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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.

Many of the presentations have been recorded and you can find them on the Presentation Recordings webpage.

CARLA Presentation Series

The line-up of presentations for spring is in development at this time. Below are the presentations that have been confirmed to date. Check back in January for full details!


Making Multiliteracies Real: A Tool for Analyzing Instructional Materials

Tuesday, January 23, 2018
12:20-1:10 p.m.
Location: University International Center Room 101

Recent scholarship has foregrounded literacies, defined as a socially situated process of making meaning from texts, as a necessary curricular goal for collegiate foreign language (FL) programs, and multiliteracies pedagogy as a viable approach to develop students’ FL literacies. Yet as more programs adopt this framework, additional research is needed to understand how it is applied through materials design and implementation. In response, this study documents the process of implementing a tool for analyzing literacies-based teaching materials. Using the knowledge processes framework (Kalantzis, Cope, Chan, & Dalley-Trim, 2016) as an analytical lens, the researchers and a group of experienced teachers examined 25 lessons targeting interpretive communication from two courses in a lower-level Spanish curriculum. In this presentation, we report empirical data illustrating the results of our analysis as well as teachers’ perceptions of the process. We furthermore discuss conceptual and pedagogical factors contributing to our findings and implications for supporting FL teachers in the creation and revision of literacies-based instructional materials.

Presenters:
Kate Paesani is the CARLA Director and affiliate Associate Professor at the University of Minnesota. Her research is focused on literacy-based curriculum and instruction and foreign language teacher development.
Mandy Menke is an Assistant Professor of Hispanic Linguistics and Director of Language Programs in the Department of Spanish and Portuguese Studies. She researches topics related to second language acquisition and foreign language pedagogy, at both the university and K-12 levels.

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

Incorporating the Literary and the Everyday in the Foreign Language Classroom

Thursday, February 8, 2018
12:20-1:10 p.m.
Location: University International Center Room 101 

The Foreign Languages and the Literary in The Everyday (FLLITE) approach, developed from Joanna Luks’s The Literary in the Everyday, is an heuristic for curriculum development from the beginning levels to advanced foreign language study. The FLLITE approach attempts to bridge the language/literature divide that is still prevalent in foreign language curriculums and textbooks by bringing together “the literary,” with its range of playful, metaphorical, and non-conventional ways of making meaning, and “the everyday,” which includes the language used for daily communication. This talk will address the key concepts of the FLLITE approach and how to incorporate these concepts into the foreign language classroom. Additionally, we will look at lesson plans that combine the literary and the everyday to help students grapple with layers of meaning when interpreting and producing diverse kinds of texts.

Presenters:
Carol Ready is a PhD student in the Department of Spanish and Portuguese Studies specializing in Hispanic Linguistics focusing on the sociolinguistics and language contact of Spanish and Arabic in Spain. She participated in the FLLITE project as a COERLL (Center for Open Educational Resources and Language Learning) collaborator at the University of Texas at Austin where she worked with foreign language educators to develop lessons and teaching materials based on the FLLITE approach.
Marcelo Fuentes is a PhD candidate in the Department of Spanish and Portuguese Studies, and he analyzes the depictions of Muslims by Christians in the medieval and early modern literatures of Iberia. He was also a COERLL collaborator at the University of Texas at Austin.

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

Indigenous Language Education: Practitioners’ Experiences with Teacher Certification Policy

Thursday, February 22, 2018
12:20-1:10 p.m.
Location: Peik 355 

Presentation description coming soon!

Presenter: Kate Stemper

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

International, but How? Considering Second Language Teaching and Learning from the Perspective of the Internationalizing Teaching and Learning Framework

Thursday, March 8, 2018
12:20-1:10 p.m.
Location: University International Center Room 101 

Presentation description coming soon!

Presenters: Sara Mack and Mandy Menke

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

Language and Education in Aboriginal Australia: What Role for Equity and Ethics?

Wednesday, March 21, 2018
12:00-1:30 p.m. (Note time)
Location: Peik 355 

Presentation description coming soon!

Presenter: Gillian Wigglesworth 

This presentation is sponsored by the Department of Curriculum and Instruction Diversity Dialogues series. CARLA is a cosponsor of the event.

 

The Politics of Language Education Policy Development and Implementation: Minnesota (Not So) Nice?

Thursday, April 5, 2018
12:20-1:10 p.m.
Location: Peik 355

Minnesota has a decades-long history of welcoming and resettling refugees, and the state has long supported multilingualism through numerous immersion schools and K-12 world language programs for mainly English speakers. Concomitantly, there exists a longstanding gap in programming for minority language students, and a resultant significant academic achievement (or opportunity) gap between English learners, most of whom are students of color, on the one hand, and English proficient students on the other. To address these educational inequities, the 2014 Learning English for Academic Proficiency and Success (LEAPS) Act was written and passed in the Minnesota state legislature. Drawing on interviews with key policy officials, close analysis of the text of law, and our long-standing professional involvement as consultants and advocates for multilingualism in the state, we examine the development and implementation of the law. Through close analysis of the positioning within narrative accounts, we demonstrate how local culture, in particular what has been termed ‘Minnesota Nice,’ has shaped both the law’s development and implementation path.

Presenters:
Kendall King is Professor of Second Language Education at the University of Minnesota. Her research focuses on the ideological, interactional and policy perspectives on second language learning and bilingualism.
Martha Bigelow is Professor of Second Language Education at the University of Minnesota. Her research spans the fields of education, applied linguistics, and cultural studies.

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

 

CARLA Fellow Presentation:
Materials Design and Use in a Secondary Spanish Immersion Classroom

Thursday, April 19, 2018
12:20-1:10 p.m.
Location: Peik 355 

The successful integration of content and language is a persistent challenge in content-based language instruction contexts such as 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 that these teachers employ. Moreover, very little classroom-based language learning materials use research has examined the relationship between the design of the materials themselves and how they are used in the classroom. Operating under an overarching question of how language-focused modifications to DLI materials might offer affordances for more frequent and effective content and language integration, this study set out to build a local theory for how the design of DLI materials related to how they were mobilized by the teacher and students in one ninth-grade Spanish immersion social studies classroom. In this presentation, I share findings from classroom observations, teacher interviews and materials analysis that illustrate a possible relationship between materials design and materials use, highlighting in part how materials design features can support or inhibit an intended pedagogical paradigm and/or curriculum. I will also present implications for DLI pedagogy, materials development for content-based instruction and teacher education. 

Presenter:
Corinne (Cory) Mathieu is a PhD student in Second Language Education in the department of Curriculum and Instruction. Her research focuses on materials use and development and content and language integration in secondary Spanish immersion programs. She teaches in the dual language and immersion certificate program and works as the graduate assistant for the K-6 initial licensure program with a focus on dual language and immersion education at the University of Minnesota. 

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

 

Reading in Mandarin and English: An Examination of Mandarin Immersion Readers’ Strategic Processing 

Wednesday, April 25, 2018
12:20-1:10 p.m.
Location: Peik 355

Relatively lower outcomes for Mandarin reading proficiency among immersion learners underscore the challenge of character literacy acquisition and suggest a need to better understand the challenges young immersion learners’ encounter as they make sense of text presented in characters versus letters. This study examines the oral reading behaviors and strategic processing of Grade 4 Mandarin immersion children as they engage with narratives in Mandarin (L2) and English (L1). Using data from during-reading think alouds and post-reading interviews, we identify patterns in the types and frequency of reading errors and strategic processes used by more- and less-proficient readers. Implications for the instruction of bilingual readers of Mandarin and English and the development of biliteracy in the Mandarin immersion classroom will be presented.  

Presenters:
Tara Fortune, Ph.D., is the director of the Research and Professional Development Project at CARLA–University of Minnesota. Recent studies carried out in the early total Mandarin immersion context have included investigations of academic achievement, Mandarin proficiency outcomes, and an in-depth analysis of complexity, accuracy, and fluency in oral learner language.
Zhongkui Ju is a Ph.D. student in the Second Language Education Program at the University of Minnesota. He has served as a research assistant and provided expertise in Mandarin language and literacy for the Immersion Projects at CARLA for the past three years.

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

 

Mixed Methods Research in Second Language Education

Thursday, May 3, 2018
12:20-1:10 p.m.
Location: Peik 355

Presentation description coming soon!

Presenters: Cory Mathieu and Anuradha Gopalakrishnan

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


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!

Special Events

There are no Special Events planned at this time. 

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 abut research poster session 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!



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

Learn more and register on the MCTLC website: http://mctlc.org/event-2707041


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

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Last Modified: January 16, 2018 at 12:45