2020 CARLA Summer Institute Program for Language Teachers

CARLA is pleased to announce that registration numbers for this year's Summer Institute Program have exceeded all registration totals since the program began 25 years ago. Demand was so great that sections were added for Transitioning to Teaching Language Online and Using the Web for Communicative Language Learning. As of June 9, the registration count is 397 and nearly all of the institutes are full. CARLA is very grateful to all of our institute instructors who were willing—and even enthusiastic—about teaching their institutes online.

The 25th annual CARLA Summer Institute Program is all online and nearly full!

The institutes that still have a few spaces available are listed below:

Information and Registration

• Find detailed information about each institute on the CARLA Summer Institute webpage.
• Register by the regular registration deadline of June 12 to avoid late fees.

The summer institutes are co-sponsored by the University of Minnesota's College of Education and Human Development and College of Liberal Arts.

New Institute Spotlight

Meaningful Portfolio Implementation: Using Goal Setting, Reflection, and Thinking Routines to Enhance Student Proficiency

June 29-July 31, 2020 ● Asynchronous 5-week online institute

Goal setting and reflective practices are critical components of improved outcomes in world language classrooms. In the first part of this institute, participants will examine the reflective cycle developed by the National Council of State Supervisors for Languages (NCSSFL), empirical findings related to goal setting and language portfolio use, and a series of practical approaches to implementing reflective practice in the classroom. Next, participants will experience, examine, and design their own learning scenarios that yield higher-order cognitive and social engagement for learners. They will then draw explicit connections between these scenarios and language portfolio use. 

After this workshop, you will be able to:

• Develop and outline an approach for implementing reflective practices and portfolio use in the world language classroom;
• Employ effective epistemological routines to support portfolio use in the world language classroom;
• Articulate language learning outcomes that promote intercultural competence in concert with language acquisition;
• Create learning scenarios that promote reflection and higher-order cognitive and social engagement for learners; and
• Connect learning scenario activities to portfolio use and implementation.

Instructors: Stephanie Knight and Julie Sykes, Center for Applied Second Language Studies (CASLS) at the University of Oregon.

Learn more about Meaningful Portfolio Implementation.

Second Language Research & Practice—Call for Submissions

Second Language Research & Practice is the new refereed, open-access journal of the American Association of University Supervisors and Coordinators (AAUSC). Published annually in the fall, the journal’s aim is to address postsecondary language education from theoretical, empirical, and practical perspectives through the publication of research papers and reports.

The journal editors, Johanna Watzinger-Tharp (University of Utah) and Kate Paesani (CARLA, University of Minnesota) are now accepting submissions for the Fall 2021 issue. Learn more details on the journal’s website.

Foreign Language Literacies Checklist

To help teachers analyze and adapt text-based activities in their textbooks and other instructional materials, the Foreign Language Literacies website now includes a lesson analysis checklist. Using principles from multiliteracies pedagogy that are defined in teacher-friendly language, the checklist helps users contextualize their text-based lesson according to the learning objectives, language forms, and cultural content of a unit or chapter; analyze how the lesson aligns with the chapter/unit context and with multiliteracies pedagogy; and identify gaps and areas for improving the lesson. In addition, the website includes a sample lesson analysis and revised lesson to orient users to the checklist. All three of these resources are available on the Lesson Analysis Checklist webpage.

Kate Paesani showcased these tools in an online presentation titled Moving to Multiliteracies: Tools to Support Teacher Understanding given on April 16, 2020.

Resources to Support Language Teaching Online

CARLA has compiled a list of Resources to Support Language Teaching Online to help language teachers to meet the challenges of the “new normal” of online teaching during this time of unprecedented change.

CARLA Online Presentation Series

The CARLA Presentation Series ended with a bang this year! CARLA offered four online presentations that had originally been prepared for conferences in the spring that were subsequently cancelled because of COVID-19. A total of 152 participants viewed the following presentations via Zoom:

• Moving to Multiliteracies: Tools to Support Teacher Understanding
  Presenter: Kate Paesani
• Channeling 'Voices' to Improve Second Language Intelligibility
  Presenters: Darren LaScotte and Elaine Tarone
• Land as Interlocutor: Transcribing and Analyzing Material Participation in Interaction
  Presenters: Mel Engman and Mary Hermes
• Speaking Separately, Speaking Together: Oral Communication Activities in the Remote L2 Classroom
  Presenters: Emily Groepper and Alexander Korte

Recordings of these and other CARLA Presentations are posted on the CARLA website and can be found on CARLA's YouTube Channel.

About CARLA

The Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota is a research and resource center devoted to improving language teaching and learning.

The CARLA Update is a quarterly electronic newsletter designed to give second language teachers and researchers current information on the programs and projects currently operating under the auspices of CARLA. We encourage you to share this newsletter.

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