Webinar presented by Idoia Elola (Texas Tech University) and Ana Oskoz (University of Maryland, Baltimore County), co-authors of L2 Digital Writing Literacies: Directions for Classroom Practice (Equinox Press, 2020).
Thursday, June 20, 2024, 10-11:30 AM Arizona (UTC-7)
Registration is now closed.
- Access presentation slides here: Elola_Oskoz_Presentation Slides
This is the second webinar in our Summer series, Digital Multimodal Composition in Language Education
Abstract:
Emerging digital tools have been associated with multimodal digital genres (e.g., digital storytelling, Wikipedia entries, blog entries) and have expanded our understanding of heritage and second language (HL/L2) writing. The written mode is no longer viewed in isolation; rather, it is now often seen as a complement to or as complemented by other semiotic resources (e.g., images, sound) that help HL/L2 learners communicate meaning. Despite the increasing presence of multimodal learning tasks in the HL/L2 classroom, instructors often have not modified how they provide feedback, continuing to focus on language development —replicating the feedback behaviors modeled by non-digital writing assignments—rather than on all the components of multimodal texts. When providing digital feedback, however, it is essential to consider all the semiotic resources included in the HL/L2 text. Determining how to provide feedback, therefore, involves recognizing the complexity of factors that affect feedback choice and use (e.g., what linguistic aspect to focus on, especially when students write in multilingual or translingual manners); the extent to which multimodal resources are integrated successfully; the purpose of the HL/L2 writing task; the type of digital genre; and the (local and/or global) audiences.
In this talk, Drs. Elola and Oskoz present theoretical approaches (e.g., social-semiotic theory and activity theory) that relate to digital feedback. The presentation will focus on providing a rationale for expanding the use of feedback to cover the linguistic and nonlinguistic components encountered in a multimodal text. Aware of the importance of the affordances of various digital tools, they will also address the potential for novel and sometimes complementary modes of feedback using different tools (e.g., oral and written feedback using Screencast-O-Matic). They will also present and discuss an example of a rubric that can guide the type of feedback that we, as instructors, can offer in digital multimodal texts. Providing (digital) feedback that considers the digital multimodal genres and tools that we have at our disposal allows us to address multiliterate and multilingual writers’ needs and to guide them to explore their voices in a dynamic digital world.
Bios:
Dr. Idoia Elola is Professor of Spanish and Applied Linguistics in the Department of Classical and Modern Languages and Literatures at Texas Tech University, the Spanish Academic Director for the Seville Study Abroad program at the Texas Tech University in Seville Spain and Interim Director of the Spanish Heritage Language program. Since 2020, she is the Editor-in-Chief of System and oversees the selection and publication of cutting-edge research in the field of the application of educational technology and applied linguistics to problems of foreign language teaching and learning. Dr. Elola’s research focuses primarily on (digital) second language writing, such as collaborative and individual writing using social tools, digital literacies, and the use of multimodal texts (digital stories, story maps, blogs) from cognitive and sociocultural perspectives.
Dr. Ana Oskoz is a Professor at the University of Maryland Baltimore County (UMBC) where she teaches courses in Spanish and second language acquisition, and is currently Associate Dean in the College of Arts, Humanities, and Social Sciences. Dr. Oskoz’s research focuses on the use of technology for second language learning and second language acquisition. In her research, she has examined the use of synchronous and asynchronous communication tools such as online chats for second language development, and discussion boards, blogs and wikis to promote cultural discussions and enhance second language writing and intercultural competence development. Dr. Ana Oskoz is also co-editor of the CALICO Journal published by Equinox.
Want to see more from Dr. Elola and Dr. Oskoz?
Check out the book they co-authored:
Digital L2 Writing Literacies
Directions for Classroom Practice
Digital L2 Writing Literacies is recommended reading for the language professional interested in keeping abreast of the latest developments in the learning and teaching of L2 writing in today’s digital society.
-Hispania
Click here to learn more and to purchase a copy of the book!
Participants attending live can request a certificate of attendance for 1.5 hours of Continuing Education during the event. They can request a digital badge after the webinar, once they are contacted by CERCLL after the event.
Participants who require closed captions or an ASL interpreter during CERCLL’s events should make this request at least a week in advance by emailing CERCLL at cercll@email.arizona.edu.
Webinar presented by Mimi Li (Texas A&M University, Commerce)
Friday, May 31, 2024, 10-11:30 AM Arizona (UTC-7)
This is the first webinar in our Summer series, Digital Multimodal Composition in Language Education.
- To access presenter slides, click here: Infographics webinar_MimiLi
- To see recordings of other CERCLL webinars, visit our playlist here: https://tinyurl.com/cercllwebinar.
Abstract:
The infographic, as an emerging DMC genre, has been increasingly utilized in various domains, such as education, media, and healthcare. In this webinar, Dr. Li draws upon her own research and personal experiences to explore the multifaceted role of infographics within language classrooms. The webinar begins with the introduction to infographics, including a definition, various types, as well as the rationale behind their integration into language education. The speaker then illustrates diverse applications and purposes of infographics within language learning environments and details two specific tasks she conducted in different contexts: 1) EFL medical students’ creation of infographics addressing health topics using Visme (Li & Pham, 2023); 2) TESOL graduate students’ production of infographics based on class readings using Canva (Li & Zhang, 2024). In particular, the speaker introduces the concept of visual metadiscourse and elucidates how composers utilize various visual devices to enhance the comprehensibility and engagement of the infographic posters in her study. Afterwards, Dr. Li discusses how to implement and assess infographic tasks in language classrooms, followed by Q&A. This webinar serves as a valuable opportunity for attendees to expand their understanding of infographics and gain insights into effective pedagogical practices for implementing infographics in their instructional contexts.
Bio:
Dr. Mimi Li is an Associate Professor of Applied Linguistics/TESOL in the Department of Literature and Languages at Texas A&M University-Commerce, where she teaches courses in linguistics/applied linguistics and advises doctoral students. Li is an enthusiastic educator who has taught diverse student populations for over twenty years, and she has won multiple teaching awards. She makes efforts to socialize her students into an academic culture that fosters an appreciation for research, critical inquiry, self-reflection and discovery. Her purpose in teaching is to fan the sparks and to create new possibilities; she has witnessed her various students grow and glow in academia and profession.
Participants attending live can request a certificate of attendance for 1.5 hours of Continuing Education during the event. They can request a digital badge after the webinar, once they are contacted by CERCLL after the event.
Participants who require closed captions or an ASL interpreter during CERCLL’s events should make this request at least a week in advance by emailing CERCLL at cercll@email.arizona.edu.
Presented by Kathy G. Short, Dorea Kleker, and Narges Zandi (University of Arizona).
With Julie Kasper (Childhood Education International) and participating writer/illustrator Erika Meza, author of To the Other Side.
Join us for an IN-PERSON two-day workshop at the University of Arizona, to engage in experiences and books that invite children to immerse themselves in literature about refugee and immigrant experiences!
Check out our blog post to see the presenter and author bios.
In this interactive workshop, participants will explore new picturebooks and novels for their work with students and they will participate in engagements with these books. They will also interact with children’s authors/illustrators who will join the group to talk about their global books. Participants will receive their picturebooks along with booklists and other materials, for use in their classrooms.
This workshop is built around the conceptual framework of journeys as movement along a pathway to examine the forced and chosen journeys in our own lives. Within this frame, the group will explore refugee/immigrant books related to themes of displacement, difficult journeys, detention, belonging, home, language, memory, names, and walls. There will be time to browse books as well as to use dialogue strategies to engage with them. The presenters will also share their work with children around these books. The goal of this institute is to invite children to critically engage with story as a means of making sense of their own lives, and of understanding the lives of children whose experiences differ from their own.
Participants will receive a PD Certificate. Registration is limited to 35 participants.
Cost: $30 (includes lunch and materials)
Travel Funding Information – Application has closed.
If you would like to attend this workshop but would need financial assistance for travel costs, please apply for a scholarship by the May 6th deadline.
A small number of scholarships are available for fulltime teachers and fulltime graduate students who are located in the USA or Mexico, more than 60 miles from Tucson. These awards contribute to the costs of travel for people participating in both days of the institute. Travel awards include up to $320 in reimbursement for expenses for which the scholarship recipients paid themselves (up to $120 in reimbursement for lodging in Tucson, and up to $200 in transportation costs, i.e., mileage or airfare) for eligible participants.
Scholarship applications must be submitted by the May 6th deadline. We will verify eligibility, and our committee will select recipients before we make award notifications by May 20th. Awardees must submit a reflection about the event, and reimbursements are processed after this has been submitted; details are sent to recipients with the scholarship award notice.
Questions about this event? Contact dkleker@arizona.edu or shortk@arizona.edu.
Questions about the scholarships? Contact kmackay@arizona.edu.
This institute is organized and sponsored by the Center for Educational Resources in Culture, Language and Literacy (CERCLL) and Worlds of Words, Center of Global Literacies and Literatures.
Refund Policy: A 50% refund will be given for registration cancellations received by May 13. No refunds will be offered after this date. Please notify us by email (at cercll@arizona.edu) if you are canceling your registration.
The University of Arizona reserves the right to cancel the institute if necessary; in the unlikely event that cancellation happens, registrants will receive a full refund of their registration fee.
Creating an LGBTQ+-Inclusive Learning Environment for All Learners in the Language Classroom and Beyond
Presenter: Ben Fisher-Rodriguez (Seattle, Washington)
LaTeS is a biannual in-person workshop that takes place at the University of Arizona. It is intended for K-12 language teachers to share ideas and issues that are specific to their community, and they will leave LaTeS events with methods and materials that they can implement into their own classrooms. Arizona Continuing Education credit is available.
Registration for this event has now closed.
Workshop resources shared by the presenter:
- Presentation slides
- Handouts – Gender and Sexuality in the Language Classroom
- Trans Student Educational Resources (TSER)
- In a Heartbeat – Animated Short Film
- Drawn to You – Animated Short Film
Thank you to the College of Social and Behavioral Sciences, Center for Middle Eastern Studies, Center for Latin American Studies, and Arizona International for their contributions to these awards!
Abstract:
More than half of LGBTQ+ students nationally hear negative remarks about their gender and/or sexuality at school, according to a survey by GLSEN. Bullying, harassment, and intimidation compromise a student’s ability to flourish academically, socially, and personally. And LGBTQ+ students are 4 times more likely to commit suicide than their straight-identified peers.
And: All students, no matter who they are, benefit from an inclusive learning environment. The choices we make as educators can help prepare learners to meet the challenges of the “authentic” world, as their authentic selves.
We, as teachers, work our hardest to make complex topics and language comprehensible to our students. For some teachers, the present discourse about genders and sexualities is brand new and – incomprehensible. In this workshop, definitions, clarifications, and suggestions will be provided for creating an inclusive classroom environment for all students. Ideas will be applicable from daily interactions to bigger picture curricular decisions.
Participants will identify areas where they want to learn more about how issues of gender and sexuality are handled linguistically and/or culturally in their Target Cultures, and make a plan to fill in gaps in their knowledge. In addition, they will reflect on the inclusivity of the learning environment in their classrooms in writing or in a discussion. Finally, participants will plan to modify at least 2 units they already teach to be more inclusive of LGBTQ+ people, communities, and issues.
About the Presenter:
Ben Fisher-Rodriguez is a high school German and Spanish teacher located in Seattle, WA. He has presented at national, regional, and local conferences on lesson planning, high-leverage teaching strategies, and issues of LGBTQ+ inclusion. Ben is a German Embassy Teacher of Excellence, the Washington Association for Language Teachers (WAFLT) Teacher of the Year for 2022, and the Pacific Northwest Council for Languages (PNCFL) Teacher of the Year for 2023. He was among five finalists for the ACTFL 2024 Teacher of the Year. He blogs at MrFisherSays.com and is on Twitter @mrfishersays.
Click here to see what Arizona teachers had to say about Spring LaTes 2024.
Worlds of Experiences for Language Learning (WELL) is an innovative project that aims to provide professional learning support to language teachers in designing immersive experiences to globalize their curriculum. Educators participating in the program come from K-16 contexts across the US, with a few taking part internationally. The Spring session is coming to an end and it’s time for this semester’s participants to showcase their Virtual Field Experiences (VFEs). Their work has been amazing and their VFEs offer so many connections to meet language, culture, and global awareness aims. These immersive experiences are interactive, engaging, and visually stimulating!
The WELL facilitators (Jill Castek, Aniqa Shah and Yousra Abourehab) invite you to engage with teachers for the final showcase of their participants’ VFEs. Please join them virtually to encourage and appreciate their participants for their incredible work.
Saturday April 27, 2024,
8-10am Pacific & AZ, 9-11 MT, 10-12 CT, and 11-1pm EST
See what time that is where you are, here.
➤➤➤ Zoom Link for the showcase: https://arizona.zoom.us/j/82260716647
➤➤➤ Want to learn more about WELL?
Visit the site here: https://sites.google.com/arizona.edu/home
Take a look at participant pages: https://sites.google.com/arizona.edu/home/participant-pages
Join us for a conversation with Xuman featuring samples from his rap music and audiovisual collaborations.
Makhtar Fall, aka Gunman Xuman, is a Senegalese Hip Hop Pioneer, social justice activist, and co-host
with Keyti of Journal Rappé, an avant-garde news program rapped in French and Wolof with more than
20 million viewers on YouTube. Through innovative rap and audiovisual media, Xuman raises awareness of social, environmental, political, and cultural issues affecting Senegal, Africa, and the world. He launched as a rapper with the influential group Pee Froiss in the 90s and his talent quickly propelled him to prominence on Dakar’s vibrant rap scene. His group’s debut album Wala Wala Bok, produced by Positive Black Soul, garnered international acclaim, leading to performances at major festivals worldwide. Xuman’s solo career flourished with awards and collaborations, including projects promoting children’s rights and social justice. Collaborating with renowned artists and advocating for democratic advancement, Xuman’s legacy embodies the power of music in driving social change and global awareness.
This FREE event is cosponsored by The University of Arizona Department of Africana Studies, Applied Intercultural Arts Research, Department of French and Italian, Human Rights Practice, and CERCLL.
Makhtar Fall was a collaborator on Dr. Phyllis Taoua’s CERCLL Faculty Research Fellowship in 2023.
This FREE networking event for Arizona World Languages and Dual Language teachers is a great opportunity to network and share resources. Bring one resource or idea to share, and leave with many!
In-person in Tucson, at Teresa’s Mosaic Café (2456 N. Silver Mosaic Drive).
FREE APPETIZERS AND A DRAWING!
RSVP by April 17th: https://tinyurl.com/37vxhpwp
A webinar presented by Regina Kaplan-Rakowski, University of North Texas
April 18th, 2024, at 10 am Arizona time
(To see what time that is where you are click here.)
Registration is closed.
This is the third webinar in CERCLL’s free webinar series Rebooting Language Educ-AI-tion.
Abstract:
As the field of language instruction continues to evolve, the incorporation of extended reality (XR) technologies presents an innovative frontier. Research on XR for language instruction has been growing and increasingly revealing positive aspects of XR technology. This webinar will provide a comprehensive overview of XR technologies, including virtual reality (VR), augmented reality (AR), and mixed reality (MR) and their integration in language instruction. The session will begin with an introduction to XR technologies, elucidating their distinct features and capabilities. The introduction will be followed by an in-depth analysis of how these technologies can be effectively integrated into language instruction curricula, highlighting case studies and successful (and less successful) implementations. The presenter will offer insights into the practical applications, benefits, and challenges of the XR technology integration. The session will feature examples of immersive, interactive, and engaging language activities using XR technologies. Both premium quality and cost-effective solutions will be showcased. This interactive webinar will provide opportunities to reflect on XR classroom activities, ask questions, and discuss future directions regarding the integration of XR technologies in language instruction.
Bio:
Regina Kaplan-Rakowski is an Assistant Professor of Learning Technologies at the University of North Texas (UNT). She also serves as Vice President of the Computer-Assisted Language Instruction Consortium (CALICO). Dr Kaplan-Rakowski’s key research interests are at the intersection of three areas: immersive learning technologies (e.g., virtual reality, augmented reality, mixed reality), emotional responses to learning technologies (e.g., immersion, anxiety, engagement), and computer-assisted language learning (CALL). Within CALL, Dr Kaplan-Rakowski studies how practicing various language skills can be facilitated using high-immersion virtual reality, immersive stereoscopic 3D pictures, 360-degree pictures, and other immersive technologies. She serves on the Editorial Board of Educational Technology & Society (ET&S) and the Journal of Technology and Teacher Education (JTATE).
Reimagining Education: Studies and Stories for Effective Learning in an Evolving Digital Environment
Click the following link to learn more and read the book! https://tinyurl.com/ReimaginingEdBook
Participants attending live can request a certificate of attendance for 1.5 hours of Continuing Education during the event. They can request a digital badge after the webinar, once they are contacted by CERCLL after the event.
Participants who require closed captions or an ASL interpreter during CERCLL’s events should make this request at least a week in advance by emailing CERCLL at cercll@email.arizona.edu.
Shelley Staples, Valentina Vinokurova, and Mariana Centanin-Bertho, The University of Arizona
They will be presenting on their Multilingual Academic Corpus of Assignments – Writing & Speech (MACAWS) CERCLL project! You can find details about the MACAWS resources here: https://coh-arizona.com/cercll/blog/macaws/.
The webinar takes place on April 17, 2024, at 1pm Arizona time, 1pm Pacific, 4pm Eastern, UTC-7. See what time that is where you are, here: https://tinyurl.com/3z8e7cam
Registration is free! Register here: https://psu.zoom.us/webinar/register/WN_hTRk8q87RbWWw_NbZzmzNw
Abstract:
Language corpora can be successfully used for creating pedagogical materials in various contexts and languages. However, engaging with texts from native-speaker corpora can be daunting for language learners. Learner corpora, corpora built from learner texts, can help fill the gap by providing level-appropriate materials. In addition, using learner language helps validate learner language as a legitimate variety.
This workshop will introduce the Multilingual Academic Corpus of Assignments – Writing and Speech, an open source learner corpus of Russian and Portuguese. Participants will be introduced to the benefits of using corpora in the language classroom, learn to navigate the MACAWS interface, gain access to existing corpus materials, and brainstorm how they can use our materials or create their own corpus-based activities. While the workshop focuses on teaching Russian and Portuguese, participants will gain insight for the teaching of other languages using a learner corpus approach.
Bios:
Shelley Staples is Associate Professor of English and Second Language Acquisition and Teaching at the University of Arizona. Her research focuses on the use of corpus-based discourse analysis to investigate language use across spoken and written contexts. Her research aims to inform language teaching and assessment, particularly in the areas of English for Academic and Specific Purposes (EAP/ESP. Her current projects focus on academic writing and health care communication.
Valentina Vinokurova is a PhD candidate in Second Language Acquisition and Teaching at the University of Arizona. She specializes in Russian language teaching. Her research focuses on technology-enhanced language learning, multiliteracies and content-based instruction, and learner identity.
Mariana Centanin-Bertho is a PhD candidate in Second Language Acquisition and Teaching at the University of Arizona. Her research focuses on the acquisition of L2/L3 Portuguese and phonological acquisition with usage-based data. She is also an instructor of Portuguese and researches the creation and implementation of corpus-based materials in language classrooms.
The Center for Educational Resources in Culture, Language and Literacy (CERCLL) will host the annual UArizona Language Fair on April 17, 2024.
Get ready for an amazing event at The University of Arizona that’s all about celebrating the diverse range of languages and cultures we have on campus. You don’t want to miss out on the chance to see all the awesome departments, programs, and centers representing languages from all around the world and spoken in our community. They have designed various fun activities to give you a taste of the languages taught here and spoken in our communities.
Participants in the Fair enjoy free food, games and other activities that celebrate the benefits and opportunities that come from communicating in another language.
This event is open to everyone, so come on down and join in the celebration of language and culture at UArizona!
See below for this year’s line-up and click here to see a short video made about last year’s fair!
American Literary Translators Association
American Sign Language
Arabic Special Programs
Center for English as a Second Language
Chinese
Diné Bizaad
French
German
Global Education Minor
Greek
Hebrew
Italian
Japanese
Korean
Latin
Peace Corps
Persian
Portuguese
Russian and Slavic Languages
Spanish
Study Abroad
Turkish
World Literature
This event is organized through the College of Humanities, and cosponsored by the College of Social and Behavioral Sciences, the Center for Latin American Studies, the Center for Middle Eastern Studies and the Center for East Asian Studies.
- CERCLL Summer Workshop Series
- Intercultural Competence Conferences
- Digital Literacies in and beyond the L2 Classroom: A Hybrid Symposium on Research and Practice (October 2014)
- Multilingual, 2.0? (April 13-15, 2012)
General Professional Development and Other Events
Lectures and Cultural Events
CERCLL sponsors and co-sponsors numerous public events throughout the academic year. If you would like to receive announcements about these and other language-related opportunities, join CERCLL’s mailing list here.
CERCLL’s NSF Grant and Related Events
A UA’s Linguistics symposium was about the National Science Foundation grant from the Cyberlearning: Transforming Education program that CERCLL received in 2013. Jon Reinhardt spoke about the digital materials produced by the project in “Augmented Reality Mobile Games for Language Learning and Revitalization”. Access the presentation here. (A closed symposium for Native American educators took place in Fall 2013 and was followed by a workshop on the Fort Mohave reservation on the CA/AZ border in February, 2014, while CERCLL’s June 7th, 2014, workshop also covered some of the topics of this project; there was a presentation in American Indian Language Development Institute (AILDI)’s summer series in both 2014 and 2015 as well.)
Summer Workshop Series and the LATeS Symposium
CERCLL hosts professional development workshops each summer, as well as an annual language teacher symposium (LATeS).
Fall 2013 Workshops
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The first of two workshops presented with the Arabic Flagship program at the University of Arizona took place on December 14, 2013: Innovative Technology in the Language Classroom
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CERCLL began a relationship with the Confucius Institute at the University of Arizona that will bring professional development opportunities to Chinese teachers. The first workshop took place on December 7, 2013: Training Chinese Teachers in Communicative Language Teaching, presented by University of Arizona Assistant Professor Wenhao Diao. See CERCLL’s blog entry about this workshop.
Symposium on Indigenous Knowledge and Digital Literacies
In July 2013, CERCLL was awarded funding from the National Science Foundation through its Cyberlearning: Transforming Education program. The symposium and workshops were conceived as an extension to CERCLL’s Games to Teach Project, bringing digital gaming to a new audience for CERCLL–the Native American community. It is co-led by one of the Games to Teach project directors, Dr. Jonathon Reinhardt, and by Dr. Susan Penfield, who was previously CERCLL’s Research Coordinator. CERCLL is partnering with the University of Arizona’s American Indian Language Development Institute (AILDI) for the first time, and bringing CERCLL’s activities to underserved communities through this program. See CERCLL’s blog entry on the symposium.
U.S. Department of Education Annual Bus Tour
CERCLL was included in the U.S. Department of Education’s 2013 bus tour which was intended to highlight early learning and “teachers as leaders”, among other things. Dr. Brenda Dann-Messier, Assistant Secretary for Vocational and Adult Education and Acting Assistant Secretary of Education, and Dr. Sharon Lee Miller, Director of the Division of Academic and Technical Education, took part in a roundtable at the University of Arizona on September 11, 2013. See CERCLL’s blog entries on the topic.