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CARLA Update - Electronic Newsletter - top header and logo

Winter 2019

CARLA Staff Photo


  • 2019 CARLA Summer Institute Program
    Registration Opens January 7, 2019
    Early Bird Registration Deadline: April 26, 2019
  • 11th International Language Teacher Education Conference
    Call for Papers Deadline: January 18, 2019
    Conference Dates: May 30–June 1, 2019

CARLA Program Updates

  • Conference Organizing ResourcesAvailable Online

CARLA Resources

  • CARLA on Facebook

CARLA @ Conferences

  • 7th International Conference on Immersion & Dual Language Education
  • 2019 AAAL Annual Conference
  • 2019 AERA Annual Meeting
Announcements - section header
Summer Institute participants at lunch
Register Now!

Registration is Open—Register Now!

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 Readers
June 17–21, 2019
Presenters: Tara Fortune and Zhongkui Ju

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 Awareness
online 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

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.


LTE Logo

Call for Papers!

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

Call for Papers Deadline: January 18, 2019

Invited Speakers

  • Cori Crane, Duke University
  • Richard Donato, University of Pittsburgh
  • Maggie Kubanyiova, University of Leeds
  • Suhanthie Motha, University of Washington

The 11th International Language Teacher Education Conference welcomes proposals for papers and symposia on all aspects of the education and professional development of language teachers including research, theory, and practice related to what and how language teachers learn, the various contexts in which language teacher learning takes place, and the educators who facilitate language teacher learning.

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 national and international contexts in which this takes place, including: English as a Second or Foreign Language (ESL/EFL) instruction; foreign/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 thus aims to bring together a range of teacher educators 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
  • Practices of Language Teacher Education

See detailed information about the conference themes on the website.

Types of Sessions

Papers and symposia may report on empirical research, theoretical and conceptual analyses, or practices in language teacher education. All proposals must address an audience of language teacher educators and fit within one of the four conference themes.

  • Symposia (2 hours): A symposium provides an opportunity for a group of individuals (maximum six) to propose a specific issue or topic in the field of language teacher education and examine it from a variety of perspectives. Total presentation time is limited to one hour to ensure that at least half of the session engages presenters and the audience in extended dialogue.
  • Papers (25 minutes): A paper involves a 25-minute presentation on a topic related to one of the four themes (up to three presenters per paper). Papers will be grouped thematically when possible. Grouped paper presentation sessions will include three papers followed by 30 minutes of questions and discussion after all of the papers have been presented.

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.


Program Updates - section header

Conference Organizing Resources

Abstract Review screenshot

CARLA offers a set of online resources designed to help developing scholars organize a conference and publish a proceedings. The website includes sample timelines, calls for proposals, and rating rubrics. Is also features tutorials that guide users through the conference abstract review process and the manuscript review process. Users can follow along as the reviewers go through the process step by step.

Find these helpful resources on the Conference Organizing Resources website.

Second Language Acquisition (SLA) Graduate Student Symposium

The Conference Organizing Resources website was originally designed to support graduate students participating in the SLA Graduate Student Symposium, an annual conference dedicated to giving student researchers and educators the opportunity to present studies that address current issues in second language acquisition. The Symposium is a collaboration between the University of Iowa, the University of Minnesota-Twin Cities, and the University of Wisconsin-Madison.

The 2019 SLA Symposium will be held at the University of Wisconsin-Madison on April 19–20, 2019. The program organizers are currently accepting proposals for papers until January 27, 2019. For more details about the conference and the call, see the Symposium website.


CARLA Resources - section header

CARLA on Facebook

Did you know that CARLA has a very active Facebook page with nearly 10,000 followers? Check out two of our recent popular posts:

Year of Indigenous Languages

The Year of Indigenous Languages

Indigenous languages matter for social, economic and political development, peaceful coexistence, and reconciliation in our societies. Yet many of them are in danger of disappearing. It is for this reason that the United Nations declared 2019 the Year of Indigenous Languages to encourage urgent action to preserve, revitalize, and promote them. Learn more on UNESCO's newly-launched website.

The Benefits of Bilingualism

This post highlights some of the most common questions about bilingualism and cognitive development in children and adults based on an article by psycholinguist Mark Antoniou that will appear in the January 2019 edition of the Annual Review of Linguistics. A short Q and A with Dr. Antoniou can be found online.

Keep current with interesting posts and news about CARLA events on the CARLA Facebook page.


CARLA @ Conferences - section header

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

Immersion Conference Logo7th International Conference on Immersion & Dual Language Education

February 6–9, 2019
Charlotte, North Carolina

Symposium: Teacher Preparation: Partnerships and Practices

Friday, February 8, 2019
10:00 am–12:15 pm 

This symposium pointedly convenes a group of specialized professionals to discuss the multifaceted topic of preparing dual language and immersion (DLI) teachers. Panelists represent university, district, state, and international teacher educators to share perspectives on critical details for consideration while educating and supporting preservice and in-service teachers for the complexities of DLI classroom instruction. Explored are university-school district partnerships, school-district professional development for in-service teachers, the creation of national standards for DLI teacher preparation, and other practices related to preservice and in-service teacher preparation. Special attention is given to the sub-topic of the importance of using culturally and linguistically authentic academic materials with dual language learners, notably those from Indigenous communities. Symposium presenters will first share insights from their respective projects and experiences. These short presentations will be followed by discussion among presenters and audience members around critical questions related to teacher preparation.
Organizers: Diane Tedick (University of Minnesota) and Joan Lachance (University of North Carolina at Charlotte)

Educating, Engaging, and Empowering DLI Parents and Families

Friday, February 8, 2019
3:00–4:00 pm  

In this presentation, we will describe a dual language and immersion (DLI) family engagement program being developed and piloted in Minnesota–specifically for two-way and developmental bilingual programs. Modules and interactive activities designed for face-to-face workshops for parents and families span four key topics: DLI Basics, Bilingualism & Biliteracy, Language & Learner Differences, and College & Career Opportunities. All materials were translated into Spanish and Hmong, and workshops were piloted in a bilingual format (English/Spanish or English/Hmong). An accompanying website (with materials in English, Spanish, and Hmong) provides additional support and information for DLI parents as well as DLI parent educators. Once finalized, the workshop materials and website will be made available to DLI programs nationally. In this session, we will showcase samples of the materials, engage session attendees in interactive activities, and share program participant perspectives.
Presenters: Maureen Curran-Dorsano (University of Minnesota), Diane Tedick (University of Minnesota), and Corinne Mathieu (University of Minnesota)

The Development of Complexity in Immersion Students' Academic Writing

Friday, February 8, 2019
3:00–4:00 pm 

General reports of the second language proficiency of one-way immersion students reveal that proficiency levels plateau in the late elementary years (e.g., Fortune & Tedick, 2015), and teachers have reported student difficulty in engaging with more abstract, complex content in the second language due to insufficient second language competence (e.g., Fortune, Tedick & Walker, 2008; Hoare & Kong, 2008). This study expands on previous reports of immersion language development, which have focused on linguistic accuracy, to explore syntactic complexity and its development during the middle school years. A cross-sectional sample of Grades 5-8 students from five immersion programs completed the same written performance assessments, tied to their content area studies. Measures of phrasal, clausal, and syntactic complexity were employed to explore how immersion students' academic language changes across grades. Implications for classroom practice and program design will be discussed.
Presenters: Mandy Menke (University of Minnesota) and Celia Bravo Díaz (University of Minnesota)

Reading in Mandarin and English: What Can We Learn From More- and Less-Proficient Immersion Readers?

Friday, February 8, 2019
4:15–5:15 pm 

Recent immersion research findings indicate relatively lower second language (L2) proficiency outcomes for reading in Mandarin as compared with other alphabetic partner languages such as Spanish (Burkhauser et al., 2016; Fortune & Song, 2016). Sufficient levels of L2 literacy are critical for continued access to subject matter learning as students progress through the grades. What can we learn by comparing more- and less-proficient Mandarin immersion (MI) readers' oral reading behaviors and use of strategic processes to decode and comprehend written text? This study examines these behaviors and strategic processes with Grade 4 children as they engage with narratives in Mandarin (L2) and English (L1). Using data from during-reading think alouds and post-reading interviews, we will identify and compare patterns in oral reading miscues and strategic processes used. Implications for the instruction of emergent Chinese-English biliterates participating in MI education will be discussed.
Presenters: Tara W. Fortune (CARLA–University of Minnesota) and Zhongkui Ju (CARLA–University of Minnesota)

Symposium: Promoting the Educational Success of Children and Youth Learning English

Saturday, February 9, 2019
10:00 am–12:15 pm 

This symposium will review the findings of a panel convened by the National Academies of Sciences, Engineering, and Medicine to review research considered relevant to the educational success of ELs in the U.S. The panel was made of 19 educational and developmental experts and the report of its findings was published in 2017. Members of the symposium will present key findings and recommendations from that report with respect to: a) young learners' capacity for dual language learning, birth to five (Fred Genesee); (b) the development of English language proficiency in Grades K to 12 (Donna Christian); (c) promising and effective instructional practices for K-12 learners (Diane Tedick); and (d) dual language learners and English learners with disabilities (Tara Fortune). Emphasis will be put on practical implications of the findings of the report.
Organizer: Fred Genesse (McGill University)

Secondary Spanish Immersion Materials: Exploring Design and Mobilization in the Classroom

Saturday, February 9, 2019
11:15–12:15 pm  

Integration of content and language is a persistent challenge in dual language and immersion (DLI) classrooms. Although previous scholarship has explored a variety of factors that affect DLI teachers' abilities to integrate content and language in their pedagogy, none of this work has focused on the potential affordances and constraints of the classroom materials these teachers use. This presentation will share findings from two sequential studies that examined how materials were used in secondary Spanish immersion classrooms in the US. Drawing on a classroom ecology perspective (van Lier, 2004) and sociocultural theory (Vygotsky, 1978), these qualitative case studies involved analysis of audio and video-recorded classroom observations, interviews with teachers, and examples of materials and student work. Findings show that in both classes the nature and positioning of the materials constrained opportunities for integration. Implications for future DLI materials design are discussed.
Presenter: Corinne Mathieu (University of Minnesota)

Symposium: Translanguaging in Immersion and Dual Language Education: Does One Size Fit All?

Saturday, February 9, 2019
1:45–4:00 pm 

Translanguaging comes in many shapes and sizes, ranging from cross-linguistic instruction that maintains separate spaces for the communicative use of each language to more holistic approaches that encourage students to draw readily on their entire linguistic repertoire to support their language development and academic achievement. The premise of this symposium is that translanguaging has considerable potential to enhance learning outcomes in immersion and dual language programs but that, given the variety of such programs, translanguaging practices need to be tailored to best suit specific contexts. Various factors such as program model (one-way or two-way) and students' home language (minority or majority) serve to determine the appropriateness of different translanguaging practices. These practices need to be strategically implemented to support the development of bilingual proficiency but also tempered in favor of the minority language in order to circumvent the societal language imbalance that favours majority-language use.

This symposium will showcase four papers representing different instructional settings along a continuum of contexts:

  1. Developmental bilingual program for simultaneous bilingual learners in Colorado (Sandra Butvilofsky)
  2. Dual language bilingual programs in New York (Maite Sánchez & Kate Seltzer)
  3. Spanish-English bilingual program for English L1 students in Alberta (Elaine Schmidt)
  4. Immersion/dual language contexts serving both majority- and minority-language students in the U.S. (Tara Fortune and Diane Tedick)

The papers will be followed by a discussion led by discussant Roy Lyster addressing the similarities and differences in best translanguaging practices across contexts.
Organizers: Diane Tedick (University of Minnesota) and Fred Genesse (McGill University)


AAAL LogoAmerican Association for Applied Linguistics Annual Conference

March 9–12, 2019
Atlanta, Georgia

Talking About Teaching: Teacher Discourse and Multiliteracies Pedagogy
This study explores whether and how ideologies about communicative language teaching occur in teacher discourse around multiliteracies pedagogy. Findings indicate that participants' discourse reflected CLT concepts to differing degrees, despite similar backgrounds in multiliteracies pedagogy and self-reported adherence to CLT pedagogy. Implications for socializing teachers into multiliteracies pedagogy are discussed.
Session Presenters: Kate Paesani (CARLA–University of Minnesota) and Mandy Menke (University of Minnesota)

The AAAL Annual Conference schedule has not yet been posted. Check back on the AAAL website for program schedule details.


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
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)

The AERA Annual Meeting schedule has not yet been posted. Check back on the AERA website for program schedule details.


Improving language teaching and learning

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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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