Innovation in Language Learning

In this session I will discuss the Blended (Tomlinson & Whittaker, 2013), Remote (Radić, Atabekova, Freddi & Schmied, 2021) and Hybrid (Beatty, 2019; Lederman, 2020) modes of course delivery and will conclude by stressing the importance of teacher support and training.

Language teaching has been at the forefront of pedagogical advancements in teaching with technology (Butler-Pascoe, 2011) mainly due to having to resolve the challenge proposed by the complex processes involved in language acquisition, from explicit teaching of grammatical rules and culture-related contents, to the development of four skills: reading, writing, listening and speaking.  

Listening and speaking require exposure to multimedia content and interactivity where the former skill is best developed by extensive exposure to authentic audio and video materials while the latter requires real-time, open-ended social interaction.  

The methodological and technological journey of my own institution-wide language programme is representative of many other programmes in the Western world. From the outset (year 2000) our courses were designed for delivery in a blended mode (face-to-face, classroom teaching with self-study in a dedicated Virtual Learning Environment). During to the pandemic (2020), the courses moved online for remote delivery while the post-pandemic period, (the University reverted to face-to-face teaching) we decided, based on our remote teaching experience and feedback from students, to offer our courses in both a blended and remote mode of delivery. Technological advancements and social changes, however, make the hybrid form of delivery a proposition that cannot be disregarded. 

I will conclude by outlining the merits of a flexible approach to the design and delivery of blended and hybrid teaching/learning and by suggesting that teacher training and support are and will continue to be of critical importance for the delivery of inspirational and sound world languages education.