Digital Storytelling (DS) is a textual narrative embedded with other modes of communication. It consists of a "short, two to three-minute mini-film usually based on still photos brought into a multimedia format with a textual narrative read with the narrator's voice (Lundby, 2008, p.366). Many studies have examined the integration of digital stories in educational settings. Still, studies have yet to explore DS in Foreign Language/L2  learning contexts and the beneficial impact on students' cognition, language learning, and technology and media skills. Inspired by the Story Center's movement and mission to "create spaces for listening to and sharing stories" and to provide "skills and tools that support self-expression, creative practice and community building" (https://www.storycenter.org), Dr. Petit uses the Center Story's steps into the curriculum to help students to produce personal and unique digital narratives in L2. 

In this webinar, we will connect with the material, creative, and embodied dimensions of L2 learning and teaching, by examining what we can learn from, at, and with the art museum. We will engage with the following questions: ‘What is a museum?’, ‘How do museum-based and pedagogies of multiliteracies intersect?’ and ‘How can I engage L2 learners with (art) museum texts across sites of practice?’ This webinar will provide answers to these questions with a specific focus on the PreK-16 world language classroom, using texts from diverse museums, as well as instructional and experiential strategies drawn from research and from various collaborative projects.

This webinar will discuss ways to implement genre pedagogy in world language classes to develop genre awareness across languages. An introduction of genre pedagogies and the concepts of genre awareness and genre-specific knowledge as tools to scaffold writing instruction. Discussion of examples of pedagogical materials designed for multiple languages, including Portuguese, Japanese and Spanish. These examples will illustrate the use of genre as a concept to select relevant texts for reading and writing, to scaffold language and writing instruction, and to leverage learners' background knowledge to support writing development in additional languages. These practices challenge the teaching of genres as templates and argue for genre knowledge development across languages as a way to recognize, leverage and expand learners' multilingual repertoires in the world language classroom.

In this free webinar, Dr. Shufflebarger will share multiliteracies approaches to incorporating poetry and creative texts into any classroom. Drawing from K-12, university, and community-based adult language contexts, she will review the theoretical underpinnings of incorporating poetry into language classrooms, share a variety of instructional activities, and discuss strategies for organizing activities within a broader course curriculum. Participants will be invited to share ideas and practices they incorporate into their own teaching contexts.

The Second Language Multimodal Literacies symposium (L2ML) will bring together educators, practitioners, and researchers, who share common interests in exploring the role of multimodality in contexts of second or multiple language and culture learning. This two-day virtual event will include a series of digital presentations and discussions, including three invited talks by experts in the fields of multimodal language and literacy education. The symposium will culminate in a panel discussion, where participants will consider future directions for multimodal scholarship and pedagogical practice in second language and multilingualism studies. Proposals due January 6, 2023.

Join us for a two-day workshop to engage in experiences and books that invite children to immerse themselves in global cultures. Certificate for CE applies.

CERCLL hosts the UArizona Language Fair, an event designed to raise the visibility of the wide range of languages that students study at The University of Arizona. Participants in the Fair enjoy free food, games and other activities that celebrate the benefits and opportunities that come from communicating in another language.

In this webinar, Dr. Kris Aric Knisely (University of Arizona) will introduce The Gender-Just Language Education Project, an open resource project to support language educators in engaging with trans knowledges and proactively planning for gender justice. This webinar will begin with an introduction to gender-just language pedagogies. Then, extending the critical ethical impetus for inclusion, Knisely will outline recent research that demonstrates the ways in which gender-just pedagogies can support holistic linguistic, intercultural, and symbolic competence development as well as intersectional thinking. Alongside a discussion of reasons for and ways to proactively plan for gender-justice, Knisely will discuss ways of proactively planning for resistance thereto. This discussion will be supported by a suite of open educational resources (OERs), which will allow attendees to build upon the content introduced in this webinar and adapt it to their own sites of language teaching and learning.

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. Participants will: 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 will feature student perspectives and a showcase of students’ short films. Presenters will offer guidance about translation apps, genre considerations, and the pairing of visual and linguistic resources to convey a second language purposefully.