifiers: LCCN 2020010729 (print) | LCCN 2020010730 (ebook) | ISBN
9781138386983 (hardback) | ISBN 9781138387003 (paperback) | ISBN
9780429426483 (ebook)
Subjects: LCSH: Language and languages--Computer-assisted instruction. |
Language and languages--Study and teaching--Computer network resources.
Classification: LCC P53.28 .R87 2020 (print) | LCC P53.28 (ebook) | DDC
418.0071--dc23
LC record available at https://lccn.loc.gov/2020010729
LC ebook record available at https://lccn.loc.gov/2020010730

ISBN: 9781138386983 (hbk)

ISBN: 9781138387003 (pbk)
ISBN: 9780429426483 (ebk)

Typeset in Bembo and Gill Sans

by Cenveo® Publisher Services
Visit the eResources: www.routledge.com/9781138387003
This book is dedicated to our families and friends who have
supported us throughout this project and to our colleagues
in the ACTFL Distance Learning SIG, CALICO, the NFLRC,
CARLA, CASLS, and COERLL, among so many others,
and of course, to our online students, without whom none
of this would be possible.

v
Brief Contents
List of Figures xiv
List of Tables xvi
eResources xvii
Author Biographies xxxix

Introduction 1

1. What Are the Basics of Online Course Design? 9

2. What Are the Nuts and Bolts of Online Teaching? 75

3. What Is Special about Teaching Language Online? 131

4. Online Professional Development: What Resources

Are Available and Who Can Help? 184

5. A Review of Relevant Research on Online Language Teaching:

What Works and Why? 212

Conclusion 268

Index 276

vii
Contents
List of Figures xiv
List of Tables xvi
eResources xvii
Author Biographies xxxix

Introduction 1
References 8

1. What Are the Basics of Online Course Design? 9

Introduction 9
The ADDIE Model 10
Analysis 13
Context Analysis 15
Technology and Media Analysis 23
Learner Analysis 25
Content Analysis 28
Instructional Staffing Analysis 30
Evaluation of the Analysis Phase 31
Design 32
Learning Platform for Course Delivery 33
Google’s Open Online Education 35
Mobile Platforms 35
Design Issues Specific to Languages 37

viii
 Contents ix

Backward Design 41
Synchronous v. Asynchronous Models of Delivery 43
The Getting Started Module 44
Teaching, Social, and Cognitive Presences 46
Teaching presence 47
Social Presence 50
Cognitive Presence 51
Designing for Assessment of Student Learning 52
Designing for Accessibility, Usability, and Inclusivity 58
Alpha and Beta Testing 61
Evaluating the Design 62
Checklist 65
Conclusion 65
Key Takeaways 65
Discussion Questions 66
Suggestions for Further Reading 66
References 67
2. What Are the Nuts and Bolts of Online Teaching? 75
Introduction 75
Developing the Learner 76
Developing the Learning Management System (LMS) Interface 78
Readability and Usability 78
Common LMSs 80
Mobile Learning 84
Developing the Course Structure 84
Basic Course Information 85
Learner Orientation 87
Modules and Pacing 89
The Course Calendar 91
Developing Interaction and Course Activities 94
The Three Types of Interaction 95
Learner-Instructor Interaction 95
Learner-Learner Interaction 101
Learner-Content Interaction 104
Online Course Development Tools and Resources 109
Interaction Tools 110
Video, Multimedia, and Interactive Media Tools 110
Textbook Platforms 114
x Contents

Media Companies, National Governments, Libraries, and Museums 115

In-House Content Creation 115
Assessment and Assessment Tools 116
Resources and Ancillaries 119
Other Tools 121
Conclusion 123
Key Takeaways 123
Checklist 124
Discussion Questions 124
Suggestions for Further Reading 125
References 125

3. What Is Special about Teaching Language Online? 131

Introduction 131
Teaching in Online and Blended Environments 132
Teaching Language in Flipped Learning Environments 134
The Components of Communicative Competence 135
Pragmatics-Focused Instruction 137
The Communicative Language Teaching Approach (CLT) 140
Core Practices for Language Instruction 141
CLT in Online, Blended, and Flipped Learning
Environments 143
The Notional/Functional Syllabus 144
Rich Comprehensible Online Input 145
Lesson Design and Learner Proficiency Level 150
Professional Standards 151
Proficiency Guidelines and Testing 152
Language Learning Goals 155
Lesson Design and the Three Modes of Communication 158
Pitfalls of Mechanical Drills 158
Communicative Online Activities 161
Authentic Materials 167
Creating a Meaningful Cultural Context 169
Holistic Grading and Corrective Feedback 171
Conclusion 175
Key Takeaways 175
Discussion Questions 176
Suggestions for Further Reading 177
References 178
 Contents xi

4. Online Professional Development: What Resources

Are Available and Who Can Help? 184
Introduction 184
Online Mentoring Program for Language Teachers 185
National Foreign Language Resource Center (NFLRC)
Resources 187
Online Professional Development 189
Project-Based Language Learning (PBLL) 190
Center for Advanced Research on Language Acquisition
(CARLA) Resources 192
Content-Based Language Teaching
with Technology (CoBaLTT) 193
Technology and Second Language Learning 194
Language Teacher Education 196
The Center for Open Educational Resources and Language
Learning (COERLL) Resources 197
Language Learning Materials 198
Teaching Methods 199
Open Education 200
STARTALK Summer Programs 201
Online STARTALK Programs for Teachers 202
Basic Online Language Design and Delivery (BOLDD)
Collaboratory 202
BOLDD Workshops 203
Professional Development Organizations for Online
Language Teachers 203
ACTFL Distance Learning (DL) Special Interest
Group (SIG) 203
Computer-Assisted Language Instruction
Consortium (CALICO) 204
European Association of Computer-Assisted Language
Learning (EUROCALL) 205
International Association for Language Learning
Technology (IALLT) 206
Non-Discipline-Specific Resources 206
EDUCAUSE 206
The Online Learning Consortium (OLC) 206
Multimedia Educational Resource for Learning
and Online Teaching (MERLOT) 207
xii Contents

Conclusion 207
Key Takeaways 208
Discussion Questions 208
Suggestions for Further Reading 209
References 210

5. A Review of Relevant Research on Online Language Teaching:

What Works and Why? 212
Introduction 212
Research on Online Teacher and Learner Satisfaction 213
Factors That Affect Teacher and Learner Satisfaction 215
Research on Online Class Size 217
Recommendations from Professional Organizations on Class Size 218
Research on Online Language Learner Anxiety 219
Foreign Language Classroom Anxiety Scale (FLCAS) 219
Research Using the FLCAS with Online Language Learners 219
Research on Best Practices for Online Language Teaching 222
Research on Best Practices in Online Language
Teaching Contexts 223
Research on Best Practices in Online Teaching
Across Disciplines 226
Research on Teaching, Social, and Cognitive Presence 239
Indicators of Social Presence 240
Research Findings on Social Presence 240
Research on Learner Connectedness 243
Evaluating Learner Connectedness 244
Research on Assessment in Online Language Education 247
Performance-Based Assessments 248
The Integrated Performance Assessment (IPA) 252
Conclusion 256
Key Takeaways 257
Discussion Questions 257
Suggestions for Further Reading 258
References 259

Conclusion 268
Introduction 268
Future Directions 270
What Is the Future of Online Language Teaching? 270
 Contents xiii

How Will Technology Impact Online Language

Teaching in the Future? 272
Concluding Remarks 273
References 274

Index 276
List of Figures
1.1 An ADDIE model for online language design, development,
and delivery 11
1.2 5-year historical LMS breakdown by region as
percentage of total 34
1.3 Flowchart for developing an IPA 39
1.4 The backward design process 41
1.5 The new Bloom’s Taxonomy 42
1.6 Backward design of a thematic unit 43
1.7 Screenshot of a getting started module for online Spanish
on D2L’s Brightspace platform 45
1.8 Screenshot with callouts as activity instructions for
a blended course 47
1.9 The University of Texas avatar, Tex, the armadillo 48
1.10 Cartoon showing the need for differentiated testing 54
1.11 Interpersonal task with assessment rubric 56
1.12 The roadmap of e-QADeSHE project 64
2.1 Screenshot of a standard Blackboard control panel and launch
page for developing a course 81
2.2 Screenshot of a Blackboard Web 2.0 “Focus on
Communication” format 82
2.3 Screenshot of a Blackboard launch page for a
novice-level online French course 83
2.4 CASLS LinguaFolio planning guide template 93

xiv
 List of Figures xv

2.5 Bury’s (2014) community of inquiry model 95

2.6 A humanizing avatar 96
2.7 Pacansky-Brock’s (2015) tips for humanizing
an online class 97
2.8 Screenshot of an imaginary student LFO proficiency
overview 99
2.9 Bloom’s digital taxonomy for the web 109
2.10 Screenshot of an H5P embedded comprehension check 117
2.11 Screenshot of the BonPatron site 120
3.1 Competencies for effective online language
teaching 133
3.2 LangMedia, food shopping in Mexico 138
3.3 Excerpt from transcript of “Buying food at a small
supermarket” from LangMedia (shopping for
food in Mexico) with the English translation 139
3.4 MERLOT resource for teaching French civilization 145
3.5 Screenshot of a captioned instructional video
using the Blackboard Collaborate tool on D2L’s
Brightspace platform 148
3.6 Recording features of Screencast-O-Matic 150
3.7 Video editing features of Screencast-O-Matic 151
3.8 Screenshot of Yabla’s home page 163
3.9 Overview of the capabilities of Photo Story 3 164
3.10 Using VoiceThread to stimulate presentational speaking 165
3.11 Today’s front pages from the Newseum website 168
4.1 Screenshot of NFLRC’s Online Language Pedagogy
landing page 190
4.2 Screenshot of NFLRC’s Project-Based Language
Learning landing page 192
4.3 CARLA’s Transitioning to Teaching Language
Online program 197
4.4 Screenshot of COERLL’s main page 198
5.1 Content frame for an eight-week Spanish course 235
5.2 Introduction to a module in an online Spanish course
on D2L’s Brightspace platform 235
List of Tables
1.1 Selected Google products for online language environments 36
1.2 Table comparing proficiency levels in CEFR, ILR,
and ACTFL scales 53
2.1 Day by day module planning 94
2.2 Interaction types and modes with examples 107
2.3 Interaction modes 109
3.1 Ten guidelines for teaching communicatively in online,
blended, and flipped language learning environments 143
4.1 NFLRC projects for online and blended learning 188
4.2 Description of CARLA’s research and programs 193
4.3 The six essential parts of a webquest activity 195
4.4 Overview of COERLL’s resources for language pedagogy 199
5.1 Don’s (2005) characteristics of effective online language courses 223
5.2 Best practices for eLearning: Boettcher and Conrad’s 10 plus 4 227
5.3 FSI’s language leaning timelines 237
5.4 Bolliger & Inan’s (2012) Online Student Connectedness
Survey (OSCS) 245

xvi
eResources
We have included with this book many references to organizations, pro-
grams, and websites that provide supplemental support and useful resources
for effective online language teaching, from inception to implementation. We
have gathered the links to these helpful resources in a single place, accessible
on the book’s product page. Whenever a site is available as an eResource, the
eResource logo will appear next to where it is mentioned in the text.
You can access these links by visiting the book product page on our web-
site: www.routledge.com/9781138387003. Click on the tab that says “Support
Material,” and select the document. The document with links is organized by
chapter.

Chapter 1 Links
Learning Management Systems (LMS):
A list of over 400 Learning Management Systems and distance learning plat-
forms can be found here with a filter for mobile or desktop deployment:
https://elearningindustry.com/directory/software-categories/learning-
management-systems

Specific Providers:
Blackboard: https://www.blackboard.com/ (institutional Blackboard sites will
have their own address)

xvii
xviii eResources

The open Blackboard LMS: https://www.blackboard.com/blackboard-open-

lms.
Canvas: https://www.instructure.com/canvas/ (Note the mother company is
called Instructure)
CourseSites (part of the Blackboard brand): https://coursesites.com/
D2L Brightspace: https://www.d2l.com/products/ (institutional D2L sites
will have their own address)
Edmodo: https://new.edmodo.com/
Google Classroom: https://edu.google.com/products/classroom/
Course Builder: https://edu.google.com/openonline/course-builder/index.html
G Suite for Education: https://edu.google.com/products/gsuite-for-education
Google Course Kit: https://edu.google.com/assignments/ (an add-on for
assignments)
Moodle: https://moodle.com/
Sakai: https://www.sakailms.org/ (institutional Sakai sites will have their own
address)
Schoology: https://www.schoology.com/ (for K12)

MOOC Platforms:
The LangMOOC report on language MOOCs in Europe: https://www
.langmooc.com/wp-content/uploads/2016/03/REPORT-LangMOOCs-
O2-_V3.pdf
A list of MOOCs: https://www.mooc-list.com/initiatives-and-categories

MOOC Aggregators:
Class central: https://www.class-central.com/
EMMA: http://platform.europeanmoocs.eu/
Federica/EMMA ITALY: http://www.federica.eu/mooc
MOOCs.co: http://www.moocs.co/
My education path: http://myeducationpath.com/courses/
OERU: http://oeru.org/how-it-works/
OpenCourseWare Consortium: http://www.ocwconsortium.org/courses
OpenupEd: http://www.openuped.eu/

Specific MOOC Providers of Language or Language Related Courses

Alison IRELAND: https://www.alison.com
Canvas: https://www.canvas.net/?query=foreign%20languages
Class-central: https://www.class-central.com/subject/foreign-language
 eResources xix

Coursera: https://www.coursera.org/browse/language-learning/other-languages
COURSEsites Open Education Platform USA: https://www.coursesites.com/
Education Portal=Study.com USA: https://study.com/academy/subj/foreign-
language.html
ED-X: https://www.edx.org/learn/language
FUN Mooc: https://www.fun-mooc.fr/
Future learn (Open University): https://www.futurelearn.com/subjects/language-
courses
FutureLearn UK: https://www.futurelearn.com/subjects/language-courses
Iversity GERMANY: https://iversity.org/
Miriada X: https://miriadax.net/home (offers Latin, Spanish, English, Portuguese)
The Mixxer USA: http://www.language-exchanges.org/node/106803
MOOC.org: https://www.edx.org/course/?subject=Language
Of Course: https://www.ofcourse.co.uk/category/languages
OpenClassrooms: https://openclassrooms.com/ (offers technical and profes-
sional learning in English, French, and Spanish)
Open EdX—Lagunita USA: https://www.edx.org/course/subject/language
Open Initiative (OLI) Learning US: https://oli.cmu.edu/product-category/
language/
Open2Study/class central AUSTRALIA: https://www.open.edu.au/online-
courses/subjects?keyword=languages
Saylor.org USA: http://www.saylor.org/
Shayam in India: https://swayam.gov.in/
TandemMOOC SPAIN: http://mooc.speakapps.org
Udemy.com USA: https://www.udemy.com
Xuetangx in China: https://next.xuetangx.com/

Standards, Protocols, Checklists for Quality

Online Courses and Modules:
University of Geneva instructional design methods: http://edutechwiki.unige
.ch/en/Instructional_design_method
California State University, Chico—Rubric for Online Instruction: http://
www.csun.edu/sites/default/files/QOLT_Flyer.pdf
COIL Checklist for Online Interactive Learning: http://www.westga.edu/∼
distance/ojdla/summer72/tobin72.html
Connect Thinking Checklist: https://connectthinking.com.au/wp-content/
uploads/2018/01/ELearning_quality_checklist_ConnectThinking2013.pdf
xx eResources

Going Hybrid: A How-To Manual (University of Colorado, Boulder): https://

tinyurl.com/goinghybridatcu
Illinois Online (click the Instructional Design arrow for the full list): http://
www.ion.uillinois.edu/initiatives/qoci/webrubric/webexample.asp
iNACOL (now called the Aurora Institute): https://aurora-institute.org/wp-
content/uploads/national-standards-for-quality-online-courses-v2.pdf
Minnesota State University: https://www.mnstate.edu/uploadedFiles/Level_2/
Content/Instructional_Technology_Services/Teaching-Learning/Online
CourseDesignChecklist.pdf
MOILLE: Table 5. MOILLE based Questionnaire: https://www.langmooc
.com/wp-content/uploads/2016/03/REPORT-LangMOOCs-O2-_V3.pdf
Quality Matters: https://www.qualitymatters.org/sites/default/files/PDFs/
StandardsfromtheQMHigherEducationRubric.pdf
SREB (a checklist for evaluating online courses): http://publications.sreb.org/
2006/06T06_Checklist_for_Evaluating-Online-Courses.pdf
University of Hawai‘i , Mānoa, Center for Language and Technology—Quality
Guidelines: http://clt.manoa.hawaii.edu/wp-content/uploads/2013/12/
QualityGuidelines20131217.pdf
Mixed QM & UDL standards checklist: https://cpb-us-west-2-juc1ugur1
qwqqqo4.stackpathdns.com/wp.towson.edu/dist/0/521/files/2018/03/
UDLQMChecklist-13dmvza.pdf
Survey of several online learning delivery systems (MOOCS, Podcasts, Online
courses, etc.): https://tech.ed.gov/wp-content/uploads/2014/11/Section-5-
Online-Professional-Learning-Quality-Checklist-FINAL.pdf

Regulatory Bodies for Online Educational Delivery:

C-RAC—Council of Regional Accrediting Commissions (handbook): https://
www2.ed.gov/admins/finaid/accred/accreditation-handbook.pdf
NC-SARA—National Council for State Authorization Reciprocity Agreements.
Student questionnaire: https://www.nc-sara.org/student-questions
Western Interstate Commission for Higher Education offers its Online Course
Exchange at: https://www.wiche.edu/ice/about/stakeholders/administrators

Creation Tools and Add-Ons:

List of 10 platforms with descriptions: https://www.techradar.com/news/
best-online-learning-platform
 eResources xxi

Atomic Curriculum Tools add-on for Canvas LMS: https://products.ato

micjolt.com/atomic-apps-canvas/atomic-curriculum-tools/
DesignPLUS product from CIDI Labs: https://cidilabs.com/landing/design-
tools/
eLearning Industry: https://elearningindustry.com/directory/software-catego
ries/learning-management-systems
Google Open Online: https://edu.google.com/openonline/
LearnDash: https://www.learndash.com/
Ted-Ed: https://ed.ted.com/videos

Accessibility, Usability, Inclusivity, and UDL:

Accessibility Tool Kit: https://assets.techsmith.com/docs/Accessibility-
Assessment-Toolkit.pdf
ADA Compliance for online courses from EDUCAUSE: https://www
.washington.edu/doit/20-tips-teaching-accessible-online-course
Blackboard Ally: https://www.blackboard.com/teaching-learning/accessibility-
universal-design/blackboard-ally-lms
CIDI Labs DesignPLUS: https://cidilabs.com/landing/design-tools/
Universal Design for Learning Guidelines: http://udlguidelines.cast.org
University of Washington tips for accessibility: https://www.washington.edu/
doit/20-tips-teaching-accessible-online-course
WCAG web content accessibility: https://www.w3.org/WAI/standards-guid
elines/wcag/
WCAG 2.1 quick reference guide here: https://www.w3.org/WAI/WCA
G21/quickref/

Proctoring:
Examity: https://examity.com
Honorlock: https://honorlock.com
Pearson Vue: https://home.pearsonvue.com
ProctorU: https://www.proctoru.com includes ProctorU Auto
Proctorio: https://proctorio.com

Major Institutional Online Language Programs:

Arizona State University “Ocourses”: https://go.asuonline.asu.edu/
Arizona State University on-campus major with some online courses: https://
asuonline.asu.edu/online-degree-programs/
xxii eResources

Athabasca University (Canada) for English, French, and Spanish programs and
courses: https://www.athabascau.ca/course/course-listings.php?/undergraduate/
humanities/all
California University of Pennsylvania program in Arabic: https://www.calu
.edu/academics/undergraduate/bachelors/arabic-language-and-culture/
index.aspx
Carnegie Mellon University’s Open Learning Initiative: https://oli.cmu.edu/
Languages: https://oli.cmu.edu/product-category/language/
The Open University, online language program and courses: http://www
.openuniversity.edu/iswcourses/programmes/subjects/language-degrees
Oregon State University with programs in French, German, & Spanish and
minors that include Chinese, Japanese, Korean, Italian and ASL: https://
ecampus.oregonstate.edu/online-degrees/undergraduate/foreign-languages/
University of Maryland University College online language programs and courses:
https://www.umgc.edu/academic-programs/liberal-arts-and-communications/
foreign-languages.cfm
Valdosta State University, French and Spanish with two tracks each: https://
www.valdosta.edu/programs/a/humanities-and-communication-studies/
William Woods University program in American Sign Language: https://
www.williamwoods.edu/academics/online/transfer/asl_degree.html

Online K-12 Schools in the United States:

ACCESS Distance Learning (Alabama): https://accessdl.state.al.us/
Virtual Arkansas: https://virtualarkansas.org/
Florida Virtual School (FLVS): https://www.flvs.net/
Georgia Virtual School (GAVS) : https://gavirtualschool.org/
Kentucky Virtual Campus for K-12: http://www.kyvc4k12.org/
Louisiana Course Choice: http://www.louisianacoursechoice.net/
Maryland Virtual Learning Opportunities Program: https://sites.google.com/
site/mdvirtuallearningopportunities/
Mississippi Virtual Public School (MVPS): https://www.connectionsacademy
.com/mississippi-school
North Carolina Virtual Public School (NCVPS): http://www.ncvps.org/
South Carolina Virtual School Program (SCVSP): https://virtualsc.org/
Texas Virtual School Network (TxVSN): https://www.txvsn.org/
Virtual Virginia: https://www.virtualvirginia.org/
West Virginia Virtual School (WVVS): http://wvde.state.wv.us/vschool/
 eResources xxiii

Resources for Training On Tools, Apps,

and Software (for Students and Instructors):
General:
Hoonuit (formerly Atomic Learning and Versifit Technologies): https://
hoonuit.com/atomic-learning-versifit-technologies-are-now-hoonuit/
LinkedIn Learning (formerly Lynda.com): https://www.lynda.com/subject/all

For Various Apps and Online Services:

Boomalang: https://www.boomalang.co/blog/my-boomalang-experience-from-
a-nervous-student-to-a-confident-speaker-guest
Extempore: https://extemporeapp.com/extempore-user-guides-and-instructional-
videos/
FlipGrid: https://static.flipgrid.com/docs/Flipgrid_foreign_language.pdf
GoReact: https://help.goreact.com/hc/en-us/articles/360003174051
Padlet: https://jn.padlet.com/category/6-posting (post of what online stu-
dents do)
TalkAbroad: https://support.talkabroad.com/article/6-student-instruction-
manual
VoiceThread: https://rutgers.instructure.com/courses/35/pages/voicethread?
module_item_id=4877 (a nicely illustrated how-to from Rutgers University)
Zoom: https://support.zoom.us/hc/en-us/articles/201362193-Joining-a-
Meeting

Other Sites and Utilities Mentioned:

CARLA Programs and Research on Assessment: https://carla.umn.edu/assess
ment/vac/CreateUnit/p_1.html
ACTFL Performance Descriptors for Language Learners: https://cms.azed
.gov/home/GetDocumentFile?id=5748a47daadebe04c0b66e64
CASLS Guide to LinguaFolio Online: https://lfonetwork.uoregon.edu/wp-
content/uploads/sites/5/2019/01/Teacher-Welcome-Packet-4.zip

Chapter 2 Links
Basic Tools for Online Course Design, Development, and Delivery:
Kent State University: https://www.kent.edu/onlineteaching/resources
Yale University:https://cls.yale.edu/faculty/resources/online-teaching-tools-and-
resources
xxiv eResources

Valdosta State University: https://www.valdosta.edu/celt/resources.php

Virginia Commonwealth University: https://ctle.vcu.edu/resources/teaching-
guides/
7 Tips to create effective visual communication for elearning: https://www
.flearningstudio.com/effective-visual-communication-in-elearning/
The TED-Ed simple platform for creating and sharing online lessons: https://
ed.ted.com
Course development checklist from Minnesota State University: https://www
.mnstate.edu/uploadedFiles/Level_2/Content/Instructional_Technology_
Services/Teaching-Learning/OnlineCourseDesignChecklist.pdf

Approaches:
CASLS Blended unit planner: https://lfonetwork.uoregon.edu/wp-content/
uploads/sites/5/2015/09/Blended-unit-planner-final-1.0.pdf
Digital Storytelling (see more in Chapter 3): https://www.emergingedtech
.com/2017/04/digital-storytelling-for-the-language-learning classroom/ and
https://www.scribd.com/doc/79101242/10-Digital-Storytelling-Projects
Project Based Language Learning: http://nflrc.hawaii.edu/projects/view/2014A/
Question Formulation Technique: https://rightquestion.org/what-is-the-qft/
Webquests: http://zunal.com/process.php?w=21401

Finding Resources and Authentic Materials:

Museums, Libraries, Archives for Locating Authentic Materials and Ready-Made
Lessons:
Bibliothèque Nationale: https://www.bnf.fr/fr
Google Arts & Culture: https://artsandculture.google.com/
J. Paul Getty Museum: https://www.getty.edu/education/teachers/classroom_
resources/
Le Louvre: https://www.louvre.fr/en/visites-en-ligne
National Gallery of Art: https://www.nga.gov/education/learningresources.html
Ohio State University Spanish Dialects Archive: http://dialectos.osu.edu
Rijks Museum: https://artsandculture.google.com/partner/rijksmuseum
San Francisco Museum of Art: https://www.sfmoma.org/teacher-resources/
Uffizi Gallery: https://artsandculture.google.com/partner/uffizi-gallery
VMFA: http://vmfa-resources.org/
Media Outlets with Language Learning Facilities:
Asia Society (https://asiasociety.org/): https://asiasociety.org/china-learning-
initiatives/teq-instructional-videos-chinese-language-teaching
 eResources xxv

BBC language education:

http://www.bbc.co.uk/languages/french/
http://www.bbc.co.uk/languages/german/
http://www.bbc.co.uk/languages/spanish/
http://www.bbc.co.uk/languages/chinese/
http://www.bbc.co.uk/languages/italian/
http://www.bbc.co.uk/languages/portuguese/
http://www.bbc.co.uk/languages/greek/
http://www.bbc.co.uk/languages/polish/
http://www.bbc.co.uk/languages/other/quickfix/arabic.shtml
32 other LCTLs: http://www.bbc.co.uk/languages/other/quickfix/
Canadian government site: https://www.noslangues-ourlanguages.gc.ca/
en/index
Deutsche Welle:
French lessons:
https://www.dw.com/en/learn-german/mission-paris-episodes/s-9836
German lessons:
https://www.dw.com/en/learn-german/s-2469
https://twitter.com/dw_learngerman
https://www.dw.com/en/learn-german/deutsch-interaktiv/s-9572
https://www.dw.com/en/learn-german/mission-europe/s-9831
Language Portal of Canada: http://www.noslangues-ourlanguages.gc.ca/
Radio France Internationale (RFI): https://savoirs.rfi.fr/en/apprendre-enseigner
TED talks (in target languages and/or with TL transcripts): https://www
.ted.com/
TV5 (France): https://langue-francaise.tv5monde.com/decouvrir

Screencapturing and Screencasting:

Adobe Captivate: https://www.adobe.com/products/captivate.html
Camtasia: https://www.techsmith.com/video-editor.html
Grab (Apple): pre-OS Catalina https://support.apple.com/guide/grab/
welcome/mac
Jing: https://www.techsmith.com/jing-tool.html
QuickTime: support.apple.com › quicktime
Screencast-o-matic: https://screencast-o-matic.com
Screenshot (Apple): (OS Catalina 10.15+) https://support.apple.com/en-us/
HT201361
SnagIt: https://www.techsmith.com/screen-capture.html
Windows (simple screenshot): Ctrl + Print Screen (Print Scrn)
xxvi eResources

Tools for Interaction:

Various tools: https://designingoutcomes.com/assets/PadWheelV4/PadWheel_
Poster_V4.pdf
Google Forms plus Flubaroo: http://www.flubaroo.com/hc/quizzes-in-
google-forms
Hot Potatoes: https://hotpot.uvic.ca/
H5P: https://h5p.org/
Jane Hart’s Center for Learning & Performance: http://c4lpt.co.uk/
Mentimeter: https://www.mentimeter.com/
NearPod: https://nearpod.com/
NFLRC PLN: https://clt.manoa.hawaii.edu/pln
SoftChalk: https://softchalk.com/
Twine: https://twinery.org/

Virtual Exchanges:
Tandem exchanges:
COIL: http://coil.suny.edu/
Class2Class: https://class2class.com/
The MiXXer: https://www.language-exchanges.org/
Soliya: https://www.soliya.net/
UniCollaboration: https://www.unicollaboration.org/
WeSpeke: https://www.linkedin.com/company/wespeke

Conversation services (paid):

Boomalang: https://www.boomalang.co/
LinguaMeeting: https://www.linguameeting.com/
Linkr Education: https://www.linkreducation.com/en/
Talk Abroad: https://talkabroad.com/

VoIP tools and services (to set up exchanges after identifying partner):
Google Meet: https://tools.google.com/dlpage/hangoutplugin
Google Voice: https://voice.google.com/u/0/calls
Skype: https://www.skype.com/en/
Viber: https://www.viber.com/
WeChat: https://www.wechat.com/en/
Whatsapp: https://www.whatsapp.com
 eResources xxvii

Other exchange tools (phone apps, chat services, gaming):

Augmented Reality and Interactive Storytelling (ARIS): https://fielddaylab
.org/make/aris/
FlipGrid: https://info.flipgrid.com/
HelloTalk: https://www.hellotalk.com/?lang=en
Minecraft: https://www.minecraft.net/en-us/
Paris Occupé: https://sites.google.com/site/occupiedparisprofs/
Polar FLE with Inspector Roger Duflair: http://www.polarfle.com/
Second Life: https://secondlife.com/

Video Resources:
Video servers worldwide:
List of video sites like YouTube: http://l-lists.com/en/lists/r5l5dj.html
Aparat (Iranian): https://www.aparat.com/
Daily Motion: https://www.dailymotion.com/us
Globo (Brazil): https://globoplay.globo.com/
Instagram: https://www.instagram.com/
Internet Archive (choose by language): https://archive.org/details/movies
Iqiyi (China): https://www.iqiyi.com/
Kakao (Korean): https://tv.kakao.com/
Kanopy Film streaming services (institutional account): https://www.kanopy
.com/
Lumière project (U.C. Berkeley): https://lumiere.berkeley.edu/
Myspace: https://myspace.com/
Nico Douga (Japanese): http://www.nicovideo.jp/
Open Video Project: https://open-video.org/
RuTube (Russian): https://rutube.ru/
TeacherTube (safe videos for K-12): https://www.teachertube.com/
Veblr (Indian): https://veblr.com/
Vidivodo (Turkish): http://www.vidivodo.com/
Vimeo: https://vimeo.com/
Vkontakte (Russian video and social network): https://vk.com/
Vimeo: https://vimeo.com
YinYueTai (Chinese music videos): http://www.yinyuetai.com/
Youku (Chinese): http://www.youku.com/
YouTube: https://www.youtube.com/
xxviii eResources

Video Conferencing/Virtual Classrooms:

Adobe Connect: https://www.adobe.com/products/adobeconnect.html
Blackboard Collaborate: https://www.blackboard.com/teaching-learning/colla
boration-web-conferencing/blackboard-collaborate
Google Meet: https://gsuite.google.com/products/chat/
Go-to-Meeting: https://www.gotomeeting.com/l
WebEx: https://cart.webex.com/
Zoom: https://zoom.us/

Video Production and Commentary:

Animoto: https://animoto.com/
Annotation Studio: https://www.annotationstudio.org/
Flixtime: https://www.videomaker.com/
Masher: https://www.masher.com/
WeVideo: https://www.wevideo.com/
Muvee: https://www.muvee.com/
Veo: https://www.veo.co/
Kaltura: https://videos.kaltura.com/
Panopto: https://www.panopto.com/
Camtasia: https://www.techsmith.com/video-editor.html
Video Review: https://www.techsmith.com/video-review.html
Adobe Rush (mobile): https://www.adobe.com/products/premiere-rush.
html

Other Tools for Interaction (Writing, Assessment,

and Social reading)
Writing:
Adobe Spark: https://spark.adobe.com/
ARIS (Augmented Reality and Interactive Storytelling): https://fielddaylab
.org/make/aris/

Digital storytelling:
https://www.schrockguide.net/digital-storytelling.html

Assessment:
Extempore: https://extemporeapp.com/
Go React: https://get.goreact.com/
 eResources xxix

Kahoot: https://kahoot.com/
Mentimeter: https://www.mentimeter.com/
Poll Everywhere: https://www.polleverywhere.com/
Quizlet: https://quizlet.com/
Socrative: https://socrative.com/

Social Reading:
Annotator: http://annotatorjs.org/
Annotation Studio (MIT): https://www.annotationstudio.org/
Classroom Salon: http://www.corporatesalon.com/
eComma: https://ecomma.coerll.utexas.edu/about-ecomma/
eMargin: http://emargin.bcu.ac.uk/
Genius: https://genius.com/
Google Docs: https://www.google.com/docs/about/
Hypothes.is: https://web.hypothes.is/
Lacuna: https://www.lacunastories.com/
Marginalia: http://webmarginalia.net/
NowComment: https://nowcomment.com/
Perusall: https://perusall.com/
Ponder (browser add-on and iOS app): https://www.ponder.co/
Vialogues (video annotation): https://vialogues.com/

Chapter 3 Links
Authentic Video Resources:
This is Language (TIL): https://www.thisislanguage.com/
Yabla: https://www.yabla.com/

Can-Do Statements/Descriptors:
NCSSFL-ACTFL (2017) Can-Do Statements:
https://www.actfl.org/resources/ncssfl-actfl-can-do-statements
NCSSFL-ACTFL (2017) Intercultural Communication Novice-Distinguished
Can-Do Statements:
link:https://www.actfl.org/sites/default/files/can-dos/Intercultural%20
Can-Do_Statements.pdf
NCSSFL-ACTFL (2017) Intercultural Reflection Tool: https://www.actfl.org/
sites/default/files/can-dos/Intercultural%20Can-Dos_Reflections%20Scenarios
.pdf
xxx eResources

WIDA (2016) K-12 Can Do Descriptors, Key Uses Edition: https://wida

.wisc.edu/teach/can-do/descriptors

Conversation Platforms:
En Vivo: https://www.wiley.com/college/sc/envivo/
LinguaMeeting: https://www.linguameeting.com/
Speaky: https://www.speaky.com/
TalkAbroad: www.Talkabroad.com
WeSpeke: http://en-us.wespeke.com/index.html

Digital Storytelling:
Digital storytelling examples (CARLA): https://carla.umn.edu/technology/
modules/storytelling/examples.html
How to create a digital story (CARLA): https://carla.umn.edu/technology/
modules/storytelling/create.html
Digital Storytelling preparation activities (CARLA): https://carla.umn.edu/
technology/modules/storytelling/activities.html
How to assess a digital story: https://carla.umn.edu/technology/modules/
storytelling/discussion.html
PhotoStory 3 Download: https://www.microsoft.com/en-us/download/details
.aspx?id=11132

Language Exchange Resources:

Italki: https://www.italki.com/partners
Language Exchange: https://en.language.exchange/
The Mixxer: https://www.language-exchanges.org/
14 Free Language Exchange Websites: https://www.lifewire.com/free-
language-exchange-websites-1357059

Language Learning Resources and Materials:

CARLA Materials: http://carla.umn.edu/
COERLL Materials: http://coerll.utexas.edu/coerll/materials
LangMedia: https://langmedia.fivecolleges.edu/
MERLOT: https://www.merlot.org/merlot/index.htm
Today’s Front Pages: http://www.newseum.org/todaysfrontpages/
 eResources xxxi

Language Learning Standards, Performance

Descriptors, and Prof iciency Guidelines:
ACTFL 2012 Proficiency Guidelines: https://www.actfl.org/resources/actfl-
proficiency-guidelines-2012
ACTFL 2015 Performance Descriptors for Language Learners: https://cms.
azed.gov/home/GetDocumentFile?id=5748a47daadebe04c0b66e64
ACTFL & CAEP 2015 Program Standards for the Preparation of Foreign
Language Teachers: https://www.actfl.org/sites/default/files/caep/ACTFLC
AEPStandards2013_v2015.pdf
Council of Europe Common European Framework of Reference for
Languages: Learning, Teaching, Assessment: https://rm.coe.int/CoERM
PublicCommonSearchServices/DisplayDCTMContent?documentId=
0900001680459f97
National Standards Collaborative Board World-Readiness Standards for Learning
Languages (4th ed.): https://www.actfl.org/sites/default/files/publications/
standards/World-ReadinessStandardsforLearningLanguages.pdf
NCSSFL-ACTFL 2017 Can Do Statements: https://www.actfl.org/resources/
ncssfl-actfl-can-do-statements
WIDA 2012 Amplification of the English Language Development Standards
Kindergarten–Grade 12: https://wida.wisc.edu/sites/default/files/resource/2012-
ELD-Standards.pdf
WIDA 2018 Performance definitions: Listening and Reading grades K–12:
https://wida.wisc.edu/sites/default/files/resource/Performance-Definitions-
Receptive-Domains.pdf
WIDA 2018 Performance definitions: Speaking and Writing grades K–12:
https://wida.wisc.edu/sites/default/files/resource/Performance-Definitions-
Expressive-Domains.pdf

Online Collaboration Tools:

Lino: http://en.linoit.com/
Padlet: https://padlet.com/
Google Docs: https://www.google.com/docs/about/

Online Rubric Makers:

Annenberg Learner (Custom): http://www.learner.org/workshops/hswriting/
interactives/rubric/
iRubric (Custom): https://www.rcampus.com/indexrubric.cfm?
RubiStar (Custom): http://rubistar.4teachers.org/index.php
xxxii eResources

Teachnology (Premade and Custom): https://www.teach-nology.com/web_

tools/rubrics/
RubricMaker (Custom): https://rubric-maker.com/

Pragmatics-Focused Instruction:
CARLA (Methods): http://www.carla.umn.edu/speechacts/
CARLA (Japanese): http://www.carla.umn.edu/speechacts/japanese/intro
tospeechacts/index.htm
CARLA (Spanish): http://carla.umn.edu/speechacts/sp_pragmatics/home.html
COERLL (Methods): https://coerll.utexas.edu/methods/modules/pragmatics/
J. César Félix-Brasdefer (Spanish): http://www.indiana.edu/∼discprag/
index.html

Prof iciency Testing:

Language Testing International (LTI): https://www.languagetesting.com/

Screen Capturing and/or Editing Tools:

Camtasia: https://www.techsmith.com/video-editor.html
Filmora: https://filmora.wondershare.com/
Jing: https://jing.en.softonic.com/?ex=REG-60.1
Screencast-O-Matic: https://screencast-o-matic.com/home
Snagit: https://www.techsmith.com/screen-capture.html

Student Curation:
Cool Tools for School: https://cooltoolsforschool.net/curation-tools/
WordPress: https://linkinglearning.wordpress.com/2015/03/06/digital-content-
curation-a-vital-strategy-for-education/
Wakelet: https://wakelet.com/

Text Chat Platforms:

Bilingua: https://bilingua.io/
HelloTalk: https://www.hellotalk.com/#en
HiNative: https://hinative.com/
Tandem: https://www.tandem.net/
 eResources xxxiii

Voice Boards:
VoiceThread Home: https://voicethread.com/
VoiceThread Higher Education: https://voicethread.com/products/highered
VoiceThread K-12: https://voicethread.com/products/k12

Voice Recording Tools:

Audacity: https://www.audacityteam.org/
Online Voice Recorder: https://online-voice-recorder.com/
Vocaroo: https://vocaroo.com/

Chapter 4 Links
Basic Online Language Design and Delivery Collaboratory:
Home Page: https://sites.google.com/site/bolddcollaboratory/home
Workshops: https://sites.google.com/site/bolddcollaboratory/home/colla
boratory-panels-presentations

Center for Advanced Research on Language Acquisition

(CARL A) at the University of Minnesota:
CARLA’s Home Page: https://carla.umn.edu/
CARLA’s Summer Institutes: https://carla.umn.edu/institutes/index.html
CARLA’s Onsite Workshops: https://carla.umn.edu/presentations/index.html
CoBaLTT (CARLA): https://carla.umn.edu/cobaltt/index.html
CARLA’s Wiki: http://carlatech.pbworks.com/w/page/15065374/FrontPage

Center for Language & Technology (CLT) at

the University of Hawai‘i at Mānoa:
Designing, Developing, and Teaching Online and Hybrid Technology Intensive
Courses: https://clt.manoa.hawaii.edu/designing-developing-teaching-
online-hti-course-resources/
Online Teaching Resources: https://clt.manoa.hawaii.edu/online-teaching-
resources/
Projects: https://clt.manoa.hawaii.edu/project-listing/#current-projects
xxxiv eResources

Center for Open Educational Resources and Language

Learning (COERLL) at the University of Texas at Austin:
COERLL’s Home Page: https://www.coerll.utexas.edu/coerll/
COERLL’s Language Learning Resources: https://www.coerll.utexas.edu/
coerll/materials/language-learning-materials
COERLL’s Teaching Methods Resources: https://www.coerll.utexas.edu/
coerll/materials/teaching-methods
COERLL’s Open Education Resources: https://www.coerll.utexas.edu/coerll/
materials/open-education

Computer-Assisted Language Instruction Consortium (CALICO):

Home Page: https://calico.org/
Conference: https://calico.org/calico-conference/
SIGs: https://calico.org/sigs/
CALICO Journal: https://journals.equinoxpub.com/index.php/CALICO
CALICO’s Edited Book Series: https://calico.org/book-series/

EDUCAUSE:
Home Page: https://www.educause.edu/
Core Data Service Tool: https://www.educause.edu/research-and-publications/
research/core-data-service

European Association of Computer-Assisted Language Learning:

Home page: http://www.eurocall-languages.org/
Conference: http://www.eurocall-languages.org/conference-homepage
The EuroCALL Review: https://polipapers.upv.es/index.php/eurocall/index
ReCall Journal: http://www.eurocall-languages.org/publications/recall-journal

International Association for Language

Learning Technology (IALLT):
Home Page: https://iallt.org/about/
Regional Groups: https://iallt.org/about/regional-groups/
Conference: https://iallt.org/conferences/
IALLT Journal: https://journal.iallt.org/
FLTMAG: https://fltmag.com/
 eResources xxxv

Mentoring Program for Online Language Teachers:

Application for ACTFL Mentoring Program: https://www.actfl.org/learn/
mentoring-program
ACTFL DL SIG / NFLRC Mentoring Program for Online Language Teachers:
http://nflrc.hawaii.edu/events/view/106/
Resources for the ACTFL DL SIG / NFLRC Mentoring Program for Online
Language Teachers: http://nflrc.hawaii.edu/events/view/105/

Multimedia Educational Resource for Learning

and Online Teaching (MERLOT):
Home Page: https://www.merlot.org/merlot/
World Language Community: https://www.merlot.org/merlot/WorldLangu
ages.htm

National Foreign Language Resource Center (NFLRC)

at the University of Hawai‘i at Mānoa:
NFLRC Home Page: http://nflrc.hawaii.edu/
NFLRC Projects: http://nflrc.hawaii.edu/projects/
NFLRC Online Professional Development: http://nflrc.hawaii.edu/projects/
view/2014D/
NFLRC PEBBLES (Project-Based Language Learning Repository): http://
nflrc.hawaii.edu/projects/view/2014G/
NFLRC Project-Based Language Learning: http://nflrc.hawaii.edu/projects/
view/2014A/

North Carolina Virtual Public School (NCVPS):

Home Page: https://ncvps.org/

Online Learning Consortium (OLC):

Home Page: https://onlinelearningconsortium.org/
Online Teaching Certificate Programs: https://onlinelearningconsortium.org/
learn/teaching-certificates/
xxxvi eResources

Other U.S. National Language Resource Centers:

Center for Advanced Language Proficiency Education and Research
(CALPER): http://calper.la.psu.edu/
Center for Applied Second Language Studies (CASLS): https://casls.uoregon
.edu/
Center for Educational Resources in Culture, Language, and Literacy
(CERCLL): http://cercll.arizona.edu
Center for Languages of the Central Asian Region (CELCAR): https://celcar
.indiana.edu/
Center for Urban Language Teaching and Research (CULTR): https://cultr
.gsu.edu/
National African Language Resource Center (NALRC): https://nalrc.indiana
.edu/
National East Asian Languages Resource Center (NEALRC): https://nealrc
.osu.edu/
National Heritage Language Resource Center (NHLRC): https://nhlrc.ucla
.edu/NHLRC/home
The Assessment and Evaluation Language Resource Center (AELRC):
https://aelrc.georgetown.edu/
The Center for Slavic, Eurasian and East European Studies (CSEEES): https://
slaviccenters.duke.edu/
The National Resource Center for Asian Languages (NRCAL): http://www
.fullerton.edu/nrcal/
The Open Language Resource Center (OLRC): http://olrc.ku.edu/
Professionals in Education Advancing Research and Language Learning
(PEARLL): http://www.pearll.nflc.umd.edu/
Second Language Teaching and Research Center (L2TReC): https://l2trec
.utah.edu/

STARTALK:
Home Page: https://startalk.umd.edu/public/about
STARTALK Grant Application Information: https://startalk.umd.edu/
sophie/#/app/home

Telecollaboration:
Telecollaboration Readings (CARLA): https://carla.umn.edu/technology/
modules/cmc/readings.html
 eResources xxxvii

Telecollaboration Examples (CARLA): https://carla.umn.edu/technology/

modules/cmc/examples.html
How to Create a Telecollaboration (CARLA): https://carla.umn.edu/
technology/modules/cmc/create.html
Telecollaboration Resources (CARLA): https://carla.umn.edu/technology/
modules/cmc/resources.html

WebQuests:
Overview of Webquests: https://webquest.org/
Search for Webquests: http://www.webquest.org/search/index.php
Information on Webquests: https://www.teachingenglish.org.uk/article/web
quests
How to Create a Webquest (CARLA): https://carla.umn.edu/technology/
modules/webquests/create.html

Chapter 5 Links:
ACTFL Performance Descriptors for Language Learners:
https://cms.azed.gov/home/GetDocumentFile?id=5748a47daadebe04c0b
66e64

CARL A’s Integrated Performance Assessments (IPAs):

https://carla.umn.edu/assessment/vac/CreateUnit/p_2.html

Community of Inquiry:
Community of Inquiry (CoI) Website: https://coi.athabascau.ca/
Community of Inquiry (CoI) Survey: https://coi.athabascau.ca/coi-model/
coi-survey/

Linguafolio Digital Portfolios:

Linguafolio: https://linguafolio.uoregon.edu/site/landing-page

NCSSFL-ACTFL Can-Do Statements:

https://www.actfl.org/resources/ncssfl-actfl-can-do-statements
xxxviii eResources

Online Student Connectedness Survey (OSCS),

available in the article below:
http://www.irrodl.org/index.php/irrodl/article/view/1171

Stock Photos and Videos:

Pexels Website: https://www.pexels.com/
Pexels’ Licensing Agreement: https://www.pexels.com/photo-license/

Survey Tools:
Google Forms: https://www.google.com/forms/about/
SurveyMonkey: https://www.surveymonkey.com/

Word-Class Instructional Design and

Assessment (WIDA) Resources:
WIDA K-12 Can Do Descriptors, Key Uses Edition: https://wida.wisc.edu/
teach/can-do/descriptors
WIDA Performance Definitions for Speaking and Writing: https://wida
.wisc.edu/sites/default/files/resource/Performance-Definitions-Expressive-
Domains.pdf
WIDA Performance Definitions for Listening and Reading: https://wida
.wisc.edu/sites/default/files/resource/Performance-Definitions-Receptive-
Domains.pdf
Author Biographies
Victoria Russell, Ph.D., is a Professor of Spanish and Foreign Language
Education at Valdosta State University (VSU). She has been a language edu-
cator for the past 30 years. Victoria earned a doctorate in Second Language
Acquisition & Instructional Technology in 2009 after spending many years
teaching at the middle, high school, and community college levels both in
the United States and abroad. She began teaching Spanish online in 2007
and she currently serves as the Coordinator of Online Programs for the
Department of Modern and Classical Languages at VSU, where she helped
create fully online degree and certificate programs in Spanish, French, and
TESOL, as well as online MAT programs in Foreign Language Education
and English for Speakers of Other Languages. She has published in the areas
of online language teaching and learning, world language teacher education,
and Spanish pragmatics. She led the effort, with Dr. Kathryn Murphy-Judy
and Dr. Julio C. Rodríguez, to create a national mentoring program for
online language educators, she served as Chair of the American Council
on the Teaching of Foreign Languages (ACTFL) Distance Learning Special
Interest Group from 2015–2018, and she has given numerous national and
international workshops and presentations on online language course design,
development, and delivery.

Kathryn Murphy-Judy, Ph.D., h  as been teaching French for over 45 years.

She has been working with computer-assisted language learning (CALL) since
1983. In 1997, she started teaching language online. She created first- and

xxxix
xl Author Biographies

second-year online French courses at Virginia Commonwealth University in

2010–2011. She co-created the Basic Online Language Design and Delivery
Collaboratory with colleagues from the Computer-Assisted Language
Instruction Consortium (CALICO) and ACTFL in 2012. Dr. Murphy-
Judy has given numerous workshops for teachers on the design and delivery of
online language teaching and learning since 2012 in the United States, Canada,
China, Colombia, Mexico, and Taiwan. She helped create the ACTFL Distance
Learning Special Interest Group/National Foreign Language Resource Center
(NFLRC) Mentoring Program for Online Language Teachers with Dr. Russell
and Dr. Rodríguez of the NFLRC. She has also edited two volumes on CALL
in the CALICO Monograph Series and has written many articles and chapters
on her online and digital work.
Introduction

If you have opened this guidebook, you are likely looking for guidance
in designing, developing, and delivering online language teaching. Even if
you’re a veteran classroom language teacher, you may not have had expo-
sure to teaching in an online environment. And even if you do have expe-
rience integrating instructional technologies in your classroom, you may
not know where or exactly how to start creating and delivering online
learning for students of your language. Or, you may have some experience
teaching online, but you want to learn new techniques that will improve
your students’ outcomes and experiences. Whichever your specific need for
implementing language instruction online, you’ve come to the right place.
It is important to note that this book will be helpful for teachers of all
world languages, including those who teach English as a second or foreign
language. Although we work in higher education in the United States, we
have made every effort to be global in our exploration of practices and
resources. We have also included plenty of resources and content for those
who work in K-12 settings.
As the authors of this guide, we have many years of experience creating, teach-
ing, researching, and giving hands-on workshops in the field of online language
education. We are two markedly different educators/technologists with a healthy
mix of knowledge, experiences, and styles that complement one another. We

1
2 Introduction

are similar in that we are both language teachers, language teacher educators,
and we both have designed, developed, and delivered countless online language
courses. Moreover, we are both grounded in the standards-based communica-
tive language teaching principles and practices that underpin this guidebook.
We have discovered through years of working together, first in the Basic Online
Language Design and Delivery (BOLDD) Collaboratory, then in the American
Council of Teachers of Foreign Languages (ACTFL) Distance Learning Special
Interest Group (DL SIG), and now on this book, that our differing strengths and
perspectives push us to rethink and reexamine our preexisting notions regarding
online language education.Therefore, in this book we have managed to assemble
a wealth of models, practices, and research that are expanded and enriched by our
differences. Still, we have melded them into a single voice with a common mission:
to share the best of what we know and what we do in language teaching online
with you, our fellow language educators. We acknowledge the influence from the
ideas of and collaborations with experts in computer-assisted language learning
(CALL) whom we have met through BOLDD, ACTFL, the Computer-Assisted
Language Instruction Consortium (CALICO), the International Association for
Language Learning and Technology (IALLT), several of the national language
resource centers (LRC), as well as our colleagues who are language educators
from across the world. This guide is a compendium, then, of the research, strate-
gies, practices, and materials that we have gathered over many years of working in
this field. Throughout the writing process, we found ourselves having recourse to
some of the very strategies and media for collaboration that we describe in these
pages. We value multilingualism and interculturality, and the suggestions that we
offer in this book will help you create a meaningful cultural context for language
instruction, whether the delivery model is fully online, blended, or flipped. Our
primary aim here is to respond to your needs for guidance by sharing what we
know and do—teaching languages online.
A few definitions are in order. Online language pedagogy refers to knowl-
edge of the pedagogy and the appropriate technologies to teach language
online. At times, “te(a)chnologies” is used to describe the harmonious blend
of sound language teaching and appropriate technologies that promote student
learning. Sometimes we will refer to online teaching and learning as “eLearn-
ing,” “distance learning,” and “virtual learning,” which are all occasionally used,
although distance learning encompasses more delivery options than are cov-
ered here, like two-way live video instruction. We also address a variety of
learning environments and delivery modes: “online,” “hybrid” or “blended,”
“classroom,” and “flipped.” We use the Online Learning Consortium (OLC)
definitions by Mayadas, Miller, and Sener (2015) who assert that “Online” or
 Introduction 3

“eLearning” refers to: “[a]ll course activity … done online [with] no require-
ments for on-campus activity” (p. 0). A blended or hybrid course—the two
terms used synonymously in this guide—indicates “[o]nline activity [that] is
mixed with classroom meetings, replacing a significant percentage, but not all
required face-to-face instructional activities” (p. 0). A classroom course is one
where “[c]ourse activity is organized around scheduled class meetings held
onsite at an institution or another location” (p. 0). We also use the terms “tra-
ditional,” “brick-and-mortar,” and “face-to-face” for campus-based classrooms.
For flipped learning, we prefer the Flipped Learning Network (2014) defi-
nition, which is “a pedagogical approach” that creates “a dynamic, interactive
[group] learning environment” for learners to explore and apply concepts cre-
atively with their teacher (p. 1). The teacher acts as a “guide on the side” for
group sessions, all the while providing direct instruction for the learners in
their individual learning spaces online (Flipped Learning Network, 2014, p. 1).
As we explain and show various kinds of eLearning, we refer to them variously
as “programs,” “courses,” “modules,” and “lessons.” Some of us design, develop,
and deliver an entire program, which may include more than one course and
may span various levels of instruction. Others create a single course composed
of several modules.We use the generally accepted term “module” to refer to the
units or blocks of instruction within a course that are based on an organizing
set of learning objectives. For the smaller chunks of a unit of instruction, we use
words like “lesson” or refer to them more generally as learning materials, activ-
ities, or opportunities. Within individual chapters of this guide, terminologies
specific to its content will be defined. When we teach language in an instruc-
tional setting, most often there are at least two languages operating. We call the
language of the school and its surrounding linguistic community the “L1” for
“first language.” Sometimes, we will call it the “home” or “native” language.
For the language we teach, we generally write “L2,” for “second language,”
but we may also call it the “target language.” We occasionally use the term
“affordance” in line with Hoven’s (2007) definition “to refer to the character-
istics and potential uses that individual learners felt that different software tools
had to offer them” (p. 136). Other technological and pedagogical terms are
defined as they come up. Don’t be afraid of this book being too technical or
jargonistic. All of the technical and pedagogical terms are defined within the
chapters and we provide clear examples that illustrate their meaning and usage.
How should you use this book? Its structure is simple and straightforward.We
expect you, our readers, to have widely varying backgrounds, and therefore, a
range of needs. Each chapter stands alone and can be consulted for its individual
guidance. To get a better idea of the content that is covered, this introduction
4 Introduction

contains a summary of each of the chapters and their major sections. The first
chapter begins by setting up the basic structure for the design, development, and
delivery of an online language learning project. The frame is a time-tested,
process-model called ADDIE, which stands for analysis, design, delivery, imple-
mentation, and evaluation. Based on that model, Chapter 1 explores the analysis
(A) and design (D) phases in depth. The section on analysis uses a question-
answer format to tease out the most important considerations that need to be
investigated before beginning to plan and build a successful design. It prompts
readers to think about the context, the technologies and media, the learners,
the course content, and the instructional staffing that is required for building an
online lesson, module, course, and/or program. Armed with the answers to these
questions, readers can move on to the next section, which covers the design
phase. The design model detailed here is called backward design or learning by
design. By beginning with the end in mind—that is, the desired learning goals—
designers next determine what kinds of evidence the learners must produce
through assessments to show that they have reached their learning outcomes.
Only after articulating the goals and their assessments does the designer take
up the task of creating the learning materials and opportunities that will lead
learners toward the targeted knowledge and skills.Those of you not tasked with
designing a new program or revising an old one may opt to skip all or parts of
this chapter. Still, the information on how to create teaching, social, and cogni-
tive presence is applicable beyond just designing online projects. Knowing how
an online project has been conceptualized and organized, too, is a good back-
ground for teaching online.The information in Chapter 1 may also help online
instructors better scaffold student learning needs that may arise along the way.
Chapter 2 proceeds to the second D of ADDIE, development. During the
development phase, all the materials from course content to user guides are
laid out. Yet, in this guide, we start with developing the most important ele-
ment in the learning puzzle: the learner. Developing an online learner to be
successful in the language, to learn how to learn a language, to learn how to
learn online, and to become an autonomous, lifelong learner is perhaps the
most critical task of course development. Developing the learner integrates
into all of the other facets of development, from setting up the learning plat-
form and creating the orientation and support documentation to using video
to reach today’s visual learners. Interactions, too, are foundational to devel-
oping learners’ communication skills and cultural knowledge. Interactivity is
a key to engaging learners and moving new knowledge from short- to long-
term memory. The three kinds of interactions that learners engage in—with
the teacher, with other learners, and with the content—are examined through
 Introduction 5

the lens of online language pedagogy along with a host of technologies that
optimize online language teaching and learning. The ins and outs of assessment
are spelled out next, with ideas for creating them as well as other resources and
ancillaries that will help differentiate learning for all students. The last section
of this chapter takes a walk on the wild side. With the explosion in technol-
ogies, artificial intelligence, robotics, and social reconfigurations that promise
radical changes yet to come, it suggests ways to keep ahead of the shockwave.
Chapter 3 is, in every sense, the heart of this book. We are language edu-
cators and this chapter looks at how and why we do what we do from the
vantage of online delivery. By exploring what makes teaching language online
special, we come to more fully understand our core practices, not only online
and in blended and flipped environments, but in every language class we may
ever teach. The theories, approaches, practices, and pedagogies that are pre-
sented in this chapter make our teaching special across the board. The chapter
begins with a deep look at the competencies that underpin mastery of online
language pedagogy, which is foundational for all online language educators.
The authors also demonstrate, with guidelines and clear examples, how to
implement communicative language teaching (CLT) and core practices—also
known as high leverage teaching practices—in online, blended, or flipped
learning environments. Of course, throughout this chapter, the real focus is
on what the learners will be able to do as a result of our instruction; there-
fore, Chapter 3 is all about integration (or teaching), which is the “I” of the
ADDIE model. This chapter includes building learners’ pragmatic, intercul-
tural, and communicative competence; creating standards-based lessons that
are appropriate for learner proficiency level; and assessing students holistically
to promote CLT, to name a few of the topics that are covered. Some readers
may opt to start with this chapter to reaffirm their grasp of CLT and to learn
how to enact it online. This chapter will also help readers prepare themselves
for the exciting transition to online delivery. Nowadays, there is no escaping
eLearning, and as this chapter clearly shows, we wouldn’t want to!
In Chapter 4, the authors stress the importance of seeking professional
development (PD) to improve our skills and create our toolbox for teaching
online. It is a short but meaty chapter that is filled to the brim with a full range
of PD, including how to plug into an online community of practitioners—
whether through participating in an online mentoring program, attending a
summer institute, or participating in webinars. This chapter describes many
ways to connect with others who teach language online.The authors also show
readers where to locate online professional development materials in online
language pedagogy and how to become involved in professional organizations
6 Introduction

that offer conferences, webinars, and workshops for online language educa-
tors. Included in this chapter are many open educational resources provided
by Language Resource Centers (LRCs) that are located around the United
States. Several LRCs are highlighted in the chapter, with many others listed in
the book’s eResources. All of the LRCs offer valuable materials, resources, and
activities for those who teach language in online and blended environments,
including resources for those who teach less commonly taught languages.This
is a go-to chapter for both new and veteran language faculty.
Chapter 5 rounds up the core content of the guidebook. This chapter on
relevant research in online language teaching reviews studies on learner and
teacher satisfaction, online class size, language learner anxiety, and best prac-
tices, all of which are topics that are fundamental to online course delivery.
It also examines studies on social presence, connectedness, and assessment,
which are often more difficult for instructors to enact in the online environ-
ment. The research is presented in a way that is clear and free of jargon; and
most importantly, the authors provide many practical implications from the
research findings that readers can apply to their own instructional contexts. In
other words, readers learn about what works and why in online, blended, and
flipped language classrooms. After an online teaching project launches, studies
like those presented in Chapter 5 ask important questions about the effec-
tiveness and the outcomes of an eLearning intervention. From collecting data
and conducting research, we learn what works and what doesn’t. Each study
reviewed is followed by pedagogical implications and practical examples for
improving our online practices. In the ADDIE model, the evaluation phase
is not an end, but rather the beginning of new and better practices based on
evaluation data and an examination of the research.
The concluding chapter brings this journey into online teaching and learning
to an end. But just as this book begins with the end in mind, the end opens up to
new beginnings. Details on recent and current growth across the globe remind
us how timely our endeavors are to design, develop, and deliver online language
teaching. Moreover, the conclusion throws the doors of language education wide
open to see our future. All we need to do is walk confidently through, armed
with the knowledge, skills, and practices of effective online language educators.
You may be asking, “Why this book now”? All around us, increasingly, our
fellow language professionals are being asked to design, develop, and teach
online or blended language courses, all too often without the necessary pro-
fessional development and tools. While we are familiar with many excellent
books, articles, and websites that touch on teaching languages online (and
which are noted throughout this book), we found that the full scope—from
 Introduction 7

design and development to delivery, framed by communicative language

teaching, backed by studies on what is working and why, and bolstered by
additional resources for professional development—simply hasn’t been avail-
able in a single, practical location. So, our primary purpose has been to craft
a book that delivers it all. While this may be the most immediate aim of the
book, we have kept in mind that there are issues of great importance, not just
to language teachers, but to all educators in the 21st century, such as respond-
ing to the increasing student demand for online learning.
We see enrollments increasing steadily online while the general college
enrollments are decreasing (Lederman, 2018). We know in higher education in
the United States that the number of students taking brick-and-mortar language
classes and the number of programs offering languages are declining (Looney
& Lusin, 2018). Last year, a loss of 651 language programs from 2016–2019 was
reported (Johnson, 2019). Access to language learning is needed, especially in
the United States. Online delivery may be able to counteract at least some
of the loss in student numbers by opening access to non-traditional students
(Clinefelter, Aslanian, & Magda, 2019). On the other side of the virtual desk,
online education may help offset the critical shortage of teachers by opening
doors to educators who cannot travel to onsite teaching locations. The con-
clusion of the book discusses the future of online language teaching as well as
how new technologies may impact online language education.
Another reason to design and deliver quality online language programs is to
increase digital literacy. Through carefully planned and scaffolded lessons, stu-
dents are led to engage with the communication devices they will need pro-
fessionally and personally for their future. Intentionally crafted activities and
interactions promote their collaborative skills, also needed in their 21st century
toolbox. The Organisation for Economic Co-operation and Development
(2013) is making important strides at the national level to prepare students for
21st century skills, such as the ability to use, access, and manipulate informa-
tion creatively, the ability to adapt to change and complexity, and “broadly, the
capacity to appreciate diversity, disorder and ambiguity” (Bangou & Vasilopoulos,
2018, p. 146). While traditional classrooms can and do realize some of these
goals, online teaching and learning pushes students to their limits in these areas.
For language educators transitioning to the online environment, we offer
this volume. Some of us read better in print, others want electronic books. This
one is offered in both formats. The website companion to the book on the
Routledge Taylor & Francis website includes a tab for eResources to connect
you with a wealth of further readings, materials, images, videos, and more to
expand your thinking and practices beyond the limits of this book. The beauty
8 Introduction

of education is that it is a never-ending quest for knowledge.We are glad that

you have chosen to pursue yours with us through this guidebook, thereby
joining us in the thrilling new frontiers of online language education. The
cyber-sky’s the limit.

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Notes
1 The LangMedia “Spanish in Mexico” videos were produced by the Five
College Center for World Languages with funding from the National
Security Education Program (NSEP) and the Fund for the Improvement of
Post-Secondary Education (FIPSE) of the U.S. Department of Education.
For more information and resources, visit https://langmedia.fivecolleges
.edu/ or e-mail: [email protected].
1 The National Foreign Language Resource Center (NFLRC) at the
University of Hawai’i at Mānoa is partially funded by a grant from the
U. S. Department of Education (CFDA 84.229, P220A180026). However,
the contents produced by the NFLRC do not necessarily represent the
policy of the Department of Education, and one should not assume
endorsement by the Federal Government. Dr. Julio C. Rodríguez is the
Director of the NFLRC at the University of Hawai’i at Mānoa.