The CUNY Graduate Center
365 5th Avenue
New York
Room 9204/9205
May 2, 2019
9.00 am—6.00pm
The symposium is an opportunity for scholars, practitioners, administrators, and students to engage in conversations about the ways in which multilingualism shapes access to higher education and to start collaborative projects such as scholarly publications, teaching materials, and educational programs. Students are particularly welcome.
The symposium is free, however registration is required for lunch. The deadline for registration is April 26th. We will not be able to provide lunch for those who do not register or those who register after April 26th.
Please register at the bottom of this page.
Schedule
9.00-9.15 | Coffee
9.15-10.45 | Session 1: Language Learning and Identity
The expansion of dual language bilingual education programs: The case of Hebrew in New York City
Sharon Avni, Borough of Manhattan Community College (CUNY); Kate Menken, Queens College (CUNY)
Ideologies, identity, and investment in a diverse and multilingual Spanish classroom
Beatriz Lado, Lehman College & The Graduate Center (CUNY); Carmín Quijano, The Graduate Center (CUNY)
10.45-11.00 | Coffee Break
11.00-12.30 | Session 2: Policies for Linguistic Equality in a Globalized World
The use of the minority language at the university level: Between revitalization and internationalization at the University of the Basque Country
Jasone Cenoz, University of the Basque Country, UPV/EHU, Spain
Status planning for language equality: The case of African languages in teacher education
Christa van der Walt, Stellenbosch University, South Africa
12.30-1.00 | Lunch*
*Registration is required for lunch. Participants must register by April 26th. We will not be able to provide lunch to those who do not register or those who register after April 26th. Please register here.
1.00-2.30 | Session 3: Pedagogical Solutions: Questioning Assumptions
Linguistic diversity and language ownership in Nigeria: Implications for access to higher education.
Kingsley Ugwuanyi, Northumbria University, Newcastle, U.K.
Addressing linguistic diversity in South Africa through defamiliarization, critical language awareness, community-building and bilingual practices in teacher training
Liesel Hibbert, Cape Peninsula University of Technology, South Africa
2.30-2.45 | Coffee Break
2.45- 4.15 | Session 4: Pedagogical Solutions: Learning from Our Students
Reciprocal learning – teaching and epistemic access
Rosemary Wildsmith, North West University, South Africa
What happens when we try to learn our students’ language?
Andrea Parmegiani, Bronx Community College (CUNY)
4.15-4.30 | Coffee Break
4.30-4.45 | Concluding Remarks
4.45-6.00 | Exploration of Collaborative Projects in Special Interest Groups
Again, register here.
Heidi Byrnes is George M. Roth Distinguished Professor of German Emerita at Georgetown University. Her research focuses on adult L2 literacy acquisition, particularly at the advanced level. She has edited and co-edited books and special journal issues on the development of advanced literacy and the link between languaging and thinking, particularly in writing. She is a past president of AAAL, past editor of The Modern Language Journal, and is the recipient of numerous professional association awards, including the Distinguished Scholarship and Service Award of AAAL.
Elena Foulis is a Senior Lecturer of Spanish, Service-Learning and Heritage Language at Ohio State University. She holds a Ph.D. in Comparative Literature and Cultural Studies. Her research and publications explore U.S. Latina/o literature, Latin@ voices in oral history, and oral history as participatory pedagogy in service-learning classrooms. She currently teaches courses in service-learning and Spanish for Heritage Speakers. She is also working on a digital oral history project about Latin@s in Ohio, which is being archived at the Center for Folkore Studies’ internet collection.
Maria Carreira is professor of Spanish at California State University, Long Beach. Her research focuses on heritage languages, with a concentration in Spanish in the US as well as the less commonly taught languages. Her recent work focuses on identity, resilience, and heritage language development and maintenance. She is also co-director of the National Heritage Language Resource Center at UCLA, Chair of the SAT Spanish Committee, and Associate Editor of Hispania.
Lourdes Ortega is a Professor in the Department of Linguistics at Georgetown University and a Visiting Fellow at the Advanced Research Collaborative, CUNY Graduate Center. Her main area of expertise is in second language acquisition, and she is committed to investigating what it means to become a bilingual or multilingual language user later in life in ways that can encourage connections between research and teaching and promote social justice. Before moving to the USA in 1993, she taught Spanish as a foreign language at the Cervantes Institute in Athens, Greece, and English as a second language in Hawaii and Georgia. She has published widely and her books include Understanding Second Language Acquisition (2009, translated into Mandarin in 2016), and Technology-mediated TBLT (with Marta González-Lloret, John Benjamins, 2014). She just finished The Cambridge Handbook of Bilingualism (co-edited with Annick De Houwer, 2019, Cambridge University Press).
CILC was honored and excited to present several of our projects at the Annual Convention and World Languages Exposition of the American Council on the Teaching of Foreign Languages (ACTFL) in Nashville, Tennessee.
