Instructional Development Research Projects
The Soviet 1960s: A Multiliteracies-Based Approach to Second-Year Russian
Sabrina Jaszi
Graduate Student, Slavic Languages & Literatures
This presentation focuses on an intermediate Russian course taught through engaging and relatable youth-centric works of the period of cultural liberalization following Stalin’s rule. Employing an integrated approach to reading, writing, and communication, the course places literary and non-literary texts at the center of the curriculum. Elements include three thematic modules containing primary and secondary texts, sample lesson plans and activities, and a list of grammatical and lexical topics.
Designing a Language-Specific Course in Raciolinguistics
Gabriella Licata
Graduate Student, Spanish & Portuguese
Raciolinguistics theorizes how language and race are co-naturalized, providing researchers with a critical framework to analyze how systemic discrimination manifests in how we perceive people and their language use. I propose a theoretical and practical course on raciolinguistics that can be an integral component to Spanish language/linguistics programs or any language-centered program of study that seeks to incorporate raciolinguistics.
Breaking Boundaries: Global Perspectives, Digital Humanities-Inflected Pedagogy and the Teaching of Italian History and Literature
Zhonghua Wang
Graduate Student, Italian Studies
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 Eurocentric paradigms.
Friday, April 29, 2022
B-4 Dwinelle & Zoom, 3-5 pm
This lecture is sponsored by the College of Letters and Science.