Archive for the ‘About Us’ Category

Where have you been!? What is Lingt classroom?

Wednesday, August 5th, 2009

Though our blog has been a bit barren, Lingt’s new offices in San Francisco have been anything but. We’ve spent the summer working on exciting new language-learning technology that we’re very excited to roll out in the very near future. Which brings us to that new “classroom” label that recently appeared. . .

We love our logo and brand – so much so that we wanted to use it for the new stuff we’re working on. To avoid confusion, we’re going to start referring to this site as “Lingt classroom” – since our users are exclusively teachers (all whom we love for using Lingt). This site will now be at, but will continue to redirect here.

We’ll let you know what we’ve been working on very soon. We think you’ll all be very excited to see what we’ve got cooking.

Lingt reviewed by NCLRC

Wednesday, May 27th, 2009

Our thanks to Thomas Braslavsky at the National Capital Language Resource Center for the great review of the Lingt Editor. We couldn’t have described our own software and mission better ourselves. Check it out!

Lingt in the Boston Phoenix

Friday, May 22nd, 2009

A cool article about Lingt in the Boston Phoenix. Check it out here!

Meeting MaFLA

Sunday, May 3rd, 2009

We had a wonderful opportunity yesterday to present to the Massachusetts Foreign Language Association yesterday. It was such a pleasure to get such thoughtful feedback from the people on the other end of our technology.

The response was resoundlingly positive and we can’t wait to work with them to get Lingt in more classrooms. We definitely look forward to seeing MaFLA again at their conference in October.

We met one extremely helpful and dedicated teacher named Joshua Cabral. He’s already blogged on our visit – check it out!

IB and AP Preparation

Saturday, April 11th, 2009

As the semester winds down, high school seniors around the world are dreading the fast-approaching IB and AP exams. If they’re like us (IB and AP students ourselves), the oral component of the language exams is amongst the most intimidating beasts.

My IB French teacher was great: very committed to making sure we learned French and enthusiastic enough to incorporate interesting classroom activites and homework. However, when it came to oral exam time, I couldn’t shake my anxiety. I felt so unprepared. Despite the in-class speaking drills, I was terrified of that spinning tape recorder. Just imagine how hopeless I would be if actually dropped in France.

I wish I had Lingt when I was preparing for the IB exam. My only real preparation was an after-school practice-run with my teacher a couple weeks before – which was itself a terrific effort on her part given the time and resources required to do this for the entire class. Lingt would have allowed me to practice responding to oral prompts as part of my homework – no need to take time after-school or in class. The built-in feedback mechanism would have let me re-listen to my original speech alongside my teacher’s feedback. It would have saved my teacher tons of time and effort – and from my perspective as a student, I would have much preferred online speaking assignments over another journaling orĀ  fill-in-the-blank exercise.

We think Lingt should be incorporated in a classroom’s normal homework regimen, but it does seem uniquely perfect for preparing students for the oral component of the IB and AP exams. Get in touch if you’re an IB Language teacher and are interested in incorporate Lingt for free today.

Lingt named a Coolest College Startup

Wednesday, February 18th, 2009

Inc. Magazine has named us as one of their nine “Coolest College Startups.” We’re definitely flattered to be recognized amongst a growing pool of talented entrepreneurs that are getting their start before they even graduate from college.

The article is online now and will be in print next Tuesday. Check out the site and vote for us!

We might be on to something

Sunday, November 16th, 2008

Chris and Scot recalled an experience in their MIT Chinese II class that suggests that at least some teachers out there really want a tool that provides an easy way to assess and train students’ speaking. Lacking anything with which to do such a thing, their teacher, Zhang laoshi, concocted her own, albeit unfortunately complicated, solution. Here’s an outline of her improvisation:

  1. Teacher downloads audio recording software.
  2. Teacher records voice with software.
  3. Teacher sends audio file to students over email or posts it online.
  4. Student downloads audio recording software.
  5. Student listens to part of the teacher’s recording.
  6. Student records voice in response to teacher.
  7. Repeat 5 and 6 until completed.
  8. Student sends audio file to teacher.

Whew. We think our solution is nicer:

  1. Teacher logs in to and uses our editor to build an audio assignment.
  2. Student logs on and completes the assignment.
  3. Teacher logs on and reviews, grades, or comments on student responses.

A problem can’t be any better defined than when the people it affects are already hacking together their own solutions to solve it.