2012 HYBRID LANGUAGE TEACHING AND LEARNING: EXPLORING THEORETICAL, PEDAGOGICAL AND CURRICULAR ISSUES

Article Theoretical and empirical foundations for blended language learning

Author
Goertler, Senta
Volume
2012 HYBRID LANGUAGE TEACHING AND LEARNING: EXPLORING THEORETICAL, PEDAGOGICAL AND CURRICULAR ISSUES
Date Issued
2012-01-01
Keywords
Publisher
Heinle Cengage Learning
URI/DOI
10125/69709
PDF
Citation
Goertler, S. (2012). Theoretical and empirical foundations for blended language learning. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 27-49. http://hdl.handle.net/102015/69709
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Abstract
Fully and partially online courses are on the rise in colleges across the country. Although administrative and logistical reasons often dominate the discussion and the planning of partially or fully online courses, as language educators, we must also consider the potential benefits for language learning. This chapter first presents a quick summary of research on blended learning (BL). The main portion of the chapter focuses on a discussion of the relationship between second language acquisition theories and different computer-assisted language learning formats as they relate to hybrid and online learning. The next section presents arguments in favor of BL based on confirmed second language acquisition processes. The chapter concludes with recommendations for curricular design of BL and online learning.