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Created By: Elizabeth Edwards, Kelly Friend, Emily Carlsen, William Taylor, and Krystalle Johnson

Contact Information: 

E-mail- eedwards@livemocha.org

Letters: 14537 Williowbrook Drive. Los Angeles Cal. 47681

Table of Contents



                                   What is Livemocha?

     The first of its kind, Livemocha is a Web 2.0 program focusing on a solution to learning new languages. Launched on September 24th, 2007, Livemocha was created to aide in arising language barriers caused by globalization, travel, and immigration. This goal is accomplished though the combination of online instructional information and a worldwide group of language natives and learners. Livemocha specializes in six popular languages – English, Spanish, French, Hindi, German, and Mandarin Chinese. There are also many different languages available for learning, totaling 30 different languages and new ones coming every day!

     After subscribing to the free program one can have access to its many teaching techniques. To teach each language, Livemocha uses a series of lesson plans. These plans include over 160 hours of information teaching everyday conversational language and a full range of practical reading, listening, writing and speaking exercises. Livemocha also uses the native languages of its members by allowing them to enhance the content with grammar tips, alternative phrases and expressions. Users have the option of practicing structured conversation exercises with a native speaker. They can also submit an audio sample or writing of an exercise for a native speaker to edit or correct. Through competitions, a language buddy system and community encouragement, Livemocha provides the tools to keep learners motivated and making steady progress. For the mobile user they have provided mobile downloads and a phrase book. In addition, they provide their learners with a crash course in the language.

     Membership to Livemocha is free, and includes all the basic tools necessary for learning a new language. However, if one desires to learn on a deeper level, there is a cost to the application. In order to gain full acess to all Livemocha has to offer a person must first become a gold key member. Being a gold member allows complete access to all video, audio, chat, lesson plan, premium material and exercise content from the site. Gold membership is $99.95 for one year, or $9.95 for one month. Not all languages are available if not a gold key member.

Livemocha also allows you to learn about other cultures. Once a member, you can navigate your way to the "Culture" tab and find photos, summaries, and facts about many different cultures. Knowing the culture of the languaged being learned can give great benefits and advantages to the learner. Not only are you able to learn a new language, but you can help teach others your own through chat services, exercises and much more. Livemocha allows you to create a profile where you can make "friends" and tell a bit about yourself. There is also the option to Facebook share your progress and connect Livemocha with your Facebook friends.  

The management team from the Seattle area, consisting of Shirish Nadkarni, Krishnan Seshadrinathan, and Clint Schmidt, used the backing of their investors, Maveron and August Capital, to create this helpful site.  Livemocha is also recognized by several big names in news, including "The Wall Street Journal" and the "New York Times".

         

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                              How does Livemocha work?

 

Livemocha Demonstrational Video

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                                 Ratings for Livemocha

A website called mywot.com, states “Livemocha is the world’s most popular language learning site. Learn online with our award winning course and practice with native speakers. Best way to learn a new language.”


               (Click here to enhance the size of this graph.)

 Livemocha Reviews

The graph above, from mywot.com, shows that trustworthiness, vendor reliability, privacy, and child safety are rated in the 90th percentiles.  Many comments were given by reviewers stating, above all Livemocha is useful, informative, a good site, and allows for good customer experience.
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                                 Educational Applications

   
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Primary Lesson Plans

Primary Lesson Plan 1

Number Crunchers

Subject

Foreign Language

Grade

3-5

Overview

Counting to 25 in English and a 2nd language. The addition of a foreign language will allow the student to expound upon their knowledge of numbers and another language.

Objectives

To help all students learn/review their counting verbally, and on paper, while tying in the new knowledge of a second language.

Standards

*MAK 3.1 Learners present to an audience
*MAK 5.1 Learners make connections to other content areas
*Writing K5 Learn the standards of the English Language

Information

Students will use Livemocha in a group setting to learn to count in a
second language.

Verification

When the students are able to count to 25 in two languages. When students are able to pass the quiz at the end of the lesson.

Materials

  • Computer with internet access
  • Live Mocha account
  • Projector / Projector screen (optional - to show students step-by-step instructions)

Procedure

Ask if anyone can count in another language and allow any of the students to share that can.

  1. Have children assist you in counting from 1-25 in English.
  2. Then, alone, count in second language slowly and repeat as many times as necessary.
  3. Go to Livemocha and start the lesson labeled "Numbers".
  4. Play the lesson labeled "Listen".
  5. Have the students listen and repeat as Livemocha plays.
  6. Next, go to "Magnet" section. Here you will read the answers aloud, have them repeat, and take poll for the correct answer.
  7. For the quiz have the students write the answers on their own paper. The quiz can paused at any time. It is mixture of verbal and visual questions.
  8. Go over the answers as a class.
  9. Review once more by counting together in English and second language

Summary

Students are able to use audio, verbal, and visual learning cues in this lesson. The student and the teacher are able to stay interacted because Livemocha is able to keep the lesson flowing. It allows the lesson to stop and reflect if students have difficulty understanding the information.

Download Word File for Primary Lesson Plan 1

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Primary Lesson Plan 2

Clock Crazy

Subject

Foreign Language/Math

Grade

3-5

Overview

To teach students how to tell time in two languages and familiarizes them with a traditional clock.

Objectives

To help all students learn/review how to tell time and understand how a clock operates while learning a second language.

Standards

*MAK 3.1 Learners present to an audience
*MAK 5.1 Learners make connections to other content areas
*Computation K5

Information

Students will use Livemocha in a group setting to learn to tell time in a second language.

Verification

When the students are able to tell basic time on face clock in the second language. When they are able set their clocks to the time given by their teacher and/or Livemocha in the second language. When they are able to pass the quiz at the end of the lesson.

Materials

  • Computer with internet access
  • Livemocha account
  • Projector / Projector screen (optional - to show students step-by-step instructions)
  • Construction paper cut outs of clock hands and circle (clock face)for each student
  • Fasteners
  • Poster board
  • Hand clock worksheet

Procedure

  1. Hand out the 2 to paper hands and a circle cut out to each of the students.
  2. Then have them attach the hands to the circle with a fastener to the center of the circle. (this spot can be marked)
  3. Have student write the hours on the clock.
  4. Discuss the purpose of the hands and their placements.
  5. Practice setting the clock at different times.
  6. Say the numbers in English and repeat in the second language from 1-12.
  7. Give the vocabulary for o’clock, quarter till quarter after, and half an hour and write it on the board.
  8. Start the "time" lesson on Livemocha.
  9. Have the student mimic their clocks after the clock shown in the Livemocha lesson.
  10. Have the students repeat the time in English and in the second language
  11. After the students are comfortable, have them listen to the English and second language to set their clocks to the correct time.
  12. For the quiz have the students set their clocks or write down the time to the time presented in Livemocha. The quiz can paused at any time. It is mixture of verbal and visual questions.
  13. Go over the answers as a class.

Summary

Students are able to use audio, verbal, and visual learning cues in this lesson. The student and the teacher are able to stay interacted because Livemocha is able to keep the lesson flowing. It allows the lesson to stop and reflect if students have difficulty understanding the information.

Download Word File for Primary Lesson Plan 2

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Primary Lesson Plan 3

Nouns in a New Way

Subject

Foreign Language

Grade

3-5

Overview

To teach students to learn nouns in English and a 2nd language.

Objectives

To help all students review what a noun is, how it is used in a sentence, and learn the nouns in the second language.

Standards

*MAK 3.1 Learners present to an audience
*MAK 5.1 Learners make connections to other content areas
*Physical Settings K5

Information

Students will use Livemocha in a group setting to learn to identify a noun in a sentence language. Be able to speak and indentify nouns in a second language.

Verification

When the students are able to identify nouns in English and second language. When the students are able to pass the quiz at the end of the lesson.

Materials

  • Computer with internet access
  • Livemocha account
  • Projector / Projector screen (optional - to show students step-by-step instructions)

Procedure

  1. Review nouns in English using examples in the classroom for clarity.
  2. While using nouns in English, introduce the corresponding words given in Livemocha.
  3. Go to Livemocha and start the "Nouns" lesson.
  4. Play the "Learn" lesson.
  5. Have the students listen and repeat while Livemocha plays.
  6. Click the translate button for the English word.
  7. Next go to "Magnet" section and have the students choose the correct answer by clapping. Read each option aloud and have them repeat.
  8. For the quiz have the students write the answers on their own paper. The quiz can paused at any time. It is mixture of verbal and visual questions.
  9. Go over the answers as a class.
  10. To review, use the nouns together in the second language to make sentences.

Summary

Students are able to use audio, verbal, and visual learning cues in this lesson. The student and the teacher are able to stay interacted because Livemocha is able to keep the lesson flowing. It allows the lesson to stop and reflect if students have difficulty understanding the information.

Download Word File for Primary Lesson Plan 3

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Secondary Lesson Plans

Secondary Lesson Plan 1

Clothes in the Classroom

Subject

Foreign Language/Math

Grade

6-8

Overview

This activity provides a way to focus on bringing foreign language instruction and mathematics together in the classroom. The lesson prepares math word problems in a second language (using vocabulary already taught) to teach concepts such as tax, discounts, and percentage.

Objectives

For students to be able to apply their foreign language skills with mathematics using percent, tax, discounts and percentage. Students will be able to read math word problems written in a second language. Students will be able to construct math word problems written in a second language.

Standards

  • MAK.5 Learners make connection to other academic areas.
  • MAK.6 Digital Resources
  • Computation 6.2 7.2 8.2

Information

Students will work in an individual setting to use the Livemocha community to review their submission. Also the students will create study materials such as flash cards on Livemocha. Must be familiar with clothing words in a language.

Verification

Students earn an A if they construct a Spanish math problem that is grammatically and mathematically correct.
Students earn a B if they construct a Spanish math problem that makes sense but has a few mistakes in grammar.
Students earn a C if they construct a Spanish math problem, even if it has a lot of grammatical errors.

Materials

  • Computer with internet access
  • Livemocha account
  • Projector / Projector screen (optional - to show students step-by-step instructions)
  • Sales magazine

Procedure

  1. Review the words for clothing, tax, percentage, to buy, to spend, discount, taxes, and how much.
  2. Take the lesson in Unit 1 on numbers and clothing in Livemocha.
  3. Have the students compile a list of these words and words used to shop and buy. Make flash cards on Livemocha.
  4. Review the vocabulary on Livemocha and submit it to the community. Also submit it to the classmates for review.
  5. Have the students make corrections to their flash cards.
  6. Next have the students write story problems and submit them to the Livemocha community.
  7. Have students solve each others math problem by viewing them on Livemocha.

Summary

Students will be able to receive feedback from various areas such as teachers, community members and peers. This will make their language skills stronger.

Download Word File for Secondary Lesson Plan 1

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Secondary Lesson Plan 2

Making Menus

Subject

Foreign Language/Math

Grade

6-8

Overview

Language and culture are very important when learning a new language. Part of any culture is food. Learning vocabulary for how to find and identify these foods along with the culture.

Objectives

The students will gain and use vocabulary which deals with some native foods and how the relate to the culture. Learn what a type of food is native in a country. Learn the native vocabulary words for those foods. Learn vocabulary phrases. Participate in a dialogue with others.

Standards

  • MAK.1 Learners engage in written and spoken conversations on a variety of topics.
  • MA.3 Learners present to an audience of listeners or readers on a variety of topics.
  • M8.8 T

Information

Students will work in an individual setting to use the Livemocha community to review their submission. Also the students will create study materials such as flash cards on Livemocha.

Verification

The overall project and their submission of study materials on Livemocha and the visual project. Showing that they were able to identify their mistakes on their own. Successfully able to make conversions to a metric system.

Materials

  • Computer with internet access
  • Livemocha account
  • Projector / Projector screen (optional - to show students step-by-step instructions)
  • Pens, pencils, markers, crayons, glue, tape, paper, magazines, sample menus

Procedure

  1. Research the typical foods of the native country.
  2. Have the students compile a list of words used in the menu. Students will copy the vocabulary on to Livemocha and make flashcards.
  3. Review the vocabulary on Livemocha and submit it to the community. Also submit it to the classmates for review.
  4. Have the students make corrections to their flash cards.
  5. The students should write down 3-5 sentences using the vocabulary words. They will submit these sentences for review.
  6. Construct a mini-poster of the vocabulary. Label the pictures with the correct words. Share the pictures.

Summary

Students will be able to receive feedback from various areas such as teachers, community members and peers. This will make their language skills stronger.

Download Word File for Secondary Lesson Plan 2

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Secondary Lesson Plan 3

Interesting Interviews

Subject

Foreign Language

Grade

6-8

Overview

The students should already know how to ask someone's name, how they are doing, how old they are, what they like to do, how many brothers and sisters they have, and where they are from. They should use these phrases, and any others they have learned to interview and introduce their classmate.

Objectives

The students will be able to use correct second language grammar to introduce their classmate. The students will also be able to ask their partner questions and take notes of their responses.

Standards

  • MAK.1 Learners engage in written and spoken conversations on a variety of
    topics.
  • MA.3 Learners present to an audience of listeners or readers on a variety of
    topics.

Information

Students will work in a individual setting to use the Livemocha community to review their submission. Also the students will create study materials such as flash cards on Livemocha.

Verification

The completion of the overall project and their submission of study materials on Livemocha.
Showing that they were able to identify their mistakes on their own.

Materials

  • Computer with internet access
  • Live Mocha account
  • Projector / Projector screen (optional - to show students step-by-step instructions)

Procedure

  1. Have the students sign on to Livemocha and make flash cards of their vocabulary and practice.
  2. Next, have them write dialogue using their vocabulary words. Share this submission with the community and have the students make corrections to each others submissions.
  3. Have the students pair up and interview the other student. They should ask them at least 4 of the questions from above or other questions from class. Be sure they take adequate notes of what the other person says.
  4. When the students are done interviewing and taking notes, have each pair pick a number. The number will determine the order that the presentations will go.
  5. The students should prepare to stand up in front of the class and have a conversation with their partner using the dialogue that the students had prepared.
  6. Pair by pair, each group will go up in front of the class and share their discussion.

Summary

Students will be able to receive feedback from various areas such as teachers, community members and peers. This will make their language skills stronger.

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Post-Secondary Lesson Plans

Post-Secondary Lesson Plan 1

Switched-up Science

Subject

Foreign Language/SCience

Grade

9-12

Overview

This activity is to help students get reliable feedback of the language that they are learning. Each student will research their own Science topic and then present it to their classmates. Before they present the project each student will submit a voice and typed submission on Livemocha. This will give them instant feedback from their peers and community members.

Objectives

The students will better understand the grammar and vocabulary of the chapter or unit. The students will also learn how to pronounce the sounds better and sound more like a native speaker.

Standards

  • MAK 3.0-3.3 Learners will present to an audience and listeners on variety of topics.
  • MAK 6.0 Use of digital media and authentic resources.
  • ES 2.0 Research of a proven scientific theory.

Information

Students will work in an individual setting to use the Livemocha community to review their submission before presenting in front of the class.

Verification

Submission of comments and the presentation. Students will evaluate each other.

Materials

  • Computer with internet access
  • Livemocha account
  • Projector / Projector screen (optional - to show students step-by-step instructions)

Procedure

  1. Give the students the guidelines for the activity.
    1. The speech must be a on a science topic. Earth Science, Solar System, ect.
    2. It must all be presented in the second language.
    3. New vocabulary words must be used
    4. Rough draft will be submitted in Livemocha.
    5. Use different verb tenses in the speech.
    6. It must be grammatically correct.
    7. Copy of the outline to the teacher before presenting.
    8. Use of note cards on presentation.
    9. The students will work on the speeches and do research.
    10. Livemocha can help with grammar and practice pronunciation.
  2. After the students have a final copy, each student will write out their own speech and record it for submission.
  3. They will then upload it onto their Livemocha account.
  4. Students will review each others submissions and have at least 3 people from the native community review their submission.
  5. The students will present and this will take two or three days depending on the size of the class and the length of the speeches.
  6. The total time spent on this project is about one week.

Summary

Students will be able to receive feedback from various areas such as teachers, community members and peers. This will make their language skills stronger.

Download Word File for Post-Secondary Lesson Plan 1

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Post-Secondary Lesson Plan 2

Direction Dialog

Subject

Foreign Language/Math

Grade

9-12

Overview

Students need the ability to ask for directions and receive directions. To help students feel comfortable asking questions to native speakers this lesson has the students participate in role-play conversations of directions. The students will have to be able to do conversions of distances as well.

Objectives

The student will be able to ask questions, in a 2nd language, about where they are and how to get to a specific place. They will also know how to give directions, such as: go straight, turn right/left. They will also create a set of flash cards on Livemocha and share these with their peers. In addition, they will have to perform calculations of conversion from English to metric.

Standards

  • MAK.1 Learners engage in written and spoken conversations on a variety of topics.
  • MA.3 Learners present to an audience of listeners or readers on a variety of topics.
  • IMI.3 Geometry and Measurements

Information

Students will work in an individual setting to use the Livemocha community to review their submission. Also the students will create study materials such as flash cards on Livemocha.

Verification

The overall project and their submission of study materials on Livemocha. Showing that they were able to identify their mistakes on their own. Successfully able to make conversions to a metric system.

Materials

  • Computer with internet access
  • Livemocha account
  • Projector / Projector screen (optional - to show students step-by-step instructions)

Procedure

  1. Hand out a list of vocabulary for their review prior to starting the lesson. (Possibility the day before.) Also, hand out the conversion equations and table for their review
  2. Read through the vocabulary aloud to the class and have the class repeat after you.
  3. Have the students sign on to Livemocha and make flash cards of their vocabulary and practice.
  4. Next, have them write a dialogue using the vocabulary words and share this submission with the community. Have the students make corrections to each others submissions.
  5. Hand out the conversions of popular places in the native county.
  6. Each person will receive their own popular destination. Use the conversion to see how far each are traveling to see each other.
  7. Count the class off into pairs. See how far they are traveling to each other then have each pair role-play, one student would be a tourist and the other a native speaker. Use the dialogue that the students created in Livemocha.
  8. The students should prepare to stand up in front of the class and have a conversation with their partner using each of the dialogues that the students prepared.
  9. Pair by pair each group will go up in front of the class and share their discussion.

Summary

Students will be able to receive feedback from various areas such as teachers, community members and peers. This will make their language skills stronger.

Download Word File for Post-Secondary Lesson Plan 2

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Post-Secondary Lesson Plan 3

Culture Course

Subject

Foreign Language

Grade

9-12

Overview

Most foreign language student do not know much about the culture of the language they are learning. Becoming more aware of the culture allows them to obtain background into the language which they are studying.

Objectives

Students will need to research the culture that their language is derived from. Different culture holidays or traditions can be researched. Students will list activities which affect the language they are studying. The students will create questions and submit them to the Livemocha community. Even if possible interview a person from that culture in their own language. ( Livemocha also has a translation button that could come in handy).

Standards

  • MAK.1 Learners engage in written and spoken conversations a variety of topics.
  • MAK.6 Learners strengthen language proficiency and cultural knowledge by using current digital media and authentic resources.

Information

Students will work in an individual setting to us the Livemocha community to review their submission before presenting in front of the class. In addition, use Livemocha to assess information about their culture.

Verification

Will be the submission comments and the end presentation. Students will
evaluate each other.

Materials

  • Computer with internet access
  • Livemocha account
  • Projector / Projector screen (optional - to show students step-by-step instructions)

Procedure

  1. Give the students the guidelines for the activity.
    1. The speech must be a on a Culture topic.
    2. It must all be in 2nd language.
    3. New vocabulary words must be used
    4. Must be submitted in Livemocha.
    5. Uses of different verb tenses in the speech.
    6. Must be grammatically correct.
    7. Copy of the outline to the teacher before presenting.
    8. Use of note cards.
    9. The students will work on the speeches and do research.
    10. Livemocha can help with grammar and practice pronunciation.
  2. Submit questions to the Livemocha community to assist with speech information.
  3. Interview a Livemocha community member.
  4. After the students have a final copy. Each student will record their speech. In addition they will write out their speech.
  5. They will then upload it onto their Livemocha account.
  6. Students will review each others submissions and have at least 3 people from the native community review their submission.
  7. The students will present and this will take two or three days depending on the size of the class and the length of the speeches.
  8. The total time spent on this project is about one week.

Summary

Students will be able to receive feedback from various areas such as teachers, community members and peers. This will make their language skills stronger.

Download Word File for Post-Secondary Lesson Plan 3

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Secondary Lesson Plan

Medical Terminology Latin Origins

Subject

Anatomy & Physiology

Grade

11-12

Overview

Learning the Latin roots of many key medical terms utilized in this Anatomy and Physiology course.

Objective

To help students better understand the structure of medical terms and be able to figure out what an unknown term means based on its origins.

Materials

  • Computer with internet access
  • Livemocha account
  • Anatomy & Physiology textbook
  • pencil and paper

Procedure

  1. Have students create a list of 25 common medical terms found in their Anatomy & Physiology textbook.
  2. Have each student create a free Livemocha account.
  3. Instruct each student to enter their medical terms into the Livemocha site with the language set from Latin to English.
  4. Have students deduce commonalities amongst various terms from their Livemocha findings.
  5. Come together as a class and make a list of common Latin roots found in the Livemocha search.
  6. Administer a quiz based on medical terminology studied during this project.

Summary

Studenst will be able to learn to utilize the Livemocha application (perhaps for future educational projects) as well as to learn the Latin origins of common medical terminology used in the studies of Anatomy and Physiology.

Evaluation

A quiz will be administered following the Livemocha assignment based on the common medical terms found and their Latin roots.  I will give the students a list of 20 terms and ask them what each one means based on their Latin origins.  This quiz will be worth 20 points (1 point per term).

Reference

http://www.livemocha.com/

 Download Word File for Post-Secondary Lesson Plan 4

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Secondary Lesson Plan                         

British Literature in Hispanic Culture                                                                                         

Subject

Britsh Literature

Grade

11-12

Overview

Learning the most popular British Lit books titles in Spanish

Materials

*Computer with Internet Access
*List of British Literature
*Livemocha account

Procedure

1. Have students make a list of at least 10 famous British Literature books up to this point
2. Have students create a free livemocha account
3. Students will communicate with chat tutors to discover popular titles
4. Students will come together at end of class and discuss common works
5. Students will pick one title and research the similarities & differences (time outside class allowed)

Summary

Students will learn about another culture by the common denominator of literature, and will also learn to navigate livemocha.com

Evaluation

Students will be evaluated on quality of research and participation

Expectations

*Students will be expected to participate actively
*Project worth 100 pts, expected to receive no lower than 70%

Reference

www.livemocha.com



 

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Educational Value

  • The program allows people of different origins to greatly expand their learning experiences by making them to use the new language fully.  It allows the learner to expand upon bonds with others around the world and submerges the learner fully into the language without traveling to the country.
  • This involvement in the language is also a great asset for educators to use in their classrooms. Educators cannot give the full experience of the language to students and often times students only understand different vocab words but cannot form sentences and conversations. By involving LiveMocha into the classroom, educators are able to give their students a better learning experience. 
  • During an interview with Stephanie Panke, Clint Schmidt talks about the development of the lesson plans presented in LiveMocha: ** Stefanie Panke, Editor, Social Software in Education: *** What guides the instructional design of the Livemocha lessons? Can you characterize the concepts of e-learning and language acquisition most important to the platform’s success?** Clint Schmidt, Vice President of Marketing and Products at LiveMocha:** Three very basic concepts work well on Livemocha. First, we know that the concept of language pairs is important. For example, if you are a Spanish native speaker who wants to learn Russian, it’s helpful to present new Russian words and phrases to you in Spanish. We use the inherent advantage and scale of the Internet to provide the long-tail of language pairs and content depth that are so important in attracting a global community.** Second, the speaking and writing submissions reviewed by native speakers on Livemocha are integrated into our courses so there is context for your social interactions. There is a well-defined objective for the learner and resulting instruction that is both relevant and helpful.** Third, we meet a lot of praise from our community for an intuitive learning experience that is engaging, interactive, and social. Learning a language requires persistence, and these critical attributes are often difficult for conventional teacher/classroom environments to provide or sustain.** http://etcjournal.wordpress.com/2010/02/23/do-you-speak-livemocha-an-interview-with-clint-schmidt/

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International uses for Livemocha

  • Livemocha can be used to shrink language barriers between countries and companies that do work across the globe.
  • Businesses will be able to grow more efficiently, and translators will become obsolete. 
  • Businesses will be able to conduct more work across the globe with better ease.
  • Livemocha also helps children enrich their cultural experiences by allowing them to connect and understand children from other countries. 
  • People learning languages of a different country will be able to learn and comprehend the language much faster with the site. Those that are wanting to move to a different country can learn the language and be immersed into it without spending the money and time to realize they can't learn the language.

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References

 External Links:

http://etcjournal.wordpress.com/2010/02/23/do-you-speak-livemocha-an-interview-with-clint-schmidt/

http://news.cnet.com/8301-17939_109-9783260-2.html

http://www.livemocha.com/pages/about

http://www.mywot.com/en/scorecard/www.livemocha.com

Livemocha Research Page

Livemocha Group Member Introduction Page

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1 Comment

  1. Unknown User (kffriend)

    This is where the information needs to be.