Abstract
Blended language learning is the principled mix of online and classroom‐based activities in a second language class or program. This entry discusses issues that drive learners, teachers, authors, and administrators to adopt blended learning approaches over single venue approaches. The theoretical constructs of blended learning are summarized with attention to a critical, process‐based definition of technology, classroom ecologies, and types of blending options. Finally, several key pedagogical implications of blended learning include flipped classroom, gamification, team authoring, and collaborative teaching/research.
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