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CARLA Update - Electronic Newsletter - top header and logo

Spring 2019

CARLA Staff Photo


  • 11th International Language Teacher Education Conference
    Conference Dates: May 30–June 1, 2019
    Early Bird Registration Deadline: April 1, 2019
  • 2019 CARLA Summer Institute Program
    Early Bird Registration Deadline: April 26, 2019
    Minnesota K-12 Scholarship Program Deadline: March 29, 2019

CARLA Program Updates

  • Seventh International Conference on Immersion & Dual Language EducationReport on the Conference
  • How-to for Hybrid ConferencesNew Article in FLTMAG

CARLA Resources

  • CARLA on Social Media

CARLA @ Conferences

  • 2019 AAAL Annual Conference
  • 2019 AERA Annual Meeting
Announcements - section header
LTE Logo

Early Bird Registration Deadline: April 1

Society, Identity, and Transformation in Language Teacher Education:
11th International Language Teacher Education Conference

LTE conference participants

May 30–June 1, 2019
The Graduate Hotel
Minneapolis, MN

Invited Speakers

The mission of this unique biennial conference is to address the education of teachers of all languages, at all instructional and institutional levels, and in all the many national and international contexts in which this takes place, including: English as a Second or Foreign Language (ESL/EFL) instruction; foreign/modern/world language teaching; bilingual education; immersion education; indigenous and minority language education; heritage language education; and the teaching of less commonly taught languages. The conference aims to bring together teacher educators from these many contexts to discuss and share research, theory, and best practices and to initiate and sustain meaningful professional dialogue across languages, levels, and settings. The conference will focus on the following four broad themes: The Knowledge Base of Language Teacher Education; Social, Cultural, and Political Contexts of Language Teacher Education; Collaborations in Language Teacher Education; and Practices of Language Teacher Education.

Pre-Conference Workshop Options

   Morning Workshops

  • Developing Language Teachers to Work for Social Justice
  • Differentiated Language Teacher Education: Supporting Novice and Experienced Teachers
  • Learning to Respond to Students' Identities in the Language Classrooms
  • The English Learners in the Mainstream (ELM) Approach: Expanding the Reach of ESL Teachers through Teacher Leadership

   Afternoon Workshops

  • Alignment or Incongruities? The Role of the edTPA  in Language Teacher Preparation
  • Language Teacher Education 2.0: Designing and Implementing Online Learning
  • Preparing Teachers to Advocate for Language Programs
  • Providing Language Support for Dual Language Teachers
  • Speaking Assessment: Preparing Educators for Effective Classroom Practices

More Information

Conference Sponsors

This conference is sponsored by the Center for Advanced Research on Language Acquisition at the University of Minnesota in partnership with the American Association of University Supervisors and Coordinators; the Center for Educational Resources in Culture, Language, and Literacy at the University of Arizona; and the Center for Urban Language Teaching and Research at Georgia State University. The conference is cosponsored by the following University of Minnesota units: College of Education and Human Development; College of Liberal Arts Language Center; Global Programs and Strategy Alliance; Graduate School; Department of Curriculum and Instruction; Department of French and Italian; Department of German, Nordic, Slavic, and Dutch; Department of Spanish and Portuguese Studies.


Summer Institute participants at lunch
Register Now!

Early Bird Registration Deadline: April 26

2019 CARLA Summer Institute Program
for Language Teachers

Registration is now open for the CARLA summer institutes. 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, hands-on activities, and networking.

CARLA summer institute participants—more than 6,000 to date—have come from all over the world. They have included foreign/world language, ESL/EFL, and immersion teachers at all levels of instruction, as well as program administrators, curriculum specialists, and language teacher educators.

Join us for the 24th annual CARLA summer institute program!

Character Literacy Acquisition in Mandarin Immersion Classrooms: Lessons from More- and Less-Proficient ReadersNEW
June 17–19, 2019
Presenters: Tara Fortune, Zhongkui Ju, and Molly Wieland

Transitioning to Teaching Languages Onlineonline course
June 20–July 10, 2019
Application required
Presenters: Claudine Bouchaud, Marlene Johnshoy, Frances Matos, and Ritu Jayakar

Using the Web for Communicative Language Learningonline course
June 27–July 31, 2019
Presenters: Marlene Johnshoy and Lauren Rosen

Language and Culture in Sync: Teaching Linguistic Politeness and Intercultural Awarenessonline course
July 15–August 2, 2019
Presenter: Noriko Ishihara

Developing Assessments for the Second Language Classroom
July 15–19, 2019
Presenter: Donna Clementi

Creativity in the Language Classroom: Fostering Student Learning Through Creative Language Experiences
July 15–19, 2019
Presenters: Anne Cummings Hlas and Amy Young

Exploring Learner Language: Puzzles and Tools in the Classroom
July 15–19, 2019
Presenters: LeeAnne Godfrey and Elaine Tarone

Using Technology in Second Language Teachingonline option
July 22–26, 2019
Presenters: Adolfo Carrillo Cabello, Marlene Johnshoy, and Dan Soneson

Exploring Project-Based Language LearningNEW
July 22–26, 2019

Presenter: Stephen Tschudi and Lauren Scheller

Using Authentic Materials to Develop Foreign Language Literacies
July 22–26, 2019

Presenter: Kate Paesani

Culture as the Core in the Second Language Classroom
July 29–August 2, 2019

Presenters: Martha Bigelow and Kaishan Kong

Teaching World Languages and Cultures in Elementary SettingsNEW
July 29–August 2, 2019

Presenters: Blanca Caldas and Christian Belden

Teaching Heritage Languages and Learners
July 29–August 2, 2019

Presenters: Jenna Cushing-Leubner and Jennifer Eik

Information and Registration

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

Transforming Communities Through Multilingualism: Seventh International Conference on Immersion & Dual Language Education

The Seventh International Conference on Immersion & Dual Language Education held February 6–9, 2019, in Charlotte, North Carolina, was a great success! Over 980 educators participated in the conference which began with school visits to eight DLI programs in Charlotte-Mecklenberg, followed by 18 pre-conference workshops, and then two days filled with 120 engaging sessions and invited symposia organized around five conference themes: (1) pedagogy and assessment; (2) culture, identity, and community; (3) program design and evaluation; (4) policy, advocacy, and communication; and (5) professional preparation and learning. There was much excitement and enthusiasm as educators and researchers including those involved in one-way world language, two-way bilingual, and indigenous revitalization immersion programs exchanged ideas and practices. This immersion conference made extensive use of social media to promote the conference in advance and to share highlights and photos during the conference. See #ncdli2019 and for a sample of the conference activities.

Tara Fortune & Zhongqui JuCARLA is genuinely grateful for the opportunity to collaborate on this conference with our partners in North Carolina, and wishes to thank the leadership team for their commitment to sustaining the original vision of this unique conference: to build bridges between researchers and practitioners who are committed to additive bilingual education that serves learners from diverse linguistic and cultural backgrounds using a variety of DLI models.

CARLA's Immersion Project Director Tara Fortune and Dr. Mandy Menke from the University of Minnesota served on the planning committee for the conference. Dr. Fortune and Ph.D. candidate Zhongkui Ju presented on their research project in the session titled, "Reading in Mandarin and English: What Can We Learn From More- and Less-Proficient Immersion Readers?"

More information about the conference can be found in the CARLA conference archive.


A How-to for Hybrid Conferences

With shrinking travel budgets and difficulties taking extended time away from work, many language faculty and staff find it increasingly challenging to find professional development and networking opportunities. What are conference organizers to do?

A new article written by Marlene Johnshoy (CARLA-University of Minnesota), Jonathan Perkins (University of Kansas), Dan Soneson (University of Minnesota), and MJ, JP, DS, SDS - presenter photosShannon Donnally Spasova (Michigan State University) addresses the challenge of organizing a regional conference for MWALLT(Midwest Association for Language Learning and Technology), an affiliate of IALLT (International Association for Language Learning Technology) encompassing twelve states, from Ohio in the east to Kansas in the west. To expand the reach of the MWALLT conference, their hybrid model offered programming at four sites connected via teleconference.

Find out the details of their successful conference in the March issue of FLTMAG.


CARLA Resources - section header

CARLA on Social Media

TwitterCARLA is Now on Twitter!

CARLA is excited to interact on this new (to us) platform, and we are looking forward to engaging with our new followers, and the language teaching community on Twitter. Please take a moment to find and follow us at @CARLA_UMN. We look forward to sharing news about the language world and sharing our resources with you.


CARLA's Facebook Page Has More Than 10,000 Likes!

This week, CARLA hit 10,000 "likes" on Facebook! Keep current with interesting posts and news about CARLA events on the on the CARLA Facebook page.

Below are two recent posts that were shared and liked by many of our Facebook friends:

Non-English language speakers at homeNumber of People in Each State who Speak a Language Other than English at Home

The US Census Bureau recently released statistics from the 2017 "American Community Survey," that asks millions of Americans about several social, economic, and demographic attributes including which language they speak at home. Coastal states and states in the Southwest had the highest shares of households that speak a language other than English.

See the Business Insider article.

Foreign Language Programs Disappearing

In January, the Modern Language Association reported that colleges across the country have shut down a "stunning" 651 language programs over the past three years. In fact, the demand for foreign language programs has been diminishing for decades and starts long before college: Nationwide, only 1 in 5 students from kindergarten through high school is taught a foreign language. Only 16 states require any world language learning at all in K-12 — and usually this amounts to only two years in high school. Those who grow up without opportunities to learn other languages aren't likely to ask for them when they get to college.

See the SFGate article.


CARLA @ Conferences - section header

CARLA staff members and colleagues will be presenting at the following conferences this spring:

AAAL LogoAmerican Association for Applied Linguistics Annual Conference

March 9–12, 2019
Atlanta, Georgia

Talking About Teaching: Teacher Discourse and Multiliteracies Pedagogy

Sunday, March 10, 2019
8:35–9:05 a.m.
Sheraton Atlanta–Georgia 11

Over the past two decades, scholars and practitioners have been exploring ways to apply multiliteracies (ML) principles and practices to collegiate foreign language programs (e.g., Kern, 2000; Paesani, Allen, & Dupuy, 2016; Swaffar & Arens, 2005). Yet adopting new teaching paradigms can be challenging for teachers. For instance, Swaffar (2014, p. 33) argued that "entrenched practices," such as audiolingualism or communicative language teaching (CLT), have "proved difficult to alter," and the few studies that investigate how teachers learn about and implement ML pedagogy underscore the long-term nature of teachers' conceptual development and their difficulties in applying conceptual knowledge in instruction (e.g., Allen, 2011; Allen & Dupuy, 2013).

To contribute to this line of research, this study investigates whether and how prevailing ideologies about CLT (e.g., oral communication, personalization, language functions) are manifested in teacher discourse around ML pedagogy. This qualitative case study thus addresses the following questions: 1) What is the nature of teacher discourse around multiliteracies pedagogy?; 2) Does this discourse reflect prevailing ideologies around communicative language teaching and if so, how?

In response, we present a year-long study conducted with three teachers participating in a lower-level Spanish program transitioning to a multiliteracies-oriented curriculum. Data sources include audio transcripts from six course-level meetings and two sets of interviews following observation of participants teaching a ML lesson plan. Data analyses involve multi-cycle descriptive coding (Miles, Huberman, & Saldaña, 2014) using NVivo 12 software to determine major themes, classification of coded excerpts according to CLT and ML concepts, and triangulation with participants' teaching background. Findings indicate that participants' discourse reflected CLT concepts to differing degrees, despite their similar background in ML pedagogy and self-reported adherence to CLT pedagogy at the start of the study. We conclude with implications of study's findings for socializing FL teachers into ML pedagogy.

Session Presenters: Kate Paesani (CARLA–University of Minnesota) and Mandy Menke (University of Minnesota)

Other presentations made at AAAL by University of Minnesota colleagues can be found on the AAAL website.


AERA Logo American Educational Research Association Annual Meeting

April 5–9, 2019
Toronto, Canada

Research Symposium: Opportunities and Challenges in Chinese-English Dual Language Bilingual Education

Sat, April 6, 2019
2:15–3:45 p.m.
Metro Toronto Convention Centre, 200 Level, Room 201E

Current scholarship in bilingual education focus primarily on Spanish-English and French-English language combinations. While these bodies of research have made important contributions to the field, there is a lack of literature on Chinese-English programs. This symposium brings together scholars to examine the growing body of research in Chinese-English Dual-Language Bilingual Education (DLBE) programs in North America. It includes studies on both Mandarin and Cantonese in the United States and Canada, and discusses various issues related to biliteracy development, parental perspectives, and student learning factors, adopting different research designs and methods. This symposium aims to diversify the language area in current bilingual education research and critically engage with interdisciplinary research narratives to examine opportunities and challenges in Chinese-English DLBE programs. Symposium papers include:

A Systematic Review of Chinese-English Dual Language Bilingual Education in North America
Presenters: Zhongfeng Tian (Boston College) and Kevin M. Wong (New York University)
A Comparison of More- and Less-Proficient Chinese Immersion Readers
Presenter: Tara W. Fortune (CARLA–University of Minnesota)
Parent Perspectives of a Chinese-English Dual-Language Program in Canada
Presenter: Poh Wee Koh (Florida State University)
Competence and Achievement: Upper Elementary Students in a Dual Immersion Program
Presenters: Shuhua He (UC-Davis), Ty Brownridge (UC-Davis), Lu Yang (UC-Davis), Genevieve Leung (University of San Francisco), Qing Zhou (UC-Berkeley), Yuuko Uchikoshi (UC-Davis)

Other presentations made at AERA by University of Minnesota colleagues can be found on the AERA website.


Improving language teaching and learning


The Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota is a research and resource center devoted to improving 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.

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