Author: Victoria Williams

Results in BLC Posts

Found in Translation: Paola Giunchi, Sept. 19

The Berkeley Language Center Cordially Invites You to the Upcoming Meeting of Its Found in Translation (FIT) Working Group  “The Role of Grammar in Language Teaching and Learning Across Time: From an Italian Perspective" Paola Giunchi, Professor, Sapienza University of Rome, Italy Wednesday, September 19, 2018 12-1 p.m., in B4 Dwinelle Hall Language teaching and learning…

BWLP Professional Learning Series, 2018 – 2019

World Language Teachers: The Berkeley World Language Project, sponsored by the Berkeley Language Center at UC Berkeley, invites ALL language teachers at ALL levels to join us for the Keys to the Communicative Classroom. Dates: September 22, October 20, December 1, January 26, March 16, April 13 (Saturdays) Time: 8:00 am - 3:30 pm Location:…

NCOLCTL 2018

Thanks to the travel grant from Berkeley Language Center, I attended the 21st Annual conference of the National Council of Less Commonly Taught Languages (NCOLCTL). I try to attend this conference regularly as it is the only conference that focuses specifically on LCTLs. It is always nice to see colleagues from different universities, share our…

Third International Conference on Heritage/Community Languages

At the Third International Conference on Heritage/Community Languages at UCLA, Karen Llagas, Cynthia Aban and I presented our paper “More than Tourists: Using Critical Pedagogy to Teach Filipino Heritage Learners. Karen Llagas served as lead presenter; she wrote the final paper based on the notes given to her by Cynthia Aban and myself. It was…

Third International Conference on Heritage/Community Languages

From February 16-17, 2018, I attended and presented at the Third International Conference on Heritage/Community Languages in UCLA. I presented a paper called “More than Tourists: Using Critical Pedagogy to Teach Filipino Heritage Learners.” This paper explored what it means to teach Filipino at UC Berkeley within the framework of critical pedagogy, and how this…

Highly Varied Proficiency Levels in the Same Classroom — Differentiated Instruction as a Means of Effective Language Teaching

Instructors of the less commonly taught languages (LCTLs) often find themselves in classrooms where students' language proficiency levels vary on a broad scale, spreading from novice to advanced. The question that arises in these situations is how to teach all of the students in a way that will provide for each of their individual language-progression…

Teaching for Active and Engaged Learning Conference

Towards the end of February, I presented at the “Teaching for Active and Engaged Learning” conference, which is part of the annual Lilly Conferences on Evidence Based Teaching and Learning in Higher Ed. This conference serves as a platform for the presentation of the scholarship of teaching and learning. Educators from many universities and colleges…

Developing Curricular Materials for Kurdish Language Instruction

The limited body of materials for teaching the Kurdish language has various shortcomings. While the outdated grammar books are specifically targeted for linguists interested in comparative linguistics or grammatical and linguistic analysis of the Kurdish language and ethnography, more recent textbooks suffer from numerous problems, most noticeably the scope and sequence of grammar topics as…

Developing Interpretive Insight through Reframing Texts

This project focused on the interpretive insight that second-semester students of French developed when reframing texts in the target language. The process of reframing texts in a collaborative setting followed a tripartite model involving preparation, enactment, and post-enactment reflection and was aimed at developing linguistic skills and increasing cultural knowledge in the target language. The…

From Communities of Practice to the Emergence of Thirdness: Voices, Identities, and Subject Positions of Chinese International Students in the U.S.

Based on data collected from in-depth interviews with 15 Chinese international students enrolled in a large public university in the U.S., this exploratory study brings to the fore the heterogeneous and contentious nature of negotiating one’s voices, identities, and subject positions as an international student in a transnational milieu. The findings of this study cast…

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