The Immersive Classroom
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  • Lessons
    • Teaching with Music >
      • Song warm-up lesson plans, setup, procedure, and exams
      • How to teach "Tú sí sabes quererme" by Natalia Lafourcade
      • How to teach "La Carretera" by Prince Royce
      • How to teach "Latinoamérica" by Calle 13
      • How to teach "Prohibido Olvidar" by Rubén Blades
      • How to teach "Traidora" by Gente de Zona
      • How to teach "La Bicicleta" by Shakira and Carlos Vives
      • How to teach "Culpa al Corazón" by Prince Royce
      • How to teach "Déjà Vu" by Prince Royce and Shakira
      • How to teach "Amor de Mis Amores" by Natalia LaFourcade
      • How to teach "Despacito" by Luis Fonsi and Daddy Yankee
    • Teaching with TPRS >
      • Using TPRS in the World Language Classroom
      • Valentine's Day Lesson
    • Teaching with Tech >
      • Why Duolingo
      • Duolingo In Curriculum
    • Teaching with Film >
      • Rebelión en Oaxaca: Film Resource
      • Blossoms of Fire - A Film Resource
    • Teaching Social Justice >
      • Problems and Solutions in Our Baltimore Community
      • Resources for teaching students about the Oaxacan Uprising of 2006
  • Service Learning
    • The Advocacy Project >
      • Teaching Social Justice: My Background and Context
      • Inspiration for "The Advocacy Project"
      • Providing opportunities for volunteering during "The Advocacy Project"
      • How are students graded while participating in "The Advocacy Project"?
      • Student Reflections on "The Advocacy Project"
  • Travel
    • Cuba >
      • Pedro Pablo Oliva and "The Great Blackout"
      • Patio del Pelegrín Community Project
      • El Tanque - Casa Cultural Comunitaria
      • A Lecture with Cuban Academic Jorge Mario Sánchez Egozcue
    • Mexico >
      • Oaxaca: Mazatec and the language of whistling
      • Oaxaca: Monte Albán and a Oaxacan lunch
      • Oaxaca: Monte Albán and Atzompa
      • Oaxaca: Yanhuitlan
      • Oaxaca: Danza de las Plumas in Teotitlán del Valle
    • Spain >
      • Madrid
      • Sevilla
      • Feeling at home
  • Resources
  • Tutoring
  • Blog
  • Contact

Why Duolingo?

Since 2013, I have been using Duolingo as a free language-learning tool for student enrichment in my World Language course. I assign students homework under the Duolingo format each week, either through the free Duolingo Application or on the Duolingo Website.
 
For a short introductory video to Duolingo, please see the following link:
https://www.youtube.com/watch?v=8OebgtUjLg4
 
In a 2012 study by R. Vesselinov and J.Grego, it was found that a person with no knowledge of Spanish would need between 26 and 49 hours (34 on average) to cover the material for the first college semester of Spanish.
 
Please see the following link to see the study in its entirety:
http://static.duolingo.com/s3/DuolingoReport_Final.pdf
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  • Home
  • About
  • Lessons
    • Teaching with Music >
      • Song warm-up lesson plans, setup, procedure, and exams
      • How to teach "Tú sí sabes quererme" by Natalia Lafourcade
      • How to teach "La Carretera" by Prince Royce
      • How to teach "Latinoamérica" by Calle 13
      • How to teach "Prohibido Olvidar" by Rubén Blades
      • How to teach "Traidora" by Gente de Zona
      • How to teach "La Bicicleta" by Shakira and Carlos Vives
      • How to teach "Culpa al Corazón" by Prince Royce
      • How to teach "Déjà Vu" by Prince Royce and Shakira
      • How to teach "Amor de Mis Amores" by Natalia LaFourcade
      • How to teach "Despacito" by Luis Fonsi and Daddy Yankee
    • Teaching with TPRS >
      • Using TPRS in the World Language Classroom
      • Valentine's Day Lesson
    • Teaching with Tech >
      • Why Duolingo
      • Duolingo In Curriculum
    • Teaching with Film >
      • Rebelión en Oaxaca: Film Resource
      • Blossoms of Fire - A Film Resource
    • Teaching Social Justice >
      • Problems and Solutions in Our Baltimore Community
      • Resources for teaching students about the Oaxacan Uprising of 2006
  • Service Learning
    • The Advocacy Project >
      • Teaching Social Justice: My Background and Context
      • Inspiration for "The Advocacy Project"
      • Providing opportunities for volunteering during "The Advocacy Project"
      • How are students graded while participating in "The Advocacy Project"?
      • Student Reflections on "The Advocacy Project"
  • Travel
    • Cuba >
      • Pedro Pablo Oliva and "The Great Blackout"
      • Patio del Pelegrín Community Project
      • El Tanque - Casa Cultural Comunitaria
      • A Lecture with Cuban Academic Jorge Mario Sánchez Egozcue
    • Mexico >
      • Oaxaca: Mazatec and the language of whistling
      • Oaxaca: Monte Albán and a Oaxacan lunch
      • Oaxaca: Monte Albán and Atzompa
      • Oaxaca: Yanhuitlan
      • Oaxaca: Danza de las Plumas in Teotitlán del Valle
    • Spain >
      • Madrid
      • Sevilla
      • Feeling at home
  • Resources
  • Tutoring
  • Blog
  • Contact