twitter in a Spanish Conversation Course (And Maybe in Yours)

Dr. Pilar Munday describes her use of twitter in teaching students Spanish language and culture at Sacred Heart University

Duolingo como parte del curriculum de las clases de lengua extranjera

This article explores the idea of using an already existing language learning app, Duolingo, to complement traditional university level courses of Spanish as second language. These types of apps use adaptive learning technologies, which are able to tailor the tasks to the level of each student. In the case of this study, Duolingo was used as part of the program of studies in two Spanish university courses, one a beginner’s Spanish course (level A1) and the other one an advanced intermediate course (B2). The students used the app online, either in its mobile version or in their web browser. The functionality of Duolingo, the kind of activities that can be undertaken, and how learning is achieved are described. Preliminary results suggest that Duolingo is an easy-to-use app, which is useful, and has learning potential, although its main modules are not based on communicative competence. It is usually enjoyed by students because of several features, such as its ease of access on a mobile device, its gamified aspect, and the variety of tasks available. Possible ways to incorporate Duolingo into foreign language courses are discussed, always considering it as a complement to the curriculum, but also considering its value to reinforce vocabulary and grammar acquisition through spaced repetition, interleaving of different skills and a variety of activities.Este artículo explora la idea de utilizar una aplicación móvil (ya existente en el mercado para el aprendizaje de idiomas), Duolingo, para complementar las clases tradicionales de español como lengua extranjera a nivel universitario. Este tipo de aplicaciones hacen uso de la tecnología adaptiva para el aprendizaje, permitiendo así adaptar las tareas al nivel de cada estudiante. En el caso de esta investigación, Duolingo formó parte del programa de estudio de dos clases universitarias de español, una a nivel principiante (A1) y otra intermedio alto (B2). Los estudiantes accedieron a la aplicación de manera online, tanto en plataformas móviles como en su versión de escritorio. Este artículo describe el funcionamiento de Duolingo, el tipo de actividades que se pueden realizar con ella y de qué forma se adquieren conocimientos  con esta aplicación. Los resultados preliminares de este estudio sugieren que Duolingo es una aplicación fácil de usar, útil y con mucho potencial, a pesar de basarse en tareas que no están enfocadas a la competencia comunicativa. Parece ser del agrado de la mayoría de los alumnos por varias razones, como la posibilidad de fácil acceso a través del móvil, los aspectos de gamificación en su diseño y la variedad de tareas que contiene.  A la luz de los resultados obtenidos, se sugieren algunas mejoras, además de posibles formas de  integración en el currículo de una clase de idiomas, siempre considerándolo como un complemento al programa de lenguas, pero también valorando su capacidad para repasar vocabulario y gramática a través de la repetición espaciada, entrelazando habilidades diferentes y con variedad de actividades

Adding Technology to your Language Course

Invited presentation at Capital Community College in Hartford, CT

Learning to Speak Through Writing: The Case for Microblogging in the Language Classroom

The case for microblogging with Twitter in the Foreign Language Classroom. Examples from a Spanish course

Abstract “Prosodic cues of Repetitions in Spanish Spontaneous Discourse”,

When Spanish speakers repeat words or phrases in discourse, some repetitions are due to false starts or hesitations while others are used for emphasis or clarity. These will be referred to as ‘‘hesitations’’ and ‘‘emphasis’’ repetitions, respectively. Although the purpose of the repetition can often be determined from discourse context or part of speech, this study shows that there are also prosodic cues that serve to distinguish the two types. The speech data consist of all repetitions uttered by a male Colombian speaker over the course of a 1‐h spontaneous conversations. The following acoustic information was obtained for each utterance and its repetition: duration, peak amplitude, average amplitude, and duration of any intervening pause. Pauses occur more often and tend to be longer in hesitation repetitions. Contrary to previously reported findings for English, however, a pause is frequently not present. The first element of the hesitation repetition tends to be longer than the second. Amplitude does not appear to differentiate the two types of repetitions. The results suggest that durations is the most important cue for distinguishing between types of repetitions

Duolingo for Homework Practice

A guide for language educators to use DUOLINGO as homework for their students. Each student can go at their own pace, and can focus on areas which are more difficult to them

New Trends in Second Language Learning and Teaching through the lens of ICT, Networked Learning, and Artificial Intelligence

In the last few decades, Information and Communications Technology (ICT) applications have been shaping the field of Computer Assisted Language Learning (CALL). Mobile Assisted Language Learning (MALL) paved the way for ubiquitous learning. The advent of new technologies in the early 21st century also added a social dimension to ICT that allowed for Networked Learning (NL). Given that language learning is fundamentally a socio-cultural experience, networked learning capabilities have provided the potential for language learning in community settings. This has revitalized the earlier frameworks provided by CALL. NL has empowered language learners today to connect globally, to access Open Educational Resources, and to self-regulate their learning processes beyond the scope of traditional curricula. In parallel, the rising pervasiveness of Artificial Intelligence (AI) applications and their relevance to language learning has led CALL to branch out into Intelligent CALL (ICALL). The first section of this article provides a brief historical overview of CALL, examines it through the lens of ICT, networked learning, and open access. The second section focuses on the implications of AI for creating new trends in second language education, the challenge for providing customization at scale, and raises important issues related to transparency and privacy for future research

Blogging Beyond Blackboard for Deeper Learning

This presentation describes the integration of interactive technology into the undergraduate English and Foreign Language curriculum by utilizing blogging to deepen student learning. It will address how blogging, as a pedagogical tool, holds the potential to encourage active student engagement with text, with instructor and with peers, while helping to develop important critical thinking skills and reflective learning practices essential to empowering autonomous learners. Students engage in both internal and external debate about content and the platform for sharing it, while deciding about what is significant to include in the blog and how to develop an appropriate and creative post. Constructivist theorists such as Piaget and Vygotsky have largely influenced previous educational experiences of the current cohort of university students. Therefore, the use of available interactive technologies, such as blogging, which engage students in metacognitive and self-directed learning, will enable instructors to meet the challenges of teaching this generation of college students while aligning pedagogy with the highest orders of thinking identified in Bloom’s Taxonomy. Blogging on an external platform, in particular, allows for an authentic audience, greater flexibility to express creativity and skill development beyond digital writing - all identified as important 21st century skills. The blogs are a permanent repository of student work that provides for a wider sharing of knowledge beyond the confines of a Learning Management System such as Blackboard or Angel

Blogging Beyond Blackboard for Deeper Learning

Presentation by Marie Hulme and Pilar Munday at the Fairfield University Center for Academic Excellence Annual Conference on Innovative Pedagogy & Course Redesign May 29-30, 2014