Welcome to the publisher of the work of educators involved in courses or in the program for the Online, Master of Arts degree in Foreign Language Teaching (MAFLT) at Michigan State University (MSU). Our publications focus on communicative and task-based language teaching principles and methods, as well as computer-assisted language teaching, language assessment, and language-program administration.
This online master's degree (MA) program, housed within MSU's Center for Language Teaching Advancement (CeLTA), is for current and aspiring foreign language teachers.Through online instruction and collaboration with faculty members and peers, educators in the program receive a solid foundation in second language acquisition (SLA), applied linguistics, and learn how SLA theories and research apply to current foreign language teaching approaches, methods, and materials design. The program comprises a high degree of interactivity in coursework, in customizable Experiential Modules, and through personal advising and mentoring sessions. If you have questions about the program, we encourage you to contact us at firstname.lastname@example.org
Where to find MAFLT Program online
Teaching with Technology 2014: Language Educators Talking Tech
by Dustin De Felice, Alison Vold, Merih Sumpter, Nancy Elsobkey, Joseph Leibson, Alison Dykman, Laureen Davison, & Allison Comer
In this volume, you'll read the words of educators working with technology in ways that make their classrooms better places. These educators talk about experiences and, ultimately, classroom practices from a broad representation of languages that includes French and Spanish language education in the US, English as a Foreign Language in Turkey, and Arabic as a Second Language in the UAE.
Teaching with Technology 2013: Educators Talking Tech
by Dustin De Felice, Ashley Kendell, James Fetterman, Julie Fleischman, Kathryn Weller, Raneen Elbakry, & Sheila Conrad
In this volume, you'll read the words and stories of educators adapting to and working with technology in ways that make their classrooms, whether virtual or traditional, better places for all stakeholders. These educators talk about preferences, experiences and, ultimately, classroom practices from a broad representation of fields that includes language learning, anthropology and composition.
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