Virtual learning can be incredibly challenging for world language learners, particularly novice learners with little knowledge about the target language. However, high-quality virtual learning has become essential for world language educators to reach learners with limited access to face-to-face programs.

At TAMU World Languages Academy, participants are introduced to an innovatively designed and successfully implemented virtual program for K-5 non-heritage language learners of Chinese and Korean. Grounded in the contemporary cognitive theory of game-based learning, the program is designed to fully integrate language, culture, and STEAM (Science, Technology, Engineering, Art, and Mathematics). Learners in the program acquire the target languages by engaging in a virtual scavenger hunt exploring the history and culture of East Asia, from its vibrant art to its pioneering robotics research.

Our program features the creative use of technology to conduct collaborative and hands-on projects in the target language in a virtual setting, as well as evidence-based approaches to sustaining young learners’ motivation in a virtual setting.

Research has shown that learning a world language at a young age benefits children tremendously in multiple areas, including pronunciation, oral skills, metalinguistic awareness, cognitive development (e.g., executive functioning), multi-cultural understanding, and self-concept. How can young learners be motivated to learn a world language? How should educators design curricula and create instructional activities that are personally meaningful and engaging for young learners? You will find answers to these critical questions at the TAMU World Languages Teacher Academy!

Integrating language and content in world language education creates meaningful contexts for learners to use the new language. How can teachers present content in a way that is engaging and conducive to language learning for novice world language learners who have little prior experience with the target language? How should teachers develop a curriculum that strategically integrates language and content so instructional activities provide ample opportunities for learners to acquire and practice progressively more complex vocabulary and language structures? At the TAMU World Language Teachers Academy, we address these questions with empirical research and our extensive experience working with young novice language learners.

Many world language teachers in the US are native speakers of the language without prior background in linguistics. Thus, they usually have to undergo multiple rounds of trial and error to realize the specific linguistic challenges their non-native speaking students have. In light of this need, the TAMU World Language Teachers Academy provides our participants with a systematic orientation to the unique challenges in phonology, semantics, morphology, syntax, and pragmatics faced by beginning learners of the target language. Our professional development program features in-depth discussions on how to design task-based and learner-centered activities to address these specific linguistic challenges.