Results in BLC Posts
Posted by Orlando Garcia on February 2, 2007
Learning, Change, and Power: Competing Frames of Technology and Literacy by Mark Warschauer, Department of Education, University of California, Irvine Three main frameworks shape how we think about digital technologies and literacy. The frame of learning attends to how use of new technologies affects the development of reading, writing, and academic literacy. The frame of…
Posted by Orlando Garcia on December 8, 2006
Fall 2006 BLC Fellows Instructional Development Research Projects Designing Communicative Tasks for the Bulgarian Language Classroom Stiliana Milkova, GSR, Comparative Literature For this project, I have created a handbook of communicative tasks and culture-based activities to facilitate instruction of intermediate Bulgarian at Berkeley. The handbook is meant to provide supplementary materials for five chapters…
Posted by Orlando Garcia on November 3, 2006
Claire Kramsch and the BLC: Her Legacy to Berkeley Language Lecturers Lisa Little, Lecturer of Slavic Languages, Moderator From Across the Copier to the BLC Karen Möller, Scandinavian ‘No’ Doesn’t Always Mean ‘No’ Lihua Zhang, East Asian Languages Looking from the Eifel Tower Through the Brandenburg Gate Towards the Campanile: Claire Kramsch and the…
Posted by Orlando Garcia on October 13, 2006
Joint Commitment and Common Ground in a Maya Ritual Event by William Hanks, Professor of Social, Cultural and Linguistic Anthropology, Department of Anthropology, UC Berkeley Social interaction both presupposes and produces common ground between interactants, in the form of knowledge and perceptual access that the participants share, or come to share, in the course of…
Posted by Orlando Garcia on September 22, 2006
Some Thoughts on the Cultural Permutations of Literacy in Language Teaching by Janet Swaffar, Professor of German, Department of Germaic Studies, University of Texas at Austin This talk explores literacy as a culturally marked phenomenon that has many dimensions. I will start with examples of how cultural contexts manifest themselves among different genres for different…
Posted by Orlando Garcia on September 15, 2006
Language, Feeling, and the Brain: A Pribram-Based Model by Daniel Shanahan, Professor of Communications, Humanities Faculty, Charles University in Prague Linguistic theory since the Cognitive Revolution has followed one of the premises of that revolution by largely sidelining the issue of emotions and concentrating on those aspects of language which are more strictly cognitive. However,…
Posted by Orlando Garcia on February 15, 2005
Language Policy and the Ecological Turn by Alastair Pennycook, Professor of Languages in Education, Faculty of Education, University of Technology, Sydney Although the notion of language ecology has been both popular and productive as a way of understanding language and environment, drawing our attention to the ways in which languages are embedded in social, cultural,…
Posted by Orlando Garcia on December 10, 2004
Fall 2004 BLC Fellows Instructional Development Research Projects University Classroom Language for IGSI’s Ellen Rosenfield, Lecturer, GSI Teaching and Resource Center International Graduate Student instructors (IGSIs) need authentic practice materials to prepare themselves for the daunting task of teaching introductory level courses in their disciplines in English. In addition to learning the appropriate discourse…
Posted by Orlando Garcia on November 5, 2004
Panel Discussion: Gestures in Language Learning Gesture and Language: Reassessing Traditional Boundaries Eve Sweetser, Linguisics Department, UC Berkeley Gesture and language are traditionally treated as two separate and separable phenomena. They are assumed to be crucially different in “kind” in numerous ways: gesture is holistic, flexible, and iconic, while language is analytic, conventional, and formally…
Posted by Orlando Garcia on October 31, 2003
Teaching Endangered Languages by Leanne Hinton, Professor, UCB Linguistics Department Focusing on Native American languages, we will examine the ways in which the teaching of endangered languages differs from teaching world languages. Teaching and learning of endangered languages has different problems, needs, and settings. This includes different goals-with the ultimate goal, being to put the…