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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 2018


  • CARLA Summer Institutes 2018—Registration Open!

CARLA Program Updates

  • Foreign Languages and the Environment Symposium

CARLA Resources

  • Foreign Language Literacies Project Website

CARLA @ Conferences

  • AAAL 2018
  • TESOL 2018

Announcements - section header

CARLA Summer Institute 2018—Registration Open!

Summer Institute ParticipantsRegistration 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 5,700 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!

Summer 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 Development (five-week online course)
July 9–August 12, 2018
Presenters: Marlene Johnshoy and Lauren Rosen

Language and Culture in Sync: Teaching Linguistic Politeness and Intercultural Awareness (three-week online course)NEW!
July 9–27, 2018
Presenter: Noriko Ishihara

Developing Assessments for the Second Language Classroom
July 9–13, 2018
Presenter: Donna Clementi

Teaching Heritage Languages and Learners
July 9–13, 2018
Presenters: Jenna Cushing-Leubner and Jennifer Eik

Culture as the Core in the Second Language Classroom
July 9–13, 2018
Presenters: Martha Bigelow and Kaishan Kong

Using Technology in Second Language Teaching
July 16–20, 2018
Presenters: Adolfo Carrillo Cabello, Marlene Johnshoy, and Dan Soneson

Creativity in the Language Classroom: Fostering Student Learning Through Creative Language Experiences
July 16–20, 2018
Presenters: Anne Cummings Hlas and Amy Young

Teaching Language Through the Lens of Social Justice
July 16–20, 2018
Presenters: Cassandra Glynn, Beth Wassell, and Pamela Wesely

Using Authentic Materials to Develop 21st Century Literacies
July 23–27, 2018
Presenter: Kate Paesani

Content-Based Language Instruction and Curriculum Development
July 23–27, 2018
Presenter: Laurent Cammarata

Growing Learner Language: A Hands-On Approach to Developing the Language Learners Produce
July 23–27, 2018
Presenters: LeeAnne Godfrey and Elaine Tarone

Immersion Summer Institute Participants

Summer Institute for Immersion Teachers

CARLA also offers a very popular institute that is designed specifically for new K–12 immersion educators and immersion program leaders:

Immersion 101: An Introduction to Immersion Teaching
July 16–20, 2018
Presenters: Tara Fortune with Maureen Curran-Dorsano, Kirsten Rue Johnson, and a team of veteran immersion teachers

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

CARLA's work has regularly supported curricular innovations that target higher levels of proficiency by integrating language and content across the disciplines. Most recently, CARLA is cosponsoring a unique symposium examining how programs of language, literatures, and cultures are being revitalized through connection with environmental humanities initiatives and alliances with sustainability studies. Organized by Professor Charlotte Melin, chair of the Department of German, Scandinavian, and Dutch at the University of Minnesota, this symposium will bring together scholar-teachers whose work in and beyond the classroom has been catalyzed by their commitment to curricular innovation, interdisciplinary projects, and public engagement with climate change issues.

Foreign Languages and the Environment: Seed Projects for Sustainable Humanities

March 1–2, 2018
University of Minnesota
Minneapolis, MN

From Design Thinking to Bloom's Taxonomy and Back: Beyond STEM + Languages
Katherine Arens (University of Texas-Austin)

Cinematic Sound Beyond the Human: Disanthropocentric Listening and Italian Film
Elena Past (Wayne State University)

Reimagining Foreign Language Education: Sustainability, Creativity, and Collaboration
Maggie Broner (St. Olaf College)

The symposium's purpose is to facilitate dialogue about educational redesign in the humanities as a collaborative intellectual project that crosses fields ranging from language, literature, and national/transnational and cultural studies to second language acquisition and STEM. This shift impacts undergraduate and graduate education, and situates language programs at the forefront of institutional change. Presentations and roundtable discussions will explore theoretical frameworks, innovative curricular models (from design thinking projects to learning abroad), and implementation strategies for the enhanced teaching of languages and cultures in our multilingual world as a means for exploring cultural narratives, values, and perspectives related to the environment.

NOTE: This symposium is free of charge, but registration is required and space is limited.

Conference Sponsors: Center for Advanced Research on Language Acquisition (CARLA); Department of German, Scandinavian, & Dutch; Environmental Humanities Initiative
Conference Cosponsors: Center for German and European Studies; CLA Language Center; Department of Asian Languages and Literatures; Department of English; Department of French & Italian; Department of Spanish & Portuguese Studies; Institute for Advanced Study; Institute for Global Studies; Institute on the Environment.


CARLA Publications - section header

Foreign Language Literacies

Poster session at Open HouseCARLA's Foreign Language Literacies project gives teachers tools, resources, and experiences that help them effectively apply literacies pedagogy and engage students with authentic texts in secondary and post-secondary classrooms. The project includes a research component that looks at teacher understandings and applications of literacies pedagogy. Results from this research inform creation of professional development resources teachers can use in their own classrooms.

The new Foreign Language Literacies webpage includes information about research projects as well as an extensive bibliography. See:

Foreign Language Literacies Bibliography

This bibliography includes research and scholarly articles, chapters, and books organized around four main subject areas: theoretical and pedagogical perspectives; curricular and pedagogical applications of literacies-based approaches; student learning outcomes, perceptions, and experiences in literacies-oriented classrooms; and teacher understandings and applications of literacies pedagogy.

Explore the Foreign Language Literacies Bibliography:

Making Multiliteracies Real: A Tool for Analyzing Instructional Materials

Check out this videorecording of a recent presentation given by Kate Paesani and Mandy Menke on their study that documents the process of implementing a tool for analyzing literacies-based teaching materials.

View the video:


CARLA @ Conferences - section header

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

American Association for Applied Linguistics (AAAL)

March 24–27, 2018
Chicago, Illinois

Translanguaging in Families: Ojibwe Revitalization in Homes
In Colloquium: Translanguaging: Affordances and Challenges for Indigenous languages – Transcontinental Conversations

Saturday, March 24, 2018
8:00 to 9:40 am, Sheraton Grand Chicago, Chicago 10

This paper explores Ojibwe revitalization project with families through the lens of tranlanguaging. Adults and children are all second language learners of Ojibwe, this paper will present analyses of video and audio data to explore the value and potentially extend the theory of translanguaging in revitalization contexts.
Presenter: Mary Hermes (University of Minnesota)

Viewing Variable Voices in Learner Language Through a Heteroglossic Lens

Saturday, March 24, 2018
10:10 to 10:40 am, Sheraton Grand Chicago, Chicago 10

This study finds that university-level English L2 learners at different developmental levels produce structurally variable voices as they construct dialogue in language play, revealing hitherto un-researched dimensions of interlanguage competence. Heteroglossia (Bakhtin, 1934/1981) is invoked to account for these results, thereby contributing to our understanding of SLA and bilingualism.
Presenters: Elaine Tarone and Darren LaScotte (University of Minnesota)

"Escríbelo en Tu Own Words, Güey," Leveraging Linguistic Mestizaje in the Literacy Classroom

Saturday, March 24, 2018
1:30 to 2:00 pm, Sheraton Grand Chicago, Ohio Room

Examines a literacy intervention in which Spanish-English bilingual 8th graders collaboratively translated and discussed short passages from English language texts. Specifically, we analyze how "non-standard" linguistic choices were taken up by other students and the teacher, and how these interactions contributed to or complicated the attainment of teachers' pedagogical objectives.
Presenters: Samuel David (University of Minnesota), Mario Martinez-Garza (Aditi Technologies), Mark Pancheco (Illinois State University)

Framing Language Policy of Education in Galicia

Sunday, March 25, 2018
8:00 to 8:30 am, Sheraton Grand Chicago, Ohio Room

Through the critical analysis of policy documents, newspaper articles, blogs, and interviews, this study investigates the discourses/ideologies surrounding the framing of language policies in the school system in Galicia, Spain, to determine what their role is in the maintenance of the minoritized language and in creating a pacific linguistic environment.
Presenter: Monica de la Fuente Iglesias (University of Minnesota)

"Let Me Re-Explain This Equation": Negotiating Disciplinary Expertise and Identities in International Teaching Assistants' Instructional Interactions with Colleague Students

Sunday, March 25, 2018
10:45–11:15 am, Sheraton Grand Chicago, Mississippi Room

This language socialization study examines how international teaching assistants construct disciplinary expertise and identities in instructional interactions with U.S. students in an undergraduate-level aerospace and mechanical engineering class. The juxtaposition between content experts and language novices creates interactional consequences for assistants' instruction and negotiation of their disciplinary knowledge and memberships.
Presenter: Yi-Ju Lai (University of Minnesota)

Colloquium: Voices in Learner Language: Heteroglossia, Language Play and Constructed Dialogue in SLA

Sunday, March 25, 2018
1:50 to 3:30pm, Sheraton Grand Chicago, Chicago 10

This colloquium features three studies demonstrating how L2 learners used oral language play to appropriate and express different identities and patterns of speaking ('voices') associated with TL speech communities. Blending sociolinguistic and Bakhtinian sociocultural theory, the audience explores the implications for our understanding of interlanguage, and for improved L2 pedagogy. Papers include: Voices in Learner Language: Mirroring a Ted Talk (Colleen Meyers, University of Minnesota); An Analysis of Complexity, Accuracy, and Fluency in Heteroglossic Speech (Darren LaScotte, University of Minnesota); Channeling Charlie: Suprasegmental Pronunciation in a Second Language Learner's Performance of Others' Voices (Leah Moreno, University of Minnesota).
Session Organizer: Elaine Tarone (University of Minnesota)

Teacher Conceptualizations and Implementation of Textual Borrowing in Genre-Based Foreign Language Writing Instruction

Sunday, March 25, 2018
4:00 to 4:30 pm, Sheraton Grand Chicago, Superior Room B

This qualitative case study investigates how graduate teaching assistants appropriate conceptual and pedagogical tools of genre-based writing and apply them in collegiate language courses. Findings, grounded in Vygotskian sociocultural theory, demonstrate the differing paths of conceptual understanding and the role of professional development and teacher reflection in mediating theory-practice connections.
Presenters: Heather Willis Allen (The University of Wisconsin–Madison) and Kate Paesani (CARLA–University of Minnesota)

Spanish Immersion Materials and the Secondary Classroom Ecology
In Colloquium: Pioneering Classroom-Based Research: How Are Materials Used in Language Classroom Interactions?

Monday, March 26, 2018
8:00 to 9:40 am, Sheraton Grand Chicago, Mayfair Room

Dual language/immersion teachers often struggle to find and use appropriate materials effectively. This study examines the roles materials played in a seventh-grade Spanish immersion social studies classroom ecology. Results show that materials' structure and use supported a monologic instructional paradigm, constraining student discourse and opportunities for academic and linguistic growth.
Presenter: Corinne (Cory) Mathieu (University of Minnesota)
Colloquium Discussants: Elaine Tarone (University of Minnesota) and Kathleen Graves (University of Michigan)

Fluctuation in the Functions of Vocabulary Strategies

Monday, March 26, 2018
10:10 to 10:40 am, Sheraton Grand Chicago, Superior Room B

Six Chinese university students individually performed an English vocabulary task to explore the functions that their vocabulary strategies activated. Metacognitive, cognitive, affective, and social functions were found to fluctuate not only during the use of one strategy but also when learners switched from strategy to strategy in sequences and clusters.
Presenters: Andrew D. Cohen (University of Minnesota, Emeritus) and Isabel Kaihui Wang (Nankai University)

The Politics of Language Education Policy Development and Implementation: Minnesota (Not So) Nice?
In Colloquium: Exploring Community Sense-Making in U.S. Language Education Policy Implementation

Monday, March 26, 2018
1:50 to 3:30 pm, Sheraton Grand Chicago, Mayfair Room

Through close analysis of positioning within narrative accounts concerning new state legislation, this paper demonstrates the utility of narrative analysis in yielding insights into how language policies are developed, interpreted and prioritized as well as how policy implementation is intertwined with local culture evident in interpersonal and institutional interactions.
Presenters: Kendall King and Martha Bigelow (University of Minnesota)

Leveraging English: Teacher-Learner Expertise in the Bilingual Ojibwe Classroom

Monday, March 26, 2018
2:25 to 2:55 pm, Sheraton Grand Chicago, Columbus Room B

This linguistic ethnography centers the strategies and instructional practices of an Ojibwe language teacher-learner to connect linguistic and extra-linguistic expertise with bilingual classroom language use. Findings show how English can be deployed as a scaffold for the teacher to re-imagine and validate complex bilingual Indigenous identities for young learners.
Presenter: Mel Engman (University of Minnesota)

How do Refugee-Background Youth Mobilize and Language Emotion for Critical Media Literacy? In Colloquium: Multimodality in Teaching and Research with Refugee-Background Language Learners

Tuesday, March 27, 2018
8:00 to 11:15 am, Sheraton Grand Chicago, Chicago 8 & 9

This paper examines the role of emotion in classroom discussions of place- or culture-informed media among East African refugee-background youth in a multiethnic secondary ESL class. We will present a close analysis of data using Silverstone's "proper distance" from a moment involving the sharing of a Somali house on social media.
Presenters: Martha Bigelow and Cynthia Lewis (University of Minnesota)

Overtly Positive and Covertly Negative Language Attitudes in U.S. and Canadian Teachers

Tuesday, March 27, 2018
8:35 to 9:05 am, Sheraton Grand Chicago, Ontario Room

This presentation explores the language attitudes towards regional varieties of Spanish by 90 US and Canadian K-16 foreign language teachers through the use of survey data. The findings indicate primarily positive attitudes towards all varieties while negative attitudes were affiliated with lack of knowledge toward these dialects.
Presenters: Angela George (University of Calgary) and Anne Hoffman-Gonzalez (University of Minnesota)


TESOL International Convention
& English Language Expo
March 27–30, 2018
Chicago, Illinois

Viewing Variable Voices in Learner Language Through a Heteroglossic Lens

Wednesday, March 28, 2018
2:00 to 2:45 pm, N140 (McCormick Place, North Building)

University-level English L2 learners at different developmental levels produce structurally variable voices of others as they construct dialogue in language play, revealing hitherto unresearched dimensions of their interlanguage competence. Bakhtin's (1934/1981) theory of heteroglossia is invoked to account for these results, thereby contributing to our understanding of SLA and bilingualism.
Presenters: Darren LaScotte and Elaine Tarone (University of Minnesota)

Panel: Voices in Learner Language: Heteroglossia and Language Play in SLA

Thursday, March 29, 2018
9:30 to 11:15 am, E450a (McCormick Place, Lakeside Center, East)

The participants share three studies demonstrating how L2 learners used oral language play to appropriate and express different identities and patterns of speaking (voices) associated with TL speech communities. Blending sociolinguistic and Bakhtinian sociocultural theory, the audience explores the implications for our understanding of interlanguage, and for improved L2 pedagogy.
Presenters: Elaine Tarone, Darren LaScotte, Colleen Meyers, and Leah Moreno (University of Minnesota)



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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.

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