Hybrid Language Teaching in Practice

1. Front Matter

   Pages i-xi

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2. Introduction

   • Berta Carrasco, Stacey Margarita Johnson

   Pages 1-10

3. Step-by-Step Hybrid Design

   • Berta Carrasco, Stacey Margarita Johnson

   Pages 11-26

4. Technology in Day-to-Day Pedagogy

   • Berta Carrasco, Stacey Margarita Johnson

   Pages 27-47

5. Student Results and Feedback

   • Berta Carrasco, Stacey Margarita Johnson

   Pages 49-61

6. Our Perspectives on Hybrid Language Teaching

   • Berta Carrasco, Stacey Margarita Johnson

   Pages 63-71

7. Conclusions

   • Berta Carrasco, Stacey Margarita Johnson

   Pages 73-78

8. Back Matter

   Pages 79-82

   PDF

This book allows readers to explore the inner workings of a hybrid class from the perspectives of two instructors with different pedagogical orientations, from the students’ perspectives, including learning outcomes and immediately practical teaching tools. The authors meet the challenge of how to preserve pedagogy and content while making good use of digital tools and online opportunities. Language teachers at the secondary and postsecondary level will enjoy the authors’ first person narrative of the creation of a pedagogically-sound hybrid course, practical examples from their courses, as well as student learning outcomes and feedback on the various technological activities. During a year-long study of the authors’ hybrid courses they used a mixed methods design to answers these questions: How does a hybrid course change our teaching? How does the hybrid course affect student learning experiences? What technology-based activities are most effective in our hybrid course?.

• classroom-based research
• digital tools for learning
• hybrid class
• hybrid language teaching
• online opportunities for teachers
• pedagogical perspectives

This book is a true practitioners’ account of a current and pressing problem: how to integrate online and face-to-face instruction coherently in one language course. The authors show significant understanding of hybrid language teaching and guide the reader carefully through the different stages of decision making, planning, integration and evaluation. The perspective taken is refreshingly devoid of unchallenged techno-enthusiasm, and teachers who might themselves be in doubt about the use of computers will find many of their arguments reflected and discussed. Overall, this is a very helpful addition to the literature about hybrid language teaching and a useful book for any teacher considering the integration of online elements into their classes. Ursula Stickler, The Open University, UK

• Dept. of Modern & Classical Languages, Hope College, Holland, USA

  Berta Carrasco, Stacey Margarita Johnson