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.

CARLA Presentation Series

Many of the presentations have been recorded and you can find them on the Presentation Recordings webpage.
Browse a list of previous CARLA Presentation Series events.

Calendar for Winter/Spring 2019

Please note the times for the CARLA Presentations this semester vary. Some follow our traditional format of 12:20-1:10 p.m. while some are set for 12:40–1:30 p.m. to accommodate speakers' schedules. Presentations will be held in three different locations this semester: Nolte, Peik, and the University International Center (UIC). Please double-check the time and place.

We look forward to seeing you at the presentations!

Exploring the Meaning-Making Choices of Collegiate French Learners Through Genre-Based Writing

Thursday, March 7, 2019
12:40-1:30 p.m. (Note time)
University International Center 101

In foreign language (FL) instruction, the role of writing is often limited due—in part—to the fairly prevalent belief that successful FL texts are characterized primarily by accurate language. Scholars, however, have challenged this belief by insisting that FL writing also has important cognitive and sociocultural dimensions that must be attended to through classroom instruction (e.g., Byrnes, Hyland, Kern). Two pedagogical approaches that account for these dimensions are multiliteracies and genre pedagogy; yet, empirical studies that address how FL learners develop awareness of the multiple dimensions of successful FL writing remain quite limited. 

The study presented in this talk explores the written meaning-making practices of 25 lower-level collegiate FL learners by focusing on the reasons for which they drew on model text resources in their genre-based tasks. Qualitative analysis of text-based interviews showed that learners used model texts for a variety of reasons that reflected the linguistic as well as the cognitive and sociocultural dimensions of writing, highlighting the importance of model texts for FL learners’ development of multiple literacies.

Presenter: Lauren Goodspeed is a Lecturer in the Department of French and Italian and Coordinator of French 1002, 1022, and 1003. Her research centers on applications of multiliteracies pedagogy for the foreign language classroom, particularly in regard to second language writing.

CARLA Fellow Presentation:

Effects of Cognate Status on the Acquisition of Spanish Stops by College Students

Thursday, March 28, 2019
12:20-1:10 p.m.
University International Center 101

While the study of /p, t, k/ in learners of Spanish has been addressed quite extensively, the cognate status in the realizations of stops has not received as much attention. Previous studies have limited their analysis to the production of /t/ and have found mixed results. This presentation explores the development in the production of the voiceless stops by differing levels of learners of Spanish to determine whether lexical items that are orthographically and phonologically similar (cognates) and lexical items that are not similar in form (non-cognates) enhance cross-language phonetic interferences. The study also includes a control group of native speakers of Spanish. Using data from a reading aloud task, the results indicate an effect of cognate status, particularly for advanced learners, who overall have acquired a native-like pronunciation, but still do not display an optimal production of cognates. Implications of the findings will be discussed for models of bilingual speech processing.

Presenter: Mónica de la Fuente Iglesias is a PhD candidate in the Hispanic Linguistics program in the Department of Spanish and Portuguese Studies. Her main research examines effects of language contact between Spanish and Galician in Spain. She has also researched several areas including morphology and experimental phonetics in the field of Spanish second language acquisition.

This presentation is cosponsored by the Department of Spanish and Portuguese Studies.

Creating an Immersive Language Learning Experience through Role-Immersion Pedagogy

Wednesday, April 10, 2019
12:40-1:30 p.m. (Note time)
Nolte 140

This presentation will share findings related to student perceptions of a US-Mexico border role-immersion pedagogy carried out in an intermediate Spanish course. Role-immersion pedagogies aim to bring a highly contextualized alternate reality to life in the classroom in order to create an immersive and experiential learning encounter. In this five-week study, learners explored diverse perspectives related to the issues of drug trafficking and violence at the US-Mexico border, adopted and developed real-world cultural identities, and ultimately worked jointly to achieve individual and collective goals focused on curbing these complex problems. The qualitative data shared in this presentation will focus on student impressions of the pedagogy and how the process of understanding and enacting an alternate subjectivity contributed to these impressions. The presenter will conclude with implications for foreign language curriculum design.

Presenter: Sara Finney is the Intermediate Spanish Coordinator in the Department of Spanish and Portuguese Studies. Her research interests include foreign language pedagogy with a focus on learner agency, experiential learning, and intercultural empathy.

This presentation is cosponsored by the Department of Spanish and Portuguese Studies.

Meeting the Challenges of Multilingual Education through the Understanding of Content and Language Integrated Learning

Tuesday, April 23, 2019
12:20-1:10 p.m.
Peik 225

After more than two decades of CLIL implementation and research in Europe and beyond, it seems clear to both the research and  education communities that its objectives and challenges go beyond the  improvement of learners’ competence in an additional language. In  order to succeed at school, CLIL learners who study different subjects or disciplines in a second/third language need to be familiar with the linguistic demands of these disciplines, and teachers need to know what challenges are specifically related to the additional language and which are subject-, mode- or activity-related language issues, which affect students academic performance, no matter if the language of instruction is the L1 or an L2/L3. In this scenario, recent studies have addressed the importance of exploring content and language integration and have attempted to present theoretically-informed models that allow researchers, and ultimately CLIL teachers, to evaluate students’ academic language performance to convey specific disciplinary knowledge  (e.g. Llinares 2015; Nikula et al. 2016).

Drawing on some results from the TRANS-CLIL research project (, in this session I will explore and illustrate the concept of content and language integration from three perspectives: a) students’ academic spoken and written production; b) their content and language engagement in classroom interactional  activities; and c) students’ motivation and beliefs about learning their school subjects in English. These issues will be addressed in the context of the transition from primary to secondary school and in relation to different degrees of exposure to CLIL in the Spanish context.

Presenter: Ana Llinares has published extensively on content and language integrated learning. She is the leader of the UAM-CLIL research group at the Universidad Autónoma in Madrid.

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

Please note: We encourage you to submit ideas for topics and speakers; email Karin Larson at

Thank you for your support of this program!

Special Events


CARLA Celebration Open House

Thursday, November 8, 2018
3:30–5:00 p.m.
University International Center 101

Open House 2018 CARLA Director, Kate Paesani, speaks to the Open House attendees

CARLA sends a big "thank you" to all those who attended the CARLA Celebration Open House held on Thursday, November, 2018, at the University International Center. The event provided an opportunity to celebrate CARLA and spend time with colleagues from units all across campus.

Associate Vice President and Dean of International Programs Meredith McQuaid and CARLA Director Kate Paesani gave a set of brief remarks acknowledging those who have given their time, talent, and financial resources to further CARLA’s goal of improving language teaching and learning. Special thanks were given to the following units and individuals: Office of the Executive Vice President and Provost; Global Programs and Strategy Alliance; Office of the Vice President for Research; College of Education and Human Development; College of Liberal Arts CLA Language Center; Former CARLA Director, Elaine Tarone; CARLA Executive Committee members; CARLA Advisory Board members; and Carole and Jim Hynes. Kate also provided a brief outline of CARLA’s current initiatives and plans for the future, which were described in greater detail on posters created for the event.

From CARLA's special event in 2017:

Graphic link to CARLA Open House 2017 webpage

Learn more about the 2017 CARLA Presentation and Open House including a video of the keynote presentation by Claire Kramsch and information about research poster sessions held during the event.

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!

Spring 2019

Content and Language Integration: Collaborating Across the Secondary Dual Language and Immersion Curriculum

Date: Saturday, April 13, 2019
Time: 9:00 a.m. – 12:00 noon
Location: University International Center, Room 101
331 17th Ave SE (UM East Bank Campus)
Cost: $30

Intentional integration of content and language is crucial for effective dual language and immersion (DLI) education, particularly in secondary continuation programs where students encounter more complex academic content. This collaborative and interactive three-hour workshop is designed specifically for secondary immersion teachers. Together we will explore the what and why of content and language integration at the secondary level and envision possibilities for collaborating with DLI colleagues from distinct subject areas to integrate content and language in practice. Topics will include: research support for content and language integration; identifying language demands in academic standards, and planning for content and language integration at the lesson level. Teams of secondary DLI teachers are encouraged to register together!

After this workshop you will be able to:

  • explain the importance of content and language integration in secondary immersion;
  • distinguish content-obligatory language and describe how to determine language to teach within content instruction;
  • recognize and take up opportunities for cross-curricular collaboration in content and language instruction; and
  • embed integrated content and language instruction into lesson-level planning.

Cory Mathieu is a PhD student in the Second Language Education program at the University of Minnesota. Her research focuses on materials use and materials development for engendering content and language integration in secondary Spanish dual language and immersion (DLI) classrooms. Cory has worked as a teacher and teacher educator in the M.Ed. and Dual Language and Immersion certificate programs at the University of Minnesota, and was a high school Spanish teacher in Ohio prior to coming to the University.

Target Audience: This workshop is designed specifically for secondary immersion teachers.

Cost includes morning coffee and workshop materials.

Register online now!

The following workshop series is offered as a collaboration between the Minnesota Council on the Teaching of Languages and Cultures (MCTLC), the Center for Advanced Research on Language Acquisition (CARLA), the Minnesota Coordinators of World Language (MNCoWL), and the Minnesota Department of Education

Proficiency + Performance = Classroom Possibilities

Back by popular demand - a series of five workshops focused on what your students can DO with the language! Come learn how proficiency influences instruction and lesson design in the world language classroom. Let's inspire students to use the target language in meaningful ways and move to the next proficiency level!

These workshops will explore how the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines and the Integrated Performance Assessment (IPA) framework impact instruction and lesson design.  During the sessions, we will work with performance goals for language learners of all levels to develop lessons and activities for each mode of communication that lead to successful student performance on their assessments / IPAs.

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

Session Dates and Times

Session 1: ACTFL Training-Unwrapping Proficiency w/ Paul Sandrock  
Oct. 27, 2018, 9am-3:30pm   

Session 2: I can, can you? 
Dec. 1, 2018, 9am-1pm         

Session 3: The Interpretive Dance                             
Jan. 26, 2019, 9am-1pm         

Session 4: Let's Get (Inter)personal!                              
Feb. 23, 2019, 9am-1pm      

Session 5: Power Up the Presentational Mode!                         
April 13, 2019, 9am-1pm   


Session 1: $75
Sessions 2-5: $145 (for all four) or $42 each
*All sessions include a light breakfast and lunch*


Minnesota Department of Education Conference Center A or B


For registration information see:


Megan Budke, World Language Consultant and Teacher at Wayzata Public Schools. Megan has taught middle and high school Spanish for 10 years.  She has extensive experience leading professional development around performance, proficiency, and IPAs. She has served as her district's world language resource teacher and led professional development events such as the MDE 2017 IP-YAY! workshops, which focused on using IPAs to create curriculum that focuses on teaching for proficiency, and the MDE 2018 Rate it! workshops, focusing on how to use performance rubrics to assess what students can do with the language. She is passionate about proficiency, IPAs, and social justice.

Karen Nickel, World Language Teacher and PLC (Professional Learning Communities) Coach at Wayzata Public Schools. Karen has taught for 30 years with experience in German and ELL in adult, elementary, junior and senior high education. She has led efforts toward aligning curriculum and equitable grading, integrating technology, personalizing learning, incorporating social-emotional learning, and promoting cultural diversity and social justice curriculum. She has facilitated  student exchanges since 1987 and is a avid world traveler.   

Kara Parker, World Language Consultant, Curriculum Writer, and Blogger with Creative Language Class. Kara is National Board certified and taught Spanish and ELL for 13 years in private, public and alternative schools in Louisville, KY. She was also a contributor on JCPS district cohort's shift toward proficiency. Since 2015, Kara has been presenting professional development at districts and conferences across the United States as well as Asia. She is enthusiastic about proficiency-based instruction inspired by culture in order to positively impact students' language learning experiences.

PLEASE NOTE: We encourage you to submit ideas for topics and speakers; email Karin Larson at

Thank you for your support of this program!


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Center for Advanced Research on Language Acquisition (CARLA) • 140 University International Center • 331 - 17th Ave SE • Minneapolis, MN 55414