The student teaching semester affords teacher candidates the chance to apply what they have learned during their teacher preparation coursework. Therefore, it can be a prime opportunity for student teachers to implement computer assisted language learning (CALL) and use technology for their own language learning. This study explores United States K-12 foreign language (FL) student teachers’ use of and beliefs about CALL technologies. Four research questions guide this study: (a) How are FL student teachers using CALL for personal language learning (if at all)? (b) What do FL student teachers report they believe about their own personal language learning using CALL? (c) How are FL student teachers using CALL pedagogically (if at all)? (d) What do FL student teachers report they believe about their teacher preparation in CALL? Data from 73 FL student teachers suggest FL student teachers do not feel well prepared to use CALL technologies pedagogically and that they have a limited repertoire of technology resources. Approximately 85% of these student teachers self-report their knowledge of CALL technologies as novice or intermediate. This article examines the virtues and shortcomings of FL student teachers’ preparation and use of CALL and offers suggestions for FL teacher education.

This chapter explores pandemic-driven innovations in world language (WL) curriculum design and content delivery that encouraged student communication during remote learning. The study focused on questionnaire data from 49 WL instructors who identified specific pedagogical techniques acquired and honed during the COVID-19 pandemic, even amidst unprecedented hardships. Results indicated that WL instructors found most successful the types of activities which allowed for more timely feedback and student choice and built communicative skills for real-life situations. Furthermore, the instructors shared post-pandemic plans to employ more of these technological tools that fostered student collaboration and engagement, with a focus on building community and supporting social and emotional learning. Educators also emphasized deepened awareness regarding the myriad inequities among learners, the importance of establishing rapport with students, and the value of their own professional networks.

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