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Summer Professional Development Workshop Series

Summer 2016 Series, May 31 - June 10

Texts Across Contexts: Teaching Foreign Languages and Cultures

The 2016 CERCLL Summer Workshops focus on language learning through texts across various cultural and pedagogical contexts. The diverse set of workshops share in common an emphasis on the ways in which texts in various modes (linguistic, visual, filmic, etc) manifest conventionalized forms of speaking, meaning, and engaging in various contexts.

May 31-June 1
Heather Willis Allen, University of Wisconsin-Madison, and Kate Paesani, Wayne State University
Reconsidering the Communicative Modes Through Text-Based Assessment Practices
Allen/Paesani PPT slides, day 1
Allen/Paesani PPT slides, day 2
Allen/Paesani Handout, day 1
Allen/Paesani Handout, day 2

In this workshop, participants will be challenged to reconsider definitions of interpersonal, presentational, and interpretive communication through the lens of foreign language literacy development, and to use these definitions to design text-based assessments for their courses. Using the backward design model and multiliteracies pedagogy to ground their work, participants will learn how to align student learning objectives with assessments, how to incorporate texts of various modes and genres into assessment practices, and how to evaluate students’ ability to communicate interpersonally, presentationally, and interpretively.

June 2-3
Hiram Maxim, Emory University
Teaching Texts as Genres in the Second Language Classroom

Maxim PPT slides, day 1
Maxim PPT slides, day 2
Maxim Handout, day 1

In this 2-day workshop participants will gain practice in viewing texts as genres that consist of conventionalized communicative, schematic, and linguistic features and then explore how these specific textual properties can be leveraged for selecting, sequencing, teaching, producing, and assessing texts in the second language classroom. We will work initially on a common set of texts but then have time to develop genre-based materials for texts from their respective programs.

June 6-7
Diane Richardson, University of Arizona
Linguistic Landscape as a Tool in the Foreign Language Classroom

Richardson PPT slides, day 1
Richardson PPT slides, day 2
Richardson Handout, day 1
Richardson Handout, Goals, Terms and Resources

This workshop will provide language instructors of all levels with concrete ideas for assisting their students’ in navigating the Linguistic Landscape (LL) of various communities and spaces. We will first explore the expanding definition of the (virtual) Linguistic Landscape, i.e. use of language in public spaces, – from street and store signs, to billboards, advertisements, monuments, buildings, graffiti, and more. Then we will consider the pedagogical benefits of the Linguistic Landscape for language learning and examine tangible ways of incorporating the LL as a tool and topic in the foreign language classroom. You will have the opportunity to act as learner/researcher, conducting your own mini-Linguistic Landscape analysis. Finally, we will consider means of assessment, including multimodal projects across levels that allow for community outreach and transcultural engagement.

June 8
Beatrice Dupuy and Chantelle Warner, University of Arizona
Texts across Contexts: Maker Day

See our facebook photo album to find participants' take-away concepts from the first workshops.

This additional day of making materials and lessons was inspired by the first three workshops. In the morning, participants work individually, with partners, or in small groups. In the afternoon, everyone meets to share what they have developed and receive peer and expert feedback. You do not need to have attended all three workshops to participate. Anyone who participated in any of the first three workshops was eligible to join in.

June 9
Kathy Short, University of Arizona, and Mi-Kyoung Chang, Basis Oro Valley
Globalizing the Common Core Standards in the K-12 Classroom through Children's and Adolescent Literature

This workshop introduces K-12 classroom teachers to global children’s and adolescent literature, specifically to books that could be paired with the text exemplars included with the Common Core Standards. Global children’s and adolescent books that are similar in theme and Lexile level can be paired with the more classic texts on the text exemplar lists in order to invite readers to make connections between their lives and the lives of peoples living in a range of global cultures. The workshop will involve interacting with the global books related to the grade level of each teacher to determine which have the most potential for use with students. In addition, strategies for developing and using paired texts in classrooms will be shared and explored. Both fiction and nonfiction will be explored.

June 10
Erin Kearney, State University of New York at Buffalo
Growing Multilingual Awareness and Intercultural Competence through Engagement with Diverse Texts

Kearney PPT slides

From pre-K to university-level settings, the language classroom is a privileged space for engaging learners with languages and linguistic diversity and for growing multilingual awareness and intercultural competence alongside communicative proficiency. This workshop focuses first on exploring what it means to be multilingually aware and how this relates to intercultural competence. We then turn to the concrete actions teachers can take to design an environment and orchestrate interactions that foster multilingual awareness in students. Specifically, we will focus on resources for creating a multilingual ecology and strategies for meaningfully engaging learners as they encounter, interpret and engage with diverse texts.

Additional Workshop in the Summer Series

June 11
Jonathon Reinhardt and Kayo Shintaku, University of Arizona
Augmented Reality Interactive Storytelling Games for Mobile-Assisted Language Learning
Reinhardt/Shintaku PPT slides

This workshop will teach participants the basics of using open source ARIS Software to create mobile iOS language learning stories and games. Participants will learn and discuss how storytelling, gameplay, and mobility dynamics afford second, foreign, or heritage language learning that leverage narrative, goal-based, informal, and embodied learning principles. Examples of iOS ARIS story-games for learning Spanish, French, Japanese, and Mojave will be demonstrated. Participants will then brainstorm, outline, storyboard, and develop their own language learning story-games.

Participants are required to bring their own iPhones or ipads.

Travel funding may be available for indigenous language educators for the Gaming workshop on June 11. See more details--including information about the project connected with this workshop--here.

All workshops take place on the University of Arizona campus. The workshops take place from 9 am to 4 pm each day.

Continuing Education Certificates are provided after each workshop–7 hours each day.

Cost Information

Until May 16th, registration fees for the summer workshops are $15 per day except for June 8th which is free. (June 8th is only intended for participants who have attended one or more of the workshops between May 31st and June 7th.) Fees increase by $5 per day beginning May 17, 2016.

The fees include any materials shared by the presenters and lunch each day except for June 8th–lunch is not provided for participants that day.

The registration system accepts Visa, Mastercard, American Express and Discover card. If you wish to pay by purchase order from your school, please send us an email before registering.

Refund Policy: A 50% refund is available through May 17th. After that date, the fees are no longer refundable. To be eligible for the refund, all cancellation requests must be sent by email to and must include the date(s) you wish to cancel.

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Summer Workshop Series Archives