Results in BLC Posts
Posted by Orlando Garcia on August 10, 2022
Fall 2021 Fellow: Nora Melnikova How can a literature reading class be taught and where does it find its place in the divide between language and literature courses? Does this divide still make sense at a time when ‘language teaching’ has been moving away from the narrowly understood communicative approach aimed solely at teaching transactional…
Posted by Orlando Garcia on August 4, 2022
Spring 2022 Fellow: Gabriella Licata The full paper will be submitted for publication.
Posted by Orlando Garcia on July 29, 2022
Fall 2021 Fellow: Karen Llagas When asked about goals for enrolling in an Intermediate Filipino class, student responses usually cluster around communication (“to be able to talk with my grandparents…”), identity formation (“to learn about my origins and culture”) and professional and scholarly growth (“to be able to use Filipino as I pursue medicine/law/social work/research..”).…
Posted by Orlando Garcia on July 29, 2022
Fall 2021 Fellow: Karina Palau What happens when we re-envision a bilingual Spanish-English, Reading & Composition (R&C) course as an opportunity to recognize students’ unbordered language identities and value their dynamic languaging practices? Informed by emerging research on translanguaging, this forthcoming article reports on pedagogical strategies tried in a Fall 2022 pilot course at UC…
Posted by Orlando Garcia on July 13, 2022
Spring 2022 Fellow: Zhonghua Wang Abstract This project entails the incorporation of Digital Humanities (DH)-inflected pedagogy into the Italian history and literature curriculum. DH methods facilitate a laboratory-based learning environment that values collaboration, creativity, and transdisciplinarity, and serve as a meaningful analytical approach to rethink the Italian literary canon, and to challenge methodological nationalism and…
Posted by Orlando Garcia on July 5, 2022
Fall 2021 Fellow: Raksit Lau-Preechathammarach Language endangerment is an urgent issue in the present day, with over 40% of the world’s languages at risk of having no more speakers within the next century. Carrying out language revitalization requires a multipronged approach and collaboration between a diverse group of stakeholders. In this paper, we will focus…
Posted by Orlando Garcia on June 23, 2022
Spring 2022 Fellow: Sabrina Jaszi Despite the adoption of a “Multiliteracies” framework in many FL classrooms (Kern, 2000; Paesani, Allen, & Dupuy, 2016; Swaffer and Arens, 2005), a text-centered approach has been slow to catch on in Russian language pedagogy. The need for explicit grammar instruction provides an obstacle, but a holistic, text-focused approach still…
Posted by Mark Kaiser on January 14, 2021
According to Milroy (2006: 134), language standardization typically fosters a "consciousness among speakers of a ‘correct’, or canonical, form of language" (134). This goes hand in hand with ideologically-motivated judgments of divergent speech and its implications for cultural belonging or morality (Woolard & Shieffelin 1994: 60, Trotter 2006: 2-5). In contemporaryFrancophonie, ideologies that privilege standardized…
Posted by Victoria Williams on June 16, 2020
Hiring signs at Pappy's Grill & Sports Bar in Berkeley, CA. Photo: Bronwyn Harris As a BLC Fellow during the Spring of 2020, I worked on the development of a new, upper-division course regarding the presence of Spanish in urban signage. In this report, I will share the advances made in the process of designing…
Posted by Victoria Williams on June 16, 2020
Research on academic socialization has predominately focused on the L2 educational experiences of international students. While FL research has increasingly emphasized “multiliteracies” and “intercultural learning,” literacy in an FL continues to be understood as the use of new words and grammar combined with familiar reading and writing practices. This paper highlights the potential to socialize…