Carla Meskill is Professor in the Department of Educational Theory and Practice at the University at Albany, State University of New York. Her research and teaching explores new forms of technology use in language education as well as the influences of new technologies on developing language and literacy practices.Natasha Anthony is Director of the International Language Laboratory and Assistant Professor of Russian at Hudson Valley Community College in New York. She also teaches graduate online courses in the Department of Educational Theory and Practice at the University at Albany, State University of New York. Her research focuses on Computer Assisted Language Learning and, more specifically, on the use of synchronous and asynchronous oral components in online language courses.

• Introduction to the 2nd Edition1: Teaching Languages Well Online: The Essentials 2: Language Learning and Teaching in Oral Synchronous Environments3: Language Learning and Teaching in Oral Asynchronous Environments 4: Oral Venues Amplified via Text and Visuals5: Language Learning and Teaching in Written Synchronous Environments6: Language Learning and Teaching in Written Asynchronous Environments7: Written Venues Amplified via Sound and Visuals8: Continuing the Conversation Glossary of TermsIndex

In the authors' words, ‘Language educators are the crux’ (p. xi) and they need to upgrade their skillset to include knowledge on how to put new technologies to good pedagogical use. The result is a succession of real-life online TeachereStudent dialogues together with accompanying analysis, with page after page of helpful illustrations provided by computer screenshots. As you work your way through them, you encounter a wide assortment of languages being taught and this adds a degree of both breadth and weight to the authors' claims, in addition to being a rather nice exotic touch.We are, in fact, informed that there are indeed seventy more examples of instructional conversations than in the first edition and this is a statistic worth pausing over, because it gives a sense of just how replete the book is with concrete cases.

Carla Meskill is Professor in the Department of Educational Theory and Practice at the University at Albany, State University of New York. Her research and teaching explores new forms of technology use in language education as well as the influences of new technologies on developing language and literacy practices.Natasha Anthony is Director of the International Language Laboratory and Assistant Professor of Russian at Hudson Valley Community College in New York. She also teaches graduate online courses in the Department of Educational Theory and Practice at the University at Albany, State University of New York. Her research focuses on Computer Assisted Language Learning and, more specifically, on the use of synchronous and asynchronous oral components in online language courses.

• Introduction to the 2nd Edition1: Teaching Languages Well Online: The Essentials 2: Language Learning and Teaching in Oral Synchronous Environments3: Language Learning and Teaching in Oral Asynchronous Environments 4: Oral Venues Amplified via Text and Visuals5: Language Learning and Teaching in Written Synchronous Environments6: Language Learning and Teaching in Written Asynchronous Environments7: Written Venues Amplified via Sound and Visuals8: Continuing the Conversation Glossary of TermsIndex

In the authors' words, ‘Language educators are the crux’ (p. xi) and they need to upgrade their skillset to include knowledge on how to put new technologies to good pedagogical use. The result is a succession of real-life online TeachereStudent dialogues together with accompanying analysis, with page after page of helpful illustrations provided by computer screenshots. As you work your way through them, you encounter a wide assortment of languages being taught and this adds a degree of both breadth and weight to the authors' claims, in addition to being a rather nice exotic touch.We are, in fact, informed that there are indeed seventy more examples of instructional conversations than in the first edition and this is a statistic worth pausing over, because it gives a sense of just how replete the book is with concrete cases.

Carla Meskill is Professor in the Department of Educational Theory and Practice at the University at Albany, State University of New York. Her research and teaching explores new forms of technology use in language education as well as the influences of new technologies on developing language and literacy practices.Natasha Anthony is Director of the International Language Laboratory and Assistant Professor of Russian at Hudson Valley Community College in New York. She also teaches graduate online courses in the Department of Educational Theory and Practice at the University at Albany, State University of New York. Her research focuses on Computer Assisted Language Learning and, more specifically, on the use of synchronous and asynchronous oral components in online language courses.

• Introduction to the 2nd Edition1: Teaching Languages Well Online: The Essentials 2: Language Learning and Teaching in Oral Synchronous Environments3: Language Learning and Teaching in Oral Asynchronous Environments 4: Oral Venues Amplified via Text and Visuals5: Language Learning and Teaching in Written Synchronous Environments6: Language Learning and Teaching in Written Asynchronous Environments7: Written Venues Amplified via Sound and Visuals8: Continuing the Conversation Glossary of TermsIndex

In the authors' words, ‘Language educators are the crux’ (p. xi) and they need to upgrade their skillset to include knowledge on how to put new technologies to good pedagogical use. The result is a succession of real-life online TeachereStudent dialogues together with accompanying analysis, with page after page of helpful illustrations provided by computer screenshots. As you work your way through them, you encounter a wide assortment of languages being taught and this adds a degree of both breadth and weight to the authors' claims, in addition to being a rather nice exotic touch.We are, in fact, informed that there are indeed seventy more examples of instructional conversations than in the first edition and this is a statistic worth pausing over, because it gives a sense of just how replete the book is with concrete cases.