Virtual Workshop: Teaching LCTLs at Hispanic-Serving Institutions

Karla Silva (University of Arizona), The UA Office of Hispanic Serving Institution Initiatives Mission and the Critical Role of Foreign Language Teaching & Learning

Abstract: The University of Arizona was the first four-year public university in the state of Arizona to be federally recognized as a Hispanic Serving Institution (HSI). As a research intensive (R1) land-grant HSI, the University of Arizona is committed to responsively meeting the educational needs of our vibrant and increasingly diverse communities of Arizona.  Dr. Silva will speak about her role as the Director of HSI Initiatives on campus, including her office’s mission, recent accomplishments and exemplary projects like the Bilingual Initiatives Symposium.

Biography: Dra. Karla Silva (she/her/ella) is a first-generation college graduate, Chicana, daughter to immigrants, mama, and a scholar-practitioner. Karla’s personal and professional experiences have informed the ways in which she navigates institutions of higher education. She has worked at various 4-year public and private universities working directly alongside students from historically excluded populations such as, first generation college students, high financial need students, students of color, students who were ever in foster care, unaccompanied youth, and students who are undocumented. Karla graduated with a bachelor’s degree in psychology from Northern Arizona University, a master’s degree in higher education from the University of Pennsylvania, and a doctoral degree in higher education from the University of Arizona.

As a scholar-practitioner she is committed to access, equity, and inclusion in higher education. She works with students holistically using asset-based approaches such as Community Cultural Wealth (CCW), Funds of Knowledge, and Critical Race Theory. Her research includes the experiences of managerial professionals working at Hispanic Serving Institutions and using testimonios as tools of resistance for educators.

Lillian Gorman (University of Arizona), En comunidad:  Language, Belonging, and Servingness in the Spanish as a Heritage Language Program at the University of Arizona 

Abstract: Creating comunidad in the Spanish as a Heritage Language (SHL) classroom is at the center of the University of Arizona’s Spanish as a Heritage Language Program mission.  Providing a space for Latinas/xs/os to unpack their relationship to Spanish and English is not only a crucial component of the Spanish as a Heritage Language Program, but also represents the “servingness” embedded in the University of Arizona’s Hispanic Serving Institution designation. What better way to serve Latina/o/x students at a large R1 university in a state with a large Latina/x/o population than to provide a cultural and linguistic homeplace?  

My presentation highlights the ways in which the Spanish as a Heritage Language Program at the University of Arizona provides a roadmap to servingness for HSIs by centering U.S. Latina/o/x language experiences, promoting speaker agency, Spanish language maintenance, and, above all, comunidad.    

Bio: Dr. Lillian Gorman is an Associate Professor of Spanish Sociolinguistics and U.S. Latina/o/x Cultural Studies and in the Department of Spanish and Portuguese at the University of Arizona. She is the Director of the Spanish as a Heritage Language Program and has over 20 years of experience teaching in and leading Spanish heritage language programs. Gorman is a proud Chicana with deep roots in New Mexico. She graduated with her B.A. and M.A. from the University of New Mexico and was part of the first class of Ronald E. McNair Scholars at the University of New Mexico. She graduated with her Ph.D. from the University of Illinois at Chicago. Her research interests focus on issues of language and identity within U.S. Latina/x/o communities and U.S. Latina/o/x popular culture. Her book Zones of Encuentro: Language and Identity in Northern New Mexico will be released in October 2024 as part of the Global Latin/o Américas series with the Ohio State University Press. Her essays have appeared in the edited volumes Transnational Encounters: Music and Performance at the U.S. Mexico Border, Bilingual Youth: Spanish in English Speaking Societies, Explorations in Ethnography, Language and Communication: Capturing Linguistic and Cultural Diversities, and Querencia: Reflections on the New Mexico Homeland. Gorman served as a University of Arizona HSI Fellow and as the Scholar-in-Residence at the Center for Regional Studies at the University of New Mexico in 2020. She is also the recipient of the 2023 University of Arizona “Mentoring Future Scholars Award” from the Office of the Provost. 

George Romero, Work in Progress on the History of Late Nineteenth-century and Early Twentieth-century Syrian Migration to Brazil: Research Honoring the UA HSI Status 

Abstract: My interest in studying migration grew from my own personal history as the son of Mexican immigrants. As I studied migration, I learned that contemporary migration studies emphasize movement from the global south to the global north. This trajectory resembled my family’s own migration journey. While many migrants have traveled this route, many others have migrated within the global south. By working with Syrians who recently arrived in Brazil, I foreground this lesser studied phenomenon of migration within the global south. By moving away from a focus on North America and Western Europe, my research asks what the dynamics of a migrant journey within the global south can teach us about migration more broadly.

As a linguistic anthropologist, my research emphasizes the personal experience of migration. As a result, I am interested in Syrians’ own stories and discourse about how they understand their place in Brazil, Syria, and among the Syrian diaspora. For example, I am interested in how the Syrian diaspora in Brazil brings together a social imaginary of a virtual or deterritorialized Syria that is created through the discourse circulated among their own local community. To achieve this work, it is important that I speak both Arabic and Portuguese. My priority to study these two languages motivated me to pursue my research at the University of Arizona, which I knew had strong programs to learn these languages.

What I present today is a work in progress on the history of late nineteenth-century and early twentieth-century Syrian migration to Brazil. This work provides a historical context within which to situate my contemporary study of Syrian migration to Brazil.

Bio: George Romeo is a third year doctoral student in linguistic anthropology at the University of Arizona. He previously earned an M.A. in English and Writing Studies at the California State University, San Bernardino, and a B.A. in History at Wesleyan University in Middletown, CT. George currently studies migration within the global south. His dissertation research will focus on recent Syrian migrants to Brazil. To prepare for his research, George has studied Arabic and Portuguese. As a complement to his coursework, George attends lectures and events hosted by the Center for Middle Eastern Studies and the Center for Latin American studies.

Yanlin Wang (Texas Tech University), Expanding Chinese Language Programs in HSIs: Challenges and Strategies   

Abstract: Hispanic-Serving Institutions (HSIs) are colleges or universities in the United States with an undergraduate full-time equivalent (FTE) student enrollment that is at least 25% Hispanic. Recognized by the U.S. Department of Education, these institutions play a critical role in providing educational opportunities to Hispanic students. Since the fall of 2019, Texas Tech University (TTU) has been designated as an HSI. By Spring 2024, TTU’s Hispanic student population comprises 29.2% (8,784 students) of its total undergraduate enrollment. Compared to the well-established Spanish program, the Chinese language program at Texas Tech University, developed over 16 years, remains relatively small and lacks a strong foundation. Expanding Chinese language programs at Texas Tech University presents unique challenges and opportunities. Drawing on the development of the Chinese language program, this presentation discusses the difficulties encountered and shares effective and innovative strategies for success in curriculum development, recruitment, and retention. 

Based on the successful expansion of the Chinese language program at Texas Tech University from a minor to a major program, this presentation provides practical recommendations for HSIs seeking to grow their Chinese language programs. It proposes a comprehensive model addressing five key aspects: 

1. Securing strong administrative support at all levels 
2. Developing interesting and practical courses and programs 
3. Recruiting and promoting the program through culture-driven activities and events 
4. Fostering partnerships with local Independent School Districts 
5. Assisting students with internship and job opportunities 

Bio: Dr. Yanlin Wang is an Associate Professor of Practice and the Director and Coordinator of the Chinese Language Program at Texas Tech University. With over 20 years of experience teaching Chinese at universities in both China and the United States, she has made significant contributions to the field. Dr. Wang established the Chinese major program and the asynchronous online Chinese minor program at Texas Tech University. Her research and publications focus on technology-enhanced Chinese language teaching and learning, Chinese language acquisition and pedagogy, program and curriculum development, and community- and service-based language learning. In addition to her academic work, Dr. Wang is deeply committed to service learning and promoting Chinese language and culture in K-12 education and local communities. 

Katia Da Costa Bezerra and Antonio Bacelar da Silva (University of Arizona), Establishing a Portuguese Flagship Program in the Arizona Desert

Abstract: Dr. Da Costa Bezerra and Dr. Bacelar Da Silva will discuss the recently established University of Arizona Portuguese Language Flagship.  The project provides a dynamic undergraduate program for students aiming to attain professional-level proficiency in Portuguese while pursuing any major of their choice. Immersive learning opportunity equips graduates with a diversity of skills for careers in international business, engineering, law, government, corporate security, military, academics, and beyond.  The Language Flagship is dedicated to cultivating the next generation of global professionals proficient in Portuguese and equipped with profound cultural understanding. 

Bio: Dr. Katia da Costa Bezerra is the Associate Head of the Department and Professor of Professor of Spanish and Portuguese, and the Director of the recently established Portuguese Flagship Program at the University of Arizona. A native of Brazil, she earned her B.A. from the Universidade Federal Fluminense, Rio de Janeiro, followed by her M.A. and Ph.D. in Hispanic and Luso-Brazilian Literature and Linguistics from the University of Minnesota.  Her current research explores the ways in which a varied of artistic expressions are reshaping the city and redefining the everyday life of urban living. It focuses specifically on the tensions and contradictions that transverse society and the ways immigrants occupy physically and symbolically the city. She has published essays on Contemporary Portuguese, Brazilian and Lusophone African literature and cultures. Her theoretical approaches include questions on gender, space, nationhood, memory, urban space, and race. 

Bio:  Antonio José Bacelar da Silva’s primary research revolves around language, race, and anti-racism. He earned his Ph.D. in Linguistic and Sociocultural Anthropology from the School of Anthropology at the University of Arizona in December 2012. He also holds an MA in Second Language Studies from the University of Hawai’i at Manoa.  He is the Associate Director of the recently established Portuguese Flagship Program on Campus.   

Silva has studied several aspects of Afro-Brazilian antiracist socialization and anti-racist activism, with a particular interest in Afro-Brazilian’s continued exploration of blackness and political positionality in the context of mobilizations for racial justice in Brazil. Silva’s teaching and research interests also include social theory, qualitative research methods, language and culture, identity (race, gender, class), language ideology and inequality. 

Emma Trentman (University of New Mexico), Outreach for the Language Classroom

Abstract: In U.S. higher education, language learning, particularly of LCTLs, is frequently viewed as a nice add-on, rather than an essential part of an undergraduate education. This is reflected in diminishing language requirements, and their subsequent impact on language enrollments across the U.S. As a result, small language programs are frequently expected to create and maintain enrollments that meet university requirements without institutional support. This remains the case at HSI’s, despite the multilingual and multicultural background of many students, and the potential advantages this can provide in the language classroom.

In this presentation, I describe enrollment and recruitment efforts for language programs through the UNM Language Learning Center, with a specific focus on Arabic and other less commonly taught languages. These include a variety of outreach efforts through tabling, programming, and social media. I also discuss specific strategies for engaging student interest, including drawing on students’ existing multilingual and multicultural knowledge and creating communities in the classroom.

Bio: Emma Trentman is an Associate Professor of Arabic at the University of New Mexico and Director of the Language Learning Center. She is an Applied Linguist whose research examines 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.

Shuhan Wang (ELE Consulting International LLC), Advocating Language Education in the Age of AI: Strategies for Success

Abstract: This presentation shares two frameworks for language education: one is about engaging in advocacy, and the other is about developing a world language program in the age of artificial intelligence (AI). Advocacy is critical for a language program’s establishment and sustainability. It is labor-intensive and time-consuming. Having a framework as a guide, the efforts will produce beneficial and long-lasting results. Dr. Wang will share an ecological framework of language planning, policy, and advocacy she has developed and applied over the past few decades nationally and internationally. She will describe the ecosystem of the Chinese language field in the United States in 2024 as a case study. Subsequently, she will present a new framework for language education in the AI age and offer language planning, implementation, and advocacy strategies. Many examples are drawn from the Chinese case; however, the frameworks may shed light on other languages and their programs in multiple levels and settings. 

Bio: Shuhan Wang, PhD, is President of ELE Consulting International, LLC; Director of the Chinese Early Language and Immersion Network (CELIN); and Senior Advisor for Chinese Language Education at Asia Society. She serves on the Board of Advisors for the Global Seal of Biliteracy. She is the former Deputy Director of the National Foreign Language Center (NFLC) at the University of Maryland, Co-Principal Investigator for the STARTALK project, Executive Director of Chinese Language Initiatives at Asia Society, and Education Associate for World Languages and International Education at the Delaware Department of Education. As an advisor to the Singapore Ministry of Education from 2012 to 2024, she provided consultation on the design and creation of primary and secondary Chinese as Mother Tongue curricula and textbooks and professional development for staff and teachers. Dr. Wang has taught in and worked with PreK-12 and international schools, university Chinese language programs, Chinese heritage language schools, and teacher training programs in the United States and abroad. She is the lead author of several textbook series for PreK-12 Chinese language and immersion programs. She has written and published extensively on language planning and policy, heritage and world language education, teacher education and development, and curriculum and biliteracy development. Dr. Wang received her BA from National Taiwan University, an MA in Communication from Ohio State University, and a second MA in Bilingualism/TESOL from the University of Delaware. She received her Ph.D. in Educational Linguistics from the University of Pennsylvania. 

Matt Coss (George Washington University), Opening Doors or Blocking Paths? Buying In or Buying Out? Reflections on Recruitment and Retention in PK-16 Language Programs 

Abstract: In language programs across the United States, we are worried about enrollment numbers and student retention. Whether we are in grade school or postsecondary programs, our programs’ survival (and our jobs) depends on students using their limited resources (time, class schedule availability, interest, energy) to come and stay in our classes. We all work very hard to improve recruitment and retention, and sometimes despite this, our programs continue to struggle.  

In this talk, I will begin by asking some (perhaps intuitive, but surprisingly infrequently acted upon) questions about if and how we, as language programs, are learning about our students’ enrollment and unenrollment decisions. I will then share what I see as three critical opportunities for (1) early, (2) ongoing, and (3) transformative data collection practices, drawing on recent research on K-16 language program articulation and placement testing, as well as ongoing projects in different language programs.  

My goal in this talk is that attendees leave both with “things” (new tools and ideas) and “thinks”, reflections and updated thinking on how we might learn more about recruiting, supporting, and retaining diverse language learners in our different programs from PK-16

Bio: Matt Coss is a doctoral candidate in Second Language Studies (Michigan State University). Matt has also worked as a teacher of both Spanish and Mandarin as additional languages since 2011 and a language teacher educator since 2016. His research focuses on why people do and don’t learn languages other than English, how to optimize language learning and assessment, and the (potential) symbiotic relationship between L2 education, language teacher professional development, and applied linguistics research. Matt Coss has been a Chinese and Spanish teacher for 13 years. Prior to beginning his PhD, Matt also worked for 4 years at the National Foreign Language Center (University of Maryland) as a Second Language Specialist on the STARTALK project. Matt earned his BA in Hispanic Linguistics & Asian Studies from UNC Chapel Hill and his MA in SLA from the University of Maryland College Park. 

Dianna Murphy (University of Wisconsin–Madison), Empirical Research on the Reasons U.S. Undergraduates Do and Don’t Enroll in Language Courses 

Abstract: In this presentation, Dr. Murphy will share findings from empirical research on the value that U.S. undergraduate students place on proficiency in languages other than English (LOTEs) in terms of the students’ personal interests, their major(s), and their career plans; on the reasons those students give for enrolling – and not enrolling – in LOTE courses; and on the students’ perceptions of barriers to studying LOTEs at the postsecondary level. She will share the survey instrument used for the study, which workshop participants can modify and use to better understand the reasons that students do and don’t enroll in LOTE courses at their institution. 

Bio: Dianna Murphy (PhD, Slavic Linguistics) is director of the Language Institute at the University of Wisconsin–Madison, where she also co-directs the Russian Flagship Program. Murphy’s recent research explores undergraduate student perspectives on collegiate language instruction, the proficiency outcomes of LCTL programs, and the languages (not) represented by students earning doctoral degrees in languages, literatures, and linguistics in the United States. 

Mahmoud Azaz (University of Arizona), Arabic Language Variation in Content-based Instruction: Learner Dialects as Assets

Abstract: In this presentation, I will talk about how to integrate Arabic dialects in a content course that focuses on Arabic variation. It is common for students to study about Arabic variation in English. The pedagogical philosophy of this course is that as learners advance, they study about Arabic variation in Arabic. Across seven modules, learners study about language variation from linguistic, sociolinguistic, and discourse perspectives. They study advanced texts present the linguistic features of Standard Arabic and the dialects as well as Arabic diglossic nature and models. As students navigate these texts, they use transdialecting in the discussions. Also, through crossdialectal comparisons, course activities challenge the learners to contrast linguistic features in multiple Arabic varieties. In addition, course activities and material scaffold the learners to discover and analyze aspects of dialectal variation in multiple genres such as political speeches and short stories. The course bridges the gap between language and content and acknowledges Arabic dialects as legitimate forms of Arabic that enrich learner knowledge of Standard Arabic.    

Bio: Mahmoud Azaz is Distinguished Fellow, Director of the Center for Middle Eastern Studies (a National Resource Center) and Professor of Arabic & Second Language Acquisition at the University of Arizona. He holds a PhD with Distinction in Arabic SLA, and his scholarship focuses on applied linguistics of Arabic from linguistic and sociocultural perspectives. His current national leadership includes the Executive Director of the Arabic Linguistics Society in North America and a member on the Executive Committee of the Applied Linguistics Forum at the Modern Language Association.  

Stephen Luft (University of Pittsburgh), Working for Program Retention in K-12 and College Levels: Lessons from Japanese Program Advocacy 

Abstract: In this presentation, Dr. Luft will discuss his experiences with advocacy and Japanese language programs, with a focus on retaining programs that are already established. He will focus on various factors that can affect administrators’ decision making, including student enrollment, teacher availability, program reputation, program integrity, and financial concerns. He will also discuss various potential options for strengthening a program at both the K-12 and the college levels, which include building the program’s reputation, enhancing the program’s structure, seeking support from national and local organizations, and obtaining supplementary funding. He will supplement this discussion with experiences he has had as a teacher of immersion high school Japanese, as Director of Undergraduate Studies in the Department of East Asian Languages and Literatures at the University of Pittsburgh, and as Vice President of the American Association of Teachers of Japanese. 

Bio: Stephen D. Luft currently serves as Teaching Associate Professor and Director of Undergraduate Studies in the Department of East Asian Languages and Literatures at the University of Pittsburgh. He holds a B.A. in Japanese from Brigham Young University and M.A. and Ph.D. degrees in Japanese language pedagogy from The Ohio State University. He has taught Japanese at High School, Community College, and College levels. He currently teaches courses in Japanese language and Japanese pragmatics. He is a co-author of Action! Japan: A Field Guide to Using Japanese in the Community and NihonGO NOW!: Performing Japanese Culture. He also currently serves as Vice President (post-secondary) in the American Association of Teachers of Japanese. 

Jiwon Hwang (Stony Brook University), Fostering Engagement and Retention in East Asian Language Programs Through Intercultural Reflective Teaching

Abstract: This presentation explores the challenges and opportunities in teaching East Asian languages (Chinese, Japanese, Korean) at a diverse university in the United States. Grounded in the sociocultural framework of second language acquisition (Douglas Fir Group, 2016), our study employs a mixed-methods approach to analyze student language learning experiences. Our findings reveal that students face multifaceted challenges shaped by societal, cultural, and communicative barriers, which, if unaddressed, can hinder their language learning and retention in the program. 

In response to these findings, we implemented an interculturally-oriented pedagogical intervention across the three language courses. This intervention aimed to transform performance-focused language teaching into an intercultural reflective practice, encouraging students to critically navigate and reflect on the socio-cultural issues and contexts related to their language learning. This presentation will discuss the principles guiding the intervention, its impact on student engagement, growth, and empowerment, and its effectiveness in promoting student retention. By providing students with an interactive, authentic, and culturally-responsive learning environment, the intervention not only addresses immediate learning barriers but also fosters long-term commitment to language study. 

Bio: Jiwon Hwang is an Assistant Professor and the Director of Asian Languages at Stony Brook University. Her research focuses on intercultural communication in the context of language teaching and learning, Korean language pedagogy, Korean linguistics, and speech production and perception. Her scholarly work has been published in prominent journals such as Language and Speech, Foreign Language Annals, Journal of Memory and Language, and Bilingualism: Language and Cognition.

Robert Godwin-Jones (Virginia Commonwealth University), Generative AI, Authenticity, and Less Commonly Taught Languages 

Abstract: The ability of AI to generate language that resembles closely human-produced speech has led to claims that AI chatbots can “facilitate an authentic, interactional language learning environment” (Chiu et al., 2023). The suggestion here (and in other publications) is that AI output is linguistically authentic enough to supply appropriate learning content, even substitute for human interlocutors. That seems an ideal match for LCTL contexts, where good learning materials are often hard to come by. However, that view ignores the process used by AI systems to reproduce language and the limitations of that process for the linguistic features and cultural content of its output. The statistical model of language in AI lacks the sociocultural grounding humans have through sensorimotor interactions and from simply living in the real world. Moreover, the training data for AI systems is biased, based on Western, largely English language sources. Studies of AI’s capabilities to engage in culturally appropriate (pragmatic) language use have shown significant limitations. While AI systems can gain pragmalinguistic knowledge and learn appropriate formulaic sequences through the verbal exchanges in their training data, they have proven to be much less effective in sociopragmatic engagement, that is, in generating contextually acceptable speech reflecting an interlocutor’s state of mind, intentions, and emotional status. That limits their usefulness as conversation partners for intermediate/advanced learners. At novice levels, AI chatbots offer considerable benefits, especially in contexts in which local/digital peers are unavailable. For all learners (and teachers), critical AI literacy is needed to have realistic expectations of what AI can provide.  

Bio: Robert Godwin-Jones, Ph.D., is Professor in the School of World Studies at Virginia Commonwealth University (VCU). At VCU he has served as Chair of the Department of Foreign Languages, Director of the Instructional Development Center (Office of Information Technology), and Director of the English Language Program (Office of International Education). He has served as a guest lecturer at universities in China, France, Germany, Vietnam, and India. His research is principally in applied linguistics, in the areas of language learning and technology and intercultural communication. He writes a regular column for the journal Language Learning & Technology on emerging technologies. Robert has published five books and over a hundred articles and book chapters, as well as regularly presenting at international conferences. OCID: 0000-0002-2377-3204

Shuai Li (Georgia State University), Feasibility of Developing a Small Language Model for Assessing Request Production in L2 Chinese

Abstract: Pragmatic competence, a key aspect of communicative language ability, involves using language appropriately in social contexts. Traditionally, assessing pragmatic production, such as speech acts, has relied on human raters, which can be time-consuming and prone to inconsistencies (Li et al., 2019). Recent advancements in Natural Language Processing (NLP) have introduced new possibilities for improving language assessment (e.g., Li, 2023). With the rise of generative AI since 2017, there is potential for further progress, though no studies have yet examined how such technology could assess pragmatic competence. This study takes a first step in this direction.

While large language models (LLMs) could assess pragmatics, they were not designed specifically for this task. To address this, we developed a small language model (SLM) tailored to evaluate request production in L2 Chinese. The model was trained on 440 request utterances produced by 22 native Chinese speakers; we also provided the model with a 5-level rating criteria. We then tested the model on 1,240 request sequences from 62 American learners of L2 Chinese, comparing the SLM’s ratings with those of human raters. Our findings, including the model’s efficiency, offer insights into training AI models for assessing L2 pragmatic competence.

Bio: Dr. Shuai Li is Professor of Chinese, Director of Undergraduate Studies, and Chinese Program Coordinator in the Department of World Languages and Cultures at Georgia State University. Dr. Li’s research interests include second language acquisition of Chinese, interlanguage pragmatics, and teaching Chinese for specific purposes. His most recent edited book is Pragmatics of Chinese as a Second Language (2023, Multilingual Matters). He has co-edited two other books: Classroom research on Chinese as a second language (2019, Routledge), and Engaging language learners through technology integration: Theories, applications, and outcomes (2014, IGI Global). In 2017, he served as a guest editor for a special issue focusing on the pragmatics of Chinese for the journal Chinese as a Second Language Research. His research articles have appeared in SSCI journals including Language Learning, The Modern Language Journal, Language Testing, Language Teaching, Studies in Second Language Acquisition, System, Language Assessment Quarterly, and Pragmatics and Cognition.

Farid Saydee (Mentoring International), Transforming Language Education: Introducing Cutting-Edge Dari and Pashto Textbooks for Adult Learners of All Levels 

Abstract: This session will focus on best practices in language learning and cultural awareness, with an emphasis on research-based methodologies and innovative program delivery. The speaker will showcase a three-year project, funded by the U.S. Department of Education through an International Research and Studies Program (IRSP) grant, dedicated to significantly enhancing the teaching and acquisition of Dari and Pashto. The presentation will delve into the linguistic phenomenon of diglossia, highlighting its importance in these languages, and offer practical strategies for transitioning learners from colloquial to formal language forms. These approaches will equip learners with the necessary skills to navigate and communicate effectively across diverse linguistic and cultural contexts. Educators and curriculum developers will gain valuable insights into promoting both linguistic proficiency and cultural competence. 

Bio: Dr. Farid Saydee is an Adjunct Professor at Kean University’s School of Curriculum and Teaching and the founder of Language Mentors International, a consultancy specializing in educational services across the U.S. A native of Afghanistan fluent in both Dari and Pashto, Dr. Saydee launched one of the nation’s leading Dari and Pashto programs at San Diego State University in 2008. His extensive contributions include curriculum development for multiple world languages, leading STARTALK teams, authoring several textbooks in Pashto and Dari, and publishing scholarly articles. He also serves as the ILR OPI Testing and Quality Assurance Program Manager at ACTFL. 

Christian Ruvalcaba (University of California Santa Cruz), Indigenous Language Revitalization and Spanish Programs in HSI’s

Abstract: This presentation will talk about the Opata Nation’s efforts to recover and revitalize their culture and language as well as the connections between this effort and universities with a Hispanic Serving Institutions (HSI) designation. The presentation will describe the transnational and multilingual group of people who identify as Opata and/or Opata descendants and who keep in touch and collaborate through various technologies. The presentation will also discuss potential roles of HSIs in this and similar efforts, specifically in connection to Spanish as a heritage language programs. This presentation will describe these revitalization efforts and connections within the context of the borderlands. From this perspective, the revitalization process is a process of undoing or challenging some of the inequalities introduced into local communities by the border. Through these cross-border dialogues, exchanges, and collaborations, this effort to unify, gain visibility, and revitalize the Opatan language and culture contribute to the unraveling of the border and the narratives that sustain it. 

Bio:  Dr. Christian Ruvalcaba is an Assistant Professor of Languages and Applied Linguistics and Director of the Applied Linguistics program at the University of California, Santa Cruz. He received his PhD in Second Language Acquisition and Teaching, an interdisciplinary program at the University of Arizona. His research has focused on language theory, language and the border or other contested spaces, as well as language and maintenance. In the past, he has assisted in the development and implementation of several research and community-based borderlands projects and programs. Since 2019, he has been involved in a binational and interdisciplinary revitalization effort of the Ópatan languages, a group of dormant Indigenous languages in northern Mexico. He grew up in the Arizona-Sonora Borderlands, an experience that informs his work and interest in language in the U.S-Mexico borderlands.