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; Department of Middle, Secondary and K12 Education)
Description: The American Council on the Teaching of Foreign Languages (ACTFL) designated six core practices that are critical for effective language teaching because they support students’ language development and occur frequently in instruction across contexts. These practices include: Facilitating target language comprehensibility, Guiding learners through interpreting authentic resources, Designing oral interpersonal communication tasks, Planning with backward design model, Teaching grammar as a concept and use in context, and Providing appropriate oral feedback.
In this workshop, participants explored these six core practices and the research base of each one. They dove deeply into two of these practices, Guiding learners through interpreting authentic resources and Designing oral interpersonal communication tasks. Participants engaged in activities that foster their understanding of how to choose appropriate authentic texts and ways to check students’ understanding of those texts. They also developed and shared oral interpersonal communication tasks that foster spontaneous communication and negotiation of meaning. Participants left this workshop with a variety of interpretive and interpersonal communication tasks that they could immediately carry out in their classrooms.
Bio: Kristin Davin is the Director of Foreign Language Education at the University of North Carolina at Charlotte. She earned her PhD in Foreign Language Education at the University of Pittsburgh. Before becoming a professor, she taught Spanish at the high school, middle school, and elementary school levels. Dr. Davin’s research focuses on second language development and assessment, language teacher preparation, and the Seal of Biliteracy. Her work has appeared in journals such as Foreign Language Annals, Bilingual Research Journal, Modern Language Journal, and Language Teaching Research. She has been the recipient of two ACTFL Research Priorities grants.