Bio:

Fernando Rubio currently serves as the Director of the Center for Language Study (CLS) at Yale University. He previously held the position of Director of the Second Language Teaching and Research Center at the University of Utah. Over the past two decades, he has been actively involved in various professional organizations, including The Modern Language Association, The College Board, and ACTFL. HE also served as president of the National Federation of Modern Language Teachers Associations.

Professor Rubio’s research interests lie in the fields of Applied Linguistics and Teaching Methodologies, with a focus on technology-enhanced language learning and teaching. He is the author of two textbooks, Tercer Milenio, Kendall-Hunt (2009), and Juntos, Cengage (2018). Additionally, he has co-edited the volume Hybrid Language Teaching and Learning: Exploring Theoretical, Pedagogical and Curricular Issues, Heinle (2012), and co-authored Creating Effective Blended Language Learning Courses: A Research-Based Guide from Planning to Evaluation, Cambridge UP (2020), which was honored with the 2019-2020 MLA Mildenberger Prize.

Professor Rubio has contributed numerous articles and book chapters on subjects related to second language acquisition, assessment, and technology-enhanced language teaching. He has also held roles as the Principal Investigator on two Language Flagship Grants and a Title VI National Language Resource Center grant. Presently, he serves as the Principal Investigator on several large grants from the US Department of Education and Department of Defense.

Title and Abstract of the Talk:

A framework for designing and teaching online language courses
In this talk, I describe a framework that helps language teachers think through the structure, process and evaluation aspects of a course designed to be delivered online. The framework takes teachers and course designers through four phases:  Design, Build, Teach and Revise. From a methodological point of view, the framework applies the basic principles of instructional design (ID) as proposed by Gagné et al. (1992) and is consistent with the Backward Design approach (Wiggins & McTighe, 2005). Special attention will be dedicated to the Teach phase of the framework, including examples of specific High-Leverage Practices for online language courses.