Full Description
A new approach to training and evaluating world languages online instructors
The rapid growth in online world language programs in the United States coupled with the widespread implementation of virtual teaching in response to COVID-19 have pushed the field to reconceive instruction. Virtual learning creates unique challenges for instructors, who need to ensure that their students have adequate interaction with their peers, their professor, and native speakers of the language. Even with a growing demand for online language courses, there are few tools that evaluate the training and assessment of online language instructors.
In Online World Language Instruction Training and Assessment, authors Carmen King Ramírez, Barbara A. Lafford, and James E. Wermers fill that gap, providing a critical pedagogical approach to computer-assisted language learning (CALL) teacher education (CTE). By combining best CTE training and evaluation practices with assessment tools, the authors explain how teachers can integrate technology to build successful online programs. Their ecological, holistic approach addresses all facets of learning online—including pressing challenges of moving courses online, teacher training, developing core competencies and skills, instructions for assessment and self-evaluation, goal setting, and the normalization of critical CTE practices in an increasingly digital environment.
The authors propose new solutions to teacher training challenges, providing extensive rubrics and tools that can equitably assess online language instructor skills, the training they receive, the assessment process they undergo, and the instruments used for instructor assessment. A list of CALL and CTE resources (available on the Press's website) further supports readers' successful adaptation to an everchanging learning environment.
Contents
Introduction
1. The Challenges of Moving Online
2. CALL Teacher Education for Online Environments
3. Online Language Instructor Training Challenges and Strategies
4. Core Competencies and Skills for Online Language Instructors
5. Online Language Instructor Assessment
6. Instruments for the Assessment of Online Language Instructors
7. Self-Evaluation Practices in Formative Assessment
8. The Mentoring Relationship in Formative Assessment Processes
9. Debriefing and Goal Setting in Instructor Assessment
10. An Ecological Approach to the Normalization of a Critical CTE
Appendix A: Checklists for Online Language Instructor Training and Assessment
Appendix B: Rubrics for Evaluation of Online Language Instructor Training and Assessment
Appendix C: Online Language Instructor Student Evaluation Rubric and Modular Rubric
Bibliography
Glossary
