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New Projects for 2014-1018

In October 2014, CERCLL was awarded a new Title VI Language Resource Center grant for the 2014-2018 academic years. The new projects are a combination of the continuation of projects from the 2010-2014 grant cycle and brand new endeavors; work will begin on them in late Fall 2014. The ten projects are listed below under the thematic headings of Innovative Pedagogies and Materials, Professional Development and Community Connections, and Knowledge Generation and Sharing.

(For information about projects from the 2010-2014 and previous grant cycle, click here.)

Innovative Pedagogies and Materials

American Study Abroad Students in China: Archiving Interactions between the American and Chinese Youth
Project Director
: Wenhao Diao (University of Arizona [UA]).
In collaboration with: the Council for International Educational Exchange (Shanghai), Alliance for Global Education (Shanghai), the CV Starr Middlebury School in China (Hangzhou), the Confucius Institute at the UA (CIUA), East Asian Studies (UA), and Pima Community College.

This project meets the needs arising from initiatives that have increased the numbers of American Study Abroad students travelling to China and the dearth of materials outside homestay settings that offer opportunities for students and instructors to learn from students interacting with their peers. Drawing from Dr. Diao’s research on study abroad encounters between American and Chinese students, this project will produce an archive of recorded and transcribed interactions between American college students and their Chinese peers. The project strives to achieve three pedagogical goals: (1) to increase American college students’ knowledge of Chinese youth culture and linguistic practices and in so doing to foster their awareness of the connections between language and society; (2) to serve as a rich resource for language instructors to understand students’ language use in everyday encounters beyond the classroom setting which they can incorporate into their curriculum and into pre- and post-study abroad programming; and (3) to provide American college students opportunities to learn about the Chinese youth culture and linguistic practices through authentic linguistic situations.

Film Clips for Foreign Language Culture and Literacy
Project Directors
: Mark Kaiser (UC Berkeley) and Dr. Sonia Shiri (UA).
In collaboration with: the Berkeley Language Center (UC Berkeley), and at the UA: the Center for Middle Eastern Studies (CMES), the Arabic Flagship Program, and the College of Social and Behavioral Sciences (SBS).

This project will assist L2 educators in incorporating the authentic language and broad cultural content of film—especially film in LCTLs—into classroom contexts, while also allowing analysis of media literacy. The project goals are: (1) to augment the Berkeley Language Center’s online film database with annotated clips in several priority languages which are currently underrepresented: Turkish, Persian, Arabic, Indonesian, Filipino, Vietnamese, and Thai (clips are tagged for discursive, cultural, and linguistic features, and they are augmented with lists of vocabulary spoken in the clip and a slower audio track to aid in comprehension); (2) to facilitate, nationwide, FL instructors’ access to and use of authentic source material with significant cultural content by increasing the number of member institutions that can freely access the clips and by providing professional development opportunities and supplemental materials for teachers, especially instructors of priority languages; and (3) to allow instructors to add their input to the clips (through annotations) and to provide training and support to aid them in didacticizing films for their unique contexts, the latter through a series of webinars related to working with the project’s film clips in various contexts of language and culture teaching.

Literary in the Everyday
Project Directors
: Chantelle Warner (UA), Carl Blyth (University of Texas at Austin), Joanna Luks (Cornell University).
In collaboration with: the Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin.

COERLL has already created the French OER Le littéraire dans le quotidien, a textbook with materials that bridge the divide between lower level language courses and upper level literature “content” courses (http://www.coerll.utexas.edu/coerll/project/le-litt%C3%A9raire-dans-le-quotidien). This new project will create an archive of similar activities in several languages–German, Portuguese, Arabic, Turkish, Persian—as well as create a new online environment that facilitates the creation of user-generated materials that go beyond a single author. The project will (1) create an archive of literacy-based materials that implement LITE principles (e.g., the metaphorical extension of meaning in new contexts, an emphasis on language play, the use of social reading and collaborative annotation), to include forum spaces for discussions between members of teaching communities and examples of how to integrate the materials into curricula and classroom practices (these will be updated through crowdsourced ideas found in the discussion forums); (2) tag materials with metadata such as topic, linguistic features, and proficiency level so that users can choose the activities that best suit their needs; and (3) expand the archive to include other LCTLS, for which there are often limited published teaching materials and for which the high costs of traditional textbooks are often prohibitive.

Games for Literacies
Project Director
: Jonathon Reinhardt (UA).

This project builds on the successes of CERCLL’s “Games to Learn” (G2L) project in 2006-2010 (the publication for this project is on this page), and “Games to Teach” project (G2T) in 2010-2014 (the blog and materials are linked here; CERCLL will work with the Center for Applied Second Language Studies [CASLS] to update and maintain the G2T project site in the coming years). The new “Games For Literacies” (G4L) project aims to provide key resources that educators need to develop the skills previously outlined. Three manuals will be created on (1) gamification, offering educators a principled approach to developing and implementing gameful features in their own FL instruction and assessment, (2) game development, exploring several commercially available applications that may be used by teachers and/or students to develop basic digital games for FL learning, like Quest, Gamemaker, Scratch, Layar, and ARIS, and (3) a second edition of the manual on game-enhanced FL learning developed for the G2T project (already piloted in 2014, and to be published in final form in 2015), with the 2nd edition reflecting new technological developments and the game literacies framework. In addition, CERCLL will continue its popular summer workshops—and add webinars—on teaching with games for foreign language literacy.

Professional Development and Community Connections

K-16 Initiatives
Project Director
: Beatrice Dupuy; Project Collaborators and Consultants: Sophie Renoult (Douglas High School, AZ), Sheilah Nicholas (UA), and Betul Czerkawski (UA South).
In collaboration with: CIUA, CMES, College of Education (COE), and the College of Humanities (COH) at the UA, and with the Center for Advanced Language Proficiency (CALPER), CASLS, and UA South.

CERCLL has had a professional development series since its inception in 2006; this project is a continuation of those endeavors—workshops and symposia that have been filled to capacity in recent years, and which meet the needs demonstrated by L2 educators and other professionals regionally and nationally who have responded to surveys distributed by CERCLL. K-16 Initiatives will (1) continue LaTeS (Language Teacher Symposium), one-day events held during the academic year at the University of Arizona for K-12 language teachers and featuring workshops led by acclaimed teachers (e.g. recipients of the Language Teacher of the Year Award), (2) host summer workshops and institutes for K-16 teachers, focusing on special topics such as “Maximizing Study Abroad in China” (led by Project Director Wenhao Diao), “Reading Globally” (led by Project Director Kathy Short), and “Multiliteracies” (led by several CERCLL project directors and beyond), (3) create multiple series of thematically-connected webinars on strategically selected topics—already scheduled webinar series include: a. “Implementing a shared course model for the less commonly taught languages” led by Nelleke Van Deusen-Scholl (Director, Center for Language Study at Yale University), Stéphane Charitos (Director, Language Resource Center, Columbia University), and Dick Feldman (Director, Language Resource Center, Cornell University); b. featured talks on particular priority languages such as Chinese and Arabic, including model lessons taught in the target language; c. connected talks on integrating digital and media literacies, which will feature several CERCLL Project Directors; and (4) create professional learning community forums, which will also serve as focus groups for future K-16 Initiatives content.

Reading Globally: Connecting K-8 Classrooms to the World
Project Director
: Kathy Short (UA).
In collaboration with: UA College of Education and Worlds of Words.

An extension of CERCLL’s “Introducing Children and Adolescents to the World” project of 2006-2010, and the “Bringing Global Cultures and World Languages into K-8 Classrooms” project in 2010-2014, the new project again brings International Consultants and Language and Culture Kits into K-8 schools. The project will: (1) make K-8 teachers more confident and comfortable with integrating a broader range of cultural and linguistic perspectives into their classrooms—including materials created by this project and its earlier iterations; (2) respond to research that shows that early connection of students to foreign language and culture is imperative by bringing materials to K-8 students in order to encourage them to pursue these languages in high school and university contexts; and (3) contribute to the professional development of elementary preservice and inservice teachers, by influencing their instruction and expanding their perspectives on global education and intercultural competence. The project will create new kits on the following languages/cultures/regions: a. Vietnam/Vietnamese, b. West Africa (Ghana, Mali, and Nigeria)/Bambara, Hausa, Igbo, Yoruba, and c. India/Hindi (each kit includes: 12-15 picture books, 3-5 novels, language study materials for the targeted culture and teaching strategies and information on web sites and electronic resources). The project will also offer a series of on-site workshops/study groups at requesting schools, and refine the assessment tools to measure teachers’ and students’ intercultural competence in elementary and middle schools (developed in the previous iterations of this project).

Globalizing the Common Core State Standards
Project Director
: Kathy Short (UA).
In collaboration with: UA College of Education.

This project addresses the outdated and ethnocentric cultural perspectives in the lists of exemplars of text complexity used in the Common Core State Standards (CCSS), lists which are often used as core reading lists that do not reflect the kinds of cultural and global literacy needed in today’s world. The project will create carefully constructed grade-level lists of global fiction and nonfiction literature that match the required lexile levels. Of particular interest will be books that include some use of a world language through codeswitching in dialogue or in terminology for objects, events, etc., since these books can foster interest in LCTLs (which are rarely taught in elementary schools) even at this young age. Books that can be used as paired texts with the existing books in the exemplar lists will be identified so that teachers required to use the original CCSS lists would be able to still use the global texts alongside them. The new book lists will be made available free for download, and in-service professional development opportunities for local teachers and a summer institute for a national audience will support teachers in integrating these books into their curriculum while meeting the CCSS.

Knowledge Generation and Sharing

Intercultural Sojourns: Assessing Outcomes and Impact
Project Director
: Alvino Fantini (SIT).
In collaboration with: SIT Graduate Institute/World Learning, Federation of The Experiment in International Living (FEIL) and Global Initiatives (UA).

In 2005-2006, Federation EIL carried out a global, longitudinal, and cross-sectional research pilot study involving Ecuador, Great Britain and Switzerland to document outcomes and impact in exchange experiences, and to investigate the development of intercultural competence through host language study and cross-cultural interventions. This project will add other language-culture groups and cultures, as well as identify characteristics particular to specific groups and/or universal to all, in order to help program designers and evaluators to improve study abroad experiences and learning outcomes. It will assess program outcomes (in Brazil, Germany and Japan) and impact on both alumni and hosts, some 5, 10, 20, and more years later, and identify aspects of the experience (e.g., orientation, homestay, interventions, etc.) that most contribute to the desired outcomes. The project will investigate: what components can and should be measured, how best to measure them, what life changes occur, and how this furthers the mission of study abroad. It will generate online resources and white papers, and provide professional development workshops on assessing the development of intercultural competence during study abroad stays.

Intercultural Competence Conference
Project Directors
: Beatrice Dupuy and Chantelle Warner (UA).
In collaboration with: the Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching (SLAT), CMES , CIUA, COH, and SBS at the UA; and several other Language Resource Centers: CALPER, Center for Advanced Research on Language Acquisition (CARLA), National Foreign Language Resource Center (NFLRC) and CASLS.

This project is a continuation of a successful biennial conference previously hosted by CERCLL (http://cercll.arizona.edu/projects/icconference). The conference series serves three key purposes: (1) to bring researchers and practitioners across languages, levels and settings to discuss and share research, theory, and best practices; (2) to foster meaningful professional dialogue on issues related to Intercultural Competence teaching and learning; and (3) to enhance teacher intercultural effectiveness in the classroom in order to support all students and prepare them to become global citizens. The 5th and 6th events will take place in January 2016 and 2018: the first, “Intercultural Competence: Traditions and Transitions,” will focus upon the developments that have taken place in this field since the inception of the conference in 2006 (the Call for Proposals was published in late Fall 2014), while in 2018 the conference will explore “Intercultural Competence and Mobility: Virtual and Physical” and will feature talks and workshops that consider intercultural competence in connection with global trends of migration, travel, and digitally-enabled mobility. Many of the presentations are recorded and are made available after the events on the CERCLL website and Youtube channel, and Powerpoints, handouts and selected Proceedings serve as other permanent resources created through the project.

Digital Literacies in L2 Language Education, a Hybrid Symposium for Research and Practice
Project Directors
: Jonathon Reinhardt and Chantelle Warner (UA) and Betul Czerkawski (UA South).
In collaboration with: COH and SBS at the UA; and COERLL.

As digital technologies continue to radically change the social acts of communication in which we engage, boundaries once taken for granted between various modes and medialities, between consumption and production have begun to break down. Digital, networked communication forms afford new literacies—new forms of interaction, meanings, and understandings of ourselves and the world around us; thus, they also demand new pedagogical approaches and perspectives. The Digital Literacies project arose as a way to provide educators, practitioners, and researchers a space in which to explore the wide array of practices captured by the concept of digital literacies as they relate to particular circumstances of learning and living in a second or additional language and culture: in October 2014, CERCLL hosted the first symposium in this series, “Digital Literacies in and Beyond the L2 Classroom” (http://cerclldiglit.wordpress.com/), with online posters accepted from among a pool of submissions and with opportunities for synchonorus and asynchronous exchange with the authors, as well as an in-person event consisting of a roundtable discussion, keynote presentation, and assessment of the posters. The continuing project has two primary and interrelated goals: (1) to provide a forum within which various stakeholders (teachers, administrators, researchers) can consider how to integrate digital literacies into language classrooms, study abroad programs, and other forms of structured language learning, and (2) to provide a set of resources related to digital literacies and language teaching in the form of a web site, which will extend long beyond the symposium event itself. The symposium itself will take place twice—in Fall 2016 and Fall 2018.