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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.

CARLA Presentation Series

Winter/Spring 2017

CARLA Fellow Presentation

Adult English Language Learners, Untrained Teachers, and the Language of Digital Literacy: Early Findings from a Design-Based Research Study

 

Tuesday, March 7, 2017

12:20-1:10 p.m.

Peik 355 

The presentation describes one aspect of a larger dissertation project exploring digital literacy and language learning for adult migrants in the US. The study used Design-Based Research to elucidate the challenges adult ELLs face as they attempt to build digital literacy skills in community-based organizations staffed by untrained teachers (i.e., AmeriCorps members). The presentation addresses a central finding concerning the role of English language and literacy in the teachers' instructional strategies. More specifically, the data show that as the participant teachers collaboratively defined instructional challenges and iteratively built an instructional resource to support their computer skills instruction, they developed an awareness of their role as language teachers. Discussion includes observations about the implications for this shift on their instructional strategies and, more broadly, recommendations for support of novice or untrained teachers working in widely mixed-level classroom settings with linguistically diverse student populations. 

Presenter: Jen Vanek is a Doctoral Dissertation Fellow and Doctoral Candidate in Second Language Education program at the University of Minnesota. Jen's research is informed not only by her academic work in SLE but also nearly twenty years of experience working as an adult English language and literacy teacher, curriculum developer and teacher educator. 

Cosponsored by the Second Language Education Program in the College of Education and Human Development

 

CARLA Fellow Presentation

Revitalizing Language, Reframing Expertise: An Ecological Study of Language in One Teacher-Learner's Ojibwe Classroom

 

Tuesday, March 28, 2017

12:20-1:10 p.m.

Peik 355

 

Due to centuries of settler colonial policies intended to oppress and erase Indigenous peoples in what is now the United States, most teachers currently involved in Ojibwe language education efforts are learners themselves with varying formal training in language and pedagogy.  This phenomenon of the 'teacher-learner' (Hinton, 2003) receives little attention though it is of crucial importance to the growing number of classroom-based revitalization programs.  This talk presents a qualitative analysis of language and interaction, focusing on patterns of language use and social practices within one teacher-learner's Ojibwe classroom.  A better understanding of how language is used in this context and its connection with broader discourses of Indigenous language and education contributes to language revitalization research, informs professional development to support teacher-learners, and strengthens heteroglossic Indigenous identities.

Presenter: Mel Engman is a PhD candidate and doctoral dissertation fellow in the department of Curriculum & Instruction (second language education) and she is a White, non-Indigenous learner of Ojibwemowin. Her research examines the use of heritage and Indigenous languages in a variety of schooling contexts, and she works with language teachers and administrators to develop curriculum and instructional materials.

Cosponsored by the Second Language Education Program in the College of Education and Human Development

 

 

Plurilingualism and the European Language Portfolio

 

Thursday, April 6, 2017

12:20-1:10 p.m.

University Int’l Center Room 101

 

An increasing number of students in primary and secondary schools are plurilingual (US: multilingual), due to mobility, international job markets, or international conflicts. Plurilingualism as a phenomenon, as well as children's plurilingual development, competence, and practice are important areas of knowledge in teacher education. Based on an aim of 'mother tongue + 2' and on research in the field of early language learning, there is a tendency in Europe to introduce more languages earlier in schools or pre-schools.

The European Language Portfolio (ELP) is a tool for language learning. It allows its owner to record and reflect on his or her language learning and intercultural experiences. It is meant to enhance cross- and metalinguistic awareness and to foster formative assessment and learner autonomy. This talk will present elements of the Norwegian ELP, connecting them to issues in early language learning and plurilingualism.

Presenter: Heike Speitz is a professor of language education at the University College of Southeast Norway. Her main research interests are in the fields of early language learning, plurilingualism, learner autonomy, and language teacher education. She has long experience from educational research and development, and from teaching English and foreign languages at secondary/college level in Norway. Since 2003, she has been involved in Council of Europe activities, including the Language Education Policy Profile for Norway and the development of two European Language Portfolios.

 

CARLA Fellow Presentation

Who's the Teacher Now? A Pedagogy of Youth-Led Participatory Action Research for Heritage Language Education

Wednesday, April 12, 2017
12:20-1:10 p.m.
Peik 355

Youth-led participatory action research (YPAR) is an approach to teaching and learning that blurs research, pedagogy, and actions that seek transformational justice. This talk describes one example of a YPAR project in a high school Spanish as a heritage language class in which multilingual Latinx youth drew on their own study of U.S. Latinx social justice history to become teachers to multilingual 3rd-5th graders. They first drew on their own academic studies to design and facilitate learning circles, then utilized these experiences to lead language teachers and administrators in professional development around community expectations for linguistic and cultural representation in the schooling experiences of multilingual youth of color. Ultimately, this talk examines YPAR as a key pedagogy of possibility for multilingual youth to claim, reclaim, and sustain languages other than English whose maintenance has been restricted in the predominantly English language environment of U.S. schools. 

Presenter: Jenna Cushing-Leubner is a PhD candidate and doctoral dissertation fellow in the department of Curriculum & Instruction (Second Languages Education) and has spent the last four years working with teachers to forge multilingual learning spaces for youth from multilingual communities. She has worked extensively with teachers of English as an additional language and Spanish for native speakers to develop classes and programs that emphasize positive ethnic and linguistic identity, social justice, youth research, and transformative teaching.

Cosponsored by the Second Language Education Program in the College of Education and Human Development

 

Showcasing the Power of Transformative Learning:
A Look at Students’ Perspectives on French-Speaking North America

Tuesday, April 25, 2017
12:20-1:10 p.m.
University Int’l Center Room 101

The Francophone communities of the United States are not often incorporated into the K-16 French curriculum.  If present, they are typically situated as existing only in the past with the contemporary beliefs and practices often remaining "invisible" to students.  During this presentation, the researcher will briefly outline a semester long undergraduate course organized around both historical and present-day Francophone New England and Louisiana.  Structured reflection journal entries and a culminating interview were the qualitative data analyzed for each student to determine to what extent transformative knowledge (i.e., learning that goes beyond the acquisition of basic knowledge and changes an individual's perspective of the world and his or her place within it) occurred from the beginning of the semester to the end.

Presenter: C. Brian Barnett is a Lecturer of French and Director of French Language Instruction at the University of Minnesota and has taught undergraduate-level novice, intermediate, and advanced French courses and graduate-level pedagogy courses. He has interests in the American varieties of French, immersion education, children's literature, materials and curriculum development, and styles- and strategies-based instruction.

Cosponsored by the Department of French and Italian in the College of Liberal Arts

 

MELP Forums

Cosponsored by CARLA

English Education in Northeastern Brazil

 

Monday, February 27, 2017

2:30-3:25 p.m.

Nicholson 12

 

In recent years Brazil has been sending more and more students to study abroad, including at the U of M.  However, Brazilian students face many challenges in English education, at both the high school and post-secondary level, before making it into a U.S. university.  In this forum, the presenter will explain some of these challenges and describe a teacher training project she participated in as an English Language Specialist with the U.S. Department of State to attempt to address these issues.

 

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

 

Nonnative English Language Learners' Use and Understanding of Singular 'They' 

 

Thursday, March 30, 2017

1:25-2:15 p.m.

Nicholson 12

 

The use of the singular 'they' pronoun in academic (and social) discourse is a relatively new and ubiquitous phenomenon, and not one that is typically studied by English as a second language (ESL) students before they arrive in the United States. This study explores what pronouns university-level ESL students use when writing about a genderless person (e.g. "the ideal student"), and whether they recognize use of the singular 'they' pronoun, which may be included in class reading materials.  The findings of this study may be useful for instructors and curriculum developers.

 

Presenter: Darren LaScotte is an adjunct Teaching Specialist in the Minnesota English Language Program at the University of Minnesota. 

 

 

Creating a Field Trip Based Language Course

 

Tuesday, April 18, 2017

2:30-3:25 p.m.

Nicholson 12

As an instructor of an elective ESL content course that focuses on U.S. culture, many things prompted me to shift this course away from the textbook, and into the community. This presentation will explore the motivations, benefits and challenges of teaching a class that takes students on a weekly field trip, almost always off campus, leaving the classroom, and textbook, behind.

Presenter: Patrick Scully is an adjunct Teaching Specialist in the Minnesota English Language Program at the University of Minnesota.

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

Winter/Spring 2017

Using Flipped Lessons to Differentiate and Engage Learners

Date: Saturday, February 25, 2017
Time: 9 am - 12 noon CDT
Location: Jones 35 or Online/synchronous (details below)

Register now!

Are you looking for ways to simultaneously differentiate in your lessons and gain valuable time  to engage actively with students creating and applying their language skills?  Flipping can be the perfect answer! 

In this unique workshop, teachers will experience a flipped lesson from the student perspective, and learn to create a flipped lesson for their own classroom context.  As part of this interactive process, participants will identify practical techniques to transition from a traditional classroom model to a rich environment in which students are responsible for their own learning and teachers create opportunities for students to apply and expand their knowledge.  The workshop will include demos in a variety of languages.

Presenter: Lauren Rosen, Director, Collaborative Language Program, University of Wisconsin. For almost 30 years, Lauren has been integrating technology into her language courses and working closely with K-16 language educators in developing engaging collaborative approaches to technology integration into a variety of language learning environments including both traditional and distance courses. She is a frequent presenter of, and has published extensively on, the integration of Internet technology for learning world languages, including a co-authored chapter in the just-publishedFlipped Instruction Methods and Digital Technologies in the Language Learning Classroom (2017).

Target audience: This workshop is appropriate for foreign language and ESL teachers at all levels. 

Location: There are two options offered for this workshop:

  • Face-to-face: Workshop will be held in room 35 in Jones Hall located at 27 Pleasant Street SE. Hourly parking ($3/hour) is available nearby in the Church St. Garage.
  • Online/synchronous: Limited spaces are available for teachers to participate using their computer on the internet at the same time as the face-to-face option.  See details for virtual participation.

Registration Details

  • Cost: $30  -  register here!
  • Registration is online only and requires a credit card. The registration fee is non-refundable, but can be transferred to a colleague if you email the CARLA office (carla@umn.edu) with the updated participant information.

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Using Authentic Materials to Develop Students' Interpretive Communication Abilities

Date: Saturday, March 4, 2017
Time: 9 am - 12 noon
Location: University International Center Room 101

Register now!

In this hands-on workshop, you will learn how to develop students' 21st century literacies through interpretive communication activities grounded in authentic materials (i.e., written, audio, and audiovisual texts). First, you will consider connections between 21st century literacies, interpretive communication, authentic materials, and language development. Next, you will explore ways to effectively develop students' foreign language literacies through engagement with authentic materials and interpretive communication activities. Finally, you will develop your own lesson plan organized around an authentic text you bring to the workshop.

IMPORTANT: Please bring one or two examples of authentic written, audio, or audiovisual materials to work with throughout the workshop!

 

Presenter: Kate Paesani, CARLA Director and affiliate Associate Professor, University of Minnesota. Kate has presented and published her work on text-based curriculum and instruction in a wide range of national professional venues.

Note: If you are considering registering for the CARLA Summer Institute "Beyond Communicative Competence: Using Authentic Materials to Develop 21st Century Literacies," this workshop will give you a preview and will entitle you to a $30 coupon off registration for that specific summer institute!

Target audience: This workshop is appropriate for middle school through postsecondary foreign language and ESL teachers and teacher educators.

Registration Details

  • Cost: $30  -  register here!
  • Registration is online only and requires a credit card. The registration fee is non-refundable, but can be transferred to a colleague if you email the CARLA office (carla@umn.edu) with the updated participant information.

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Supercharge Your Teaching with H5P:
Creating Rich and Interactive Web Experiences for Language Learners

Date: Saturday, April 1, 2017
Time: 9am - 12 noon CDT
Location: Jones 35 or Online/synchronous (details below)

Register now!

Are you looking for ways to give your students media-rich, interactive assignments for homework or in-class work? This exciting workshop will explore H5P—a free online tool that makes it easy for teachers to create online activities that can easily be shared on websites, mobile devices, and course management systems.

After an introduction of the more than 25 activity types available through H5P (drag and drop, hotspot, fill in the blanks, mark words, timelines, and more), the workshop will focus on H5P's powerful interactive video and course presentation features that allow teachers to use techniques such as branching and interactive questionnaires to foster high student engagement. Participants will learn new strategies for using H5P exercises in online, hybrid, or face-to-face courses, and will have an opportunity to try out these new tools by making an interactive video or course presentation.

Presenter: Shannon Spasova, Assistant Professor of Russian and Technology Specialist, Michigan State University with degrees in Slavic Languages and Instructional Design. Shannon has taught Russian language and literature for almost 20 years, including in a traditional classroom, in an immersion setting, using interactive television, online, and in a hybrid format.

Target audience: This workshop is appropriate for foreign language and ESL teachers at all levels. 

Location: There are two options offered for this workshop:

  • Face-to-face: Workshop will be held in room 35 in Jones Hall located at 27 Pleasant Street SE. Hourly parking ($3/hour) is available nearby in the Church St. Garage.
  • Online/synchronous: Limited spaces are available for teachers to participate using their computer on the internet at the same time as the face-to-face option.  See details for virtual participation.

Registration Details

  • Cost: $30  -  register here!
  • Registration is online only and requires a credit card. The registration fee is non-refundable, but can be transferred to a colleague if you email the CARLA office (carla@umn.edu) with the updated participant information.

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Enriching the World Languages Curriculum: Incorporating Language Varieties and Registers

Date: Saturday, April 29, 2017
Time: 9 am - 12 noon
Location: University International Center Room 101

Register now!

Are you interested in promoting and celebrating the linguistic diversity that exists in the language(s) that you teach?  Have your students shared that the language "out there" is different from the "standard" being taught in class?  If yes, this is the perfect workshop for you. 

During this interactive session, teachers will learn about the benefits of integrating language varieties and registers into the curriculum and how this can be accomplished through specific examples across proficiency levels. By creating a more inclusive classroom experience, teachers are validating and making visible often marginalized language varieties and registers; at the same time, they are creating more linguistically and culturally tolerant students who will be better prepared for authentic communication opportunities.     

IMPORTANT: Please bring a laptop and one or two examples of materials that focus on either register (e.g., a German rap song using slang) or linguistic variation (e.g., a poem written in Louisiana French) to work with during the workshop!

Presenter: C. Brian Barnett, Lecturer of French and Director of French Language Instruction, University of Minnesota. Brian has degrees in French, Spanish, and Language Education as well as a certification in secondary French. Brian has taught undergraduate-level novice, intermediate, and advanced French courses and graduate-level pedagogy courses. He has interests in the American varieties of French, immersion education, children's literature, materials and curriculum development, and styles- and strategies-based instruction.

Target audience: This workshop is appropriate for foreign language and ESL teachers at all levels. 

Registration Details

  • Cost: $30  -  register here!
  • Registration is online only and requires a credit card. The registration fee is non-refundable, but can be transferred to a colleague if you email the CARLA office (carla@umn.edu) with the updated participant information.

MCE and MCTLC Sponsored Workshop:


IP YAY: Assessing What Matters

Integrated Performance Assessments (IPA) Workshop Series


Put some "yay" into reviewing your curricular units and assessments with Integrated Performance Assessments (IPA) units!  IPAs provide opportunities for students to demonstrate their ability to communicate around any theme across the interpersonal, interpretive and presentational modes of communication. When all lessons, activities and resources are designed to support the integrated performance assessment, students can truly show what they know in all communication modes.

The four five-hour workshops on four Saturdays are intended to help language teachers use the IPA framework to write and revise their curriculum based on the integrated performance assessment (IPA) framework developed by the American Council on the Teaching of Foreign Languages (ACTFL). 

The workshops are designed help teachers focus on proficiency goals in language teaching and learn how to develop assessments of the three modes of communication using backward design (Wiggins & McTighe). The series is open to teachers of all levels and languages.

Presenter: Megan Budke, Spanish teacher, Wayzata West Middle School. Megan has extensive experience developing and implementing IPAs and has served as the district's world language resource teacher.

Details:

All workshops will be held from 8:30 a.m. – 1:30 p.m. on the following dates:

  • March 25, 2017: Developing the Interpersonal Mode
  • April 8, 2017: Developing the Presentational Mode

Location: Minnesota Department of Education, Conference Center A, Room 14.

Cost:  $30 per session or $100 for all four sessions. All sessions include lunch.

Register on the MCTLC website.

This workshop series is offered by a collaborative of Minnesota Department of Education, Coordinators of World Languages, CARLA (Center for Advanced Research on Language Acquisition) and MCTLC  (Minnesota Council on the Teaching of Languages and Cultures).

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We encourage you to submit ideas for topics and speakers. Please email Karin Larson at larso205@umn.edu. Thank you for your support of this program!

 

Recordings and Handouts
from Past Presentations and Workshops

CARLA project staff and invited guests have offered a wide variety of conferences, workshops, institutes, and presentations. To find out more about what has been offered through the center, please see the database of publications and presentations.

David, S. (2017, February 7). "Emergent Practices in Translingual Pedagogy: Teachers Learning to Facilitate Collaborative Translation."

This presentation will describe a qualitative professional development study in which four 8th grade language arts teachers spent five weeks learning and implementing an approach to translingual pedagogy called TRANSLATE (Teaching Reading And New Strategic Language Approaches To English learners). TRANSLATE is adapted from small group guided reading, and describes specific steps as well as flexible strategies for guiding students to collaboratively translate short passages from grade level texts to improve reading comprehension. This study framed the teachers' initial experimentation with the TRANSLATE protocol as an emergent social practice, shaped by the ongoing negotiation of embodied routines, material tools and spatial arrangements, and participants' reflexive understandings about these practices. In this presentation I will focus specifically on how teachers perceived and responded to translingual activity when they did not share a language background with their students, and on how each teachers' participation in collaborative translation became more strategic as the team co-constructed a locally responsive vision of the purpose of translingual pedagogy in a language arts class.

Presenter: Sam David is an assistant professor of second language education at the University of Minnesota. He recently completed his doctoral work at Vanderbilt University, focusing on the literacy development of culturally and linguistically diverse students in mainstream classrooms, and on teacher learning of translingual and culturally responsive pedagogies. Prior to pursuing the doctorate, Sam worked as a bilingual special education teacher in upper elementary grades in Brooklyn, NY.

Cosponsored by the Second Language Education Program in the Department of Curriculum and Instruction.

 

Clements, C. (2017, January 25). "Tech Tools for Teaching Language: What Really Works?"

This presentation will highlight the results of a literature review of research into effectiveness of online tools for Computer Assisted Language Learning (CALL). Though the measures used by researchers to determine "effectiveness" varied, there was some consensus about which tools were most helpful based on the research evidence. The presenter will share her synthesis of which tools work best for language acquisition, and will provide an overview of the effective, centrally-supported tools available to UMN language learners and instructors.

Presenter: Catherine Clements teaches English as a Second Language in the Minnesota English Language Program at the University of Minnesota and Computer Assisted Language Learning at Hamline University.

Cosponsored by the Minnesota English Language Program

 

Diemer, S., & Brunner, M-L. (2016, November 10). "Intercultural Skype Communication: Two Views from the Field."

The University of Minnesota's Institute of Linguistics has partnered with CARLA to offer two short talks by guest scholars Dr. Stefan Diemer and Dr. Marie-Louise Brunner from Saarland University, Saarbrücken, Germany. The presenters are co-founders and partners of Teaching Solutions Brunner & Diemer partnership corporation, consulting with companies, educators, and government institutions on intercultural and educational issues, and offering a broad range of educational opportunities focused on intercultural and multilingual teaching methods and web-based learning.

Paralanguage and Gesture in a Corpus of Skype Conversations:
"... Okay so good luck with that ((laughing))?"


Presenter: Stefan Diemer is professor of international communication and digital business at Trier University of Applied Sciences and associate professor of linguistics at Saarland University, Saarbrücken, Germany. He is head of the team compiling CASE, the Corpus of Academic Spoken English, a corpus of international Skype conversations.

Identity Negotiation Strategies in Intercultural Skype Communication:
"You know every region has its like ... stuff you know"


Presenter: Marie-Louise Brunner is PhD researcher and head of the intercultural communication programme at Trier University of Applied Sciences and lecturer in the department of English linguistics at Saarland University, Germany.

This is event is sponsored by the Institute of Linguistics and cosponsored by CARLA, PACE Project, and the Minnesota English Language Program.

 

LaScotte, D. K. (2016, November 8). "Enacting Voices: An Analysis on the Complexity, Accuracy, and Fluency of Heteroglossic Speech."

The present study supports the idea of heteroglossia and its contributions to language learning in SLA theory.  Bakhtin's (1934/1981) theory of heteroglossia differs from variety and register in that when learning a language, one internalizes the voices of others.  Viewing interlanguage through a heteroglossic lens, it is possible that these voices in heteroglossia may have an effect on learner language.  This study analyzes two learners' interlanguage through a heteroglossic lens to explore whether these distinctive voices in heteroglossia have an effect on the complexity, accuracy, and fluency of L2 learners' language.

Darren Keith LaScotte, MA in TESOL, is adjunct faculty in the Minnesota English Language Program and in the University of Minnesota's Dept. of Curriculum & Instruction. His research interests include language education, learner language, and language variation across social contexts.

Cosponsored by the Minnesota English Language Program and the Second Language Education Program in the Department of Curriculum and Instruction.

 

Peters, B., & Anderson, M. (2016, November 1). "Teaching Multilingual Learners in University Classes: A Survey of Faculty."

Faculty teach a variety of multilingual students across the many disciplines at the University of Minnesota. Working with international students or others who do not speak English as their first language, faculty encounter challenges related to students' language ability as well as the many benefits of working with a cross-cultural and multilingual class.  In Spring 2016, the Minnesota English Language Program (MELP) conducted a survey to learn more about what faculty and staff perceive as the benefits and challenges of supporting multilingual students. Approximately 1,500 survey respondents shared their views and provided recommendations to enhance training and support options for faculty and staff at the University of Minnesota. In this session, the presenters will provide an overview of the faculty survey results as well as implications for best practices in supporting multilingual learners.

Presenters: Bethany Peters, M.A., is a Teaching Specialist and Faculty Liaison at the Minnesota English Language Program (MELP) in the College of Continuing Education at the University of Minnesota.
Michael Anderson, Ph.D., is the Director of English Language Programs in the College of Continuing Education at the University of Minnesota.

Cosponsored by the Minnesota English Language Program.

 

Searls, K. (2016, October 27). "Making the Most of It: Exploring Learner Agency in a Referential Communication Task Sequence."

The presenter will discuss how two Korean English learners shaped interaction with the interviewer during a Question and Retell referential task sequence. Learner agency is explored through qualitative linguistic analyses of questions asked and patterns of language adopted from the interviewer. This linguistic data is surveyed for divergence from a "typical" performance through learners' strategic behavior and resistance to the task. The discussion contributes to an understanding of referential communication as social interactions that require participants to negotiate intersubjectivity as well as transfer information (Yule, 1997).

Presenter: Kyle Searls, MA in TESOL, is adjunct faculty in the Minnesota English Language Program. His background includes teaching EFL in Argentina and South Korea; he also holds licences to teach ESL and Spanish in Wisconsin. His interests include SLA and learner identity.

Cosponsored by the Minnesota English Language Program and the Second Language Education Program in the Department of Curriculum and Instruction.

 

Gielissen, T. (2016, October 11). "Collaborative Revitalization: Negotiating for Pronunciation and Grammar in Ojibwe."

Due to the crushing effects of hundreds of years of racial and linguistic colonialism, Ojibwe is now considered an endangered language, and the number of native speakers dwindles a little more each year. This has sparked a wave of language revitalization efforts, which have attempted to bring the language back into use. Unfortunately, prospective Ojibwe learners often struggle to find meaningful language practice opportunities, and due to the unavailability of immersion schools, adult learners often learn individually. In this study, the presenter examines her own language negotiation with a fellow graduate student after 11 weeks of Ojibwe study. Her findings show that, despite their low language ability, the learners were able to notice and correct each other's Ojibwe pronunciation and grammar. While this small case study, of course, cannot be generalized to language revitalization at large, it suggests that, even in a community in which native speakers become scarcer each year, the learning of the Ojibwe language can be continued through collaboration between language learners.

Presenter: Theresa Gielissen is a recent graduate of the MA in TESOL program and currently works at the Minnesota English Language Program as an adjunct teaching specialist.

Cosponsored by the Minnesota English Language Program and the Second Language Education Program in the Department of Curriculum and Instruction.

 

Paesani, K. (2016, September 28). "Interpersonal Speaking as a Pathway to Foreign Language Literacy Development."

In recent years, the concept of literacy has emerged as a common goal for collegiate foreign language curricula. Whereas traditional definitions of literacy focus on students' ability to read and write, modern definitions entail the ability to interpret and create meaning in a range of sociocultural contexts through interaction with authentic target language texts of various genres. This broader definition suggests that literacy development encompasses all language modalities—reading, writing, listening, viewing, and speaking—and that these modalities overlap as learners interact with literary-cultural content to communicate meaningfully. In this presentation, I expand this definition and use illustrative examples to help argue that interpersonal speaking is a viable pathway to foreign language literacy development and increased engagement with literary-cultural content at all levels of the undergraduate foreign language curriculum.

Presenter: Kate Paesani is the new Director of CARLA. Her research focused on literacy-based curriculum and instruction and foreign language teacher development. Before coming to CARLA she was an associate professor and director of basic French courses at Wayne State University.

Cosponsored by the CLA Language Center and the Second Language Education Program in the Department of Curriculum and Instruction.

 

Tarone, E., & Wicker, S. (2016, September 14). "Exploring Spanish Learner Language: New CARLA Multimedia Activities."

The presenters will show the newest installment to the learner language project: multimedia interactive materials featuring two learners of Spanish, one a heritage learner and the other a foreign language learner.  Using Exploratory Practice (Allwright & Hanks, 2009) as a framework, the presenters will engage participants in website activities that show how to explore and document characteristics of the Spanish language the different learners produce.  For example, the group will explore and measure key differences in lexical variety and syntactic complexity when the learners did the same task orally and in writing.  The group will consider together reasons for such learner differences and possible pedagogical responses. 

Presenters: 
Elaine Tarone is a Distinguished Teaching Professor Emerita at the University of Minnesota, and past Director of CARLA. She has published extensively in the field of second-language acquisition.
 
Shawna Wicker is a graduate student in the MA in TESOL program. Her background and interests include Hispanic linguistics, SLA, teaching Spanish in the US, and teaching EFL in Italy and China.

Cosponsored by the Second Language Education Program in the Department of Curriculum and Instruction.

 

Paesani, K. (2016, April 6). "Building Synergies in 21st Century Language Programs through Literacy Development and Teacher Professionalization."

To overcome challenges facing language programs in the 21st century, a focus on synergies is crucial. In this presentation, I discuss synergies that are embodied in two strands of empirical research: one focusing on students' foreign language literacy development; the other on graduate student teacher professionalization. Using the multiliteracies framework as theoretical grounding for both studies, I explore how an understanding of learner perceptions, literacy development, and teacher practice can create stronger relationships between research and practice, language competencies and content knowledge, secondary and post-secondary educational contexts, and foreign languages and other disciplines, and thus enhance language teaching and learning. I conclude by considering how these kinds of synergies are reflected in and can be expanded upon through projects and professional development efforts at the Center for Advanced Research in Language Acquisition.
 
Presenter: Kate Paesani, Associate Professor & Director of Basic French Courses, Department of Classical & Modern Languages, Wayne State University

 

McEwan Davis, J. (2016, April 4). "The Usefulness of Accreditation-Mandated Assessment in U.S. Community College Language Programs."

U.S. college foreign language educators are under increasing pressure to use assessment and evaluation for program improvement. Institutional accreditation, in particular, has tried to make program assessment an integral part of educational delivery with the ambitious aim of increasing educational effectiveness across U.S. post-secondary institutions. The productive usefulness of accreditation-driven assessment, however, is in question. Research suggests, rather, that institutional assessment requirements result in perfunctory, compliance-oriented assessment activity and fail to achieve meaningful educational change. How have these mandates impacted college-level language education? This presentation reports on a national survey of programmatic assessment activities in U.S. community college language programs. The study investigated the extent to which educators are using assessment productively (e.g., to develop materials or modify instruction) and whether they have the needed resources to conduct assessment for educational innovation and improvement purposes.

Presenter: John McEwan Davis, Visiting Assistant Professor, Georgetown University and Co-Director, Assessment and Evaluation Language Resource Center

 

Gopalakrishnan, A., & Kautz, B. (2016, March 29). "Developing Communicative Resilience in Language Learners."

Language learners need communicative resilience: the ability to persist in unrehearsed interactions even in the face of communication breakdowns. The present study analyzes the effect of continuous and explicit instruction of communication strategies on the communicative resilience of intermediate level adult learners of German.

The treatment in this study included weekly input in the form of core vocabulary and training activities. A comparison of pre- and post-tests show a substantial rise in the learners' ability to manage communicative breakdowns and interact successfully despite them. This study has implications for teaching interpersonal communication skills to language learners and in improving their self-confidence while engaging in unrehearsed interactions in a second language.

Presenters: 
Anuradha Gopalakrishnan is a first year PhD student in the Department of Curriculum and Instruction. Her research interests include learner language in multilingual settings.

Beth Kautz coordinates and teaches intermediate German (German 1003) at the University of Minnesota. She is interested in new pedagogical approaches and has implemented blended learning, integrated performance assessments, and content-based instruction in her courses.

Cosponsored by the Second Language Education Program in the College of Education and Human Development

 

Goertler, S. (2016, March 28). "Using Technology to Improve Study Abroad: Building on Shively (2010)."

As foreign language enrollments decrease (MLA, 2015) and the Generation Study Abroad Initiative (Institute of International Education, 2014) demands a doubling of study abroad participation, language programs need to improve the effectiveness and the articulation of study abroad in the overall curriculum. Shively (2010) proposed a model for pragmatic learning, which uses technology to improve pragmatic learning before, during, and after study abroad participation. Building on Shively, Goertler (2015) argued that technology cannot only improve pragmatic learning, but technology's affordances can help prepare students for study abroad, maximize language and culture learning while abroad, and assist in integrating students returning from study abroad.

Based on these notions the German program at Michigan State University has introduced three technology-mediated curricular innovations to increase study abroad participation and enrollment, and improve the effectiveness of and articulation of our curriculum. (1) By integrating technology-enhanced modules about our study abroad destinations into our second-year curriculum prior to students going abroad, we have increased participation in study abroad and stakeholders report that students are better prepared for study abroad. (2) During our year-long study abroad program, students completed analysis tasks and reflective blogs to increase noticing of language and culture gaps. While students did notice stereotypical morphosyntactical and intercultural communicative errors, many of the errors leading to greater communicative challenges were not noticed. (3) To better integrate our study abroad returnees into the curriculum, we revised our fourth-year language course to include a virtual exchange with students at an institution located in one of our study abroad destinations. This post study abroad virtual exchange allowed students to continue to use German at a high level and stay connected to German-speaking communities. For one of the two year-long study abroad program returnees this exchange had a significant positive impact on her challenges with reverse culture shock and reintegration into our curriculum and institution.

Presenter: Senta Goertler, Associate Professor of Second Language Studies and German, Department of Linguistics and Germanic, Slavic, Asian, and African Languages, Michigan State University

 

Carlson-Lombardi, A., Kautz, B., Lake, E., & Ruf, H. (2016, March 23). "Implementing Integrated Performance Assessments (IPAs) in University Foreign Language Teaching."

Instructors from the Departments of German, Scandinavian and Dutch and Spanish & Portuguese share their experiences implementing Integrated Performance Assessments (IPAs) in first-year and second-year foreign language courses, including the challenges and successes. 

Presenters:
Angela Carlson Lombardi is the Coordinator for Spanish 1003 and has taught both language and culture in the Department of Spanish and Portuguese Studies. She has also conducted Global Seminars abroad. Her interests are developing authentic cultural materials for the classroom with blended online and face to face instruction.
Beth Kautz coordinates and teaches intermediate German (German 1003).  She is interested in new pedagogical approaches and has implemented blended learning, integrated performance assessments, and content-based instruction in her courses.
Liz Lake is a Senior Teaching Specialist in the Department of Spanish & Portuguese Studies.  She has taught beginning and intermediate-level hybrid and technology-enhanced Spanish courses for over nine years.
Helena Ruf is Director of Language Instruction in the Department of German, Scandinavian and Dutch. She also coordinates and teaches first-year German and is interested in creating innovative materials for classroom use and assessment.

Cosponsored by the CLA Language Center PACE project

 

Anderson, A. M., & Menke, M. (2016, March 7). "Development of Academic Writing Skills in the Spanish Major."

In this presentation, we explore the writing development of undergraduates in the Spanish major. The presentation begins with a comparison of student writing with self-reported faculty expectations, highlighting incongruities between the two and the potential impact of under-defined criteria in assignment descriptions and rubrics. From there, we explore the linguistic forms and expressions students use to fulfill one of these criteria—adoption of a critical and analytical stance—via a function-form analysis.

Presenters:
Ana Maria Anderson is a Ph.D. student in Hispanic Linguistics in the Department of Spanish and Portuguese Studies. While she has done work in a variety of areas of linguistics, including studies of Metaphor and of Second/Third Language Acquisition of Spanish and Portuguese, her main focus is on Language Contact between Galician and Spanish in Galicia.
Mandy Menke is an Assistant Professor of Hispanic Linguistics and Director of Language Programs in the Department of Spanish and Portuguese Studies. She regularly researches topics related to both second language acquisition and foreign language pedagogy, at both the university and K-12 levels.

Cosponsored by the Department of Spanish and Portuguese Studies and the CLA Language Center PACE project.

 

Dillard, B. (2016, February 23). "Language Instructors Learning Together: Using Lesson Study in Higher Education."

Research on professional development overwhelmingly suggests that instructor learning is maximized through sustained involvement in active learning. This type of participation allows instructors not only needed time to absorb and conceptually integrate new ideas, but more importantly, to practice that new knowledge in the contexts relevant to their work (Garet, Porter, Andrew & Desimone, 2001; Guskey, 2000; Opfer & Pedder, 2011). It can be challenging to design these types of meaningful environments for language instructors in higher education, particularly in the less commonly taught languages (LCTLs) where individuals may be sole representatives of their language.

In response to this challenge, the author brought together a small inquiry group composed of college instructors of Arabic, Japanese, and Korean (for a total of five individuals). Drawing ideas from both the exploratory practice model (Allwright, 2009) and the jugyou kenkyuu "lesson study" framework (Yoshida, 1999; Lewis, 2004), an inquiry cycle was designed to engage the participants in collaborative investigation of collective problems of practice. Participants first used video recordings and classroom observations to focus their attention on student learning; subsequently, transcripts of group conversations about classroom observations served to stimulate awareness of moments of teacher learning.

This paper uses an activity theory framework to address the following question: How can elements of an instructor inquiry group such as interaction patterns, transcripts of previous group meetings, and videos of classroom interactions serve to mediate language teacher conceptual development? Analysis of interview and inquiry group meeting data suggests the efficacy of using transcripts from prior meetings as "mirrors" or "second stimuli" (Engeström & Sannino, 2010) to mediate further insight into one's teaching practice. Further, and importantly for professional development work with instructors of LCTLs, data suggest that the multi-language nature of the group itself was a mediating factor towards language teacher conceptual development.

Presenter: Beth Dillard is a Ph.D. candidate in the Second Language Education program in the College of Education and Human Development. Her research interests include teacher learning through teacher-led inquiry, the academic language development of language learners, and content-language integration in language classrooms. Beth was selected as a CARLA Fellow for 2014-2015.

 

Boeckers, D. (2016, February 10). "Mobile-Assisted Language Learning Situated in Bloom's Taxonomy—So Much More Than Flashcards!"

Mobile-assisted Language Learning can sometimes get a bad reputation from critics of limited use of apps. This sessions counters that critique with an exploration of apps (iOS, Droid, Chrome) that weaves through Bloom's Taxonomy. In particular, we will emphasize the highest level of Bloom's updated Taxonomy–creating. Highlighted tasks are all contextualized in the L2 classroom and attendees will have access to a resource webpage chock-full of handouts, screencasts and rubrics.

Presenter: Daryl Boeckers trains in-service and pre-service teachers at the Learning Technologies Media Lab in the College of Education + Human Development. His background is teaching 15 years of secondary Spanish. Daryl teaches, writes, conferences, publishes and gives talks about how mobile technologies affect language teaching and learning.

 

Meyers, C. (2016, February 5). "The 'Mirroring Project': A Contextualized and Integrated Approach to Pronunciation Teaching."

Although the field of pronunciation teaching has moved from the audio-lingual era of "listen and repeat" to more interesting and fun activities, it's still often de-contextualized. In addition, it may be taught from a bottom-up perspective (sounds through intonation) or as discrete pronunciation features.

The "Mirroring Project," in which students mimic not only the language but also the non-verbals of an intelligible spoken model, is one way to contextualize pronunciation practice, as well as integrate pronunciation features into one practice activity. This interactive presentation will take you through the steps of this process so that you can apply it to your own ESL or foreign language classroom context.

Presenter: Colleen Meyers is an educational specialist at the Center for Educational Innovation. In 2007, she trained university-level instructors in teaching pronunciation as a Fulbright scholar in Turkey.

 

Tarone, E. (2014, November). "Minnesota's multilingualism and English learner education: A historical perspective."


If the full screen button (top R corner) doesn't work, try this link

 

Kuhlke, O. & Mullins, M. (2014, April 21). "Languages, Cultures, and Creative Economy: Crafting the Bridge."
  [Presentation Slides (PDF)]

 

Murphy-Judy, K. (2014, March 7). "Weather or Not!"
  [Presentation Slides (PDF)]

 

Clements, C. & Steinhagen, G. (2014, February 11). "Telecollaboration: Trials, Tribulations, and Triumphs."
  [Presentation Slides (PDF)]

 

Tarone, E. (2013, October 15). "CARLA's 20th anniversary: Improving language learning and teaching."
  [Presentation Slides (PDF) and Celebration Photos]

 

Cohen, A. (2012, November 29). "Resources for the learning of Spanish available at CARLA."
  [Presentation Slides (PDF)]

 

Wolfram, W. (2012, November 2). "Diversity awareness in lLanguage learning: A proactive model."
  [Presentation Slides (PDF)]

 

Clementi, D. (2012, April 3). "Outcomes of Participation at Concordia Language Villages: Implications for Teaching and Learning World Languages."

 

Garrett, N. (2012, January 20). "An Ambitious Agenda for Languages Across the Curriculum."



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Last Modified: February 23, 2017 at 17:33