Flagship Teacher Training Series, May 26 – June 5 (participants applied and were accepted into the program in April), and two independent workshops on June 5 and June 6.
Friday, June 5
Engaging K-12 Students in Global Children’s and Adolescent Literature
9:00 a.m. – 2:00 p.m.
Worlds of Words, Room 453, College of Education
Presented by Dr. Kathy Short and CERCLL’s Global Cultures Project Language Consultants, Mi-Kyoung Chang, Junko Sakoi, and Naya Feller
This workshop introduces K-12 classroom teachers and librarians to global children’s and adolescent literature and response strategies for engaging readers thoughtfully and critically with these books. Our focus will be on books set in a range of global settings that immerse readers in the ways of thinking and living within that culture. Literature provides a way to go beyond a tourist stance of only gaining surface information about a culture. Participants will try out various response strategies and have time to browse and read books from a range of global cultures, including books from recent award lists for outstanding international literature. We will also introduce the Language and Culture Book Kits and the Global Story Boxes and international consultants will be available for anyone who is interested in pursuing these options in their schools.
This workshop is intended for K-8 educators but High School teachers are also welcome to attend. However, 9-12 teachers should be aware that the books focus upon adolescent literature rather than adult classics.
Saturday June 6
Reality Games for Native Languages: ARIS 2.0
9:00 am to 4:30 pm
Rolando Coto Solano will show you how to make your own iPad or iPhone game incorporating traditional ecological knowledge, using the ARIS 2.0 platform.
This workshop is presented in collaboration with the American Indian Language Development Institute (AILDI), and displays the results of the NSF Cyberlearning grant awarded to Jon Reinhardt and Susan Penfield.
Rolando Coto Solano is a doctoral candidate in Linguistics at the University of Arizona. He has previously taught classes for AILDI on how to combine technology into bilingual curricula (2012) and how to make apps for Indigenous languages (2014).
Registration was free through the AILDI website.
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Flagship Teacher Training Workshops
CERCLL and the Arizona Arabic Flagship received a Flagship Teacher Training Workshop grant to fund the summer workshop series:
Innovative Technologies for Advanced Language and Cultural Learning: A Workshop for Language Teachers.
The two-week series was held on the University of Arizona campus from May 26th to June 5th, 2015.
For Project GO and Flagship educators:
Air travel, lodging and per diem was covered by the grant for participants affiliated with the Project GO and Flagship programs who are accepted into the workshop series.
For participants NOT affiliated with Project GO and the Flagship program:
The second week of the workshop series–June 1st to 5th–was open to all language educators. Registration was free, but prospective attendees had to apply to be accepted into the program; the deadline was April 13, 2015. CERCLL’s scholarships cover lodging and per diem (for participants coming from outside Tucson) and up to $400 in travel costs for full-time language teachers, language faculty and graduate students accepted into the workshop program. The workshops took place on the University of Arizona campus; transportation was arranged between there and the Lodge on the Desert, where sleeping accommodations were arranged.
Prospective participants completed the online application form in which they were asked to provide identifying information, details about the courses they teach, and the name and email address of the person who can confirm their eligibility status, i.e., Principal (for K-12 teacher applicants), Department Head (for applicants who are faculty of an Institution of Higher Education) or Advisor (for Student applicants). They also described the language program in which they teach and explained how attending these workshops would help them and their students in their acquisition of language skills (maximum 400 words) and described their experience with curriculum development and with using technology to teach language (maximum 300 words).
The application submission deadline for these applicants passed on April 13th, 2015.
The Flagship Teacher Training workshop grant is administered by the Institute of International Education (IIE) and funded by the National Security Program (NSEP).
Flagship Workshop Schedule, May 26-June 5
Workshops took place between 9 am and 4 pm each day. The program was structured so that participants will be provided time and guidance to use what they have learned to create materials that apply specifically to their own classrooms. Except for the first day when the schedule opens with coffee, the daily structure was as follows:
| 9-10:30 | Workshop |
| 10:30-10:45 | Coffee Break |
| 10:45-12:30 | Workshop |
| 12:30-2 | Lunch Break |
| 2-4 | Workshop |
There was an opening reception on the evening of May 26th and a closing reception on June 5th, with some informal evening discussions on other days throughout the programme. Sunday May 31st was a free day intended for people to work on their materials by themselves.
Week 1: May 26 – May 30
Integrating Technology to Effectively Build Advanced Linguistic and Cultural Proficiency
May 26
Setting the Scene: Technology and SLA – Potential Roles for Flagship and Project GO, Introduction
Sonia Shiri (University of Arizona)
May 26-27
Promoting Linguistic, Cultural and Symbolic Competencies with Filmclips
Mark Kaiser (University of California Berkeley)
You can download the PPT and the Guidelines for Creating Clips
This workshop focuses on filmclips and consists of the following three parts:
“Film in the Foreign Language Curriculum” (Lecture and Discussion)
This session discusses the use of film and film clips in the foreign language curriculum. After a brief overview of why film should be (and historically has not been) a centerpiece of the curriculum, this presentation focusses on film’s potential for developing students’ linguistic, cultural and symbolic competencies, identifying specific tasks that can be employed in the classroom and as homework. The session concludes with an overview of the Berkeley Language Center’s Library of Foreign Language Clips.
“Working with Film Clips” (Workshop)
In this workshop participants explore the LFLFC. They will learn how to search for clips corresponding to a thematic unit or speech function, to annotate the clips, and incorporate them into a lesson plan. Participants create their own lesson plans in small groups and at the end of the session they will share it with the larger group.
“Creating Clips” (Lecture and Workshop)
This session demonstrates how the LFLFC can be used to create new clips, focusing on techniques for cutting clips (length, scene capture, overlaying clips) and tagging clips (clip title, tags for spoken vocabulary and cultural, linguistic, and discursive content, clip description, year portrayed).
May 28
Interpreting Digital Images: Fostering Critical Media Literacy in the Foreign Language Classroom
Beatrice Dupuy, Kristen Michelson and Elyse Petit (University of Arizona)
The 21st Century Skills Map for foreign language learning foregrounds the need for students to be able to construct meaning around representational forms found in digital media. A Pedagogy of Multiliteracies (ML) offers a useful framework for structuring learning tasks which aim to foster interpretation of messages in multimedia texts, and develop critical media literacy through understanding of codes and conventions, values and viewpoints. In a ML perspective, skills are seen as complementary processes, where writing and speaking facilitate reading, listening, and viewing of digital images. Presenters demonstrate the teaching and learning of these interrelated skills using an ML framework in service of promoting critical media literacy by presenting a module on contemporary identities in France in which digital infotexts, cartoons, and posters are central, and by sharing sample instructional tasks as well as student artifacts and reflections. Finally, they engage participants in designing ML tasks for a lesson to use in their own contexts.
May 29-30
Learning Tools, Social Media and Intercultural Communication in the 21st Century
Mohamed Ansary (University of Arizona)
Participants in this workshop explore a variety of strategies and technology-based tools that are designed to build students’ communication skills and to encourage personal responsibility for learning within the language classroom. These strategies are closely tied to the application of 21st Century Skills with a focus on Critical Thinking, Communication, Collaboration and Creativity. Participants also explore ways to become globally connected educators and support their students gain intercultural competence.
Week 2: June 1 – June 5
New Literacies in the L2 Classroom: Developing Advanced Language Users through Digital Media
June 1
Hybrid L2 learning: Lessons Learned and Helpful CALL Tools
Robert Blake (University of California, Davis)
New technologies are increasingly part of today´s L2 curriculum, creating a need for all language professionals to become aware of what lessons have been learned with respect to CALL and what tools are available. This session presents the curricular components for implementing a hybrid or completely virtual L2 course and showcase several CALL tools that can be used to advantage by L2 learners.
June 2
Developing Digital Game-mediated L2 Literacies
Jonathon Reinhardt (University of Arizona)
This workshop focusses on the activity of digital game adaptation and design as a means of developing L2 literacies, for both instructors and learners. Participants begin by exploring a variety of digital game types and learn about creating game-enhanced L2 learning activities with commercial and educational games using the literacies framework developed as part of CERCLL’s Games to Teach project. Participants learn about the concept of game-mediated literacies as comprised of system, play, and design literacies, and as a way of interacting with, through, and about the L2. Participants then are introduced to several new user-friendly online digital game makers that can be learned by teachers to make games for their students, and for learners to make their own games for L2 learning, thereby developing the literacies that potentially afford better L2 learning.
June 3
Maximizing the Pedagogical Implementation of Social Networking Sites
Osman Solmaz (University of Arizona)
The goal of this workshop is to familiarize participants with the ways they can harness the potential of social networking sites (SNSs) for L2 teaching and learning. The session starts with an introduction to a variety of interactive web technologies particularly focusing on SNSs, the theoretical and practical research on SNSs in educational contexts. Following this section, theoretically and practically sound ways of SNS integration into the language classroom are introduced, and participants have a hands-on experience on these activities in the workshop. After the introduction of a pedagogical guideline developed for the integration of interactive web tools into L2 classroom, participants develop their ideas and sample activities for their learners and themselves. Overall, this workshop contributes to the professional development of participants by assisting them to better understand the nature of SNSs and how their potential can be maximally harnessed.
June 4-5
Improving L2 Literacy with Social Reading Tools
Carl Blyth (University of Texas at Austin)
Today, e-reading devices allow users to comment on a text and to share those comments with others. The result is a new literacy practice called digital social reading. In brief, digital social reading is the act of sharing one’s thoughts about a text with the help of tools such as social media and collaborative annotation. Luks (2014) defines this type of reading as an “Internet-based activity in which a group of people collaboratively reads, annotates and comments upon a shared text; in more language-teaching parlance, one could say that it constitutes a during-reading activity” (p. 8). This workshop describes and demonstrates the pedagogical affordances of social reading. In order to understand more fully these pedagogical affordances, audience members will interpret various online texts using eComma, a free web-based application for social reading. Participants also become familiar with other free Internet technologies that promote “any time, any place” reading.
Presenters' Short Biographies
Dr. Mark Kaiser has served as the Associate Director of the Berkeley Language Center (BLC) at UC Berkeley since 1996 and is Lecturer of Russian. He received his Ph.D. from the University of Michigan in Slavic Linguistics. His activities at the BLC have included the creation of computerized formative tests for first-year Russian, digital preservation of the audio field recordings of Native American languages, and the Library of Foreign Language Film Clips (LFLFC). Working with Claire Kramsch and Rick Kern, he has been involved with the curricular research projects of more than 100 graduate students and lecturers since 1996.
CERCLL Co-Director Beatrice Dupuy is Professor of French and Foreign Language Education at the University of Arizona. As Director of the French Language Program she supervises an instructional team of 15 graduate assistants and adjunct lecturers and is Chair of the SLAT Pedagogy and Program Administration Sub-Committee, which is the largest track in SLAT with around 55 current students. Since 2007, she has served as the co-director of CERCLL. Dr. Dupuy teaches a number of courses in SLAT including seminars in FL methods, FL/L2 literacy, and language learning in study abroad contexts. Together with her colleague Dr. Robert Ariew (Director of SLAT program, UA), Dr. Dupuy has developed a first year French textbook. She has a coauthored book entitled A Multiliteracies Framework for Collegiate Foreign Language Teaching, which was published by Pearson Higher Education in January 2015. CERCLL’s PErCOLATE project, which she co-coordinates with Dr. Heather Allen in the current grant cycle, laid the groundwork for this book.
Kristen Michelson is a doctoral candidate in the interdisciplinary program in Second Language Acquisition and Teaching (SLAT) at the University of Arizona. Her research interests center around multiliteracies approaches to culture and language teaching, teaching French as a foreign language, experiential learning, digital literacies, teacher professional development, and discourse approaches to intercultural communication.
Elyse Petit is a doctoral student in Second Language Acquisition and Teaching at the University of Arizona. Her research interests focus on the implementation of the multiliteracies and critical media literacy frameworks to foster language learning and cultural awareness through the lens of social justice and human rights. She is also interested in teacher training, and SLA in study abroad contexts.
Mohamed Ansary is an Arabic instructor in the Department of Middle East and North African Studies at the University of Arizona. He is a leading member of the instructional support team for the Arizona Arabic Flagship Program. Ansary began working as an instructor for intensive Arabic programs in 2007. In 2009 and 2010, he taught for the federally-funded, Critical Language Scholarships Program (CLS). In 2008 and 2009, he also worked as an instructor for Concordia Language Villages, Concordia College, where he still presents annually at its workshops for k-12 Arabic teachers. His presentations focus on pressing pedagogical issues including: the application of 21st century skills in the Arabic language classroom, the assessment of functional abilities of Arabic language learners, the use of innovative technology in the classroom to develop language proficiency and the development of intercultural competence. His research interests include social media and L2 development, instructional technology and integrating culture into the language curriculum.
Robert J. Blake is professor of Spanish linguistics at the University of California, Davis and founding director of the UC Language Consortium (http://uccllt.ucdavis.edu). He has published widely in Spanish linguistics (diachrony, syntax, and applied linguistics) and CALL (Computer Assisted Language learning). In 2008, Georgetown University Press published his book Brave New Digital Classroom; a second edition was released in 2013. He developed an online first-year Spanish course and helped to produce a similar online offering for Arabic. In 2004, he became a member of the North American Academic of the Spanish Language, making him a corresponding member of the Royal Spanish Academy. He served as vice president of CALICO in 2012.
Dr. Jonathon Reinhardt is Associate Professor of English, SLAT faculty member, and Director of the UA’s English Language & Linguistics Program. He is a fluent speaker of German and advanced speaker of Japanese. At UA’s Center for Educational Resources in Culture, Language, and Literacy, he is Co-coordinator of the biennial Digital Literacies Symposium, he was Co-director of the Games2Teach Project, and will be Director of the Games4Literacies Project starting in 2016. He is also PI on a grant from the National Science Foundation to develop mobile games for tribal languages in Arizona. Dr. Reinhardt’s research interests are in technology and L2 (second/foreign language) pedagogy, specifically digital gaming, digital literacies, social networking, and technology-mediated interaction. He has led numerous workshops and is the author of numerous articles on technology and language teaching, and is the coauthor (with Julie Sykes, Director of CASLS at the University of Oregon) of Language at Play: Digital Games in Second and Foreign Language Teaching and Learning, published by Pearson.
Osman Solmaz is a PhD candidate in the Interdisciplinary Program of Second Language Acquisition and Teaching (SLAT) at the University of Arizona. His main research interests include computer-mediated communication, pedagogical implementation of new media in language classrooms, digital literacies, multilingualism, and language teacher education. Solmaz’s dissertation research explores how international graduate students in the United States employ new media literacies to participate in online social networks and contribute to the superdiversity of these networks, while positioning their identities through transcultural content. Osman has conducted research on the role of social networking sites in the creation of a community of inquiry among pre-service language educators. In a recent pilot study, he found that the use of hashtags had the potential to assist language learners to affiliate themselves into ambient communities of target language speakers on Twitter, thus creating numerous opportunities for meaningful interactions.
Dr. Carl Blyth is Associate Professor of French Linguistics and Director of the Center of Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin. His research includes computer-mediated discourse, corpus linguistics, cross-cultural and intercultural pragmatics, interactional sociolinguistics, and pedagogical grammar. He has published on metalinguistic awareness, native and non-native role models for language learning, narrative discourse, pedagogical norms, stance taking in interaction and open models for educational publishing. A proponent of Open Education, he is developing an open-source application for annotating texts to facilitate collaborative approaches to L2 reading. He is the former series editor of Issues in Language Program Direction.