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The Online Language Class Done Right - Techniques & Tools

In a traditional classroom-based language class, it would be commonplace to find sustained, free-flowing discussions, brainstorming sessions and passionate exchanges of ideas. Now well into the new normal, the virtual language classroom looks entirely different.

Technology, from being an add-on tool, became a way of life. For our language educators, reinventing classes to suit the virtual platform was the biggest challenge. Ensuring high levels of engagement, comprehension and recall despite poor internet connections, other distractions and unfamiliarity with platforms and tools were other initial challenges.

In this article, we explore the strategies and tools our language educators have been using (English, Hindi and foreign languages) to conduct effective language teaching and learning online.

With the classroom no longer a confined space, there is an ocean of resources to tap into for the educator. From thematic online quizzes on grammar and vocabulary, to skill-based exercises and assessments, these resources can be embedded creatively into the lesson to help learners online. We outline a few techniques used in the digital language classroom.
 

  1. Students have taken ownership of their learning through flipped classes. Some of the tools (discussed in the “Tech Tools” tab) which have allowed for peer learning and for students to take ownership of their learning, have been used very successfully in a flipped classroom setting.

     
  2. Blended learning through both synchronous and asynchronous modes is an effective component in the educator’s toolkit, as both have different benefits and challenges. Using a blend of both can make way for greater opportunity in terms of student-led learning as well as peer teaching and learning.

     
  3. To enable polyphony in class while still maintaining some order, using the Chat feature on the platform of choice (such as MS Teams) is the best way.

     
  4. To promote camaraderie in class and giving a confidence boost, students are encouraged to use non-verbal cues to express themselves in class – “like” or react to other students' work, for instance.
     

  5. Using a platform such as Google Classrooms in conjunction with other platforms helps to create an informal space even outside class time (akin to a conversation in a corridor), distinct from the formal space for actual notebook work and submission.

     
  6. Allowing for safe spaces for students by offering varying degrees of anonymity to your class (for instance, Mentimeter can offer total anonymity and on Peardeck, the teacher can see names but other students cannot). This gives shy students the opportunity to express themselves freely, without fear of peer judgement.

The multiplicity of platforms has allowed for personalised learning to flourish, with each student  being able to pace his or her learning. Conducting Formative Assessments, especially, has been highly effective with understanding thus becoming sharper. The following apps have been used extensively in our language classes.
 

  1. Pear Deck which is an interactive add-on for slides and presentations can be used as a substitute for notebook work (by way of quizzes, polls, activities and so on). It also allows the educator to anonymously project student work to the entire class, but anonymously so. Thus, it can be used to give individual feedback, yet the entire class can benefit without compromising the privacy of the student. This is also a great way to share ideas and examples, and therefore works as a substitute for board work.

     
  2. NearPod is an effective platform for introducing new concepts, by adding quizzes, audio, activities, calculators, drawing boards, games and more to the lesson.

     
  3. Microsoft Sway is a free online tool that can facilitate an engaging, interesting and fresh flipped classroom. Teachers or students can create digital stories through Sway by displaying interactive multimedia along with text. Content from various sources can be added within Sway, allowing the learner to remain on-task. Even audio can be added to a Sway, allowing for learners to create interesting Language Sways.

     
  4. Using quiz apps to check comprehension, vocabulary or word association exercises etc is not only an engaging but also an effective tool in language classes. Conducting and recording short Formative Assessments can be done effectively by way of Google Forms, Quizziz and/or Mentimeter. These apps can also be used to gamify learning, especially for younger learners.

     
  5. Interactive online bulletin boards such as Padlet and Google Jamboard can be used for collaborative work. These are great for language teachers and have worked well for preparing notes required for analysis of visual stimuli.

     
  6. Popplet is a mind-mapping tool to capture and organise ideas through not just text, but also links, images, drawings etc to create a visually informative landscape of information. It also allows for teacher-student collaboration. In a language class, word association exercises, vocabulary as well as grammar rules can be brought to life using a Popplet board.

     
  7. Our foreign language educators extensively use YouTube videos for listening comprehension.

     
  8. For languages with different scripts (Hindi, Sanskrit etc) our students and educators make use of Google Input Tools.

     
  9. Exam.net has been the platform of choice to conduct examinations for older students, with an invigilator overseeing on a platform such as Google Meet.

     
  10. A Learning Management System (LMS) has been one of the foundations for successful online classes. In a way, the “new age notebook”, systems such as Veracross and ManageBac keep communication between all the stakeholders open and organised. Such LMS are used in assigning homework assignments, grading, report cards, feedback, parent-teacher communication and so on, thus providing a compilation of all learning.

 

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