8. Technology-Enabled Interinstitutional Professional Development for Less Commonly Taught Languages

Advancing Critical CALL across Institutions and Borders - Reimagining Possibilities for Languages, Literacies, and Cultures - Emma Britton

Emily Heidrich Uebel [+-]
Michigan State University
Dr. Emily Heidrich Uebel is Associate Executive Director of the National LCTL Resource Center and an Academic Specialist at the Center for Language Teaching Advancement (CeLTA) at Michigan State University. She was lead co-editor on recent volumes on Language Program Vitality in Higher Education and sharing LCTLs across institutions. Her research interests include language proficiency, educational technology and online instruction, LCTL education, and faculty development. More information on her website: https://emilyheidrichuebel.com/
Luca Giupponi [+-]
Michigan State University
Dr. Luca Giupponi is the Head of Technology at the National LCTL Resource Center. His work focuses on faculty development, technology integration, and program evaluation. His recent publications include a chapter in a CALICO special volume investigating patterns of technology integration in language teachers’ classroom practices following the pandemic. He is also the co-editor of a recent volume on sharing LCTLs across higher education institutions.
Koen Van Gorp [+-]
Michigan State University
Dr. Koen Van Gorp is Assistant Professor of Applied Linguistics, and Less Commonly Taught Languages (LCTL) Coordinator in the Department of Linguistics, Languages, and Cultures at Michigan State University. He also serves as Head of Research for the National LCTL Resource Center (NLRC). His research interests are task-based language teaching and assessment, and multilingualism. He is founding Co-Editor of TASK. Journal on Task-Based Language Teaching and Learning.
Thomas Garza [+-]
University of Texas Austin
Dr. Thomas Jesús Garza is Associate Professor in Slavic and Eurasian Studies at the University of Texas at Austin and Director of the Texas Language Center. He has published research on world languages and cultures and has authored several Russian and EFL textbooks. His current research is on inclusive and accessible language instruction, critical pedagogies of empathy, and marginal masculinities in contemporary Russian and Latino cultures. More information in his website: https://liberalarts.utexas.edu/slavic/faculty/garzatj

Description

Providing professional development (PD) opportunities for less commonly taught language (LCTL) instructors is crucial to ensuring that these often under-resourced instructors and programs are prepared for the demands of the current technology-filled workplace. By offering technology-enabled interinstitutional PD programs, we connect LCTL instructors across institutions and facilitate the creation of a much wider community of practice. In addition, if multiple institutions work together to create PD programs, resources and expertise can be pooled to execute these programs. This chapter foregrounds how LCTL programs have already been leveraging technology through course sharing efforts and explains how LCTLs are central to institutional diversity, equity, inclusion, and accessibility (DEIA) plans. Next, the transformative potential of technology-enabled interinstitutional PD is illustrated, using the example of two advanced online language teaching courses: Purposeful Technology Integration (creating an innovative teacher mindset) and Teaching the Whole Class (designing differentiated and inclusive instruction).

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Citation

Heidrich Uebel, Emily; Giupponi, Luca; Van Gorp, Koen; Garza, Thomas. 8. Technology-Enabled Interinstitutional Professional Development for Less Commonly Taught Languages. Advancing Critical CALL across Institutions and Borders - Reimagining Possibilities for Languages, Literacies, and Cultures. Equinox eBooks Publishing, United Kingdom. p. Apr 2025. ISBN 9781800505674. https://www.equinoxpub.com/home/view-chapter/?id=46554. Date accessed: 21 Nov 2024 doi: 10.1558/equinox.46554. Apr 2025

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