Regular Registration Deadline: May 15

Society, Identity, and Transformation in Language Teacher Education:
11th International Language Teacher Education Conference

May 30–June 1, 2019
The Graduate Hotel
Minneapolis, MN

The conference features 90 paper sessions and symposia devoted exclusively to language teacher education. Full conference registration includes a reception after the Thursday keynote and two luncheons designed for networking. Don't miss it!

Check out the Full Schedule Online!

Invited Speakers

• Cori Crane, Duke University
  Shifting Perspectives in Language Teacher Education: Transformative Learning Theory for L2 Learning and Teaching
• Richard Donato, University of Pittsburgh
  History-in-Person and Teacher Development: Bringing the Past into the Present
• Maggie Kubanyiova, University of Leeds
  The Promise of 'Disturbing Encounter' as Meaningful Language Teacher Education
• Suhanthie Motha, University of Washington
  Race and Empire in Language Teacher Education

The mission of this unique biennial conference is to address the education of teachers of all languages, at all instructional and institutional levels, and in all the many national and international contexts in which this takes place, including: English as a Second or Foreign Language (ESL/EFL) instruction; foreign/modern/world language teaching; bilingual education; immersion education; indigenous and minority language education; heritage language education; and the teaching of less commonly taught languages. The conference aims to bring together teacher educators from these many contexts to discuss and share research, theory, and best practices and to initiate and sustain meaningful professional dialogue across languages, levels, and settings. The conference will focus on the following four broad themes: The Knowledge Base of Language Teacher Education; Social, Cultural, and Political Contexts of Language Teacher Education; Collaborations in Language Teacher Education; and Practices of Language Teacher Education.

Pre-Conference Workshop Options

   Morning Workshops

• Developing Language Teachers to Work for Social Justice
• Differentiated Language Teacher Education: Supporting Novice and Experienced Teachers
• Learning to Respond to Students' Identities in the Language Classrooms—ALMOST FULL!
• The English Learners in the Mainstream (ELM) Approach: Expanding the Reach of ESL Teachers through Teacher Leadership

   Afternoon Workshops

• Language Teacher Education 2.0: Designing and Implementing Online Learning—ALMOST FULL!
• Preparing Teachers to Advocate for Language Programs
• Speaking Assessment: Preparing Educators for Effective Classroom Practices
  

More Information

• Conference schedule
• Registration information
• General information

Conference Sponsors

This conference is sponsored by the Center for Advanced Research on Language Acquisition at the University of Minnesota in partnership with the American Association of University Supervisors and Coordinators; the Center for Educational Resources in Culture, Language, and Literacy at the University of Arizona; and the Center for Urban Language Teaching and Research at Georgia State University. The conference is cosponsored by the following University of Minnesota units: College of Education and Human Development; College of Liberal Arts Language Center; Global Programs and Strategy Alliance; Graduate School; Department of Curriculum and Instruction; Department of French and Italian; Department of German, Nordic, Slavic, and Dutch; Department of Spanish and Portuguese Studies.

Regular Registration Deadline: June 7

2019 CARLA Summer Institute Program for Language Teachers

Now in its 24th year, this internationally known program reflects CARLA's commitment to link research and theory with practical applications for the classroom. Each institute is highly interactive and includes discussion, hands-on activities, and networking.

CARLA summer institute participants—more than 6,000 to date—have come from all over the world. They have included foreign/world language, ESL/EFL, and immersion teachers at all levels of instruction, as well as program administrators, curriculum specialists, and language teacher educators.

Register soon—many of the institutes will fill before the registration deadline!

Information and Registration

• Find detailed information about each summer institute on the CARLA website.
• Register now!

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

New Publications

The following chapters written by CARLA staff and colleagues can be found in two books recently published by Multilingual Matters in the New Perspectives on Language and Education series.

L2 Writing Beyond English
Edited by Nur Yigitoglu and Melinda Reichelt
Published April 2019

Most of what we know about writing in a second or foreign language (L2) is based on conclusions drawn from research on L2 writing in English. However, a significant quantity of L2 writing and writing instruction takes place in languages other than English and so there is a need for studies that look beyond English. The chapters in this book focus on languages other than English and investigate curricular issues, multiple languages in contact/conflict in L2 writing instruction and affect and student attitudes toward pedagogical practices. The collection as a whole makes a valuable contribution to the study of L2 writing, and it will also prove an essential resource for instructors of second and foreign language writing.

Chapter 3: Interpersonal Writing and the Advanced Undergraduate French Curriculum: A Multiliteracies Perspective
by Heather Willis Allen and Kate Paesani

This chapter describes a literacy-based, advanced-level university French as an FL course in the US. The course focuses on interpersonal communication during the reading and writing process as a means of motivating students, helping them better understand texts and preparing them to meet the expectations of their readers when they write. The curriculum includes four modules that address different authors and genres, including vignettes about cultural products or practices, ethnotexts, and short stories. The course emphasizes individual and collaborative processes, with students working together to understand the content of the course through analysis of assigned reading, pre-writing, per review, reflection on their own writing processes, and reaction to their peers’ texts. What is special about this curriculum is its focus on the development of a classroom reading and writing community.

Find on the Multilingual Matters website.

Perspectives on Language as Action
Edited by Mari Haneda and Hossein Nassaji
Published February 2019

The edited volume Perspectives on Language as Action was compiled in honor of Professor Merrill Swain, one of the most prominent scholars in the field of second language acquisition (SLA) and second language (L2) education. For over four decades, her work has contributed substantially to the knowledge base of the field of applied linguistics, and her ideas have had a significant influence in a range of subfields, including immersion education, mainstream SLA, and sociocultural theory and SLA. The range of topics covered in the book reflects the breadth and depth of Swain’s contributions, expertise and interests. The volume is divided into four parts: immersion education, languaging, sociocultural perspectives on L2 teaching and learning, and developments in language as social action.

The volume includes the following chapters written by CARLA staff and colleagues:

Chapter 2: Context Matters: Translanguaging and Language Immersion Education in the US and Canada
by Tara W. Fortune and Diane J. Tedick

This chapter critically considers translanguaging practices, for which a number of renowned L2 education scholars have increasingly provided overt support. Fortune and Tedick pose a thoughtful question as to whether translanguaging practices can be beneficial for all learners in all instructional settings. While respectfully acknowledging the merits of translanguaging in some contexts, they present evidence-based arguments that invite a re-examination of the ubiquitous support for translanguaging practices in bilingual and immersion programs. Calling for more research in this area, they ultimately argue for the importance of taking account of the contexts and purposes of different bilingual and immersion programs, as well as students’ needs (e.g. language-majority versus language-minority students), in making recommendations as to what constitute optimal pedagogical practices.

Chapter 11: Language Play and Double Voicing in Second Language Acquisition and Use
by Elaine Tarone
This chapter reviews emerging research that describes bilinguals who have acquired multiple voices in their L2, as displayed in two language domains: presentational (e.g. rehearsed ‘mirroring’ of other voices) and interactional (e.g. unrehearsed constructed dialogue in narration). Building on Swain’s work using multiple perspectives to understand language development, Tarone shows how the emotion-infused target language voices, including complexity, accuracy, fluency, suprasegmentals and accompanying nonverbals, manifested themselves in these domains and what characteristics they had. The implications of the analysis are also discussed.

Find on the Multilingual Matters website.

Maximizing Study Abroad: An Instructional Guide to Strategies for Language and Culture Learning and Use

The Maximizing Study Abroad: An Instructional Guide has recently been rereleased as a print-on-demand paperback on Amazon.com. It was created as a companion to Maximizing Study Abroad: A Students’ Guide to Strategies for Language and Culture Learning and Use providing language teachers and study abroad professionals with both a solid understanding of language and culture learning theory and concrete ways to use this knowledge to support students in their skill development. Written with the busy professional in mind, the Instructional Guide features a “tool kit” of more than 100 hands-on activities that are ready for use in pre-departure, in-country, and re-entry initiatives for study abroad programs, as well as in language classroom at home and abroad.

Order your copy on Amazon!

Society, Identity, and Transformation in Language Teacher Education:
11th International Language Teacher Education Conference

May 30–June 1, 2019
Minneapolis, MN

CARLA Director Kate Paesani and other University of Minnesota colleagues will be presenting at the 11th International Language Teacher Education Conference. Presenters are from the University of Minnesota unless otherwise listed.

Symposium: Teacher Education and Multiliteracies Pedagogy: Current Trends and Future Directions
       Friday May 31, 2019
       10:15 am–12:15 pm
Presenters examine teacher learning and professional development related to multiliteracies pedagogy from six perspectives: conceptual understanding; teaching materials; literary language in open educational resources; digital social reading; and design-oriented writing. Presenters summarize current knowledge and encourage discussion by identifying remaining questions, future research directions, and professional development needs.
Lead Presenter/Organizer: Kate Paesani
Presenters: Heather Allen (University of Wisconsin-Madison), Carl Blyth (University of Texas at Austin), Mandy R. Menke, Kristen Michelson (Texas Tech University), and Chantelle Warner (University of Arizona)

A Study Circle to Improve Adult ESL Teachers’ Pronunciation Expertise
        Friday, May 31, 2019
       11:00–11:30 am
The presenters share a study-circle model on pronunciation instruction for professional development with adult ESL teachers. Teachers increased their ability to diagnose pronunciation issues affecting intelligibility, apply research-informed classroom practices, and prioritize instruction. Outcomes suggest the power of professional development that is extended over time with collaboration among teachers.
Presenters: Betsy Parrish (Hamline University), Andrea Echelberger (Minnesota Literacy Council), and Suzanne McCurdy

Using Teacher Voices to Inform Professional Development
       Friday, May 31, 2019
       3:15–3:45 pm
This presentation addresses the need for meaningful professional development around multiliteracies pedagogy. Using data from a study of 17 postsecondary language teachers, we present a prioritized list of professional development tools, resources, and experiences essential for teachers’ effective implementation of multiliteracies pedagogy.
Presenters: Kate Paesani and Mandy R. Menke

Symposium: Antiracism, Anticolonialism, and Culturally Sustaining Approaches to Language Teacher Education
       Friday, May 31, 2019
       3:15–5:15 pm
This symposium draws together perspectives on language teacher education that take up critical race and raciolinguistics theory, anticolonialism, and culturally sustaining approaches. Presenters will speak across the contexts of preparing less commonly taught language teachers (Hmong case example), heritage language teachers, and English as a new or additional language teachers.
Lead Presenter/Organizer: Jenna Cushing-Leubner (University of Wisconsin at Whitewater)
Presenters: Bee Vang-Moua, Jennifer Eik, Miranda Schornack, Pang Yang, and Kita Her

Symposium: Transforming Access to Professional Development Through Inter-Institutional Collaboration
       Friday, May 31, 2019
       3:15–5:15 pm
Directors of three language centers present examples of professional development initiatives and projects in place at each institution. They engage the audience to discuss ways to strengthen and enhance collaborations already underway and how to expand on these initial efforts to provide training for both pre- and in-service language teachers.
Lead Presenter/Organizer: Daniel Soneson
Presenters: Florencia Henshaw (University of Illinois at Urbana-Champaign) and Felix Kronenberg (Michigan State University)

Collaborative Video Analysis as a Tool for Language Teacher Education: Opportunities and Challenges
       Friday, May 31, 2019
       4:00–4:30 pm
This presentation reports on a study exploring the use of collaborative video analysis as a tool for building pre-service language teachers’ abilities to notice core practices in their own teaching. Data from pre-service teachers’ reflections demonstrate the challenges and possibilities of video analysis and elucidate implications for future implementation.
Presenters: Corinne Mathieu, University of Minnesota and Karla Stone, University of Minnesota

Overcoming Instructor Resistance to Curricular Change: Working Together to Adapt New Frameworks in Listening Instruction
       Friday, May 31, 2019
       4:00–4:30 pm
Although research supports literacies-based pedagogy, teachers often resist new frameworks. We highlight experiences creating listening lessons using authentic texts for a four-semester language sequence. We discuss efforts to involve teachers in researching frameworks, planning, piloting and revising lessons resulting in increased buy-in. Insights from instructor journals and interviews are presented.
Presenters: Helena Ruf, Beth Kautz, and Virginia Steinhagen

From Incarceration to Loc Khru: Constructing an English Teacher Identity in Cambodia
        Friday, May 31, 2019
       4:45–5:15 pm
This presentation highlights the unique experience of language teacher educators training recently deported Cambodian American refugees enrolled in a TEFL licensure program. The study explores ways in which educators draw on participants’ past school experiences to support the construction of the English teacher identity (Pennington and Richards, 2016).
Presenters: Marina Aleixo and Vichet Chhuon

Developing Future English Language Educators' Critical Language Awareness in Cross-College Discussions
       Saturday, June 1, 2019
       1:45–2:15 pm
This presentation examines discussions of race, identity, and language teaching between future English language educators at two different institutions. Qualitative thematic analysis of students' discussion reflections revealed the potential impact of this activity on students' developing critical language awareness (CLA), and furthermore, the significance of program context in students' CLA.
Presenters: Leah Shepard-Carey and Anuradha Gopalakrishnan

Learn more about the conference at the LTE 2019 conference website.

IALLT (International Association for Language Learning Technology) 2019

June 19–22, 2019
Eugene, OR

CARLA staff member Marlene Johnshoy and other University of Minnesota colleagues will be presenting at IALLT in June:

TandemPlus: Building Outward
       Thursday, June 20, 2019
       10:30–11:20 am
Presenters: Beth Kautz and Dan Soneson

Inter-Institutional Course Sharing for Language Program Growth
       Friday, June 21, 2019
       10:30–11:20 am
Presenters: Lauren Rosen and Stephanie Treat

E Pluribus Unum: Planning a Multi-Site Regional Conference
       Friday, June 21, 2019
       11:30 am–12:20 pm
Presenters: Dan Soneson, Marlene Johnshoy, Shannon Spasova, and Jonathan Perkins

Crafting Collaborative Communities Among Institutions
       Friday, June 21, 2019
       2:05–2:55 pm
Presenters: Dan Soneson, Adolfo Carrillo Cabello, Hai Liu, Wei-Hsuan Lo, Stephen Tschudi, Hui-Ya Chuang, and Kai Liu

Crafting New Approaches to the Use of Interactive Video
       Saturday, June 22, 2019
       9:05–9:55 am
Presenters: Jeff Magoto, Philomena Meacham, Julio Rodriguez, and Dan Soneson

Learn more about the conference at the IALLT 2019 conference website.

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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