- Provide students with a weekly plan (which aligns with the course goals stated in the syllabus) detailing the tentative topics covered each day along with corresponding assignments. Notify students in person and through the course LMS when there are any major revisions to the weekly plan.
- Provide students with a vocabulary list of each new topic at least one day in advance so that students can adequately prepare contributions for the next day’s class (in addition to looking up their own vocabulary items).
- Assign a variety of written and spoken assignments relevant to the materials covered so that students receive regular feedback on their writing across themes and contexts. Homework where students receive thorough feedback on their progress in the course should be assigned daily.
- Create a variety of opportunities for students to practice active listening skills, including individual and group activities both in and outside of the classroom.
- Structure conversational portions of the class period with adequate time for student preparation, providing clearly guided questions, facilitating student responses, and ensuring balanced participation.
- Employ creative classroom management strategies to allow all students to contribute equally to the collective learning space.
- Maintain neutrality on students’ expressed opinions in classroom discussions in the target-language, acting primarily as the facilitator and guide in such exercises rather than providing your own assessment of students’ views.
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Resources for Remote Language Educators
- Technology Innovation Center funded by IIE and NSEP for technology questions and issues
- Resources for Integrating Technology into Language Learning from the International Association for Language Learning Technology (IALLT)
- Preparing Your First Class in Zoom Downloadable PDF from Columbia University
- Video Guides for Using Canvas from Canvas
- Exploring the Copyright Issues around Moving Instruction and Reference Online presented by the Association of College and Research Libraries
- Instructor Resources and Tips for Transitioning to Digital Forum from UW-La Crosse
- Instructor Resources from the American Association of University Supervisors, Coordinators, and Directors of Language Programs
- Instructor Resources and Tips from the Modern Language Association
- Instructor Resources for Role of Technology in Language from the American Council on the Teaching of Foreign Languages
- Various Training Videos for UW Faculty, Staff, and Students from UW-DoIT
- Recourses for Instructional Continuity from UW-Madison
- Strategies to Adapt to Online Teaching from Harvard University
- Best Practices for Teaching Online-Links and Videos from Florida Polytechnic
- Online Language Pedagogy from the National Foreign Language Resource Center at the University of Hawaii-Manoa
- Compiled Resources to Support Language Teaching Online from the Center for Advanced Research of Language Acquisition at the University of Minnesota
- ACTFL Resources in Response to COVID-19
- Working with Text Online-Resources from the Center for Educational Resources in Culture, Language, and Literacy
- Learn to Teach with Social Networks Webinar from the Center for Educational Resources in Culture, Language, and Literacy
- Learn to Use Film Clips for Foreign Language Culture and Literacy from the Center for Education Resources in Culture, Language, and Literacy
- BUILDING COMMUNITY Resource from Saint Mary’s College of California
- Advice from Spring 2020 Instructors on Remote Teaching from FLTMAG
Resources for Social Justice and Anti-Racism in the L2 Classroom
The Center for Educational Resources in Culture, Language and Literacy (CERCLL) at the University of Arizona has started a list of resources for Social Justice and Anti-Racism in the L2 classroom: