BLC Fellows Reports Archive

Results in BLC Posts

Teaching a Literature Reading Class

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…

Proverbs in the Intermediate Filipino Language Classroom

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..”).…

Beyond Bilingual: Translanguaging Experiments in a Reading & Composition Course at an Aspiring Hispanic Serving Institution 

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…

Breaking Boundaries: Global Perspectives, Digital Humanities-Inflected Pedagogy and the Teaching of Italian History and Literature

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…

Developing Digital Technology for Meeramuni

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…

The Soviet 1960s: A Multiliteracies Approach to Intermediate Russian

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…

« Si la personne peut me comprendre, pourquoi c’est un débat ? » : Teaching sociolinguistic variation through French phonetics

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…

Literacy en français and à la française: Socializing Students to Academic Literacy Practices in a Foreign Language

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…

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