Results in BLC Posts
Posted by Orlando Garcia on May 6, 2014
BLC Spring 2014 Lecture Series Teaching Romance Languages through Intercomprehension: Networking hearts and minds in the language classroom Clorinda Donato, California State University, Long Beach Friday, January 31 B4 Dwinelle, 3-5 pm The Legitimacy Gap: Multilingual native language teachers in monolingual foreign language departments Claire Kramsch & Lihua Zhang, UC Berkeley Friday, February 28 370…
Posted by Orlando Garcia on May 5, 2014
Spring 2014 BLC Fellows Instructional Development Research Projects Got Llorona?: Reflections on the potential to develop learners’ symbolic competence in the language and culture classroom Kimberly Vinall, GSR, GSE This presentation traces the development of my own reflections on symbolic competence and its potential to facilitate learners’ critical reflections on meaning making in the language…
Posted by Orlando Garcia on April 19, 2014
Multilingual Inequality: What narratives reveal about social segmentation and academic success in two European crossroads of migration Katharina Brizic, Postdoctoral Scholar, Berkeley Language Center At the heart of the challenges of modern societies is social inequality. In my research, the term of social inequality refers to the academic success or failure of whole immigrant…
Posted by Orlando Garcia on March 15, 2014
Linguistic Landscape: A tool for documenting, analyzing and contesting societies and their complexities Elana Shohamy, Professor, Tel Aviv University Linguistic Landscape (LL) refers to languages displayed in public spaces on signs, advertisements, instructions, buildings, streets and billboards, etc. ‘Language’ within LL refers not only to written forms but also to other sources that interact in…
Posted by Orlando Garcia on March 1, 2014
The Legitimacy Gap: Multilingual native language teachers in monolingual foreign language departments Foreign-born language instructors who teach their native language in the U.S. face the difficult task of mediating between two worlds that often seem historically, socially and culturally incompatible. While they are expected to represent the stereotypical native speaker and to make their students…
Posted by Orlando Garcia on February 1, 2014
Teaching Romance Languages through Intercomprehension: Networking Hearts and Minds in the Language Classroom by Clorinda Donato, California State University This presentation will discuss how the strategies of Romance Language Intercomprehension are being adapted to the North American context to teach French and Italian to Spanish speakers at California State University, Long Beach. Topics to be…
Posted by Orlando Garcia on December 7, 2013
Fall 2013 BLC Fellows’ Instructional Development Research Projects “Have you heard that one about…?”: Russian Language and Culture through the Anekdot Katya Balter, GSR, Slavic Languages and Literatures Humor is notoriously difficult for L2 students to grasp and yet real linguistic and cultural competency requires a certain level of comfort with humor—at least recognizing it…
Posted by Orlando Garcia on November 9, 2013
Hyperpolyglottery as an Emerging Multilingualism by Michael Erard Examples abound of historical figures who were talented language learners as well as massive accumulators of languages. Numerous myths are told of these figures, too. But a networked society and global business are clearing cultural and economic spaces where the hyperpolyglot’s linguistic proficiencies can be legitimized and…
Posted by Orlando Garcia on October 19, 2013
Piecemeal but Promising: Technology Integration in Secondary Language Classrooms by Paige Ware, Southern Methodist University In the last ten years, the pace at which technology has been integrated into classroom instruction in US secondary educational institutions has quickened rapidly. Often invoking a discourse of “21st century learning,” vibrant calls abound for schools to focus on…
Posted by Orlando Garcia on September 28, 2013
The Making of a Soap Opera to Develop Students’ Foreign Language Writing and Speaking Skills by Thomas Simpson, Northwestern University This seminar describes a third-year, quarter-long language course centered on the creation by students of a parody of an Italian television soap opera. Students are called upon to act as writers, actors, directors, videographers, and…