Changing Relationships Between Context and Communication from Pre-Language to Post-Language by Marth C. Pennington, Powdrill Professor English Language Acquisition, University of Luton, England A review of the changing contexts of communication in relation to the development in human history of spoken and written language, looking at the trends in oracy and literacy including the impact […]
Events at the BLC
Archive
Lecture by Alastair Pennycook, February 23, 2001
Critical Applied Linguistics as Problematizing Practice by Alastair Pennycook, Professor of Language in Education, Faculty of EducationUniversity of Technology, Sydney, Australia This seminar will discuss significant themes in critical applied linguistics, providing an overview of this emergent approach to issues in language policy and planning, translation and interpreting, language education, discourse analysis, literacy, language in […]
Lectures by BLC Fellows (R. McFarland, T. Skogmo, K. Wiliarty)
Instructional Development Research Projects “My Deutsche is Getting Deutsche-er All the Time”- Blurring the Borders of Input and Output in the Intermediate German Classroom Robert McFarland, GSR, German In my BLC project, I have been exploring the merits of a recent re-evaluation of the classic art of “imitation” as a means to teach writing. […]
Lecture by Stephen Krashen, November 17, 2000:
Comprehensible Input: Still a Good Idea by Stephen Krashen, Professor, Division of Learning and Instruction Rossier School of Education, University of Southern California The Input (or Comprehension) Hypothesis claims that we acquire language and develop literacy in only one way: When we understand messages. There is overwhelming evidence that this hypothesis is correct. It successfully […]
Lecture by Merrill Swain, October 27, 2000
Collaborative Dialogue and Second Language Learning by Merrill Swain, Professor of Applied Linguistics, Department of Curriculum, Teaching and Learning, The Ontario Institute for Studies in Education of The University of Toronto This talk will focus on our recent research designed to explore the role of collaborative dialogue in second language learning. Collaborative dialogue is dialogue […]
Lecture by Lothar Brodella, September 29, 2000
Literary Texts in the Foreign Language Classroom by Lothar Bredella, Professor of English and Director of the Institute for English Language and Literature, Justus-Liebig-Universitat GieBen, Bermany This paper will briefly describe some features of a pedagogy of literary texts (What is characteristic of literary texts? What do they make the reader do? How do we […]
Lecture by Judith Liskin-Gasparro, September 15, 2000
Testing for Performance, Skill, and Knowledge in a Foreign Language: Finding the Balance by Dr. Judith Liskin-Gasparro, Associate Professor and Director of the General Education Program Department of Spanish and Portuguese, University of Iowa We test our students for many reasons: to motivate them to study harder, enable them to display their skills and knowledge, […]
Lectures by BLC Fellows (S. Fujita, K. Klar, S. Tuomainen, J. Wade)
Spring 2000 Instructional Development Research Projects Mushfaking Theater Sakae Fujita, Lecturer, East Asian Languages and Cultures Teaching foreign language and culture through improvisational techniques ———————– Sinulle on postia! Using Global E-mailing to Enhance Students’ Mastery of the Finnish Language Sirpa Tuomainen, Lecturer, Scandinavian The second and fourth semester Finnish students have been paired up with […]
Symposium on Language Socialization and Acquisition, March 17-19, 2000
Language Socialization and Acquisition: Ecological Perspective an Interdisciplinary Research Workshop Ann Bannick, University of Amsterdam Negotiating the Paradox of ‘Fresh Talk’ in Advanced L2 Classrooms Christopher Candlin, City University of Hong Kong The Classroom and the Housing Estate: Researching Identities, Discourses and Membership Among Teenage Youth in Hong Kong James Lantolf, Penn State University […]
Lecture by Sue Gass, April 5, 2000
Second Language Learners’ Perception of Feedback by Susan Gass, University Distinguished Professor English Language Center, Michigan State University Theoretical claims for the benefits of conversational interaction have been made by Gass (1977) among others. The interaction hypothesis suggests that negotiated interaction can facilitate SLA. This may be because these interactional features function as implicit negative […]