Results in BLC Posts
Posted by Orlando Garcia on February 1, 2014
Teaching Romance Languages through Intercomprehension: Networking Hearts and Minds in the Language Classroom by Clorinda Donato, California State University This presentation will discuss how the strategies of Romance Language Intercomprehension are being adapted to the North American context to teach French and Italian to Spanish speakers at California State University, Long Beach. Topics to be…
Posted by Orlando Garcia on December 7, 2013
Fall 2013 BLC Fellows’ Instructional Development Research Projects “Have you heard that one about…?”: Russian Language and Culture through the Anekdot Katya Balter, GSR, Slavic Languages and Literatures Humor is notoriously difficult for L2 students to grasp and yet real linguistic and cultural competency requires a certain level of comfort with humor—at least recognizing it…
Posted by Orlando Garcia on November 9, 2013
Hyperpolyglottery as an Emerging Multilingualism by Michael Erard Examples abound of historical figures who were talented language learners as well as massive accumulators of languages. Numerous myths are told of these figures, too. But a networked society and global business are clearing cultural and economic spaces where the hyperpolyglot’s linguistic proficiencies can be legitimized and…
Posted by Orlando Garcia on October 19, 2013
Piecemeal but Promising: Technology Integration in Secondary Language Classrooms by Paige Ware, Southern Methodist University In the last ten years, the pace at which technology has been integrated into classroom instruction in US secondary educational institutions has quickened rapidly. Often invoking a discourse of “21st century learning,” vibrant calls abound for schools to focus on…
Posted by Orlando Garcia on September 21, 2013
Voices and Agencies: Discursive Foundations for Socialization in Heritage Language Speaking Households by Agnes He, Stony Brook University If immigration and globalization can be experienced by our auditory senses, it is through the new, additional languages that immigrants and globalized citizens speak. Different generations in immigrant families are socialized to use new languages at different…
Posted by Orlando Garcia on May 4, 2013
Spring 2013 BLC Fellows’ Instructional Development Research Projects Ethnic and National Minorities of the Russian Federation: A Diversity-Based Curriculum for the Intermediate Russian Classroom Erin Coyne, GSR, Slavic Languages and Literatures This presentation will focus on the creation of a diversity-based curriculum comprised of a series of 6 lesson plans designed to introduce intermediate students…
Posted by Orlando Garcia on April 13, 2013
Languaging and Linguistic Exostructures: Aligning cultural-historical, ecological, and distributed approaches to L2 development by Steve Thorne, Portland State University & University of Groningen, The Netherlands Within a variety of language-related disciplines, there is growing commitment to more holistic and ecologically oriented frameworks that recognize cognition and communication as coordinated, embodied, relational, distributed, and arrayed across…
Posted by Victoria Williams on March 9, 2013
Learners’ Pragmatics: Divergence from the Norm by Andrew Cohen, University of Minnesota. The session will start with a brief introduction on just what L2 pragmatics is all about. Then we will look at divergence from L2 pragmatic norms. Participants will then be invited to do an exercise in pairs or small groups where they get…
Posted by Orlando Garcia on March 2, 2013
Ensuring Assessment Use: Linking Design to Actions by Yukiko Watanabe, Center for Teaching and Learning University of California, Berkeley Student learning outcomes assessment provides college foreign language educators with an opportunity to communicate and ensure the value of foreign language education. It is also an opportunity to collectively focus on meaningful issues and important concerns…
Posted by Orlando Garcia on February 2, 2013
Beyond Citizenship and the Liberal Arts: Reforming the Humanities PhD by Russell Berman, German Studies and Comparative Literature, Stanford University Instead of defending the humanities with the dubious claim that they make for better citizens, we need to consider the real experience of college education, the character of learning processes and vocational prospects. Doctoral education…