What is Language as Knowledge? by Shirley Brice Heath, Professor Emerita, Department of English and Dramatic Literature, and of Linguistics, Stanford University Monday, September 29, 2003 370 Dwinelle Hall, 4-6 p.m.
Professional Development Workshop: Discourse and Culture in Language Study Speakers: Robin Lakoff, UC Berkeley Heidi Byrnes, Georgetown University Anthony Liddicoat, Australia Monday-Friday, Juen 23-27, 2003 Geballe Room, Townsend Center for the Humanitites, 220 Stephens Hall
Instructional Development Research Projects A Spoonful of Films Makes the Literature Go Down: Supplementing French 3 Cirriculum with Filmic Texts Martin Lowry, GSR, Fench This project hopes to capitalize on the semiotic sophistication of students raised in our current film culture. Rather than reading only written texts, students in this course will be encouraged to analyze and make meaning “beyond and besides words” from semiotic systems other than only the linguistic as → Read in full
Tearing us Apart Again: the Paradigm Wars and the Search for Validity by Tim McNamara, University of Melbourne Language testing research is an increasingly divided field, as it responds to the paradigm shifts in broader applied linguistics research. On the one hand, language testing validation research places a fundamental emphasis on the generalizability of results and the appropriateness of inferences made based on observations of learner performance. This involves a rigorous → Read in full
Colloquium: Language, Identity and Change in the Modern Arab World: Implications for the Study of Language and Culture Social History, Political History, and Dialect Prestige in the Arab World: The Cases of Bahrain, Jordan and Iraq Clive Holes, Oxford University UniversityNegotiating Diaspora: Translation and the Language of Exile Ibrahim Muhawi, Edinburgh Identity and Language Tension in Lebanon: The Arabic of Local News at LBC Television Mahmoud Al-Batal, Emory University → Read in full
How People Talk About Motion Events: Some Cognitive and Communicative Consequences of Linguistic Typology by Dan I. Slobin, UC Berkeley Friday, March 10, 2003 3:00 - 5:00 pm, 370 Dwinelle Hall
Bilingualism, Emotions and Cognition by Aneta Pavlenko, Temple University Friday, February 21, 2003 3:00 - 5:00 pm, 370 Dwinelle Hall
Portrait of the Bilingual Child by Fred Genesee, Professor in Psychology, McGill University Researchers/theoreticians, professionals, and laypersons alike often view the simultaneous acquisition of two languages during the pre-school years with reservation and outright apprehension because it is thought to exceed the language learning capacity of the young child and, thus, to incur potential costs, such as delayed or incomplete language development or even deviant development. → Read in full
Instructional Development Research Projects Interactional Patterns in Web-based Writing of Foreign Language Students Paige Daniel, Education This study raises questions about the potential of the electronic medium to promote cross-cultural communicative competence. Students carry different perceptions of their purposes and roles into telecollaborative language exchanges that come to bear on the ways in which they engage in the online exchange. In this talk I analyze an excerpt → Read in full
Image Banks and the Semantics of Contemporary Visual Communication by Theo Van Leeuwen, Professor, Cadiff University Monday, November 4, 2002 370 Dwinelle Hall
Redefining the Teaching of Culture: The Pedagogy of Electronic Media by Gilberte Furstenberg, Senior Lecturer in French, Foreign Languages and Literatures, MIT Gilberte Furstenberg will present Cultura, and NEH-funded project designed to develop students’ in-depth understanding of another culture. She will demonstrate an innovative methodology that uses the Web to foster cross-cultural understanding and collaboration between French and American students. She will focus on the → Read in full
Teaching the Commonly Taught Languages as Heritage Languages: Questions and Continuing Dilemmas by Guadalupe Valdes, Professor, Department of Spanish & Portuguese, Stanford University This presentation will offer a brief overview of the linguistic and educational conditions that gave rise to the focus on the teaching of heritage languages within the foreign language profession in the United States. Using the case of Spanish, it will present current basic principles informing → Read in full
Instructional Development Research Projects Expanding Extensive Reading in the French 2 Curriculum David Petterson, French L2 Production and Immersion Simulation Software: The Next (Proficiency-Based) Generation David Wacks, Spanish & Portuguese The Design and Implementation of Networked-Based Activities in the German 2 Classroom: A Pilot Project Chantelle Warner, German Friday, May 10, 2002 3-5pm, 370 Dwinelle Hall
Representing Language Use for Foreign Language Learners: Contributions of the Native, the Near-native, and the Non-native by Carl Blyth, University of Texas, Austin Friday, April 19, 2002
From One Consortium to Another by Peter Patrikis, Yale University Tuesday, April 2, 2002
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