Summer 2017 Workshop Series, May 30 - June 9
Visual, Media and Digital Literacies in the Foreign Language Classroom
Workshop Abstracts and Biographies
Elyse Petit (University of Arizona)
Give a Voice to Students: Implementing Digital Storytelling in Foreign/Second Language Classrooms
Abstract: According to the Center for Digital Storytelling, everyone has a story to tell. Digital Storytelling (DST) gives to “ordinary” people with little or no prior experience in multimedia a way to express and create powerful personal stories using the new digital media technology. In this workshop, first we will discuss how DST could enhance language learning and students’ agency. Then, participants will reflect on the necessary steps to implement DST into the foreign language curriculum. Finally, participants will design their own digital storytelling to gain a sense of the challenges and advantages for integrating DST into the language classroom.
Bio: Elyse Petit is a doctoral student in Second Language Acquisition and Teaching (SLAT) at the University of Arizona. Her research interests focus on the implementation of a Multiliteracies Pedagogy and Critical Media Literacy frameworks to foster language learning and cultural awareness through the lens of social justice and human rights. She is also interested in the use and integration of Digital Story Telling in FLES contexts.
Sébastien Dubreil (Carnegie Mellon University)
Culture Frames: Using Film and Video in the L2 Classroom
Abstract: Using audiovisual media has long been a staple of foreign language education. Film and video are a valuable source of culturally situated language use. In this workshop we will examine best practices to work with audiovisual media. First we will analyze examples of how film and video have been used to foster language development and culture learning. We will also design lessons around audiovisual materials. Finally, participants will be exposed to the basics of video production so that they can create their own materials and guide their students to become authors and directors. Participants who own a Mac computer with iMovie are strongly encouraged to bring it.
Bio: Sébastien Dubreil is Professor of French and Francophone Studies, Second Language Acquisition, and Technology-Enhanced Learning at Carnegie Mellon University. Specializing in CALL, his research interests focus on the use of instructional technology in setting up effective language learning environments to foster transcultural learning. His most recent research examines the notions of social pedagogies, linguistic landscapes, and game-based language learning. Professor Dubreil has published in the Modern Language Journal and the CALICO Journal, the International Journal of Personal and Virtual Learning Environment, and the L2 Journal among others, and has given presentations at numerous national and international conferences. Alongside Dr. Heather Willis Allen (University of Wisconsin, Madison) he co-authored Alliages culturels: La société française en transformation (Cengage Learning – 2014). His gaming project, Bonne Chance, developed with Cary Staples (UTK School of Art) and a team of graduate and undergraduate students was selected as a finalist for the 2015 Reimagine Education conference.
Beatrice Dupuy (University of Arizona)
Digital Social Reading: Reading and Viewing Together
Abstract: Reading is still often conceptualized as a private act during which the reader individually interprets a text and decides whether to share or not his/her interpretation with others in an open forum. However, the increased availability of web-based reading platforms is not only changing what it means to read but also to annotate texts by extending the centuries-old practice of marginalia as a form of reader engagement with digital texts in the context of meaning creation through tags, linkage of documents, and multimodal commentary. What this is, is a new literacy practice called Digital Social Reading (DSR) (Blyth, 2013, 2014) which makes it possible to discuss texts collaboratively without time and space constraints. Interest in applications of DSR in the foreign language (FL) classroom is growing. Although more empirical research is needed to better understand FL learners’ interaction with texts and with each other in DSR activities and how these can foster FL literacy development, current findings are promising.
This workshop will:
- briefly review some key findings about DSR,
- introduce several free DSR platforms, their features and affordances,
- engage the audience in a digital reading activity
- lead the audience in selecting texts, preparing these texts for use in their classroom, and designing activities to engage students in deep reading.
It will also take a look at how some of these tools can be used to annotate videos.
Make sure to bring your laptop to this workshop.
Bio: Beatrice Dupuy is Professor of French and Applied Linguistics. She is Chair of the Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching (SLAT) and co-director of the Center for Educational Resources in Culture, Language, and Literacy (CERCLL), one of sixteen USDE-funded Title VI Language Resource Centers (LRC) in the United States. Her research focuses on language teacher professional development, literacy- based approaches to teaching and learning, and on experiential learning as a theoretical and practical framework for language education in home and study-abroad contexts. Her book-length projects include a first-year French textbook, Français Monde: Connectez-vous à la Francophonie (Pearson/Prentice Hall, 2011), co- authored with Robert Ariew (University of Arizona) and A Multiliteracies Framework for Collegiate Foreign Language Teaching (Pearson Higher Education, 2015) co-authored with Heather Willis Allen (University of Wisconsin, Madison) and Kate Paesani (University of Minnesota), which outlines a coherent pedagogical framework grounded in texts and the concept of literacy for college foreign language programs.
Chantelle Warner (University of Arizona)
Foreign Languages and the Literary in the Everyday: Teaching in the L2 Classroom
Abstract: How do we teach our students to make sense in and out of a new language? In this workshop participants will be introduced to an approach to working with texts in the language classroom by highlighting the literary in the everyday – that is the playful, creative moments that arise in everything from advertisements to graffiti, from songs to speeches. The first part of the workshop will focus on how to find pedagogical opportunities in playful language use, through work with sample texts. Participants will then be introduced to lessons developed as part of the Foreign Languages and the Literary in the Everyday (FLLITE) project (a collaboration between CERCLL and COERLL at the University of Texas, Austin), before they begin to develop lessons of their own using this same framework.
Bio: Chantelle Warner is Associate Professor of German Studies, faculty member of the interdisciplinary program in Second Language Acquisition and Teaching, and Co-Director of CERCLL at the University of Arizona, where she also directs the German Language Program. With Carl Blyth at the University of Texas Austin and Joanna Luks at Cornell University, she is co-director of the FLLITE project on which this workshop is based. Dr. Warner teaches multiple courses related to the teaching of language and culture, including seminars on L2 literacy, literature and language pedagogy, language teaching methods, and approaches to language teaching and learning. Her research focuses on affective, experiential and aesthetic dimensions of language use and learning, foreign language literacy development, pedagogical stylistics, literary pragmatics, and critical multilingualism studies.
Jonathon Reinhardt (University of Arizona)
Gameful Foreign Language Teaching: Engaging Learners with Digital Insights
Abstract: While the principles of game design have been incorporated judiciously in language teaching and assessment practices since far before their invention, digital games offer new perspectives on learner engagement and motivation. Gamefulness, a.k.a. “gamification”, is the integration of the principles, dynamics, and mechanics of games and play into non-game contexts like formal learning activities. Research (e.g. Kapp, 2012; Reinhardt & Thorne, 2016) shows it can lead to increased learner autonomy, better learning outcomes, and the development of digital literacies. What are the principles of gameful foreign language curriculum, materials, and assessment design and implementation? This workshop will look at the integration of digital games and game-inspired mechanics into the design of FL learning materials.
Bio: Jon Reinhardt is Associate Professor of English Applied Linguistics and SLAT at the University of Arizona. He has published and presented widely on technology-enhanced language learning, especially with digital games and social media. http://arizona.academia.edu/JonathonReinhardt.
Beatrice Dupuy and Chantelle Warner (University of Arizona)
This additional day of making materials and lessons will be inspired by the preceding workshops in the 2017 series. In the morning, participants work individually, with partners, or in small groups. In the afternoon, everyone meets to share what they have developed and to receive peer and expert feedback. Anyone who participated in at least one of the previous workshops will be eligible to participate.
Time: May 30th, 9:00AM US/Arizona - 4:00PM, May 31, 2017