May 29-30, 2012
Speaking of Grants: Funding Possibilities for Language Educators
Presenter: Dr. Susan Penfield (CERCLL, University of Arizona)
This workshop focused specifically on grants that support language education (very broadly). While it was targeted for beginning grant writers, it also covered specific guidelines for educators who work in any field related to language instruction or language development. The workshop was divided into four segments:
how to find funding sources,
how to research the specific RFA (Request for Application),
how to develop the proposal,
and how to submit a grant and how to maintain a relationship with the granting agency.
Participants were encouraged to begin developing a proposal for actual submission during the workshop.
May 31-June 1, 2012
Becoming Multilingual: Fostering Symbolic Awareness in the Language Classroom
Presenter: Dr. Chantelle Warner (University of Arizona)
A growing number of practitioners and scholars in fields of second language acquisition and teaching have argued that symbolic awareness is central to advanced language proficiency; however, it is sometimes difficult to see how subjective, stylistic, affective, and historical dimensions of meaning-making can be incorporated into the foreign language classroom. The focus of this workshop was on awareness raising, through activities that help students to develop as independent interpreters of meaning and through concepts that help educators to integrate symbolic dimensions of language into their work with texts in the language classroom.
June 4-5, 2012
Implementing Literacy-Based Instruction in Collegiate FL Programs
Presenters: Dr. Beatrice Dupuy (CERCLL, University of Arizona), Dr. Heather Willis Allen (University of Wisconsin-Madison), Dr. Kate Paesani (Wayne State University) and Dr. Karen Johnson(Pennsylvania State University)
This event was cosponsored by AAUSC.
This workshop was an outreach activity related to CERCLL’s PErCOLATE project which is developing online, open-source modules for teacher professional development in literacy-based FL instruction. Participants:
examined how literacy can be used as an overarching concept to organize both FL instruction & teacher professional development
reviewed various literacy-based instructional models
familiarized themselves with models of inquiry-based teacher professional development
learned about tools to guide long-term professional development (e.g., concept maps, goal setting)
discussed and plan in small groups how to use the PErCOLATE modules in their own context
received feedback from workshop leaders & other participants on implementation ideas
presented their implementation plan
June 7-8, 2012
Designing Digital Game-Mediated L2 Learning Environments
Presenters: Dr. Jonathon Reinhardt (University of Arizona) and Dr. Julie Sykes (University of New Mexico)
Download the materials from this workshop, including activities, readings, a link to the presentation slides and more!
This two-day workshop on designing game-mediated L2 learning activities introduced digital games in L2 teaching and learning to newcomers, and offered more experienced practitioners an opportunity to apply their ideas in a structured workshop focused on materials design. The workshop began with a discussion of theories of digital gaming and L2 learning and pedagogy, centered on the literacies-informed framework developed as part of CERCLL’s Games to Teach project. Participants then explored a variety of digital games in their target languages as well as game-enhanced activities created for some of those games. Each participant designed materials for game-enhanced activities using the game of her/his choice, with attention to evaluation, implementation, and learning assessment. On the second day of the workshop, participants explored the processes involved in designing game-based L2 learning environments from the ground up, and created the basic components of an actual game. The workshop concluded with discussion of the practicalities and potentials of the production of game-based environments.