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Russian Phonetics: Sound and Meaning in Russian Avant-Garde Poetry

A website curriculum for teaching Russian phonetics and avant-garde literary culture. Website address: https://sites.google.com/a/fulbrightmail.org/russian-phonetics-through-avant-garde-poetry/ The idea for this project emerged from of my experience teaching Russian at Berkeley and my own budding dissertation work on Russian avant-garde poetry. As a graduate student instructor of Russian—and a student in the throes of research—I became increasingly convinced…

Creating Classroom Audio Material from Bulgarian Radio

Bulgarian is a less commonly taught language with fewer than 9 million speakers worldwide, and consequently, though there is an excellent textbook and reference grammar available, listening materials are in short supply. In the semesters I spent as a GSI for Bulgarian, I sought ways to incorporate authentic aural material into the course to give…

Integration of Language and Culture in the Elementary Telugu Curriculum

Telugu belongs to the Dravidian language family and is the second most spoken language in India with more than 80 million speakers. Telugu is mainly spoken in and is the official language of the state of Andhra Pradesh in India. It was given classical language status by the Government of India in 2008 because of…

Writing as a Social Act: A Genre-based Approach to Writing Pedagogy in the Foreign Lang. Classroom

Introduction As both students and instructors of foreign languages move into intermediate- and advanced-level courses, they participate in increasingly more complex interactions with each other and also with the texts that they study and create. Students in the second-year French program (French 3 and 4) are expected to work equally in the four areas of…

Cultivating Awareness: Register and Context in First-Year Arabic

The teaching of Arabic in American universities today, like that of so many other more commonly taught foreign languages, has by and large come to be guided by the same communicative approach objectives that regularly inform the profession as a whole, such that curricula frequently place an explicit emphasis on the development of the four…

Blogging in SL/FL Classrooms: New(?) Directions?

Introduction: In recent years, a growing number of educators have begun utilizing “blogs” in Second Language (SL) and Foreign Language (FL) learning environments, to promising results (e.g. Campbell, 2003; Johnson, 2004; Lankshear & Knobel, 2003; Richardson, 2004; Thorne, Webber, & Bensinger 2005). In language learning contexts, blogs can serve a variety of tasks, including allowing…

Slide show by Andrew Cohen on Applied Linguistics

The week after giving his BLC lecture, Professor Andrew Cohen visited Claire Kramsch’s “Language and Power” class and provided the students with an overview of the field of applied linguistics – what it is, what it researches, and where one can study it. His accompanying slide show is attached. Downloads → Download the Applied Linguistics…

Teaching Zulu Language and Culture Through Film

Many studies show that film or “video has vast potential for enriching language study and making it more enjoyable and effective” (Wood 1992). My fall 2009 BLC Fellow’s project is a demonstration of how film can complement other materials used in class (especially the textbook) by tapping this resource. It involved cutting and preparing Zulu…

Using Blogs to Teach Spanish 4

1. Introduction Blogs written in Spanish are a particularly rich source of contextualized language in use—they are freely available, universally accessible, widely varied, highly interactive, and generally appealing to students. However, some of the same qualities that make blogs attractive for use in a Spanish class also present challenges, especially with regard to their use…

Online Communication in Beginning Spanish Instruction

Prior research indicates that providing language learners with opportunities to interact with one another through online communication tools can promote positive outcomes such as increased motivation, diversified participation, and improved oral production (Lamy & Hampel, 2007). However, with the exception of Blake’s (2000) suggestion that jigsaw activities are especially effective for promoting negotiation of meaning…

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