Save the Date for April 6, 2022!

The University of Arizona Mall, across from Old Main

The Center for Educational Resources in Culture, Language and Literacy (CERCLL)  will host the annual UArizona Language Fair on April 6, 2022. This event is designed to raise the visibility of the wide range of languages that students study at The University of Arizona. Departments, programs, and UA student clubs representing the languages and cultures taught at UArizona apply for small grants to fund interactive activities that showcase the languages taught in their departments and spoken in their communities. The event is open to all students, faculty/staff, and visitors to campus.

Participants in the Fair enjoy free food, games and other activities that celebrate the benefits and opportunities that come from communicating in another language.

Contact CERCLL with questions, or if your department would like to participate: cercll@email.arizona.edu.

Further details about the UArizona Language Fair are here.

An in-person workshop took place in Tucson at the University of Arizona, presented by Dr. Sonia Colina and Sara Albrecht, University of Arizona.

Pedagogical translation is making a comeback in the multilingual language classroom as an activity that promotes literacy, metalinguistic and cultural awareness, translanguaging, language diversity, and community engagement.  While theoretical papers on this topic are becoming more common, practical guidance for teachers on how to incorporate translation in their curriculum in an informed manner is scarce. After briefly reviewing the historical context that banned translation, the justification for its reintroduction, and the roles translation can serve in language learning, (see past webinar, and Incorporating Translation in the World Language Classroom),  Dr. Sonia Colina and Sara Albrecht will work with participants to help them create their own lesson plans and activities for introducing translation in their multilingual language classrooms. Participants will be asked to submit a draft lesson/idea to work on in the workshop.

➣ Prospective attendees applied to take part in this small interactive, in-person workshop, by the application deadline of March 18th. Social distancing and masks required.

Because of the hands-on nature of this event, registration was capped at 15 people. In order to give registration priority to those who can benefit the most from the workshop, prospective attendees submitted an application. The application required the following information:

• Contact information and institution details.
• The grade level(s) and language(s) taught.
• The kind of  translation lesson they wanted to plan (for examples, see https://opentextbooks.library.arizona.edu/scolina/). Applicants will select from the following: bilingual editions of children’s books, translation of proverbs, advertising and marketing campaign, other
• The topic or theme of a lesson they planned to bring.
• A link to a shared Google document with a draft of the lesson that they worked on during this workshop

This workshop is part of a larger CERCLL project, Cross-Cultural Thinking Through Translation and Interpretation, created in partnership with the National Center for Interpretation and the Department of Spanish & Portuguese at the University of Arizona.

Questions? Contact scolina@arizona.edu or skalbrec@email.arizona.edu.

Bios:

Dr. Sonia Colina is Regents Professor of Spanish and Director of the National Center for Interpretation at the University of Arizona, where she teaches Spanish linguistics, translation studies and coordinates the Online Translation Certificate.   In her translation studies research, she specializes in applied linguistics and translation, translation quality assessment, pedagogy of translation, and translator education. She is the author of Fundamentals of Translation (CUP, 2015), of Translation Teaching: from Research to the Classroom (McGraw-Hill, 2003), and of numerous articles in edited volumes and translation journals (e.g., Target, The Translator).   In addition, she has published on the relationship between translation studies and language teaching, most recently “Translation in Spanish Language Teaching: the Integration of a “fifth skill” in the Second Language Curriculum,” coauthored with Barbara Lafford (Journal of Spanish Language Teaching, 4:2). Dr. Colina is the Principal Investigator for the CERCLL funded project “Cross-cultural thinking through translation and interpretation.”

Sarah Albrecht is a doctoral candidate in Language, Reading and Culture at the University of Arizona, where she teaches linguistics for pre-service teachers. She is interested in equitable language education and in teaching courses in linguistics, heritage and second-language pedagogy, and bilingual education. Her research interests are related. They include pedagogies for combined or separate heritage and second language courses, biliteracy, bilingualism, and bridging the gap between bilingual education in the primary grades and heritage language education in the secondary grades. Her publications about dialect awareness, heritage language teaching, and intercultural competence also reflect these interests, as do collaborations regarding pre-service teacher preparation in bilingual education and this ongoing work on translation.

Participants attending this event can request a certificate of attendance for 3 hours of Continuing Education during the live event; or they can request a digital badge after the event.

A webinar presented by Emma Trentman, University of New Mexico.

Access the webinar presentation slides here. See the video below.

February 23rd, 10 am Arizona / UTC-7

Bio:
Emma Trentman is Associate Professor of Arabic at the University of New Mexico and Interim Director of the Language Learning Center.  She is an Applied Linguist whose research focuses on language learning during study abroad, virtual exchange, and in the language classroom, with a focus on language ideologies and multilingual approaches.  She is co-editor of Language Learning in Study Abroad: The Multilingual Turn (Multilingual Matters, 2021), and her research has appeared in various journals and edited collections including The Modern Language Journal, Foreign Language Annals, The L2 Journal, Study Abroad Research, and System.  She directs the Arabic program at the University of New Mexico and is co-editor of the Critical Multilingualism Studies Journal.

Registration closed at 5pm (Arizona time) on February 22nd.

Participants attending live can request a certificate of attendance for 1.5 hours of Continuing Education during the event; or they can request a digital badge after the event.

Participants requiring closed captions or ASL for CERCLL’s events should request this at least a week in advance by emailing CERCLL at cercll@email.arizona.edu..

CERCLL is proud to cosponsor the 31st ANNUAL GRADUATE AND PROFESSIONAL SYMPOSIUM ON HISPANIC AND LUSO-BRAZILIAN LITERATURE, ​ ​LANGUAGE AND CULTURE, sponsored by the Department of Spanish and Portuguese.

This event is for community college educators looking to Internationalize their curricula and to share with others, and is accessible online to registered attendees and presenters.

The Center for Middle Eastern Studies (CMES), the Center for Latin American Studies (CLAS), and the Center for Educational Resources in Culture, Language, and Literacy (CERCLL) at the University of Arizona are glad to invite you to our 6^th annual conference for Community College educators. This is one of the few conferences in the southwest that is designed specifically for community college educators.

Community Colleges are doing important work educating a large percentage of post-secondary students to become part of a globalized world. As such, it is vital to internationalize the curricula of community college classes. Many instructors are already doing so. This is an opportunity to share with colleagues across community college departments and campuses how they have found ways to internationalize their curriculum, and for attendees to learn what worked well, what needs improvement, and how they intend to move forward with internationalizing the curriculum in the near future.

Register here: https://uarizona.co1.qualtrics.com/jfe/form/SV_ehg4mUQbfLA8KJo.

A webinar presented by Veronica Oguilve, Jill Castek, Jessica Summers, and Lia Falco from the University of Arizona (see individual bios below).

See the video from this event below.

During the webinar, participants worked on these collaborative documents:

• Padlet 1
• Padlet 2
• Padlet 3
• Padlet 4

Download the webinar presentation slides here.

In today’s world, it is important for learners to have opportunities for self-expression and meaning-making through multimodal creation processes. From remixing to documenting everyday events, filmmaking encourages participatory meaning making and promotes meaningful language use within and beyond the classroom.  This webinar follows the implementation of Film School for Global Scientists, a CERCLL project that links filmmaking and second language learning to water conservation and environmental stewardship.  

This webinar presents filmmaking as a strategy that encourages students to use their linguistic resources, scientific knowledge, and digital literacies to design films that speak to the wider community. In this interactive session, presenters will share ways that a school-wide collaboration invited connections between language learning, Language Arts, and STEM. In this webinar, participants: 1) learn filmmaking techniques that encourage second language learning; 2) explore ways that mentor texts can be used to scaffold the language learning process, and 3) discuss strategies for implementing filmmaking in their own second language teaching context.   Illustrative examples feature student perspectives and showcase students’ short films. Presenters offer guidance about translation apps, genre considerations, and the pairing of visual and linguistic resources to convey a second language purposefully.

Veronica Oguilve is a doctoral candidate at the University of Arizona in Tucson in the interdisciplinary Second Language Acquisition and Teaching Program (SLAT). She specializes in second language instruction, digital literacies teaching and learning, and digital equity.  Her work connects making and creativity to language learning and technology. 

Jill Castek is an Associate Professor in the Department of Teaching, Learning, and Sociocultural Studies. Her research and teaching explores the development of literacy and creative self-expression, in both print and digital forms, in classrooms and community learning spaces.

Jessica Summers is a Professor in the Department of Teaching, Learning, and Sociocultural Studies. Her work focuses on understanding the role of motivation and social relationships in learning and achievement, specifically how social context affects students’ motivation to learn, and how this contributes to students’ overall success as learners.

Lia Falco is an Associate Professor in the Disability & Psychoeducational Studies Department.  She is a certified school counselor in Arizona. Her expertise is in the area of career development with research that explores how adolescents view themselves as future workers and how career issues are related to aspects of motivation and identity.

An online workshop presented by Kathy G. Short and Dorea Kleker (University of Arizona). 

Workshop handouts:

CERCLL Workshop Booklist_Short_Kleker

Comparing to Understand_Short

In our interconnected world, an understanding of global cultures has become a necessity as children are challenged to think and act globally. Our inquiry as educators is on creating instructional strategies that encourage children to develop open-minded perspectives toward ways of living that differ from their own. We invite children to engage in inquiries around specific cultures, while trying to avoid the pitfalls of only exploring surface aspects of a culture and not the deeper values and beliefs that underlie easily observable traditions and actions. Our goal is that children develop an orientation on the world that balances reflection on the known through identifying their loyalties with reflection on the new through developing open-minded perspectives.

In this workshop, we share the instructional strategies and frameworks we have developed in working with elementary children to explore their cultural identities and to engage them in inquiries on specific global cultures, such as Korea and India. These inquiries are supported through global children’s literature and a range of interactive experiences. We will provide examples of children’s use of thinking routines, instructional strategies, and children’s books as well as engage participants in trying out several strategies.

Bios:

Kathy G. Short is a professor and endowed chair of global children’s literature in the College of Education at the University of Arizona with a focus on dialogue and inquiry and is Director of Worlds of Words: Center of Global Literacies and Literatures (wowlit.org). She has worked extensively with teachers all over the world on literature-based approaches and has authored many books and articles, including Creating Classrooms for Authors and Inquirers and Teaching Globally: Reading the World through Literature. She served as President of the National Council of Teachers of English and the US Board of Books for Young People.

Dorea Kleker is an early childhood teacher, educator and lecturer at the University of Arizona. Working with students and teachers across a wide variety of educational contexts in both the U.S. and Latin America, her work focuses on global and multicultural children’s literature, literacy and play to develop intercultural understanding, and the use of literature to actively engage children as inquirers across all content areas.

Registration closed at midnight on November 5, 2021.

An online workshop presented by Sonia Colina and Sara Albrecht, University of Arizona.

The deadline to apply to participate in this event was October 18th.

Pedagogical translation is making a comeback in the multilingual language classroom as an activity that promotes literacy, metalinguistic and cultural awareness, translanguaging, language diversity, and community engagement.  While theoretical papers on this topic are becoming more common, practical guidance for teachers on how to incorporate translation in their curriculum in an informed manner is scarce. After briefly reviewing the historical context that banned translation, the justification for its reintroduction, and the roles translation can serve in language learning, (see past webinar, and Incorporating Translation in the World Language Classroom),  the presenters will work with participants to help them create their own lesson plans and activities for introducing translation in their multilingual language classrooms. Participants will be asked to submit a draft lesson/idea to work on in the workshop.

➣ Participants must apply to take part in this small interactive workshop.

Because of the hands-on nature of this event, registration will be capped at 15 people. In order to give registration priority to those who can benefit the most from the workshop, prospective attendees must submit an application by October 15. The application requires the following information:

• Your contact information and institution details.
• The grade level(s) and language(s) you teach.
• The kind of  translation lesson you would you like to plan (for examples, see https://opentextbooks.library.arizona.edu/scolina/). Applicants will select from the following: bilingual editions of children’s books, translation of proverbs, advertising and marketing campaign, other
• The topic or theme of a lesson you plan to bring.
• A link to a shared Google document with a draft of your lesson that you will be working with during this workshop

Applicants will be notified of their acceptance status on October 22nd, and must register for the event by October 27th (their acceptance email will tell them how to do so).

This webinar is part of a larger CERCLL project, Cross-Cultural Thinking Through Translation and Interpretation, created in partnership with the National Center for Interpretation and the Department of Spanish & Portuguese at the University of Arizona.

Bios:

Dr. Sonia Colina is Professor of Spanish and Director of the National Center for Interpretation at the University of Arizona, where she teaches Spanish linguistics, translation studies and coordinates the Online Translation Certificate.   In her translation studies research, she specializes in applied linguistics and translation, translation quality assessment, pedagogy of translation, and translator education. She is the author of Fundamentals of Translation (CUP, 2015), of Translation Teaching: from Research to the Classroom (McGraw-Hill, 2003), and of numerous articles in edited volumes and translation journals (e.g., Target, The Translator).   In addition, she has published on the relationship between translation studies and language teaching, most recently “Translation in Spanish Language Teaching: the Integration of a “fifth skill” in the Second Language Curriculum,” coauthored with Barbara Lafford (Journal of Spanish Language Teaching, 4:2). Dr. Colina is the Principal Investigator for the CERCLL funded project “Cross-cultural thinking through translation and interpretation.”

Sarah Albrecht is a doctoral candidate in Language, Reading and Culture at the University of Arizona, where she teaches linguistics for pre-service teachers. She is interested in equitable language education and in teaching courses in linguistics, heritage and second-language pedagogy, and bilingual education. Her research interests are related. They include pedagogies for combined or separate heritage and second language courses, biliteracy, bilingualism, and bridging the gap between bilingual education in the primary grades and heritage language education in the secondary grades. Her publications about dialect awareness, heritage language teaching, and intercultural competence also reflect these interests, as do collaborations regarding pre-service teacher preparation in bilingual education and this ongoing work on translation.

Participants attending this event can request a certificate of attendance for 3 hours of Continuing Education during the live event; or they can request a digital badge after the event.

Participants requiring closed captions at the time of CERCLL’s events should request this at least a week in advance by emailing CERCLL at cercll@email.arizona.edu.