Summer Workshop Series Archives
Summer 2009 Workshops Series
June 2nd - 3rd
Exploring Universals in the Reading Process
Presenters' Short Biographies
This two-day workshop will focus upon the reading process and comprehension of written texts in English, Chinese, Japanese, and Korean from a psycho-sociolinguistic, transactional point of view.
Day 1 will be focused upon drawing out general principles of literacy learning from a well-known theoretical model of reading developed initially for English speakers; it will benefit instructors of all languages. In Day 2, through keynote presentations, small group discussion, and poster displays, workshop participants will engage with other K-16 language researcher/educators in exploring the development of L1 and L2 literacy in several major Asian language groups and the influence of differing linguistic structures, orthographies, rhetorical organization and culture upon the reading process.
Workshop products will include a manual of reading strategy lessons; a bibliography of written materials, websites and other resources that can be used in the teaching of reading of Chinese, Japanese, and Korean.
Teaching Portuguese to Spanish-Speaking Learners (L1, L2 and Heritage): A Structured/Enhanced Input Approach
The presentation from this workshop is available for download (.pdf file), or can be viewed below.
Building on the language skills of Spanish speakers (native speakers, heritage speakers, FL/SL learners of Spanish), this project focuses on teaching Portuguese through the early introduction of reading authentic texts. It provides a rich source of authentic materials for Portuguese teachers and learners through a website offering both classroom tasks and web-based language learning materials online. By using learning tools available on the web, the tasks are designed so as to enhance learners’ exposure to authentic input in the target language and draw learners' attention to form and how structural aspects of the target language differ from Spanish. Authentic texts, arranged in thematic units, are compiled and placed online. This project also develops a wide range of computer-assisted language learning (CALL) tasks for learners of Portuguese placed on a website for this purpose.
This workshop aims at familiarizing grade 9-16 teachers with the web-based products. In the first part we will present the theoretical framework on which this project is based, and in the second part we will pilot the activities in small groups and follow up with discussions about their application to the Portuguese classroom.
Developing Foreign Language Courses Using A Multiple Literacies Approach
Presenters' Short Biography
Foreign language curricula often separate courses focused on language, cultural studies, or literature; however, this practice has been called into question by scholars in recent years and was criticized in the 2007 MLA Report “Foreign Languages and Higher Education: Structures for a Changed World.” This workshop, designed for teachers faced with the challenge of developing integrated foreign language courses, features:
- An overview of key theoretical concepts related to New Literacy Studies and their relation to foreign language teaching and learning
- An illustration of what a pedagogy of multiple literacies entails for designing classroom instruction and assessment of language-learning outcomes
- Hands-on activities to guide workshop participants in designing (or re-designing) a foreign language course using a multiple literacies approach
Technology and Language Instruction: Web 2.0, Social Networking, Interactive Audio and Video Explained!
This workshop will provide demonstrations and hands-on practice with technology tools for language teaching. We will discuss choosing the right tool for each task, integrating curriculum requirements with technology use, and provide strategies for using technology to supplement the language learning experience. Two University of Arizona projects will be emphasized (COHChat and OLÉ). The workshop will concentrate mostly on systems that are freely available over the internet. Sometimes referred to as Web 2.0 tools, there are many free online applications that instructors can use. In these times of tight budgets it becomes even more valuable that we can use free web-based tools to enhance the language learning experience.
June 15th - 16th
Web 2.0 — Interactive Technologies in the World Language Classroom
Presenters' Short Biographies
This workshop will be a survey to explore the learning possibilities in these current trends during the morning sessions. The afternoon development sessions provide each participant the opportunity to explore and (co-)create a lesson using the most intriguing tools. We will survey: blogs, virtual storytelling, social networking for teachers and for students, personalized web portals, social bookmarking, YouTube, TeacherTube and SchoolTube, podcasting (audio and video), course (content) management software, plus some interesting extras if time allows. At the end of this workshop, participants will have co-created and published one or more pedagogical use for each of the tools, as well as a whole or partial real-world lesson which incorporates one of more of the elements learned each day. All sites and steps will be provided in reference materials which may be either printed or accessed online. This workshop provides an opportunity to create a learning community which will hopefully continue to collaborate and flourish after the workshop concludes.
Picture it: Clarice DuPont gets to school on Monday morning. She logs into her computer and goes to her personalized web page. There waiting for her are the links that allow her to play her students' weekend speaking assignment. She comments on their work, and then goes to grade the interactive online family albums from another class. This workshop will explain how Clarice does it!
Purpose: Interactive and co-created workshop in which educators create a continuing small learning community and inspire each other to incorporate some Web 2.0 technologies in their own and their students' learning experience.
Morning sessions: At the end of these sessions, participants will be able to co-create and publish one or more pedagogical purpose for the presented technology tools. The presenter will demonstrate how each tool works and the workshop participants will work in small groups to brainstorm (and record in the workshop's blog) all possible ways this tool could enhance their students' understanding and learning. Participants will be encouraged to discuss and question what they learned during their lunch break and then post questions on the 'Pending Inquiries' board after lunch.
Afternoon sessions: Participants will collaborate, create and publish a whole or partial real-world lesson which incorporates one or more of the technologies from the morning session. Participants will be grouped by areas of (tool) interest, explore the morning's postings and create a whole or partial lesson which incorporates one or more of these 'new' technologies. The lesson and URL of their creation will be posted on the workshop's blog.
Time: May 30th, 9:00AM US/Arizona - 4:00PM, May 31, 2017