Add yourself to the CARLA mailing list      Can't see the graphics? View this on the web.      Facebook Twitter More...
CARLA Update - Electronic Newsletter - top header and logo
News about Second Language Education and Research Activities
at the Center for Advanced Research on Language Acquisition
Winter 2017


  • CARLA Summer Institutes 2017—Registration Open!

CARLA Program Updates

  • Learner Language Resources for Teachers of Spanish

CARLA Resources

  • Free Publication for Language Teacher Educators

CARLA @ Conferences

  • 10th International Conference on Language Teacher Education
  • AAAL 2017

Announcements - section header
Summer Institute Montage

CARLA Summer Institutes 2017—Registration Open!

Registration is now open for the CARLA summer institute program. This internationally known program reflects CARLA's commitment to link research and theory with practical applications for the classroom. Each institute is highly interactive and includes discussion, theory-building, hands-on activities, and plenty of networking opportunities.

Join the more than 5,400 foreign language, ESL, and immersion teachers, administrators, curriculum specialists, and language teacher educators who have participated in these institutes. Hurry—many of these institutes fill up quickly!

LRC mapSummer Institutes for Language Teachers

CARLA offers a range of institutes targeted at foreign language and ESL teachers from a variety of teaching levels and contexts:

Using the Web for Communicative Language Learning and Professional Developmentonline course
July 10–August 13, 2017
Presenter: Marlene Johnshoy

Developing Assessments for the Second Language Classroom
July 10–14, 2017
Presenters: Donna Clementi with Ursula Lentz

Teaching Heritage Languages and Learners
July 10–14, 2017
Presenter: Jenna Cushing-Leubner and Jennifer Eik

Creativity in the Classroom: Fostering Student Learning Through Creative Language Experiences
July 10–14, 2017
Presenters: Amy Young and Anne Cummings Hlas

Using Technology in Second Language Teaching
July 17–21, 2017
Presenters: Adolfo Carrillo Cabello, Marlene Johnshoy, and Dan Soneson

Improving Language Learning: Styles- and Strategies-Based Instruction
July 17–21, 2017
Presenter: Martha Nyikos

Teaching Language Through the Lens of Social Justice
July 17–21, 2017
Presenters: Pamela Wesely, Cassandra Glynn, and Beth Wassell

Beyond Communicative Competence: Using Authentic Materials to Develop 21st Century LiteraciesNEW!
July 17–21, 2017
Presenter: Kate Paesani

Content-Based Language Instruction and Curriculum Development
July 24–28, 2017
Presenter: Laurent Cammarata

Culture as the Core in the Second Language Classroom
July 24–28, 2017
Presenters: Wendy Allen and Francine Klein

Growing Learner Language: A Hands-On Approach to Developing the Language Learners Produce
July 24–28, 2017
Presenters: Elaine Tarone and Maggie Broner

Immersion Institute ParticipantsSummer Institutes for Immersion Teachers

CARLA also offers these popular institutes that are designed specifically for immersion educators (K–12) and immersion program leaders:

Immersion 101: An Introduction to Immersion Teaching
July 10–14, 2017
Presenters: Tara Fortune and a team of veteran immersion teachers

Meeting the Challenges of Immersion Education: Vers une approche intégrée en immersionNEW!
July 17–21, 2017
Presenter: Roy Lyster

Character Literacy Development in Mandarin Immersion
July 24–28, 2017
Presenters: Tara Fortune and Haomin Zhang

Information and Registration

The institutes have been developed and are offered with support, in part, from the U.S. Department of Education's Title VI Language Resource Center program. The summer institutes are co-sponsored by the University of Minnesota's College of Education and Human Development and College of Liberal Arts.


Program Updates - section header

Learner Language Resources for Teachers of Spanish

The Learner Language: Tools for Teachers website was expanded to include video materials featuring the oral and written learner language produced by two learners of Spanish: one a foreign language learner, and one a heritage learner of Spanish.

The website includes videos of the learners, along with transcriptions of their oral language, samples of their written language, and multimedia activities that provide language teachers with a deeper understanding of the way the language of such learners develops.

Learner Language Videos

Why Should Teachers Focus on Developing Learner Language?

Second language acquisition research has shown that learners have a "built-in syllabus" that guides the development of a second language when the language is used in unrehearsed communication. Just as the growth of a plant is guided by its DNA, so the growth of the second language linguistic system is guided by this built-in syllabus.

Teachers can nurture the growth of their students' learner language by assigning engaging puzzle-solving communicative tasks in which learners use that language in spontaneous and innovative ways, often surprising their teachers and themselves with what they can do. Teachers support their students' second language acquisition by analyzing the accuracy, complexity, and fluency of their learner language in order to shape ongoing instructional input, scaffolding, and corrective feedback.

How Does the Website Work?

Using the theoretical framework of Exploratory Practice (Allwright & Hanks, 2009), teachers first view videos of learners doing unrehearsed communication tasks. Then, aided by transcripts and interactive online activities, teachers learn how to analyze learner language from six different perspectives, and to consider ways to support its development:

  • Learner Characteristics: Individual differences among leaners that may affect their success
  • Error Analysis: Systematic errors in learner language and their typical patterns
  • Interlanguage: Developmental sequences of the linguistic systems in learner language
  • Learning in Interaction: Scaffolding, co-construction, and corrective feedback in interaction
  • Referential Communication: Use of language to identify things, actions, and locations
  • Complexity: Simple measures of form and function in syntactic complexity and lexical variety

The website includes general information on learner language that is valuable for teachers of all languages. The new video samples and accompanying learning modules for teachers of Spanish were recently added to extensive resources available for teachers of Chinese, Japanese, Korean, and Persian.

Visit the Learner Language website at:



CARLA Publications - section header

Free Publication for Language Teacher Educators

The most recent volume of selected papers from the International Language Teacher Education Conference has just been added to CARLA's treasure trove of free working papers!

Expanding - CoverExpanding Our Horizons: Language Teacher Education in the 21st Century
Selected papers from the 6th and 7th International Language Teacher Education Conferences

This edited volume on language teacher education includes fourteen refereed papers based on presentations at either the 6th International Conference on Language Teacher Education (held in Washington DC in May 2009) or 7th International Conference on Language Teacher Education (held in Minneapolis, MN in May 2011).

The papers showcase research and practice related to the education of language teachers from many different national and international contexts including foreign language education, English as a Second/Foreign Language, and heritage language instruction. This sharing of ideas and insights into language teacher education in such diverse international, national, and disciplinary contexts is truly intended to help all language teacher educators to expand their horizons and improve their practice.

All five volumes of selected papers from the Language Teacher Education conferences can be downloaded for free at:



CARLA @ Conferences - section header

Check out the following presentations by CARLA staff and colleagues at these upcoming conferences!

LTE Conference siteLanguage Teacher Education for a World on the Move: Meeting the Needs of Diverse Student Populations

Tenth International Conference on Language Teacher Education

February 2–4, 2017
Covel Commons, UCLA

Sponsored by the National Heritage Language Resource Center

Pre-Conference Workshop: Exploring Learner Language in Language Teacher Education

Thursday, February 2, 2017
3:00–6:00 pm

Using a framework of Exploratory Practice, this workshop demonstrates for language teacher educators tools and techniques useful for helping language teachers see the relevance of SLA as they learn to elicit and describe the learner language that occurs in their own classrooms, and fine-tune their pedagogy to better address learning needs. Viewing videos of learners using their L2 in a range of tasks along with transcriptions of the learner language they produced, participants will walk through a set of activities showing teachers how to: do an error analysis, see evidence of developmental sequence, see learning in interaction as they scaffold or respond to corrective feedback, identify instances of communicative resilience in the use of communication strategies, and see how cognitively demanding problem-solving activities elicit more complex learner language.

Presenter: Elaine Tarone (Distinguished Teaching Professor Emerita at the University of Minnesota and past Director of the Center for Advanced Research on Language Acquisition)

Online and On the Move: LTE in the 21st Century

Friday, February 3, 2017
8:00–9:45 am, 317 South Bay Room

Presenters will describe their online language teacher education course or program and present successes, challenges, and questions. Attendees will be invited to share experiences and questions and work collaboratively to create a list of practical tips and useful technologies and identify research avenues aimed at enhancing online language teacher education.

Presenters: LeeAnne Godfrey (Hamline University), Kelly Conroy (Metropolitan State University of Denver), Marlene Johnshoy (CARLA, University of Minnesota), Beth Dillard (Western Washington University), Jennifer Green (Western Washington University)

Experienced Language Instructors and Literacy-Based Foreign Language Teaching
In Grouped Paper Session: Pathways to Developing Expertise in Literacy Instruction

Friday, February 3, 2017
10:00–11:45 am, Salon C

This presentation reports on how experienced, university foreign language instructors understand the notion of literacy and its role in beginning and intermediate language courses. Findings will be discussed in relation to other work on literacy-based approaches to language teaching and also professional development for experienced instructors.

Presenter: Mandy Menke (University of Minnesota)

Perspectives on High-Leverage Teaching Practices in Foreign Language Education

Friday, February 3, 2017
10:00–11:45 am, 315 West Coast Room A

Panelists examine high-leverage teaching practices (HLTPs) from four perspectives related to foreign language teacher development: understanding HLTPs; defining appropriate practices for novice teachers; exploring relationships between HLTPs and intercultural learning; and mapping HLTPs onto specific teaching approaches. To stimulate discussion, we close with remaining questions and directions for future research.

Presenters: Kate Paesani (CARLA, University of Minnesota)
, Heather Allen (University of Wisconsin-Madison), Richard Donato (University of Pittsburgh), Erin Kearney (State University of New York at Buffalo)

Experiential Approaches to Teacher Preparation

Friday, February 3, 2017
1:45–3:30 pm, Salon E

Four papers will be presented on experiential teacher preparation initiatives: Language Teachers Negotiating Intercultural Citizenship in a Community-based Program, Mediating Preservice Development of Intercultural Competence During Study Abroad, English Teachers' Self-Efficacy Levels and Use of Innovative Ideas in Turkish National Context, and Rediscovering Teacher Training with the edTPA.

Moderator: Kate Paesani (CARLA, University of Minnesota)
Presenters: Christelle Palpacuer Lee (Rutgers University, Graduate School of Education), Jessie Curtis (Rutgers Graduate School of Education), Michelle Pasterick (Pennsylvania State University), Pinar Kahveci (Sinop University), and Patricia Bayona (North Central College)

The Future of Language Teacher Education

Friday, February 3, 2017
3:45–5:15 pm, TBD

A Panel Discussion Celebrating the 20th Anniversary of LTE conferences and honoring Elaine Tarone's contributions.

Moderator: Kate Paesani (CARLA, University of Minnesota)
Presenters: Michele Aoki (Seattle Public Schools), María Carreira (National Heritage Language Research Center), Corinne Crane (University of Texas at Austin), Paul Sandrock (ACTFL), and Annela Teemant (Indiana University's School of Education)

Restructuring the SLA Class Using Interlanguage: 40 Years Later
In Grouped Paper Session: Pre-service and In-service Strategies

Saturday, February 4, 2017
8:00–9:45 am, Salon C

This session shares the drawbacks, problems, and successes I have experienced developing the SLA course in my TESL MA program. After adopting Han and Tarone (2014) in conjunction with a functional approach to interlanguage analysis, I now feel that my students are beginning to gain a useful understanding of SLA.

Presenter: Karen Lybeck (Minnesota State University, Mankato)

Youth Participatory Action Research in the Heritage Language Classroom
In Grouped Paper Session: Secondary School Teaching: Teacher Preparation and Student Involvement

Saturday, February 4, 2017
8:00–9:45 am, Salon E

This paper draws on ethnographic data of a school-based Spanish heritage language program, suggesting program designs include pedagogies of youth research. In one youth-led participatory action research project, students became bilingual elementary ethnic studies teachers, then facilitated professional development for teachers/administrators around community expectations for linguistically and culturally sustaining pedagogies.

Presenter: Jenna Cushing-Leubner (University of Minnesota)

Teachers' Identity Negotiation, Construction, and Enactment in Various Contexts

Saturday, February 4, 2017
8:00–9:45 am, Salon G

The presenters on this panel share their research studies which address how language teachers negotiate, construct, and enact their identities in social, cultural, and political contexts and how their identities are intertwined with their ongoing professional learning and teaching practice. The conversations will be extended through the discussant's questions.

Presenters: Bedrettin Yazan, Ph.D. (University of Alabama), Hayriye Kayi-Aydar (University of Arizona), 
Jason Martel (Middlebury Institute of International Studies), Fang (Andie) Wang (University of Minnesota), Peter De Costa (Michigan State University)


AAAL logoAmerican Association for Applied Linguistics (AAAL)
March 18–21, 2017
Portland, Oregon

Colloquium: Educational Linguistics at 40: Past, Present and Future

Saturday, March 18, 2017
1:15–4:15 pm, Marriott Portland Downtown Waterfront, Oregon I

This colloquium brings together emerging and established scholars to share current empirical research and reflect on how the field of Educational Linguistics has developed over time and served as an effective tool in addressing particular practical and theoretical challenges of language and education.

Organizers: Kendall King (University of Minnesota) and Francis Hult (Lund University)

PD Interventions and Curricular Changes: Towards an Integrated PD Approach for Supporting Higher Language Proficiency

Sunday, March 19, 2017
8:35–9:05 am, Marriott Portland Downtown Waterfront, Eugene

This presentation reports on the design and implementation of an integrated professional development intervention aimed at curricular revisions. Four language programs targeted three modalities identified as learning gaps based on systematic large-scale assessment. We report on the curricular changes made and the effectiveness of the integrated PD approach undertaken.

Presenters: Adolfo Carrillo Cabello, Mandy Menke, and Dan Soneson (University of Minnesota)

Self Assessment and Learner Agency: A New Approach

Sunday, March 19, 2017
3:00–3:30 pm, Marriott Portland Downtown Waterfront, Hawthorne

Successful second language acquisition requires learners to be active agents in their learning process. Students using a standardized self-assessment protocol report increased engagement, agency, and success in their learning. Templating with technology propels a scalable delivery across languages and levels, maximizing the benefit of the protocol.

Presenters: Gabriela Sweet and Sara Mack (University of Minnesota)

'Ares is an Ojibwe Name': An Ecological Approach to Reclaiming Ojibwe Language and Expertise in a Teacher-Learner's Classroom
In Colloquium: Towards an Engaged Applied Linguistics

Monday, March 20, 2017
8:00–11:00 am, Marriott Portland Downtown Waterfront, Oregon I

This ethnographic project presents an ecological and sociocultural analysis of language use and interaction within one teacher-learner's classroom at an Ojibwe tribal school, examining obstacles and innovations that arise as multilingual Ojibwe language learners and their instructor negotiate institutionalized literacy and language in a classroom-based revitalization program.

Presenter: Mel Engman (University of Minnesota)

Embodied Rescriptings in Critical Ethnography: Raciolinguistic Advocacy in Bilingual Teacher Education at the US Borderlands
In Colloquium: Critical Ethnography, Bi/multilingualism, Race(ism) and Education

Monday, March 20, 2017
8:00–9:40 am, Marriott Portland Downtown Waterfront, Oregon F

Using Forum Theater as a backdrop study, we examine sociocultural and raciolinguistic issues in a bilingual teacher preparation classroom utilizing minoritized languages. We also examine our roles as "co-performance witnesses" and discuss issues related to community accountability and openness about advocacy, self-reflexivity and positionality, and bodily engagement in the research.

Presenters: Blanca Gabriela Caldas (University of Minnesota) and Deborah Palmer (University of Colorado-Boulder)

Conceptualizing Cultural Literacy Through Program Assessment

Monday, March 20, 2017
2:25–2:55 pm, Marriott Portland Downtown Waterfront, Hawthorne

This presentation reports a content analysis of program assessment plans from one foreign language department whose goal is developing students' cultural literacy. The data set includes mission statements and learning outcomes from six undergraduate programs. Analyses explore how the concept of cultural literacy is operationalized and aligned with published research.

Presenters: Cathy Barrette (Wayne State University) and Kate Paesani (CARLA, University of Minnesota)

Longitudinal Qualitative Research with Refugee-Background Youth
In Colloquium: Longitudinal Qualitative Research in Applied Linguistics

Tuesday, March 21, 2017
8:30–10:10 am, Marriott Portland Downtown Waterfront, Mt. Hood

This presentation will be a retrospective on my LQR in Somali communities. I will discuss the evolution of a research program, and what happens when a researcher doesn't really leave the research site. As a graduate student mentor, I will offer insights on doing LQR within time and resource-constrained studies.

Presenter: Martha Bigelow (University of Minnesota)

Assessing and Exploring the Oral Proficiency of Early Total Mandarin Immersion Learners

Tuesday, March 21, 2017
9:10–9:40 am, Marriott Portland Downtown Waterfront, Oregon H

This session examines findings on the median oral proficiency levels attained by 277 Mandarin immersion students in Kindergarten, Grade 2 and Grade 5, and from an additional in-depth analysis of selected focal students' learner language using measures of linguistic complexity and accuracy. Implications for Mandarin immersion classrooms will be discussed.

Presenters: Tara Williams Fortune and Zhongkui Ju (CARLA, University of Minnesota)

Finding Her Voice: Developing an Authoritative Stance in FL Academic Writing

Tuesday, March 21, 2017
10:45–11:15 am, Marriott Portland Downtown Waterfront, Salmon

This study explores how one Spanish Studies major creates an authoritative stance in academic writing over the course of the major. Longitudinal analysis reveals a limited range of resources and an absence of nominalization, a hallmark of academic writing. Connections to previous work and proposed curricular reforms will be made.

Presenter: Mandy Menke (University of Minnesota)




CARLA logo wordmark


The Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota is a Title VI Language Resource Center funded by the U.S. Department of Education to improve the nation's capacity to teach and learn foreign languages effectively. CARLA supports a number of coordinated programs of research, training, development and dissemination of information relating to second language teaching and learning.

The CARLA Update is a quarterly electronic newsletter designed to give second language teachers and researchers current information on the programs and projects currently operating under the auspices of CARLA. We encourage you to share this newsletter.

Visit the CARLA website:
Sign up for the mailing list:

Improving language teaching and learning

This email was sent by the Center for Advanced Research on Language Acquisition at the University of Minnesota,
331 17th Ave SE, Minneapolis, MN, 55414

© 2017 Regents of the University of Minnesota.
All rights reserved.
The University of Minnesota is an equal opportunity educator and employer.

To stop email communication from CARLA, please e-mail the Center at