Affiliation:
1. The University of Alabama at Birmingham, USA
2. Mississippi State University, USA
Abstract
The WL profession currently does not have a framework to guide pre-service education programs related to online and/or remote instruction. While the ACTFL/CAEP standards affirm that teachers should be able to use technology and adapt and create instructional materials for use in communication, there is an underlying assumption that the technology will be integrated to supplement rather than supplant instruction. The focus, then, remains on in-class, on-campus experiences for learners and educators. This chapter provides a rationale for including online pedagogy in teacher preparation programs, explores current frameworks for online teaching (TPACK, Community of Inquiry, Pyramid Model, ADDIE), and proposes six considerations for integrating online language teaching as a foundational component of preservice preparation.
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