June 2nd – 3rd
Exploring Universals in the Reading Process
Presenters: David Yaden; Yetta Goodman; Kenneth Goodman; Yueh-Nu Hung; Koomi Kim; Mieko Iventosch; Misun Kim; Shaomei Wang
This two-day workshop will focus upon the reading process and comprehension of written texts in English, Chinese, Japanese, and Korean from a psycho-sociolinguistic, transactional point of view.
Day 1 will be focused upon drawing out general principles of literacy learning from a well-known theoretical model of reading developed initially for English speakers; it will benefit instructors of all languages. In Day 2, through keynote presentations, small group discussion, and poster displays, workshop participants will engage with other K-16 language researcher/educators in exploring the development of L1 and L2 literacy in several major Asian language groups and the influence of differing linguistic structures, orthographies, rhetorical organization and culture upon the reading process.
Workshop products will include a manual of reading strategy lessons; a bibliography of written materials, websites and other resources that can be used in the teaching of reading of Chinese, Japanese, and Korean.
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June 3rd
Teaching Portuguese to Spanish-Speaking Learners (L1, L2 and Heritage): A Structured/Enhanced Input Approach
Presenters: Ana Carvalho; Juliana Luna Freire
Building on the language skills of Spanish speakers (native speakers, heritage speakers, FL/SL learners of Spanish), this project focuses on teaching Portuguese through the early introduction of reading authentic texts. It provides a rich source of authentic materials for Portuguese teachers and learners through a website offering both classroom tasks and web-based language learning materials online. By using learning tools available on the web, the tasks are designed so as to enhance learners’ exposure to authentic input in the target language and draw learners’ attention to form and how structural aspects of the target language differ from Spanish. Authentic texts, arranged in thematic units, are compiled and placed online. This project also develops a wide range of computer-assisted language learning (CALL) tasks for learners of Portuguese placed on a website for this purpose.
This workshop aims at familiarizing grade 9-16 teachers with the web-based products. In the first part we will present the theoretical framework on which this project is based, and in the second part we will pilot the activities in small groups and follow up with discussions about their application to the Portuguese classroom.
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June 4th
Developing Foreign Language Courses Using A Multiple Literacies Approach
Presenter: Heather Willis Allen.
Foreign language curricula often separate courses focused on language, cultural studies, or literature; however, this practice has been called into question by scholars in recent years and was criticized in the 2007 MLA Report “Foreign Languages and Higher Education: Structures for a Changed World.” This workshop, designed for teachers faced with the challenge of developing integrated foreign language courses, features:
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An overview of key theoretical concepts related to New Literacy Studies and their relation to foreign language teaching and learning
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An illustration of what a pedagogy of multiple literacies entails for designing classroom instruction and assessment of language-learning outcomes
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Hands-on activities to guide workshop participants in designing (or re-designing) a foreign language course using a multiple literacies approach
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June 5th
Technology and Language Instruction: Web 2.0, Social Networking, Interactive Audio and Video Explained!
Presenters: Garry Forger; Wayne Brent; Justin Lebreck
This workshop will provide demonstrations and hands-on practice with technology tools for language teaching. We will discuss choosing the right tool for each task, integrating curriculum requirements with technology use, and provide strategies for using technology to supplement the language learning experience. Two University of Arizona projects will be emphasized (COHChat and OLÉ). The workshop will concentrate mostly on systems that are freely available over the internet. Sometimes referred to as Web 2.0 tools, there are many free online applications that instructors can use. In these times of tight budgets it becomes even more valuable that we can use free web-based tools to enhance the language learning experience.
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June 15th – 16th
Web 2.0 — Interactive Technologies in the World Language Classroom
Presenter: Karen Philabaum-Maginnis
This workshop will be a survey to explore the learning possibilities in these current trends during the morning sessions. The afternoon development sessions provide each participant the opportunity to explore and (co-)create a lesson using the most intriguing tools. We will survey: blogs, virtual storytelling, social networking for teachers and for students, personalized web portals, social bookmarking, YouTube, TeacherTube and SchoolTube, podcasting (audio and video), course (content) management software, plus some interesting extras if time allows. At the end of this workshop, participants will have co-created and published one or more pedagogical use for each of the tools, as well as a whole or partial real-world lesson which incorporates one of more of the elements learned each day. All sites and steps will be provided in reference materials which may be either printed or accessed online. This workshop provides an opportunity to create a learning community which will hopefully continue to collaborate and flourish after the workshop concludes.
Picture it: Clarice DuPont gets to school on Monday morning. She logs into her computer and goes to her personalized web page. There waiting for her are the links that allow her to play her students’ weekend speaking assignment. She comments on their work, and then goes to grade the interactive online family albums from another class. This workshop will explain how Clarice does it!
Purpose: Interactive and co-created workshop in which educators create a continuing small learning community and inspire each other to incorporate some Web 2.0 technologies in their own and their students’ learning experience.
Morning sessions: At the end of these sessions, participants will be able to co-create and publish one or more pedagogical purpose for the presented technology tools. The presenter will demonstrate how each tool works and the workshop participants will work in small groups to brainstorm (and record in the workshop’s blog) all possible ways this tool could enhance their students’ understanding and learning. Participants will be encouraged to discuss and question what they learned during their lunch break and then post questions on the ‘Pending Inquiries’ board after lunch.
Afternoon sessions: Participants will collaborate, create and publish a whole or partial real-world lesson which incorporates one or more of the technologies from the morning session. Participants will be grouped by areas of (tool) interest, explore the morning’s postings and create a whole or partial lesson which incorporates one or more of these ‘new’ technologies. The lesson and URL of their creation will be posted on the workshop’s blog.
Presenters' Short Biographies
Presenters’ short biographies
Kenneth S. Goodman, Professor Emeritus, University of Arizona
Kenneth Goodman, Ed.D., is Professor Emeritus at the University of Arizona. He is a practical theorist, researcher and teacher educator whose work has changed our understanding of literacy processes, how they are learned, and how best to teach them. His sociotransactional theory of the reading process is the most widely cited in the world. This research-based theory demonstrates that reading is a unitary process in which readers in first and second languages actively construct meaning–that is, they make sense of print. Goodman’s theory is a macro view which is solidly built on linguistic, psycholinguistic and sociolinguistic concepts. It is a practical theory because teachers who come to understand this view of reading and the related view of writing can understand what it is that learners are doing as they develop literacy.
Yetta M. Goodman, Regents Professor Emeritus, University of Arizona
Yetta Goodman, Ed.D., is Regents Professor Emeritus at the University of Arizona in the College of Education’s Department of Language, Reading and Culture. She consults with education departments and speaks at conferences throughout the United States and in many nations of the world regarding issues of language, teaching and learning with implications for language arts curricula. In addition to her research in early literacy, miscue analysis and the reading and writing processes with multilingual populations, she has popularized the term “kidwatching,” encouraging teachers to be professional observers of the language and learning development of their students. She is a spokesperson for whole language philosophy and her extensive writing is focused on classrooms, students and teachers. Dr. Goodman is a past president of the National Council of Teachers of English (NCTE), the Center for Expansion of Language and Thinking (CELT), and the Reading Hall of Fame; she has also served on the NCTE, CELT and International Reading Association Boards of Directors and has been an active member of commissions and committees.
David B. Yaden, Professor, University of Arizona
David Yaden, Jr. (Ph.D., University of Oklahoma) is Professor of Language, Reading and Culture in the School of Education at the University of Arizona. Prior to his present position at UA, he held appointments at Emory University, the University of Houston, and the University of Southern California. He has been a principal investigator in the federally-funded Center for the Improvement of Early Reading Achievement (CIERA) where he supervised the implementation of an early literacy curriculum for Spanish-speaking preschoolers in inner-city Los Angeles. His research interests and specializations include developmental issues in early childhood education, the acquisition of literacy and biliteracy in both alphabetic and non-alphabetic scripts, family literacy, theories of reading disability, and the application of complex adaptive systems theory to growth in reading and writing. Recent publications include chapters on family literacy in the Handbook of Research in the Teaching of the English Language Arts, 2nd ed. (2003) and on the education of linguistically and culturally diverse children in the Handbook of Research on the Education of Young Children (2006).
Yueh-Nu Hung, Assistant Professor, National Taichung University
Yueh-Nu Hung is an Assistant Professor in the Department of English Teaching at National Taichung University, Taiwan. She teaches and conducts research in the areas of children’s literacy development reading, processes, reading instruction, and bilingual education.
Koomi Kim, Assistant Professor, New Mexico State University
Koomi Kim is an Assistant Professor of Curriculum and Instruction, College of Education, New Mexico State University. Her research interests include reading and literacy, miscue analysis, eye movement, whole language, biliteracy, and critical literacy.
Mieko Iventosch, Lecturer, Tamagawa University
Mieko Iventosch is a lecturer at Tamagawa University in Tokyo, Japan. Mieko applies whole language approaches in Japanese language teaching. She has taught Japanese language courses at Pima Community College and the University of Arizona in Tucson.
Shaomei Wang, Lecturer, Tufts University
Shaomei Wang is a Chinese language lecturer at Tufts University in Boston. Her research and teaching interests include applying whole language in Chinese language teaching and using miscue analysis to study Chinese reading.
Ana M. Carvalho, Professor, University of Arizona
Professor of Linguistics at the Department of Spanish and Portuguese, University of Arizona
Director of the Portuguese Language Program, University of Arizona
Graduate Advisor for SLAT (Ph.D. Program in Second Language Acquisition and Teaching)
Associate Editor of Studies in Lusophone and Hispanic Linguistics
I am interested in the fields of sociolinguistics, languages in contact, and bilingualism. In these fields, I carry out research mainly related to language variation and change. I am especially intrigued by the development of parallel variable grammars in situations of prolonged language contact in borderlands.
I welcome students in my classes and in my office who share the same research interests.I also welcome students interested in linguistic attitudes, language ideology, code-switching, sociolinguistic corpus building, and the application of LVC methods to language and dialect acquisition.
Juliana Luna Freire, Graduate Student, University of Arizona
Juliana Luna Freire is a Graduate Student at the University of Arizona, pursuing a Ph.D. in Luso-Brazilian and Hispanic American Comparative Literature. She is a certified language instructor by the University of Cambridge (CEELT) and Teacher of English to Speakers of Other Languages (TESOL). She started working with curriculum development and instructional technologies in 1999, while teaching English as a Foreign Language in Brazil. Currently, she is working with instructional technology at the University of Arizona, and has taught Portuguese at different levels at this institution. She is one of the co-authors of this project about Portuguese for Spanish Speakers, and has presented it at the AATSP Conference in Costa Rica.
Karen Philabaum-Maginnis, Tucson Unified School District
Karen Philabaum-Maginnis teaches French at University High School in Tucson, Arizona. She holds an M.A. from the University of Arizona in French Pedagogy and Literature, with an emphasis on the use of technology in the foreign language classroom.