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

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

Author
Rossomondo, Amy E.
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
10125/69717
PDF
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
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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.