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Spring 2021 
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Early Registration Deadline: April 30 2021 CARLA Summer Institute Program for Language TeachersCARLA offers a wide range of institutes targeted at foreign/world language, ESL/EFL, heritage language, and immersion educators from a variety of teaching levels and contexts. Join the more than 6,700 language educators who have participated in this acclaimed professional development program. CARLA Summer Institutes fill quickly, so register early. All of the 2021 CARLA Summer Institutes will be taught online. See the full line-up online or here below. Synchronous Summer InstitutesCreativity in the Language Classroom Content-Based Language Instruction and Curriculum Development Secondary Dual Language and Immersion: Achieving the Promise of Continuation Programs—Expanded! Critical Approaches to Heritage Language Education Building on Effective Uses of Technology in Second Language Teaching—New! Assessing Language Learners' Communication Skills via Authentic Communicative Performance Tasks Foreign Language Literacies: Using Target Language Texts to Improve Communication Teaching Language Through the Lens of Social Justice—Full—Join Waitlist Asynchronous Summer InstitutesTransitioning to Teaching Language Online Using the Web for Communicative Language Learning Meaningful Portfolio Implementation: Using Goal Setting, Reflection, and Thinking Routines to Enhance Student Proficiency Language and Culture in Sync: Teaching Linguistic Politeness and Intercultural Awareness Practical Program Evaluation for Language Teachers—New! Teaching World Languages and Cultures in Elementary Settings Culture as the Core in the Second Language Classroom
Information and Registration
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CARLA Online Presentation SeriesEach semester, CARLA offers a series of presentations on research taking place at the University of Minnesota along with invited presentations on topics that are of vital importance in the field. Register to attend one or all of the free presentations listed below: Tuesday, March 30, 2021 By the time dual language education (DLE) students reach high school, their opportunities to communicate in the minority language are often limited. This is especially true in programs where only two immersion courses per year are required. Typically, one of these courses is a math or science class, whose course content is not language related. The combination of these factors, in addition to students' general reluctance to use the minority language, affects students' continued development of their minority language skills. This study examines a secondary Spanish immersion math class to determine what kinds of opportunities for Spanish use the teacher provides the students, how students take up those opportunities, and the role of individual learner variables in student language use patterns. Wednesday, April 14, 2021 Translanguaging pedagogies demand resistance to the monolingual subjectivities inherent in school systems, yet there are several ideological, ecological, and practical obstacles in implementation (Allard, 2017). As such, teacher-researcher collaboration is one way to push-back and create sustainable change (Tian & Shepard-Carey, 2020). While a growing number of studies surrounding translanguaging pedagogies have utilized collaborative approaches (e.g. Daniel et al., 2019; Liu et al., 2020), few studies have interrogated these approaches in detail. As such this study elucidates how relational dynamics, ecological structures, history, and power shaped collaborative processes and possibilities surrounding translanguaging pedagogies in a linguistically- and culturally-diverse second grade classroom. Drawing on ethnographic methods in connection to a larger multi-year participatory design research study (Bang & Vossoughi, 2016), this study further explores the role of collaboration in developing translanguaging pedagogies with my research partner, Ms. Hassan. Qualitative thematic analysis demonstrated several emergent findings: (a) that the teacher perceived that long-term collaboration not only strengthened students’ multilingual identities and learning processes, (b) facilitated transformative change in ideologies surrounding multilingualism and, (b) further inspired critical thinking and resistance to school norms and policies. I will conclude the presentation with discussion of implications for research and teaching. Presenter: Leah Shepard-Carey is a Ph.D. candidate in Second Language Education in the Department of Curriculum and Instruction at the University of Minnesota.
CARLA Fellow Presentation:
Tuesday, April 20, 2021 “Social justice” has become a major emphasis in education, so preparing pre-service teachers to develop praxis aimed at educational equity has driven many contemporary trends in teacher preparation programs. However, questions remain about how teacher educators can facilitate pre-service teachers’ consciousness-raising on the conceptualizations and practicalities of teaching for liberation. This presentation examines the ways one teacher educator worked alongside her pre-service English language teachers to reimagine their classroom as a site of dialogic education (Freire, 1970) through a Critical Participatory Action Research (CPAR; Kemmis, McTaggart, & Nixon, 2014) project on the School-to-Prison Pipeline that challenged participants to actively engage in critical explorations of themselves as both intercultural humans and teachers from a lens that extended beyond the walls of their classroom. Through CPAR, participants deconstructed traditional top-down knowledge dissemination pathways and became responsible for and responsive to their own complex journeys of discoveries of who they are as critical teacher-scholars in their sense-making of “social justice.” Implications for the potentials of CPAR as a “practice-changing practice” (Kemmis et al., 2014, p. 2) in language teacher preparation will be discussed. Tuesday, April 27, 2021 One of the greatest pedagogical challenges for secondary dual language and immersion (DLI) teachers is effectively and systematically integrating language instruction within a content-focused classroom. This presentation discusses a nine-month design-based research study that sought to understand how intentionally designed classroom materials might assist secondary DLI teachers with this endeavor. Drawing on theories of counterbalanced instruction (Tedick & Lyster, 2020) and Systemic Functional Linguistics (Halliday, 1993), I collaborated with two teachers to (re)design their content-focused materials to include language-focused instructional features. This presentation will share how the iterative process of collaborative materials analysis, (re)design, instruction, and reflection shaped the teachers’ conceptualizations and enactments of content and language integration in the classroom. Implications for content-based language teacher education will be discussed. Additional Information
CARLA Online WorkshopsNow What? Considering Career Readiness in Second and Foreign Languages in Times of Crisis
The explicit promise of making students ‘career ready’ is now a hallmark of most U.S. educational institutions, with different models of career readiness programs employed across institutions, disciplines, and sub-fields. At the same time, against the backdrop of a global pandemic and political upheaval, and given an ongoing societal crisis precipitated by economic, gender, and racial injustices, a number of critical questions emerge. These questions range from the basic (e.g., what is career readiness, why is it important now, and how can it support learning goals?) to the more complex (e.g., who does career readiness benefit, and how do career readiness programs support cycles of inequality or work to break them?). This workshop will provide attendees with an understanding of the basics of career readiness and its applications in the field of second and foreign language teaching, will address crucial questions for language teaching and learning generated by current career readiness frameworks and practices, and will outline a critical, disciplinary-grounded approach for moving forward. The workshop will also present examples of how this approach is being applied to a multi-section intermediate level Spanish course, propose best practices, and highlight areas for continued research in the field. The interactive format includes whole group presentation segments, individual reflection moments, and multiple opportunities for small group discussion. After this workshop, you will be able to:
Presenter: Sara Mack, Ph.D., is Senior Lecturer and Coordinator in the Department of Spanish and Portuguese Studies and a 2020-21 College of Liberal Arts Career Readiness Initiative Faculty Engagement Specialist at the University of Minnesota. Her research interests include equity and access in higher education, metacognitive regulatory processes in classroom-based learning, sociophonetics, and learning and memory. Target audience: This workshop is designed for high school and postsecondary language educators. Information and Registration
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CARLA Online Presentation Series RecordingsCARLA has sponsored a total of 11 online presentations this academic year, many of which have been recorded and posted online. Below are the titles of the four presentations given so far in 2021:
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Check out the following conference presentations that will be given by CARLA's University of Minnesota colleagues this spring.
AERA 2021 Virtual Annual MeetingApril 8-12, 2021 Roundtable Session: Pedagogical Approaches to Supporting Emergent Bilingual LearnersTensions and Trajectories: Teacher Language Ideologies in Developing Translanguaging Stance Friday, April 9, 2021 In this presentation, we report on the findings of a qualitative study exploring the ways a group of seven in-service teachers from various content areas explored their language ideologies during a professional development series aimed at introducing them to various translanguaging pedagogies. We draw on translanguaging theory and translanguaging stance, as well as language ideological inquiry, to investigate the complex, fluid, and often contradictory language ideologies the teachers expressed and embodied while negotiating and disrupting the monolingual bias in their school. Teachers’ dynamic trajectories in their translanguaging stance revealed multiple tensions between supporting linguistic pluralism and reifying assimilationist practices. Findings suggest the need to better understand ways teachers construct their translanguaging stance through collaborative, guided professional development. Friday, April 9, 2021 This study’s purpose was to examine how middle-grades language arts teachers learned to integrate one approach to translingual pedagogy into their instruction. Drawing on social practice theory (SPT) as a theoretical framework, we discuss pedagogical translation as an emergent social practice, in which translation routines familiar to multilingual students may be leveraged in language arts classrooms. Friday, April 9, 2021 Despite the rise of translanguaging research, multilingualism has yet to be embedded in the curriculum in English-dominant K-12 contexts (García & Flores, 2013). With over 4.8 million students classified as “English learners,” and several more multilingual students in U.S. schools, there is an urgent need to develop culturally- and linguistically-sustaining approaches (Paris & Alim, 2014) that support multilingual students. More broadly, research demonstrates the positive impact of teacher-researcher collaboration in educational settings to create change in practice and teacher beliefs (e.g., Fowler-Amato & Warrington, 2017). As such, the purpose of this study is to examine the role of teacher-researcher collaboration in developing and sustaining translanguaging pedagogies in an English-medium second-grade classroom over two years, and moreover examine how this collaboration impacted teacher and researcher perceptions of multilingualism and translanguaging pedagogies. Identity, Ideology, and Practice in the Visual Grammar of Instagram Teacher-Influencers Saturday, April 10, 2021 Social media platforms are restructuring communication and un-making/re-making boundaries for social media users. This study of over 1200 Instagram posts from teacher ‘influencers’ (i.e., account holders with large numbers of followers) examines this restructuring for patterns of meaning-making that index newly dominant practices, ideologies, and subjectivities in the figured world (Holland et al., 2001) of teaching. Framed with Kress’s (2010) critical multimodal social semiotic approach to language and sign, we show how teachers use Instagram’s available semiotic modes to project professional identities that are deeply entangled with traditionally gendered and raced notions of teaching as well as with neoliberal ideologies of entrepreneurialism. This reimagining of professional, personal, and social boundaries signals an important shift in perceptions of the teaching profession. Saturday, April 10, 2021 This narrative inquiry work and collective memory (Clandinin & Connelly, 2010; Haug, 1999) examines the fugitive strategies myself, a transnational Latina/Indigenous scholar, a Mexican educational leader, and a Mexican-American teacher needed to deploy to develop in our ongoing community ethnographic work on pedagogical knowledge among Latinx teachers working in transitional bilingual programs serving only minoritized students. The subtractive nature of these programs, their lack of funding, and professional development make these sites difficult to research since their visibility would be an indictment of school districts' neglect toward Latinx teachers, students, and community. Through reflections, memos, artifacts, text messages, and emails, work unveils the hoops we needed to jump to find ways to access Latinx teachers from their clandestine positions, to find allies to break into sites uninvited, and to find ways to do research after being told not to, all of which I did by "playing the game" (Urrieta, 2009). Saturday, April 10, 2021 This paper responds to expanding efforts in Indigenous language reclamation that highlight the ecology of relations holding and sustaining language (e.g., Henne-Ochoa et al., 2020). Specifically, we take up these relations at the intersection of language, land, and story in an Ojibwe context. Data for this study come from intergenerational forest walks among small groups of Elders and bilingual youth who were filmed wearing POV cameras as they walked and story-ed land. Following Bang and Marin (2015), recordings were analyzed with a close attention to micro-interaction (Goodwin, 2013). Drawing on Indigenous scholarship around story (e.g., Archibald, 2008; Simpson, 2014) this paper illustrates how storying can serve as a resource for learning and theory-making (Brayboy; 2005; Simpson, 2014). Sunday, April 11, 2021 This paper examines the process of reaction, sense-making, and action through Forum Theater of a group of 20 Latinx bilingual preservice teachers exploring issues of racism, linguicism, and discrimination. Forum Theater provided a space where the messiness of emotions became a springboard for creativity, strategy-planning, and advocacy. In this critical ethnography, I stretch the notion of praxis (Freire, 1970) to connect it to kinesis (Madison, 2011) to focus on how the process of becoming is enacted through the actual doing during struggles and conflict. Holland, Lachicotte, Skinner, and Cain (2003) examine these processes of becoming through spaces of authoring through improvisations to understand how individuals respond and make sense of the social world dialogically. Monday, April 12, 2021 Using children’s books La Asombrosa Graciela and William’s Doll as springboards for discussion surrounding gender roles, this study examines the role of drama-based pedagogy in the understanding of gender roles in a dual language classroom. This practitioner inquiry shows students’ responses to the disruption of traditional gender roles portrayed in those books while rehearsing creative alternatives to resolve the main characters’ dilemmas. Findings show that drama-based pedagogy (Dawson & Lee, 2018; Boal, 2000) provided a safe space for students to rehearse their views and use their linguistic repertoires. Conversations around gender that unsettle the reproduction of fixed notions of gender are needed in the classroom to alleviate the impact of gender stereotypes and help children question systems that sustain gender exclusion. |
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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. Visit the CARLA website |
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