# Online Language Teaching: Setup and Tools

## Equipment priorities (in order)

| Item | Why it matters for language teaching | Recommendation |
|------|--------------------------------------|----------------|
| Connection | Freezes break listening and turn-taking | Ethernet if possible; 3+ Mbps upload for HD video with margin (most platforms need about 1.5 Mbps for standard group video); test at lesson time |
| Microphone | Learners need a clear model of sounds and stress | Headset with boom mic or USB microphone; avoid laptop mics |
| Headphones | Prevents echo when learners speak | Closed headphones or headset |
| Light | Learners read your mouth and expressions | Light in front of you (window or lamp), not behind |
| Camera | Face and gestures carry meaning | Eye level, head and shoulders, plain background |
| Second screen | See learners and materials at once | Optional but helpful |
| Backup | Lessons continue when something fails | Phone hotspot, second device, alternative link, offline task by email |

## Platform features to check

| Feature | Use in language classes |
|---------|-------------------------|
| Breakout rooms | Pair and group speaking (essential for groups of 4+) |
| Share computer audio | Listening tasks, songs, videos |
| Whiteboard / annotation | Board work, timelines, error correction, games |
| Chat | Answers from everyone at once (chat waterfall), spelling, links |
| Polls / reactions | Quick checks, voting, hinge questions |
| Recording | Learner self-review, absent learners (with consent) |
| Captions / transcripts | Accessibility; check accuracy before relying on them |
| Spotlight / pin | Showing the speaker in presentations |

Most mainstream meeting platforms (for example Zoom, Microsoft Teams, Google Meet) offer most of these, but
breakout rooms, audio sharing and whiteboards differ by plan and settings: check the current version and your
institution's licence.

## Complementary tools (examples)

| Purpose | Examples |
|---------|----------|
| Collaborative writing | Google Docs, Microsoft Word online, Etherpad |
| Boards and walls | Padlet, Miro, FigJam, Microsoft Whiteboard |
| Quizzes and games | Kahoot!, Quizizz (Wayground), Wordwall, Blooket, Quizlet |
| Recording speaking | Flip-style video responses, voice notes in the LMS, Vocaroo-type recorders |
| Course hub | Google Classroom, Moodle, Microsoft Teams classes, Canvas |

Check each tool's data protection terms (GDPR, COPPA for children in the US) before asking learners to sign up.

## Safeguarding and privacy

- Young learners and teens: parental consent, school-approved platform, no private one-to-one chats outside
  agreed channels, waiting room on, unique links, an adult available at home for young children.
- Recording: written consent, a stated purpose, where recordings are stored, who can see them, when they are
  deleted.
- Do not share learners' contact details or faces outside the class.
- Cameras: allow cameras off when needed (bandwidth, privacy) and give alternative participation (chat, voice).

## Before the first lesson

1. Test the platform with a colleague: audio, screen share with audio, breakout rooms, whiteboard.
2. Send learners a one-page guide: link, how to join, microphone/camera check, what to do if disconnected.
3. Plan a 10-minute tech check at the start of lesson one.
4. Prepare an offline version of the lesson in case the connection fails.

Run `scripts/setup_check.py setup.json` to check the setup against the class.