LaTeS: Language Teacher Symposium
CERCLL hosts a biannual day-long symposium at which K-12 language teachers can share ideas and issues that are specific to their community. Arizona Continuing Education is available.
CERCLL is grateful to the University of Arizona’s College of Humanities for its contribution to LaTeS.
Fall 2019 LaTeS
Genre Matters in Contextualized World Language Learning
Presented by Francis John Troyan (The Ohio State University)
Saturday November 16, 2019, 9.a.m. to 4 p.m.
Location: University of Arizona campus
Registration opens in September.
A certificate for 6 hours of Arizona Continuing Education will be provided to attendees.
The event is free to attend (including lunch), but registration is required.
As global assessment frameworks the ACTFL Proficiency Guidelines, the World-Readiness Standards for Language Learning, and the Can-Do Statements have helped teachers to shift instruction and assessment toward functional ability in the target language. However, these frameworks do not describe the specific linguistic and organizational features of communication in context.
Situated within the recent scholarship on contextualized, task-based performance assessment and instruction of world languages that addresses the Can-Do Statements, this workshop introduces participants to a genre theory and pedagogy that views spoken and written texts—all instances of communication—as genres that can be made visible and systematically taught to students. Participants will learn how to integrate genre into a backward design (Wiggins & McTighe, 2005) approach for the assessment and instruction of a world language that is centered on the development of the learner’s ability to communicate in written and spoken genres.
Bio: Francis John Troyan is Assistant Professor of World Language Education at The Ohio State University (OSU) in Columbus. A former classroom teacher of French, Spanish, and ESL, his teaching and research focus on world language teacher development, genre and functional linguistics in K-12 world language education, and teacher practices in dual language immersion education. His research has appeared in Teaching and Teacher Education, International Multilingual Research Journal, The Canadian Modern Language Review, Foreign Language Annals, and Language and Sociocultural Theory. He is a co-author of Implementing Integrated Performance Assessment.
Kristin Davin, Strengthening your Core: Practices to Support Students' Language Development. Spring 2019 LaTeS, April 6: Strengthening your Core: Practices to Support Students’ Language Development Presented by Kristin Davin (University of North Carolina at Charlotte;...
Jacque Van Houten, Leveraging the Power of the Language and Intercultural Can-Dos; and Donna Clementi, Planning with the End in Mind: Performance toward Proficiency. Fall 2018 LaTeS, November 3: Leveraging the Power of the Language and Intercultural Can-Dos Presented...
Pamela Wesely, Social Justice in the Language Classroom: A New Lens on Learning; and Toni Theisen, Activating Communication: Designing Learning and Creating Meaningful Assessments. Fall 2017 LaTeS Social Justice in the Language Classroom: A New Lens on Learning...
Jennifer Wortzel, Learning Stations: From Impact to Application; and Brenda Gaver, You don't Need to be High Tech to get your Students Engaged! Fall 2016 : Learning Stations: From Impact to Application Presented by Jennifer Wortzel (Basha High School, Chandler,...
Nicole Naditz, Technology Tools that Build Language and Interculturality; and Laura Terrill, Planning for Learning: Effective Unit and Lesson Design. Fall 2015: Technology Tools that Build Language and Interculturality Participants joined an award-winning world...
The first LaTeS event took place on March 8, 2014, on the University of Arizona campus in the Integrated Learning Center (ILC) room 119, 9 a.m. to 4:30 p.m. A certificate for 7 hours of Continuing Education was offered. Speakers in 2014 were: Carmen King de Ramírez,...