LTT, Edition 1, December 2018
Carmela Scala, Rutgers University
Daniele DeFeo, Princeton University
"Developing Cultural Literacy: The Contrastive Study of TV Advertisements,"
pdf "Technology’s Promise: Online or Face-to-Face, the Language is Yours!," Renée D'Elia-Zunino
pdf "How to Develop Listening Abilities with Minuti Contati. An Experimental Study with International Mobility Students in Turin." Micaela Grosso, Paolo Nitti
pdf "Developing Competence and Critical Thinking with Activities Based on the Literacy Approach," Annalisa Mosca
pdf "Exploring ESP Learners’ Motivation: The Case of MOOC Integration into the University," Olga N. Stognieva
The Journal of Language Teaching and Technology (LTT) is a peer-reviewed academic journal that aims at disseminating research on language methodology and teaching through technology. Submission information for the 2019 cycle will be posted shortly. All abstracts should be sent to Carmela Scala at email@example.com and Daniele Defeo at firstname.lastname@example.org.
The Journal of Language Teaching and Technology (LTT) is sponsored by the Italian Department at Rutgers University and is a peer-reviewed journal. Our editorial board is comprised of scholars in the fields of second language acquisition and computer-assisted language learning. The focus of the journal is on second language acquisition and teaching methodologies and on how the use of technology enhances the teaching and learning experience. We are an open-access journal, meaning that all content is freely available without charge to the user or his or her institution. Authors are not charged either for submitting articles or for publication of their accepted articles. Authors maintain copyright over their individual articles and should be contacted regarding any questions about publication rights.
Note: LTT is published once a year
Editorial Board Members
Daniele De Feo
Daniele De Feo has a Ph. D from Rutgers University and is currently a lecturer at Princeton University. His thesis, “Il Gusto della Modernità: Aesthetics, Nation and the Language of Food in 19th Century Italy,” examines the 19th Century European discourse of taste, both in its sensorial and its metaphorical significance, and considers the contribution of literary, philosophical and culinary writings in their ability to challenge aesthetic and social boundaries. His has published in Quaderni di italianistica, Food and Culture. Identity Formation through Eating Customs. and and is working on the volume, Eve’s Sinful Bite: Foodscapes in Italian Women’s Writing, Culture and Society. He has directed language programs and has created online courses, as well as given workshops to TAs and lecturers on various topics from virtual technologies for the language classroom, to the Tasked-based approach, to literacy and student engagement.
Richard Kern is Professor of French and Director of the Berkeley Language Center at the University of California at Berkeley. He teaches courses in French linguistics, language, and foreign language pedagogy, and supervises graduate teaching assistants. His research interests include language acquisition, literacy, and relationships between language and technology. He is Associate Editor for Language Learning & Technology and Editor of the Teacher’s Forum section of L2 Journal.
Professor Kern has most recently published Language, Literacy, and Technology (2015 Cambridge UP) and has an edited volume in press with Routledge (co-edited with Christine Develotte) entitled Online Multimodal Communication and Intercultural Encounters: Theoretical and Educational Perspectives.
Colleen Ryan is currently President of the American Association of University [Foreign Language Program] Supervisors and Coordinators. From 2013-2015 She was the AAUSC Vice President. From 2009-2011, she served as founding Section Head for Italian.Colleen is also the Vice President for Colleges and Universities of the American Association of Teachers of Italian (2014-2017). From 2009-2012 She served as the AATI’s elected Midwest Representative and prior still, she served as Chair of the College Essay Competition.Also a member of the College Board's original Task Force for AP Italian Language and Culture, Colleen has worked on high school-college curriculum articulation in numerous capacities over the last 10 years and has just completed (July 2017) a second term as member of the AP Italian Test Development Committee.
Carmela B. Scala received her PhD in Comparative Literature from the City University of New York. Her main field of research is Baroque literature, fairytales, folklore and dialect literature. She is also interested in contemporary literature, and has published a book on contemporary cinema, “New Trends in Italian Cinema: "New" Neorealism”. She has also written and published articles on more contemporary Italian authors. She recently published a book on Basile’s Lo cunto de li cunti titled “Fairytales- A world between the Imaginary. Metaphors at Play in Lo cunto de li cunti by Giambattista Basile” and an Italian reader “Un viaggio fantastico nella lingua e nella cultura italiana!” Her last article “Matteo Garrone’s The Tale of Tales-Visual Metaphors and Transmedial Storytelling” will be published in the book entitled “The Body of Naples: Corporality and Performativity in Baroque Naples” (Lexington Books). She is currently the Director of the Italian Language Program at Rutgers University and has won an entrepreneurial grant to develop a Professional Development workshop completely on line for Italian Teachers. She is also the founder of the Language Teaching and Technology (LTT) journal.
Diane TedickDiane J. Tedick (Professor, University of Minnesota) has been a second language teacher educator and researcher for nearly 30 years. She has conducted research and published on bilingual and immersion education, content-based language instruction, as well as language teacher education. Her publications have appeared in highly regarded journals such as Applied Linguistics, Modern Language Journal, and theInternational Journal of Bilingual Education and Bilingualism, and she has co-edited two volumes on immersion education that were published by Multilingual Matters: Pathways to Multilingualism: Evolving Perspectives on Immersion Education (2008 with Tara Fortune) and Immersion Education: Practices, Policies, Possibilities(2011 with Donna Christian and Tara Fortune) and one published in 2005 by Laurence Erlbaum: Second Language Teacher Education: International Perspectives. She is also founding co-editor (now sole editor) of an international research journal published by John Benjamins, the Journal of Immersion and Content-Based Language Education.
Celinés Villalba Rosado is an Assistant Teaching Professor in the Department of Spanish and Portuguese at Rutgers, The State University of New Jersey. She also coordinates Spanish language courses at the 100 level. Her teaching and research and teaching interest includes cultural competence, blended learning, materials for immersion experiences and language for the professions and heritage speakers. She specializes in the design and the development of pedagogical materials. Celinés has been certified as ACTFL OPI interviewer and WPT rater. In 2015 she received School of Arts and Science Award for Distinguished Contributions to Undergraduate Education for her contribution to curriculum development. She has collaborated as contributing author for Leeser and Van Patten’s Así lo veo: Intermediate Spanish. In 2016, she received a School of Arts and Science Entrepreneurial Award to develop fully online Spanish for the Professions courses.