Daria Mizza is Head of Language Instructional Technology at the School of Advanced International Studies of The Johns Hopkins University, where she also directs the French and Italian Language Programs. Fernando Rubio is Professor of Spanish Linguistics at the University of Utah, where he is also Director of the Second Language Teaching and Research Center and Director of Online Curriculum Enhancement and Innovation.

• Part I. Theoretical Background: 1. Blended language learning definition and research; Part II. Route, Process, and Structure: 2. The roadmap to blended language learning adoption: routes, rationales, and the decision-making process; 3. The foundation of blended language learning: the blend, the blending process, and the blended path; 4. Course design and redesign in practice: examples from colleges and universities across the world; Part III. The BLL Development Framework: 5. The design phase: planning and organizing blended language courses; 6. The build phase: building activities and tasks for blended language courses; 7. The teach phase: teaching blended language courses; 8. The revise phase: assessing and evaluating blended language courses.

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Daria Mizza is Head of Language Instructional Technology at the School of Advanced International Studies of The Johns Hopkins University, where she also directs the French and Italian Language Programs. Fernando Rubio is Professor of Spanish Linguistics at the University of Utah, where he is also Director of the Second Language Teaching and Research Center and Director of Online Curriculum Enhancement and Innovation.

• Part I. Theoretical Background: 1. Blended language learning definition and research; Part II. Route, Process, and Structure: 2. The roadmap to blended language learning adoption: routes, rationales, and the decision-making process; 3. The foundation of blended language learning: the blend, the blending process, and the blended path; 4. Course design and redesign in practice: examples from colleges and universities across the world; Part III. The BLL Development Framework: 5. The design phase: planning and organizing blended language courses; 6. The build phase: building activities and tasks for blended language courses; 7. The teach phase: teaching blended language courses; 8. The revise phase: assessing and evaluating blended language courses.

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Daria Mizza is Head of Language Instructional Technology at the School of Advanced International Studies of The Johns Hopkins University, where she also directs the French and Italian Language Programs. Fernando Rubio is Professor of Spanish Linguistics at the University of Utah, where he is also Director of the Second Language Teaching and Research Center and Director of Online Curriculum Enhancement and Innovation.

• Part I. Theoretical Background: 1. Blended language learning definition and research; Part II. Route, Process, and Structure: 2. The roadmap to blended language learning adoption: routes, rationales, and the decision-making process; 3. The foundation of blended language learning: the blend, the blending process, and the blended path; 4. Course design and redesign in practice: examples from colleges and universities across the world; Part III. The BLL Development Framework: 5. The design phase: planning and organizing blended language courses; 6. The build phase: building activities and tasks for blended language courses; 7. The teach phase: teaching blended language courses; 8. The revise phase: assessing and evaluating blended language courses.

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