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It's Been Said Before

By Orin Hargraves

It's Been Said Before "examines why certain phrases become clichés and why they should be avoided -- or why they still have life left in them."

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Sounds Fascinating

By J. C. Wells

How do you pronounce biopic, synod, and Breughel? - and why? Do our cake and archaic sound the same? Where does the stress go in stalagmite? What's odd about the word epergne? As a finale, the author writes a letter to his 16-year-old self.

Academic Paper

Title: A closer look at blended learning — parameters for designing a blended
Author: Petra Neumeier
Institution: Ludwig-Maximilians-Universität München
Linguistic Field: Language Acquisition
Abstract: In the course of designing, writing and implementing CALL-supported material, it has become evident to me that a systematic investigation into the factors that shape the Blended Learning (BL) experience in the context of language learning and teaching is missing and urgently needed. The core question when designing a BL environment is:
Which combination of modes provides the optimal basis for language learning and teaching given the particular conditions at hand? In order to tackle this question, course designers need a framework of parameters that help them decide on the individual, context-related implementation of BL. It is the purpose of this paper to put forward a definition of BL and a framework of parameters for designing a BL environment. In order to achieve a better understanding of the factors that shape the practice and the experience of BL, the main parameters which form a BL environment will be listed and specified.
These parameters evolved from the experience of designing Jobline LMU ( and will hopefully prove to be helpful for the process of designing other BL environments. If applied successfully, the idea of BL could serve as a bridge between the broader community of language teachers and learners and CALL experts and practitioners. BL offers the potential of broadening the scope and influence of CALL and of (re-)establishing it as an innovative component of general language teaching.


This article appears IN ReCALL Vol. 17, Issue 2.

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