In this presentation, we discuss a model to train graduate students in distance language teaching. The program offers hands-on practice with synchronous and asynchronous technologies, familiarizes participants with current CALL research, and connects them to a wider community of educators involved in distance education.
In recent years, CALL researchers have pointed to the need for developing thoughtful approaches to CALL training in language teacher preparation (e.g. Hubbard, 2008; Kessler & Hubbard, 2017; Hubbard & Levy, 2006), particularly also graduate student training. Furthermore, in light of the current crisis in the job market (Jaschik, 2015), graduate student preparation in language pedagogy has taken on a renewed urgency, and familiarity with teaching hybrid or distance courses is increasingly emphasized as a desirable skill in job ads. However, systematic graduate training in CALL is as yet not widely available. In this presentation, we discuss a model to train graduate students in distance language teaching that we piloted this past academic year. The program offers hands-on practice with several synchronous and asynchronous technologies, familiarizes participants with current CALL research, and connects them to a wider community of educators involved in distance education. Each program session focuses on a specific topic and includes a peer-facilitated reading discussion, a practice and feedback hour, and engagement with researchers in the field. Participants benefit from teaching demonstrations by experienced distance language instructors as well as from observing distance classes and preparing original mini-lessons and activities. Our model equips participants with new pedagogical and technological skills through a process of practice, feedback, and reflection. We emphasize changes in teaching style necessary for the distance setting in accordance with recommendations for practitioners to develop distinctive skills for teaching online (Stickler & Hampel, 2015). The program culminates in final project presentations and reflections by participants. For the coming academic year, we plan to expand the program by including students from two partner institutions. We hope that this model might be of interest to other institutions seeking to expand graduate training in hybrid and distance language teaching.
