CILC has been able to arrange a special rate with a hotel near The Graduate Center, CUNY, the Hilton Garden Inn New York West 35th Street, for the nights of May 3 and 4, 2018.
Hotel: Hilton Garden Inn New York West 35th Street
Group Name: CENTER FOR INTERG LC
Arrival Date: 03-May-2018
Departure Date: 05-May-2018
Keynote address by Marty Abbott, Executive Director for the American Council on the Teaching of Foreign Languages (ACTFL)
What is the role of language educators in the current climate of disruption to the notion of acceptance of those who speak other languages and come from other cultures? How can we equip ourselves not just to survive, but to thrive, during these times? Several national initiatives have provided important tools that language professionals can use to spur students and our expanded communities to speak up, take action, and effect change in order to bridge America’s language gap.
Marty Abbott is currently the Executive Director for the American Council on the Teaching of Foreign Languages (ACTFL). Her career began in Fairfax County Public Schools (VA) where she was a language teacher, foreign language coordinator, and Director of High School Instruction. She has served on national committees to develop student standards, beginning teacher standards, and performance assessments in world languages. She was President of the American Council on the Teaching of Foreign Languages in 2003 and became its Executive Director in 2011. Under her leadership, ACTFL created the Center for Assessment, Research and Development and launched the public awareness campaign, Lead with Languages. She recently served as a commissioner for the American Academy of Arts and Sciences national report America’s Languages: Investing in Language Education in the 21st Century and in 2016 was appointed by President Obama to serve a four-year term on the National Security Education Board. She holds her B.A. degree in Spanish with a minor in Latin from the University of Mary Washington and a Master’s Degree in Spanish Linguistics from Georgetown University.
Invited Presentation by the Modern Language Association
This presentation will present findings from the 2016 MLA Language Enrollment Survey with a focus on the applicability of specific data to colleagues in community colleges. Topics include: highlights of the survey and enrollment trends, how faculty members can use the data to advocate for the study of language(s) on their home campus, and the distribution of enrollments by institutional or program type in postsecondary education.
Since 2014, Dennis Looney (PhD, 1987, Comparative Literature, University of North Carolina at Chapel Hill) has served as director of the Office of Programs and director of the Association of Departments of Foreign Languages at the Modern Language Association of America. For the Office of Programs he oversees projects relating to the profession, such as departmental reviews, the ongoing examination of faculty rights and responsibilities, monitoring educational and curricular changes, and the development of statements of best practices. As director of ADFL, he oversees the Language Consultancy Service, the MLA Language Map, the language enrollment database, and other projects focused on languages other than English.
From 1986 to 2013, he taught Italian at the University of Pittsburgh, with secondary appointments in classics and philosophy. He was chair of the Department of French and Italian for eleven years and assistant dean of the humanities for three years at Pitt. Publications include Compromising the Classics: Romance Epic Narrative in the Italian Renaissance (1996), which received honorable mention in the judging for the 1996–97 joint Howard R. Marraro Prize and Scaglione Award in Italian Studies from the MLA, and Freedom Readers: The African American Reception of Dante Alighieri and the Divine Comedy (2011), which received the American Association of Italian Studies Book Prize (general category) in 2011.
Natalia Lusin is Associate Director of Research at the Modern Language Association. She has worked at the MLA in a research capacity since 1992, and as Associate Director since 2012. She conducts data gathering and data analysis for studies on the modern language field, among them the MLA enrollment census, considered the standard measure of language interest in higher education in the US.
Publications include “The MLA Survey of Postsecondary Entrance and Degree Requirements for Languages Other Than English, 2009-10,” “The ADFL Chairs’ Compensation Survey,” and “The Distribution of Gender in Language Doctorates.” She has co-authored the MLA enrollments reports since 2006, and was co-author of “Successful College and University Foreign Language Programs.” In addition, she has given papers on the enrollment census at the MLA convention in 2015 and at an ADFL seminar in 2017.
She holds a BA in Russian from Queens College, CUNY, a PhD in Russian literature and language from Columbia University, and a certificate from the Russian (now Harriman) Institute of Columbia University. She is the author of Russian Grammar (Barron’s, 1992) and Master the Basics: Russian (Barron’s 1995) and was Assistant Professor of Russian literature and language at Hunter College, CUNY from 1988 to 1990.
The Graduate Center, CUNY is located in the heart of Manhattan (New York City), on 5th Avenue at the corner of 34th Street, in the shadow of the Empire State Building.
The Graduate Center, CUNY
365 5th Avenue
New York, NY, 10016
Check the following web sites for the latest transit information:
The following transit endpoints are all within a short walk of the Graduate Center (0.5 miles), unless otherwise noted:
Driving into Midtown Manhattan is NOT recommended. Traffic is always heavy and parking is scarce and expensive. Public transit is usually faster, more economical and less frustrating to use. If you must drive, the most direct routes to Midtown are as follows:
There is no dedicated parking available at the Graduate Center, and the scarce street parking within walking distance of the building is difficult to obtain. There are numerous private garages in the surrounding blocks where you can park for a fee.
CCLF 2018 Home Program Presentations Workshops Invited Speakers Location Accommodations Video
Alexander Elinson, Associate Professor of Arabic Language and Literature and Director of the Hunter College Summer Arabic Program, received his M.A. (1998) from the University of Washington in Seattle, and Ph.D. (2004) in Middle Eastern Languages and Cultures from Columbia University. His book entitled Looking Back at al-Andalus: the poetics of loss and nostalgia in medieval Arabic and Hebrew Literature is published by Brill. Professor Elinson has published articles, reviews and translations on the Arabic and Hebrew strophic poem (zajal and muwashshah), rhymed prose narrative (maqama), and modern Arabic poetry and narrative in numerous peer-reviewed journals. In addition to his scholarly work, he is also a literary translator. His translation of Youssef Fadel’s novel A Beautiful White Cat Walks with Me is published by Hoopoe, an imprint of the American University in Cairo Press. His translation of the short story “Derb Sidi Bouloukat: a noisy disappearance in an ill-reputed alley” by Allal Bourqia will appear in a collection entitled Marrakech Noir, edited by Yassin Adnan, forthcoming from Akashic Books. He is currently working on two more translations: Farah by Youssef Fadel and Hot Maroc by Yassin Adnan. Since 2015 he has been working on developing teaching materials for Arab heritage learners as part of the Center for Integrated Language Communities at the CUNY Graduate Center.
Eric Ketcham is a Ph.D. candidate in Sociology at The Graduate Center, CUNY. He is the Assistant Director of the Center for Integrated Language Communities (CILC) and the Institute for Language Education in Transcultural Context (ILETC). He previously held a Demography Fellowship from the CUNY Institute for Demographic Research and has taught at Lehman College. He holds an M.A. in Sociology from Queens College and a B.A. in Linguistics and Psychology from Northeastern University.
Dr. Tomonori Nagano is an Associate Professor of Japanese and Linguistics. He received his Ph.D. and M.Phil. in Linguistics from the CUNY Graduate Center and his MA in TESOL from New York University. His research interests are second language acquisition and Japanese as a heritage language. Dr. Nagano is currently working on the acquisition of causativity in English and Japanese and the acquisition of English collocations by non-native English speakers. He also published several articles in demographics of heritage language speakers through his recent involvement in the Henry-Luce Heritage Pathways Project at LaGuardia Community College. Dr. Nagano taught Japanese at various institutions, including Queens College of CUNY and he is a certified ACTFL OPI Tester in Japanese. See his personal web page at LaGuardia for a list of his publications and grants.
Tom Means is Associate Professor in the Department of Modern Languages at Borough of Manhattan Community College, CUNY, where he is also Director of the Italian Language Program. He holds a PhD in Italian and Second Language Acquisition from Rutgers University. His research interests center on the effectiveness of teaching and learning methodologies of languages, especially variations of task-based language teaching.
Luisanna Sardu is Visiting Assistant Professor of Italian at Manhattan College. She pursued a M.A in Comparative Studies, Languages, and Linguistics at Florida Atlantic University, and completed her PhD in Comparative Literature/Italian Specialization at The Graduate Center CUNY. Luisanna’s research focuses on Women’s Studies, Italian Literature, and Second Language Acquisition Theory.
Valeria Belmonti is the Director of the Modern Languages Media Center at the College of Staten Island/CUNY and the Coordinator of Heritage Telecollaboration at the Center for Integrated Language Communities. She designs and coordinates with faculty the integration of intercultural telecollaborative projects into foreign language courses as well as International Studies.
Marjolaine Auclair-Davreux is a PhD candidate in Education at the University of Montreal, Canada. Her research focuses on language teacher education in Canada and abroad, specifically at the K-12 levels. For the last few years, she has been collaborating with the Center for Integrated Language Communities, particularly in the Heritage Telecollaboration Project. She holds an M.A. in Teaching Spanish as a Foreign Language and a B.A. in Primary Education with a specialization in teaching French as a foreign language, both from the University of Granada, Spain.
Olga Aksakalova, PhD, is Associate Professor of English and COIL Project Coordinator at LaGuardia Community College, CUNY. She teaches composition and literature courses that frequently incorporate global perspectives and interactions. Her research interests include transnational implementations of writing pedagogy, autobiography studies, and 20th century American literature. Dr. Aksakalova teaches COIL courses and supports faculty in their attempts to develop and run COIL.
Aránzazu Borrachero is Professor of Spanish in the Department of Foreign Languages and Literatures of Queensborough Community College (CUNY), where she designed and assessed the Spanish Heritage track. Sponsored by the Center for Integrated Language Communities (CILC) and a Title VI grant from the U.S. Department of Education, she has successfully developed and taught a Telecollaboration curriculum for heritage speakers. Besides Spanish for Heritage Speakers, her areas of interest and specialization include Critical Pedagogy, and Spanish Cultural and Gender Studies.
Kyoko M. Toyama, PhD is Associate Professor of Counseling/College Discovery Program and and Adjunct Lecturer in the department of Education, Language Acquisition at LaGuardia Community College of City University of New York. Her research interests include cross-cultural counseling and communications, women’s psychological development and college student retention. She received a MA and M.Ed. from Teachers College of Columbia University and PhD from New York University. Dr. Toyama has been involved with an online international learning with Matsusho Junior College/Matumoto University in Japan since 2015.
Alberta Gatti is Associate Professor of Linguistics at the Graduate Center, CUNY. She is the director of the Center for Integrated Language Communities (CILC, a National Language Resource Center), and the Institute for Language Education in Transcultural Context (ILETC) where she conducts and oversees research and material development projects related to language education. Dr. Gatti specializes in Spanish literature of the sixteenth and seventeenth centuries, as well as on language education. Currently, she is investigating the writing proficiency of heritage learners.
Dr. Teresa O’Neill is Co-Coordinator of the Writing Proficiency of Heritage Learners study, and former Assistant Director of the Institute of Language Education in Transcultural Context and the Center for Integrated Language Communities at The CUNY Graduate Center. Her research, which spans theoretical and applied subfields of linguistics, examines language variation from formal, experimental, and pedagogical perspectives. She taught linguistics, TESOL, and modern languages at CUNY from 2007–2016.
Ming-Ying Li holds a Ph.D. in Curriculum and Instruction with an emphasis in Language, Culture and Society from Pennsylvania State University. Prior to her current position at Hunter College, she worked at Pennsylvania State University and University of Colorado Boulder. At Penn State and CU Boulder, she has taught Chinese language courses of various levels for Chinese Language Program and Summer Language Institute.
Bing-Ying Hu has been a language instructor for the Hunter Chinese Flagship Program since 2011. The Hunter Chinese Flagship Program emphasizes on proficiency based instruction and aims to help its students to reach professional level Chinese language proficiency within 4-5 years. Bing-Ying has taught Chinese language courses of various levels, and is also interested in developing tutorial materials to strengthen the core proficiency-based curriculum. Bing-Ying earned her M.A. degree in Teaching Chinese as a Foreign Language from Hunter College.
CCLF 2018 Home Program Presentations Workshops Invited Speakers Location Accommodations Video
One full-day workshop and six half-day workshops are offered. This page provides the schedule and descriptions of each workshop.
Important note: if you register for the full-day workshop, you must attend both the morning and afternoon sessions.
Half-Day
10:00 AM – 1:00 PM:
Teaching with the Heritage Arabic eBook
Working with the Data: Students and Instructors of Languages at Community Colleges Surveys
Integrating Task Based Language Teaching into Language Courses
2:30 – 6:00 PM:
Integrating Telecollaborative Activities into Language Courses
Developing the Writing Proficiency of Spanish Heritage Learners
Developing the Writing Proficiency of Chinese Heritage Learners —CANCELED
All workshops will take place at The Graduate Center, CUNY. Room assignments will be communicated to registered attendees.
Day-long Workshop
Facilitator: TBD
Language(s): All
Levels: All
Time: 10:00AM to 6:30PM
Room: provided upon registration
The ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) is a performance-based assessment of standards-based language learning across the three modes of communication (Interpersonal, Interpretive, and Presentational) as defined by the World-Readiness Standards for Learning Languages. In an online format, the AAPPL Measure assesses Interpersonal Listening/Speaking (ILS), Interpretive Reading (IR), Interpretive Listening (IL), and Presentational Writing (PW). The AAPPL provides a measure of performance, that is the language that learners have acquired and practiced within a classroom setting, which provides evidence of a learner’s proficiency level.
In this workshop the presenter will introduce the assessment tool and will demonstrate how the assessment can be used to measure growth in the three modes of communication (Interpretative, Interpersonal, and Presentational). The presenter will also review general concepts related to proficiency including the link between proficiency and performance, and how to identify what makes a learner novice, intermediate, or advanced. Additionally, the participants will be able to discuss ideas for moving students along the proficiency continuum and will develop a student-friendly rubric that they will practice to rate linguistic samples.
Half-day Workshop – Morning
Facilitator: Alexander Elinson
Language(s): Heritage Arabic
Levels: All
Time: 10:00AM to 1:00PM
Room: provided upon registration
During this workshop presenters will unveil the open-source Arabic pedagogical materials that the Heritage Arabic eBook (HAeB) team at the Center for Integrated Language Communities (CILC) has produced for university-level heritage learners. The eBook was created with the goal of improving heritage Arabic learning and teaching in the US and elsewhere through free, open-source materials for heritage Arabic instructors. The foundations of this book are found in the ACTFL performance guidelines, critical dialect awareness, new literacy studies, and project-based language learning.
During this workshop, the presenters will discuss the theoretical underpinnings of this project and some of the challenges the project’s team faced in producing materials for Arabic heritage learners. Participants in this workshop will (1) get a detailed tutorial of activities developed by the HAeB team to use in the Arabic heritage or L2/heritage classroom; and (2) explore the implications of Arabic sociolinguistics for the Arabic heritage language classroom.
Half-day Workshop – Morning
Facilitators: Eric Ketcham, Tomonori Nagano
Language(s): All
Levels: All
Time: 10:00AM to 1:00PM
Room: provided upon registration
In this workshop, participants will work with the data from the Students and Instructors of Languages at Community Colleges (SILCC) Surveys. The SILCC Surveys were administered in Fall 2015 to students and instructors of languages other than English at community colleges (CCs) in order to better understand the demographics and motivations of language students at CCs, as well as the experiences and pedagogical methodologies of language instructors at CCs. The surveys include responses from 1,756 students and 140 instructors from 101 CCs in 33 states.
This workshop will take place in a computer lab, where participants will use SPSS to query the SILCC Survey data. Prior knowledge of SPSS is not required. In this session participants will (1) examine the SILCC Surveys; (2) learn how to produce descriptive statistics in SPSS; and (3) query the SILCC Surveys data to answer their individual questions about students and instructors of languages in the CC context, with assistance from the facilitators. Participants are encouraged to check the survey data in advance of the session to prepare individual questions to bring to the workshop. Survey data is now available on the ILETC website.
Half-day Workshop – Morning
Facilitators: Tom Means, Luisanna Sardu
Language(s): All
Levels: All
Time: 10:00AM to 1:00PM
Room: provided upon registration
Task-based Language Teaching (TBLT) promotes language acquisition through the performance of meaningful communicative tasks. TBLT is a pedagogy in which students act primarily as language users, rather than primarily language learners as is the case in traditional instruction. TBLT activities are structured in three stages that together comprise a task cycle: pre-task, task performance, and post-task. A task cycle can be easily integrated into an existing curriculum. In this workshop the presenter will outline the principles for TBLT, discuss research that supports this model, and provide examples of task implementation.
In this workshop participants will (1) gain an understanding of TBLT and the principles of instructed language acquisition that support this approach; (2) participate in a demonstration of a complete task cycle; (3) outline their own task; and (4) examine and discuss TBLT materials for the teaching of Italian created by a team of specialists at ILETC.
Half-day Workshop – Afternoon
Facilitator: Valeria Belmonti
With project presentations by Olga Aksakalova, Aranzazu Borrachero, and Kyoko M. Toyama
Language(s): All
Levels: All
Time: 2:30PM to 6:30PM
Room: provided upon registration
Telecollaborative pedagogies enable students to engage in intercultural learning with partner courses at foreign and domestic universities. These pedagogies are particularly well suited for L2 and heritage language courses, since they expose learners to content and ideas generated by speakers from diverse linguistic communities, create opportunities for multimodal use of target language for a concrete audience, and promote discussion of language and identity across linguistic communities.
In this workshop, participants will (1) learn the foundations of telecollaborative pedagogies, including how to create partnerships and how to choose appropriate technologies; (2) interact with four instructors who have run telecollaborative projects in their classes and who will present on their specific experiences; and (3) be guided in the creation of an outline for their own telecollaborative project.
Half-day Workshop – Afternoon
Facilitator: Alberta Gatti
Language(s): Heritage Spanish
Levels: All
Time: 2:30PM to 6:30PM
Room: provided upon registration
During this workshop, presenters will discuss the linguistic profiles of intermediate and advanced Spanish heritage writers, as well as the instructional implications that derive from these profiles. Given that heritage language learners (HLLs) typically complete most of their formal education in English, it makes sense that writing (together with reading) is the area in which these learners display lower levels of proficiency in Spanish. Therefore, when HLLs arrive in college language classes, one important goal for them is to develop literacy skills and most academic courses reflect this aim with a curriculum heavily focused on writing. One way to support this classroom goal is to understand patterns in HLLs’ writing abilities and to implement instructional strategies that develop the weaker linguistic areas for these writers while taking advantage of their strengths.
In this workshop participants will (1) become familiar with or refresh their knowledge of the ACTFL proficiency guidelines for writing; (2) examine the linguistic profiles of Spanish HLLs illustrated through writing samples at intermediate and advanced levels, with a discussion on the strengths and weaknesses of these two levels; and (3) brainstorm concrete strategies and activities that will support progress toward achieving higher proficiency in writing.
Below find the slides from selected presentations given at the 2018 Community-College-Language Forum.
Moore De Ville 2018 Presentation Download PDF
“The View from the Back Page: Languages in North Carolina’s New Comprehensive Articulation Agreement”
Chris Moore De Ville, Pitt Community College
Nagano 2018 Presentation Download PDF
“Return/Graduation Success of Students Taking the Heritage Language Course”
Tomonori Nagano, LaGuardia Community College
Lomask 2018 Presentation Download PDF
“Expanding Practical Approaches to Teaching with Open Educational Resources (OER) in the Language Classroom”
Laurie Lomask, Borough of Manhattan Community College
Borrachero 2018 Presentation Download PDF
“Telecollaboration in the Heritage Language Class: A Tool for Dialectic and Critical Analyses of Latinx Identity”
Aránzazu Borrachero, Queensborough Community College
Boumlik & Ryan 2018 Presentation Download PDF
“Court-Interpreter Internship Pilot Program for Multilingual Students: Challenges and Accomplishments”
Habiba Boumlik, LaGuardia Community College
Ann Ryan, New York Courts
Teaching Translation for Professional Purposes Download PDF
“Teaching Translation for Professional Purposes at the Community College”
Ana María Hernández, LaGuardia Community College
Interpreting and Translating Download PDF
“Successes of the Medical, Legal and Community Interpreting Program at Tulsa Community College”
Rita Weil, Ricarti Group
Tina Peña, Tulsa Community College
