2012 HYBRID LANGUAGE TEACHING AND LEARNING: EXPLORING THEORETICAL, PEDAGOGICAL AND CURRICULAR ISSUES Integrating foundational language and content study through new approaches to hybrid learning and teaching

Integrating foundational language and content study through new approaches to hybrid learning and teaching

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bitstream:
http://scholarspace.manoa.hawaii.edu/bitstream/10125/69717/1/2012_11.pdf
bitstream_txt:
http://scholarspace.manoa.hawaii.edu/bitstream/10125/69717/2/2012_11.pdf.txt
collection:
2012 HYBRID LANGUAGE TEACHING AND LEARNING: EXPLORING THEORETICAL, PEDAGOGICAL AND CURRICULAR ISSUES
contributor.author:
Rossomondo, Amy E.
date.accessioned:
2020-12-14T23:18:10Z
date.available:
2020-12-14T23:18:10Z
date.issued:
2012-01-01
description.abstract:
The focus of this chapter is foundational foreign language teaching and learning that integrates content and language study in a hybrid environment. It offers a detailed description of how the open-access, web-based Acceso project implements an approach to intermediate-level Spanish study, consonant with recent discussions of integrated language and content instruction at all levels of instruction by means of a broad range of computer-assisted language learning applications. The chapter also argues for a characterization of Acceso’s content as “hybrid” with respect both to its collaborative development and maintenance and to how student engagement of this content is facilitated inside and outside of the classroom. Finally, the chapter discusses the benefits and challenges of developing and implementing such a project from a language program director’s perspective, as well as directions for its future.
description.provenance:
Made available in DSpace on 2020-12-14T23:18:10Z (GMT). No. of bitstreams: 1 2012_11.pdf: 870883 bytes, checksum: 7b713ef751e6bf46ea08e02d1feb396e (MD5) Previous issue date: 2012-01-01
endingpage:
238
identifier.citation:
Rossomondo, A.E. (2012). Integrating foundational language and content study through new approaches to hybrid learning and teaching. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 219-238. http://hdl.handle.net/102015/69717
identifier.uri:
http://hdl.handle.net/10125/69717
publisher:
Heinle Cengage Learning
site_url:
/item/302
startingpage:
219
title:
Integrating foundational language and content study through new approaches to hybrid learning and teaching
type:
Article
type.dcmi:
Text
volume:
2012