Title Format Sponsor
Games To Teach: Developing Digital Game-Mediated Foreign Language Literacies
Web

Description

Digital games are socio-cultural practices and products, and gaming has become a mainstream, global cultural force. Applied linguists and FL educators have noted that gameplay is mediated by language use and social interaction, thereby also making it a potentially rich context for language acquisition. Off-the-shelf and online digital games are produced by a diversity of countries in a variety of languages. Despite the interest in and availability of these games, ways in which their benefits can be harnessed to enhance FL learning have yet to be fully explored. The primary goal of this blog is to provide FL educators the resources (both material and pedagogical) needed to design, implement, and assess digital game-mediated learning activities that have the potential to develop FL multiliteracies.

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CERCLL Native Speakers Series
Web

Description

This is a series of short video clips in which native speakers of Arabic and Chinese talk about various topics. These clips can be used by FL teachers for a variety of listening comprehension activities.

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Working with Spoken Chinese
Print

Description

The textbook is designed for intermediate to advanced learners (ACTFL proficiency Guidelines) of who want to improve their speaking and listening skills in conversational Chinese. It consists of ten units, which highlight important interactive aspects of the language and provide activities and exercises on the grammar of spoken language, the lexicon, and critical features of spoken discourse.

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Upcoming Events
May
2021
8
Arizona
Workshop
Webinar- Vlogging Abroad: L2 Multimodal Composing for Language Learning and Cultural Reflection

Webinar presented by Natalie Amgott, a doctoral candidate in Second Language Acquisition and Teaching at the University of Arizona. In the twenty-first century, the growing importance of multicultural and multilingual competences is undeniable in our global economy (Douglas Fir Group, 2016). While decades of educators have called for channeling the “multi” into our modes, genres, and registers of language teaching materials (e.g., the New London Group, 1996), little research exists on how multimodal composing can mediate expansion of linguistic and cultural repertoire in L2 contexts outside of EFL and ESL (Kumagai et al., 2015; Schmerbeck & Lucht, 2017). In this webinar, postsecondary instructors and administrators of world languages will learn how to leverage multimodal composing for language learning and cultural reflection in study abroad contexts. A brief overview of how multimodal composing has been applied to EFL and ESL contexts will highlight how multimodal projects support academic learning (Pacheco et al., 2017), self-reflection (DeJaynes, 2015), and multilingual identities (Cummins et al., 2015). Amgott will then illustrate how the findings in EFL and literacy research can be translated to the postsecondary study abroad arena. Attendees will learn about the importance of modeling and scaffolding for fostering engagement and access to full multilingual and multimodal repertoires through multimodal composing (Pacheco & Smith, 2015; Smith et al., 2017) and discuss how multimodal and technological workshops can be coupled with discussion of the vlog genre in order for students to reflexively explore their study abroad environment. After this session, attendees will be able to apply their understanding of multimodality and their course context(s) to encourage students to use multimodal vlogging to reflect on cultural and socioemotional experiences, to develop metalinguistic awareness, and to promote goal-setting and accountability in the language learning community. This event is one in a two-part webinar series on exploring Intercultural communication in the L2 classroom.

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May
2021
26
Arizona
Workshop
Webinar- Teaching Languages for Intercultural Citizenship and Social Justice

Webinar Presented by Manuela Wagner, Professor in the Department of Literatures, Cultures, and Languages at the University of Connecticut. In this webinar we start by reflecting on connections between teaching languages and preparing our students for the challenges they (and we as a society) face (see UN global issues). Questions include: What should students learn in and take away from language education? Should language education go beyond the goal of teaching language proficiency? If so, what are some objectives language education can realistically pursue? Together we will reflect on the increasing demand for students to learn how to engage in intercultural dialogue, as evidenced by national and international initiatives to include intercultural competence (IC) in education in meaningful ways (e.g., ACTFL, Council of Europe, PISA assessments 2018). Wagner will introduce some example in which the models of Intercultural Communicative Competence (ICC, Byram, 1997) and Intercultural Citizenship (ICit, Byram, 2008) were applied to help students acquire the knowledge, skills, and attitudes needed to engage in intercultural dialogue and solve problems together. Through interactive activities, participants will 1) discuss and reflect on the role of culture and ICC and ICit in language education, 2) discuss the implementation of model of ICC in sample activities, and 3) come up with connections to their own teaching. Participants will think about possible challenges and concerns regarding this way of teaching. Challenges and lessons learned from prior projects will be shared to allow for a beginning conversation about applying this theory to practice in different contexts. Finally, participants will reflect on how this way of teaching is linked to teaching for social justice, anti-racism, and decolonization. This event is one in a two-part webinar series on exploring Intercultural communication in the L2 classroom.

Event Link
Jun
2021
2
Arizona
Workshop
Webinar- Expanding L2 Learning: Teaching Multimodal Composition through Socioscientific Topics

Webinar presented by Jill Castek, Rachel Floyd, Emily Hellmich, Blane Smith and Wen Wen from the University of Arizona (see their individual bios below). Multimodal projects use multiple modes to communicate ideas. In the digital world, images, sounds, colors and other design features together convey meaning that one mode alone cannot fully express. This webinar illustrates how composing across multiple modes (e.g., video, images, animation) can increase learners’ motivation, build digital literacies, and L2 expand communicative capacity. Classroom examples connect multimodality with socioscientific issues (controversial, real-world problems informed by science, e.g., global warming, genetic engineering) to encourage understanding of complex issues. In this interactive webinar, participants will learn: 1) about multimodality; 2) how socioscientific issues can dovetail with multimodal projects; and 3) strategies for designing, implementing, and assessing multimodal projects in their own teaching contexts.

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In 1990, the Department of Education established the first Language Resource Centers (LRCs) at U.S. universities in response to the growing national need for expertise and competence in foreign languages. Now, twenty-five years later, Title VI of the Higher Education Act supports sixteen LRCs, creating a national network of resources to promote and improve the teaching and learning of foreign languages.

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