Tuesday, February 23, 2016
12:20 - 1:10 p.m.
University International Center 101
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. She also serves as the graduate PACE: Communications Coordinator for the PACE Project at the Language Center.
Monday, February 8, 2016
PACE Project: ACTFL OPI Assessment Training, May 2016
The PACE Project in collaboration with the PACE PD Peer Team is sponsoring a four-day ACTFL OPI Assessment Training workshop for up to ten language instructors May 16-19, 2016. The workshop will take place in Jones 35 and will be conducted by an expert ACTFL OPI Tester trainer.
This four-day workshop introduces the ACTFL rating scale, the structure of the Oral Proficiency Interview (OPI), and techniques of administering and rating the OPI. Participants observe and conduct live practice interviews across all proficiency levels (Novice through Superior). Participants will critique and discuss interview elicitation, structure, and rating. Participation in this workshop can be the first step towards certification as an ACTFL OPI Tester for those who choose to do so. We hope that participation in this workshop will lead to a greater focus on proficiency and to greater opportunities for student success in developing their proficiency.
The workshop is funded by the PACE Project, which covers the cost of the training plus breakfast and lunch.
If you would like to apply for this opportunity, please register your interest by March 2, 2016. Priority will be given to the PACE languages funded by the grant.
New this year! Participants seeking to become ACTFL Certified Testers will be reimbursed for the ACTFL certification application fee upon obtaining certification.
The PACE Project is funded by a grant from The Language Flagship.
This four-day workshop introduces the ACTFL rating scale, the structure of the Oral Proficiency Interview (OPI), and techniques of administering and rating the OPI. Participants observe and conduct live practice interviews across all proficiency levels (Novice through Superior). Participants will critique and discuss interview elicitation, structure, and rating. Participation in this workshop can be the first step towards certification as an ACTFL OPI Tester for those who choose to do so. We hope that participation in this workshop will lead to a greater focus on proficiency and to greater opportunities for student success in developing their proficiency.
The workshop is funded by the PACE Project, which covers the cost of the training plus breakfast and lunch.
If you would like to apply for this opportunity, please register your interest by March 2, 2016. Priority will be given to the PACE languages funded by the grant.
New this year! Participants seeking to become ACTFL Certified Testers will be reimbursed for the ACTFL certification application fee upon obtaining certification.
The PACE Project is funded by a grant from The Language Flagship.
PACE Project: Incorporating Authentic Texts into the Language Classroom
Friday, February 19, 2016
2:00-3:30 p.m
Nicholson 35
Online Information (registration not required)
The issue of authenticity has received much attention in recent years. In the case of foreign language learning and teaching, different types of naturalistic methods have focused on authenticity of acquisition processes and in the area of use. A content-based curriculum typically adheres to three principles: subject-matter core, authentic language and texts, and appropriateness to learner needs. The “core materials” such as texts, videos, realia, recordings, and visual aids, “should be selected primarily (but not exclusively) from those produced for native speakers of the language. The learning activities should be both expository and experiential in nature and focus on conveying real message and accomplishing specific tasks”(Leaver and Stryker, 1989, 271). This lecture will focus on the process of incorporating authentic materials into the language classroom and provide effective teaching strategies to maximize students’ learning.
Dr. Abdalla is an Associate Professor at Middlebury Institute of International Studies at Monterey. He has taught courses and lectured extensively in the areas of linguistics, Arabic media, and Arabic language in several universities in Egypt, Europe, and the USA.
This workshop is scheduled from 2:00-3:30 p.m. and is open to the university community. Coffee, dessert and fruit will be served.
The PACE Project is funded by a grant from The Language Flagship.
2:00-3:30 p.m
Nicholson 35
Online Information (registration not required)
The issue of authenticity has received much attention in recent years. In the case of foreign language learning and teaching, different types of naturalistic methods have focused on authenticity of acquisition processes and in the area of use. A content-based curriculum typically adheres to three principles: subject-matter core, authentic language and texts, and appropriateness to learner needs. The “core materials” such as texts, videos, realia, recordings, and visual aids, “should be selected primarily (but not exclusively) from those produced for native speakers of the language. The learning activities should be both expository and experiential in nature and focus on conveying real message and accomplishing specific tasks”(Leaver and Stryker, 1989, 271). This lecture will focus on the process of incorporating authentic materials into the language classroom and provide effective teaching strategies to maximize students’ learning.
Dr. Abdalla is an Associate Professor at Middlebury Institute of International Studies at Monterey. He has taught courses and lectured extensively in the areas of linguistics, Arabic media, and Arabic language in several universities in Egypt, Europe, and the USA.
This workshop is scheduled from 2:00-3:30 p.m. and is open to the university community. Coffee, dessert and fruit will be served.
The PACE Project is funded by a grant from The Language Flagship.
Monday, February 1, 2016
Transforming the Teaching & Learning Environment Virtual Conference
Presented by Pennsylvania's State System of Higher Education, the Transforming the Teaching & Learning Environment Virtual Conference is scheduled from February 15-26, 2016. The conference is now in its seventh year and includes over 60 hour-long sessions.
The University of Minnesota has purchased an institutional license to view the conference. The schedule for all the sessions can be found on the 2016 sessions by Date page on the website. Please note that the times are listed in Eastern time.
The University of Minnesota has purchased an institutional license to view the conference. The schedule for all the sessions can be found on the 2016 sessions by Date page on the website. Please note that the times are listed in Eastern time.
PACE Intercultural Competence Conference & Virtual Presentations
The PACE Project and CARLA hosted two days of live streams between January 22 - 23, 2016 of the Intercultural Competence Conference, presented by CERCLL (a Language Resource Center similar to CARLA), at the University of Arizona. Open to all CLA language instructors, the livestream provided the keynote, plenary, and various breakout sessions of the conference.
Day one of the event started off with breakout sessions that led into the Keynote session, Intercultural Competence Beyond Orthodoxies, given by Fred Dervin of the University of Helsinki. Day two kicked off with the Plenary Presentation by Paige Ware of Southern Methodist University, titled: Intercultural Competence Inside Digital Contact Zones: Spaces of Reification, Negotiation, and Suspense, followed by breakout sessions.
The Language Center and CARLA had previously planned to air the virtual sessions associated with the conference weekly between February and April in Jones 117. However, CERCLL has graciously put all these virtual sessions online and made them accessible to everyone. The conference website now has all virtual session content available, and so the scheduled airings in Jones 117 are canceled.
The PACE Project is funded by a grant from The Language Flagship.
Day one of the event started off with breakout sessions that led into the Keynote session, Intercultural Competence Beyond Orthodoxies, given by Fred Dervin of the University of Helsinki. Day two kicked off with the Plenary Presentation by Paige Ware of Southern Methodist University, titled: Intercultural Competence Inside Digital Contact Zones: Spaces of Reification, Negotiation, and Suspense, followed by breakout sessions.
The Language Center and CARLA had previously planned to air the virtual sessions associated with the conference weekly between February and April in Jones 117. However, CERCLL has graciously put all these virtual sessions online and made them accessible to everyone. The conference website now has all virtual session content available, and so the scheduled airings in Jones 117 are canceled.
The PACE Project is funded by a grant from The Language Flagship.
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