Integrating Educational Technologies in University-Level Amharic Instruction: Pedagogical Applications for a Less Commonly Taught Language

Abstract

Amharic instruction in United States higher education remains limited in scope, shaped by low enrollments, a small number of programs, and restricted access to shared pedagogical resources. Despite the presence of a sizable Ethiopian diaspora, the language continues to be classified among less commonly taught languages (LCTLs), with minimal representation in national enrollment data (Looney & Lusin, 2018). Within this context, instructors often rely on locally developed materials and have few opportunities for sustained pedagogical exchange. This article presents classroom-based applications that demonstrate how accessible digital tools can be integrated into university-level Amharic instruction. Drawing on teaching practice, it examines the use of Kahoot, Nearpod, Diffit, and Picker Wheel to support student engagement, participation, and formative assessment. Particular attention is given to the teaching of verb morphology and contextually appropriate language use through activities that provide repeated exposure across multiple modalities. The article offers a practical instructional approach that can be adapted to similar contexts, particularly in African language programs and other LCTL settings with limited resources.