Technology-Enhanced Learning and Linguistic Diversity

Patrick-André Mather teaches Linguistic Theory, Sociolinguistics, and Phonetics at the University of Puerto Rico (Rio Piedras). He specializes in the study of language contact and diversity, including pidgins and creoles, sociophonetics, and language policy and planning.

• Chapter 1.Higher education and the multilingual classroom: how applied linguistics research can help design effective teaching strategies; Patrick-André Mather Part I: Third language acquisition and teaching: from theory to practice Chapter 2.The Additive Effect of Bilinguals’ Metalinguistic Awareness in Additional Language Acquisition; Francesca D’Angelo Chapter 3.Learning Spanish and supporting Erasmus students’ first language in the interactive classroom; Silvia Chireac Chapter 4.Translanguaging Strategies for Teaching Literature in a Multicultural Setting; Maria Teresa Martinez-Garcia, Patricia Arnold Chapter 5.On the implementation of language intercomprehension in the American university; Cedric J. Oliva, Alan Gomez Chapter 6.Technology-enhanced learning in the L3 German classroom; Sven-Ole Andersen Chapter 7.The intersection of language, culture and technology: Perceptions of L3 learning by L2 speakers of English; Chesla Ann Lenkaitis, Shannon M. Hilliker, Luis Y. Castañeda Chapter 8.Students’ attitudes towards critical telecollaboration: A case study in an L2/L3 French classroom; Vincent Chanethom Part II: Teaching college and university-level content courses in an additional language Chapter 9.Technology-enhanced lesson plans for multilingual students; Anna Moni Chapter 10.Teacher-training programs in Physical Education for African-American and Hispanic students; Langston Clark, Carlos M. Cervantes Chapter 11.The Cumulative Curriculum Model for Content and Language Development in the Multilingual Classroom; Robb McCollum Chapter 12.Second and third language acquisition and the multilingual classroom: new insights for higher education; Patrick-André Mather