My BLC project was conceived largely as an extension of Jason Vivrette’s fall 2008 project for first-semester Turkish. Through a series of film clips that emphasized the multi-cultural nature of Turkish society, Jason encouraged students to reflect critically on both the concept of Turkishness as well as the experience of learning Turkish in an American classroom. I continued this work in the second-semester classroom through a literacy-based pedagogical approach. My main goal → Read in full
My research starts from the recognition of the importance of teaching media literacy in Korean—a form of literacy which is becoming an essential part of language education today, since knowing how to “read” sophisticated layers of multimodal communication in the written mode of technology-mediated communication is becoming more and more a necessary skill for reading text in general, technology-mediated or not. For my project, I looked at a unique kind of media literacy in → Read in full
The 2007 MLA report calls for a reevaluation of our curricula, approaches, and methodologies with the goal of fostering translingual and transcultural competence (TL/TC). Comparing an instrumental view of language learning to a constitutive view, the report outlines specific goals and analytical skills for students. In addition to acquiring functional language abilities, students “are taught critical language awareness, interpretation and translation, historical and political → Read in full
Filmmaking is a powerful tool for literacy-based language instruction. Elaborating on the New London Group’s findings, Rick Kern shows that a well-rounded literacy-based program should incorporate four basic curricular components: Situated Practice, Overt Instruction, Critical Framing, and Transformed Practice. Situated Practice involves spontaneous communication without metalanguage. Overt Instruction develops metalanguage by introducing linguistic or social rules and → Read in full
This semester, together with the invaluable input of my colleagues in the Berkeley Language Center, fellow first-year Turkish GSI, Kristin Dickinson, and Mellon Lecturer in Turkish, Ayla Algar, I developed a semester’s worth of activities for Turkish 1A (Elementary Modern Turkish) built around film clips taken from Turkish cinema, with one film clip or sequence of film clips serving as the fulcrum for each unit in our textbook (approximately one clip every two to three weeks). A → Read in full
Using Assessment for Understanding and Improving Language Education by John Norris, Professor of Second Language Studies, University of Hawaii at Manoa. Along with curriculum and instruction, assessment plays a fundamental role in shaping the value and effectiveness of language education programs. Assessment can and should be used for illuminating learners’ needs, monitoring progress, determining outcomes, expressing program identity, empowering language teachers, and for a → Read in full
Berkeley Language Center Fall 1999 Instructional Development Research Projects Mary Akatiff Miles Becker Daniela Fritz Ellen Langer
Critical Realism: An Emancipatory Social Philosophy for Studying Language Diversity and Education by David Corson, Professor, Theory and Policy Studies and the Modern Language Centre, Ontario Institute for Studies in Education, University of Toronto.
Web-Based Language Instruction: Enhanced Multi-Media Learning Environment or Cognitive Overload? by Dorothy Chun, Associate Professor of German , University of California at Santa Barbara.
Error Gravity Research: Some Findings and a Critique by Benjamin Rifkin, Associate Professor, Slavic Languages at the University of Wisconsin-Madison and Director of the Russian School at Middlebury College.
A Neurobiological Perspective on Variable Success in Second Language Acquisition by John Schumann, Professor and Chair, Department of Applied Linguistics and TESL, University of California, Los Angeles.
Chaos/Complexity Theory and Second Language Acquisition Research: Transcending Differences by Diane Larsen Freeman, Professor of Applied Linguistics, School for International Training, Brattleboro, VT.
Content-Based Instruction and Adult Instructed L2 Acquisition: A Curricular Perspective by Heidi Byrnes, Professor of German, Georgetown University.
Intercultural Communication: Problem, Solution, New Problem by Ron Scollon, Professor of Sociolinguistics, Georgetown University, Washington, DC.
Growing up Bilingual: Confusion or Competence by Fred Genesee, Professor of Psychology, McGill University, Montreal.
The latest articles from