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Presentations, Workshops, and Special Events

CARLA sponsors a series of presentations and workshops during the academic year and also offers a number of other special events, such as the CARLA Open House. These presentations are free and open to the public unless otherwise noted. Locations can be found on the University map website.

SAVE THE DATE!!

CARLA Presentation & Open House

Claire Kramsch

Keynote Presentation:
The Challenge of Globalization in Foreign Language Education

Tuesday, October 10, 2017
4:00 - 6:30 p.m.
McNamara Alumni Center


In a recent position paper on teaching foreign languages in an era of globalization, Claire Kramsch wrote: “Through its mobility of people and capital, its global technologies, and its global information networks globalization has changed the conditions under which foreign languages (FLs) are taught, learned, and used. It has destabilized the codes, norms, and conventions that are putting into question the monolingual foundation of FL education and challenging monolingual ideologies at play in our society. These changes call for a more reflective, interpretive, historically grounded and politically engaged pedagogy than was called for by the communicative language teaching of the eighties” (2014, p. 296).

In this presentation, Professor Kramsch will update this assessment of the situation by discussing recent developments in applied linguistics: the multilingual turn (May, 2014), the transdisciplinary turn (Douglas Fir Group, 2016), and various trans-perspectives (Hawkins & Mori, forthcoming) that are redefining what it means to learn and use one or several additional languages. She will also discuss two current trends that are challenging the very nature of language and that raise serious ethical questions for collegiate education: the algorithms being developed by the computer industry that strive to establish full translatability across linguistic codes, and the proliferation of purely phatic uses of language in a spectacle society obsessed with social media.

Keynote Speaker: Claire Kramsch is Professor Emerita of German and Education at University of California–Berkeley. Her area of research is applied linguistics, with emphasis on social, cultural and stylistic approaches to language study and she has published numerous books, articles, and chapters in these areas. She was, until 2006, founding Director of the Berkeley Language Center, a research and development unit for all foreign language teachers on campus. Among her many awards, she has received UC Berkeley's Distinguished Teaching Award, the Distinguished Service Award from the Modern Language Association, and the Distinguished Scholarship and Service Award from the American Association for Applied Linguistics. 

Open House Flyer
4:00 p.m. Welcome and Keynote
5:00 p.m. Reception & Research Poster Session
(see poster titles below)

Spread the word! (Download flyer to post/share)


Research Poster Session:

CARLA-Funded Research Initiatives

  • Analyzing Foreign Language Instructional Materials Through the Lens of the Multiliteracies Framework
    Kate Paesani, Mandy Menke, and Russell Simonsen
  • Indigenous Language Education: Practitioners’ Experiences with Teacher Certification Policy
    Kathryn D. Stemper
  • Assessing and Exploring the Oral Proficiency of Young Mandarin Immersion Learners
    Tara Fortune and Zhongkui Ju
  • Seals of Biliteracy: A Critical Examination of Their Role in Promoting Second and Heritage Language Teaching and Learning
    Maria Schwedhelm and Kendall King
  • Three Young Chinese Heritage Language Speakers’ Transnational Experience in Taiwan
    Mengying Liu
  • Where Are We and Where Are We Going? Mapping L2 German Writing Development
    Kate Brooks, Helena Ruf, and Ginny Steinhagen

University of Minnesota Language Community Research Initiatives

  • International, but How? Considering L2 Teaching and Learning from the Perspective of the Internationalized Teaching and Learning Framework
    Sara Mack
  • Interweaving Assessment and Advanced Language Proficiency: Lessons Learned and Views to the Future
    Adolfo Carrillo Cabello
  • Korean Vocabulary Acquisition and Chinese Character-Based Syllables
    Isaac Muscanto
  • Learning to Teach in the Global University: Multilingual International Teaching Assistants' Language Socialization into Academic Discourse Practices
    Yi-Ju Lai
  • Proficiency Assessment for Curricular Enhancement: Large-Scale Proficiency Testing
    Dan Soneson
  • Spanish Immersion Materials and the Secondary Classroom Ecology
    Corinne Mathieu
  • Voc/zes: El Podcast de la Universidad de Minnesota
    Stephanie Anderson and Liz Lake

This presentation is cosponsored by: Global Programs and Strategy Alliance; College of Education and Human Development; College of Liberal Arts; Univesrsity Libraries; and the following departments: Curriculum and Instruction; French and Italian; German, Scandinavian and Dutch; Spanish and Portuguese Studies.

CARLA Presentation Series


Think on Your Feet: Debate as a Critical Exercise

Thursday, October 19, 2017
2:30-3:20 p.m.
Location: University International Center Room 101

What are some effective ways to make critical thinking a focus in our language classes? Debate is a central component to critical thinking, and including it can help American students in foreign language classes as well as international students in ESL classes who may not have had a cultural or educational background in critical thinking. This presentation will demonstrate several examples of formal and informal debate, the scaffolding needed, and ways to evaluate the critical thinking that debates build.

Presenter:
Jon Gill is a Teaching Specialist at the Minnesota English Language Program (MELP) at the University of Minnesota.

This presentation is cosponsored by the Minnesota English Language Program.

 

EFL Policy and Practice in Iran: Conflicts in Teacher Agency and Identity Construction

Tuesday, October 31, 2017
12:20-1:10 p.m.
Location: University International Center Room 101

Drawing on the scholarship of language policies and teacher identity (Hamid & Nguyen, 2016), this presentation examines the dynamic nature of teacher identity construction among EFL instructors in Iran. It also looks at the impact of micro and macro level policies on the ever-changing teacher roles and power in relation to their institutions and students.

Fairclough’s (2015) approach to language and power was used to closely analyze classroom interactions where Iranian EFL instructors demonstrated their agency to negotiate and legitimize teacher expertise, sociocultural expectations towards teaching and learning, and institutional and broader Islamic ideologies. Teachers’ agentive identities were mediated by the practices at local level and institutional context and educational policies at broader level. Learners’ expectations and the rules imposed by the authorities led some teacher participants to challenge against their desirable teacher agentive identities. Teachers interaction with policies in centralized Iranian institutional contexts complicated their desired and performed agentive identities in relation to language learners, institutions, and larger Iranian sociocultural contexts.

Presenters:
Samaneh Eslamdoost is a PhD candidate in Teaching English as a Foreign Language at the University of Allameh Tabataba’i in Tehran. She is currently a visiting scholar in the Second Language Education program at the University of Minnesota. Her research focuses on how EFL teacher identities are (re)constructed in interaction with language and education policies in centralized Iranian educational contexts. She also looks into the conflicts facing EFL teachers in those contexts and how they respond to the challenges to their professional identities.

Yi-Ju Lai is a PhD candidate in the Second Language Education program at the University of Minnesota. Her research addresses the language socialization processes and practices of multilingual international students into academic discourse communities. Her work focuses on the socialization interactions where communicative forms and norms, institutional ideologies, and memberships are negotiated and constructed among participants.

This presentation is cosponsored by the Second Language Education Program in the Department of Curriculum and Instruction.

 

Lessons from Inside Greek Refugee Camps

Thursday, November 9, 2017
12:20-1:10 p.m.
Location: University International Center Room 101

MELP Teaching Specialist Stephanie Hanson spent her summer break volunteering in refugee camps on the Greek island of Lesvos.  In this forum, she shares her experience as a member of the Boat Refugee Foundation's psychosocial support team, focusing on English as a Foreign Language and other educational resources available to refugees in the camps.  Information and recommendations about more opportunities to support refugees abroad will also be provided.  

Presenter:
Stephanie Hanson is a Teaching Specialist at the Minnesota English Language Program (MELP) at the University of Minnesota.

This presentation is cosponsored by the Minnesota English Language Program.

 


Please note: We encourage you to submit ideas for topics and speakers; email Karin Larson at larso205@umn.edu.

Thank you for your support of this program!

Workshops For Teachers

 

Please note: Online workshop registration will be turned off at 4 p.m. on the Thursday before the Saturday of each workshop. Register early!

Rate It! Assessing Student Performance in the World Language Classroom

"What we assess communicates to students what we value" - Cherice Montgomery

Back by popular demand - a series of 5 workshops designed to help you assess what your students can DO with the language!  Come learn how to assess student performance in the world language classroom and inspire students to move to the next proficiency level!

These workshops will help you implement world language curriculum based on the American Council on the Teaching of Foreign Languages (ACTFL) Performance Guidelines and the Integrated Performance Assessment (IPA) framework.  During the sessions, we will work with performance goals for language learners of all levels, develop assessments for each mode of communication using backward design (Wiggins & McTighe), and practice using the ACTFL performance rubrics to assess students’ performances.  Ideas on reporting performance-based grades will also be shared.   

This workshop series is a collaboration between Center for Advanced Research on Language Acquisition (CARLA), Minnesota Council on the Teaching of Language and Cultures (MCTLC) and Minnesota Department of Education (MDE).

The workshop series is open to teachers of all levels and languages and is intended for both immersion and non-immersion teachers and an excellent fit for teachers in dual language or immersion programs intending to measure the language development and proficiency levels of the non-English language of their programs.

Save the dates!

  • December 2, 2017     Session 1 - Assessing what matters using IPAs
  • January 20, 2018*     Session 2 - ACTFL Performance and Proficiency Training
  • February 3, 2018       Session 3 - Assessing the Interpretive Mode
  • February 24, 2018     Session 4 - Assessing the Interpersonal Mode
  • April 14, 2018           Session 5 - Assessing the Presentational Mode

All sessions are from 9 a.m. – 1 p.m. with a working lunch

Location: Minnesota Department of Education Conference Center A – Room 14

Presenter: Megan Budke Spanish teacher, Wayzata West Middle School will present Sessions 1, 3, 4, & 5. Megan has extensive experience developing and implementing IPAs. She has also served as the district's world language resource teacher and has led last year’s workshops on using IPAs to revise curriculum to focus on teaching for proficiency.

*Please note: Session 2 (January 20) will be presented by Arnold Bleicher, ACTFL trainer. The location for this session is Conference Center B – Room 15

Watch for Registration Details!


Please Note: We encourage you to submit ideas for topics and speakers; email Karin Larson at larso205@umn.edu.

Thank you for your support of this program!

 

RESEARCH AND PROGRAMS

Articulation of Language Instruction
Assessment of Second Language
Content-Based Language Instruction
Culture and Language Learning
Immersion Education
Learner Language
Less Commonly Taught Languages
Maximizing Study Abroad
Pragmatics/Speech Acts
Strategies for Language Learning
Technology and Language Learning
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Presentations, Workshops, and Events
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Last Modified: October 9, 2017 at 9:50