Abstract from the publisher:
The National Council of State Supervisors for Languages (NCSSFL) recognizes the rapid growth and contributions of foreign language distance learning programs. This position statement addresses the unique potential of distance learning that relies on the use of telecommunications as the primary technology for foreign language instruction. At the same time, the statement addresses the demands which distance learning places on students, teachers and on school districts. In this paper, distance learning refers to classroom situations in which the teacher and the students are in different classrooms. Students could be learning foreign languages from a teacher in another school, town, state, or country via a computer network or a telephone system.

Abstract from the publisher:
As communication resource technologies improve and adjust to the needs of the individual, the prevalence of distance learning increases, continuing the development of educational advancements.
Second-Language Distance Learning and Teaching: Theoretical Perspectives and Didactic Ergonomics explores the construct of distance second language learning, its defined parameters, theoretical models, and model method validation. This reference work offers educators and practitioners a comprehensive and interdisciplinary perspective, while introducing the principles for understanding, designing, and running learning environments.

Abstract from the publisher:
Middlebury College has been known for years for immersion-based language instruction and liberal arts education. So when the college announced Wednesday that it is partnering with a for-profit company to build an online language program aimed at middle- and high-school students, it raised some eyebrows.

Abstract from the publisher:
Hispanic church leaders and home-schooled children are among the likely beneficiaries of a new bilingual online program offered by Liberty University.

Abstract from the publisher:
This paper focuses on computer-supported collaborative learning (CSCL) among foreign language (FL) graduate students from three universities, who worked together to create a wiki. In order to investigate the nature of CSCL among participants, this qualitative case study used the Curtis and Lawson framework (2001) to conduct a content analysis of learners’ collaborative behaviors. Transcript and survey analyses indicate that the success of collaborative interaction depends largely on the group members themselves. Differing levels of participation indicate that not everyone was equally involved with the wiki project, which ultimately affected the level of collaboration, the group dynamics, and the final product. In addition, the leader in each group influenced the degree of collaboration taking place in her group.

Abstract from the publisher:
Although a number of studies have reported on the positive effects of Internet chats in the second language classroom, to the best of my knowledge no studies to date have examined the effect of text-based chats on oral fluency development. This exploratory study addressed the above question by examining the oral fluency development of 34 English as a second language learners who participated in the same 6-week course but in separate instructional environments: a text-based Internet chat environment, a traditional face-to-face environment, and a control environment that involved no student interaction. The study found that the gain scores of participants in the text-based Internet chat environment were significantly higher on the phonation time ratio and mean length of run measures than the gain scores of participants in the face-to-face and control environments (prior to Bonferroni adjustment). Gain scores on the three other measures were not significant. The author discusses these findings in relationship to Levelt's (1989) model of language production and argues that text-based Internet chat environments can be a useful way of building oral fluency by facilitating the automatization of lexical and grammatical knowledge at the formulator level.

Abstract from the publisher:
This article describes distance learning (DL) for languages within the context of recent advances and research findings in computer-assisted language learning (CALL). In addition to reviewing the different DL modalities, theoretical underpinnings, and the most appropriate technological applications to second language learning, the issues of conducting DL research and training faculty to work with this new learning environment will be examined. Garrett's (1991) overview of an earlier state of the CALL field serves as the background for judging how far the field has come, especially with respect to the pedagogical challenges, which have not changed drastically since the 1990s. A key consideration is the notion of interactivity, which is analyzed in depth with relation to both tutorial CALL and social computing.

Abstract from the publisher:
Throughout the decades, a wide variety of methodologies and approaches to the teaching of languages have developed. In the current, technology driven environment, demand is high for new tools and student-centered collaborative learning approaches to promote students’ language and communicative skills.
The Handbook of Research on E-Learning Methodologies for Language Acquisition contributes over 50 authoritative research studies planning e-learning theory, pedagogy, methodologies and approaches developed and implemented by prominent international authors. An essential addition to the reference collection of any academic library, this commanding Handbook of Research will foster professional discussion and progress among researchers, practitioners, and educators in this rapidly developing field.

Abstract from the publisher:
Educators today teach in a range of formats, from traditional face-to-face courses to Web-assisted courses in physical classrooms to entirely online courses in which the teacher and students never meet in person. The pressure to integrate teaching with information technology is strong, and more and more educational institutions are offering blended courses and distance-education learning options.

The essays in this collection illuminate the realities of teaching language and literature courses online. Contributors present snapshots of their experiences with online pedagogies, realizing that, just as this year’s technology writes over last year’s, the approaches and teaching tools they have pioneered will also be obscured by future innovations. At the same time, the volume describes models that first-time teachers of online courses will find useful and provides extensive insights into online education for those who are experienced in teaching blended and open-source courses.

The volume begins with an overview of online education in the fields of literature and language and then offers case studies of particular technologies used in specific courses. Subjects extend from Old English and ancient world literature to Shakespeare and modern poetry, and languages include Aymara, Chinese, English as a second language, French, German, Italian, Japanese, and Spanish. Contributors describe using multimedia Web sites, cyberplay and gaming, bulletin boards, chat rooms, blogs, wikis, natural language processing, podcasting, course management systems, annotated electronic editions, text-analysis tools, and open-source applications. They show that online pedagogies often have surprising capabilities—such as transforming a Web-based environment into an intimate social community spanning institutions and oceans, saving endangered languages, and rescuing isolated communities and individuals who have no other educational lifeline.

Abstract from the publisher:
Since information communication technology has became broadly and easily available to the general public over the past decade, more and more educational institutions are offering online delivery of courses. The flexibility available with regard to time and place of study is the key attraction of online delivery, enabling a more diverse cohort of students to study university courses. It has been observed, however, that student retention rates and levels of engagement in courses are comparatively lower for online courses than for the same courses offered face-to-face. This study examines the pedagogical tools available for online delivery, such as discussion boards, voice recording tools, online quizzes and the recording of face-to-face classes on campus. The data for this case study is obtained from student comments taken from course evaluation surveys and individual student performances. It reveals how these on-line delivery tools are perceived by students and regarded as effective supporting tools for keeping them motivated and engaged in learning, as well as enabling them to feel like part of the learning community.

Abstract from the publisher:
The National Council of State Supervisors for Languages (NCSSFL) recognizes the rapid growth and contributions of foreign language distance learning programs. This position statement addresses the unique potential of distance learning that relies on the use of telecommunications as the primary technology for foreign language instruction. At the same time, the statement addresses the demands which distance learning places on students, teachers and on school districts. In this paper, distance learning refers to classroom situations in which the teacher and the students are in different classrooms. Students could be learning foreign languages from a teacher in another school, town, state, or country via a computer network or a telephone system.

Abstract from the publisher:
Today's young people-the Net Generation-have grown up with technology all around them. However, teachers cannot assume that students' familiarity with technology in general transfers successfully to pedagogical settings. This volume examines various technologies and offers concrete advice on how each can be successfully implemented in the second language curriculum.