Author: Mark Kaiser

Results in BLC Posts

Call for Papers: Special Issue of the L2 Journal on L2 Writing and Personal History

Call for Papers: Special Issue of the L2 Journal Special Issue Editor: David I. Hanauer L2 Writing and Personal History: Meaningful Literacy in the Language Classroom Literacy holds special potential in the realm of language education. Genres of writing such as autoethnography, autobiography, biography, journal writing, diary inquiry, narrative and poetry provide potential routes through…

Visiting Scholars at BLC, Spring 2012

The BLC is pleased to welcome four Visiting Scholars this spring. Julie Kerekes from the University of Toronto will be on the Berkeley campus until June. Her research while at Berkeley will be on the employment trajectories of internationally educated professionals. Xueli Wang, from the Peoples Republic of China will be here until December. She…

Large Sound Files Got Your Students Down?

Many of our textbooks come with accompanying CD/DVDs with audio and video files. Often, those sound files consist of a long reading of a chapter’s vocabulary, word after word. Keith Hernandez, the BLC&##8217;s recording technician, has developed an algorithm to break those sound files into individual files consisting of one word or phrase each. Students…

L2 Journal Special Issue now available

The special issue of L2 Journal, “Teaching Language, Culture, and Text with Film” is now available here. Contents: “Teaching Japanese Pragmatic Competence Using Film Clips” by Wakae Kambara. “The Five C’s: Bringing a 1980’s Film into the 21st Century Chinese Language Learning Context” by Gloria Bien. “Rebels with a Cause: (Re)defining Identities and Culture in…

Reception for L2 Journal

Claire Kramsch, editor of L2 Journal, and Mark Kaiser, guest editor of the special issue, cordially invite the foreign language community to a reception celebrating the release of the special issue, “Teaching Language, Culture and Text with Film.” Tuesday, November 1, 2011 4:30 - 6:00 p.m. 34 Dwinelle Hall

Lecture by Douglas Kibbee, October 21, 2011

Rethinking Prescriptivism by Douglas Kibbee, Professor, Department of French, and Director, School of Literatures, Cultures and Linguistics, University of Illinois at Urbana-Champaign 3:00 - 5:00 pm, Friday, October 21, 2011 in B-4 Dwinelle Hall At a meeting held as part of a national dialogue across France to determine what it means to be French, a…

New BLC Personnel

Chris Palmatier, the BLC’s programmer for the past several years and before that, manager of the DCRF facility, has left the BLC for a bright future in independent contracting of his programming skills. Chris has been an amazing asset to the BLC, helping numerous faculty with advice and contributions to their research and educational software.…

Lecture by Barbara Johnstone, September 23, 2011

Identifying with Language by Barbara Johnstone, Professor of English and Linguistics, Carnegie Mellon University. For the last decade or two, identity has been a hot topic throughout linguistics. Sociolinguists use the concept of identity to help explain why particular styles of speech get taken up in particular speech communities, and how and why people shift…

Teaching Japanese Pragmatic Competence Using Film Clips

In all 1st- through 3rd-year Japanese courses at UC Berkeley, students are expected to write several skits over the course of the semester. Each skit is submitted to the instructor for corrections, after which students perform the skit in class. Students appear to enjoy these oral quizzes. While checking 3rd-year Japanese students’ scripts, I have…

Symposium: History and Memory in Foreign Language Study, September 10, 2011

**** Videos now available - please use Safari or Firefox ***** Saturday, Sept.10, 2011 9-5:30 pm 370 Dwinelle INTRODUCTION The MLA Ad Hoc Committee on Foreign Languages (2007) has advocated teaching, together with functional language abilities, ‘critical language awareness’ and ‘historical and political consciousness’. Indeed, the many commemorative events in the cultures we teach as…

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