Pre-Workshop Required Reading List
To Sync or Not To Sync? That is the Question 
(Spasova & Johnshoy, 2020). The authors of this article—one is editor of FLTMAG; the other is director of CARLA—define and offer examples of synchronous and asynchronous online instruction. They also discuss variables that should be considered when selecting which format is most appropriate for various teaching contexts. Real-world considerations, such as "Zoom fatigue" and how to establish and maintain teacher presence, are also discussed. The conclusion of this article talks about balancing the two online modes, which segues nicely into our next article. 
Bichronous Online Learning: Blending Asynchronous and Synchronous Online Learning 
(Martin, Polly, & Ritzhaupt, 2020). After reviewing the various types of online and blended courses, the authors offer their definition of bichronous online learning, situating it between the extremes of fully synchronous and fully asynchronous domains. They recognize that most existing online language courses embrace aspects of both, with the amount of each varying according to the priorities of each instructor, and according to the limitations of schedules and available technologies. 
Best Practices for an Online Spanish Course 
(Blake & Guillén, 2014). This article offers practical advice in a very accessible format and offers a snapshot of what a typical week might look like in a fully online bichronous university language course. While some sections of this article will feel outdated—particularly the section on the characteristics of students who seek out online courses (as if students have other choices these days!)—other sections are highly relevant. As you read, note how Blake and Guillén connect asynchronous and synchronous tasks into their week.

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