Home » CCLF » CCLF 2018

Category: CCLF 2018

CCLF 2018 Location & Directions

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

Transit links

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:

By MTA Subway

  • B, D, F, M, N, Q, R, W trains: 34th Street/Herald Square
  • Local 6 train: 33rd Street
    • From 4/5 Express trains: Transfer to local 6 train at 14th St Union Square (if coming from downtown) or 42nd Street Grand Central (from uptown) and get off at 33rd Street
  • 1, 2, 3, A, C, E trains: 34th Street/Penn Station
  • 7 train: 5th Avenue

By MTA Bus

  • M1, M2, M3, M5: 5th Avenue/W 36th Street
  • BM5, M34-SBS, M34A-SBS, X17J, X22, X22A, X27, X28, X31, X37, X38: E 34th Street/5th Avenue
  • ​BM1, BM2, BM3, BM4, BM5, M1, M2, M3, M4, Q32, X2, X5, X10, X10B, X12, X14, X17, X17J, X22, X22A, X31, X42: Madison Avenue/E 34th St
  • BxM3, BxM4, M55, X12, X14, X42, X68: 5th Ave/W 33rd Street
  • BxM18, QM21: Madison Ave/E 33rd Street

By Commuter Rail/Bus

  • LIRR: 34th Street/Penn Station
  • MetroNorth: Grand Central Station to local 6 subway train (see above) or walk approx. 0.6 miles to the Graduate Center
  • PATH: 33rd Street
  • NJ Transit rail: Penn Station
  • NJ Transit buses: Port Authority Terminal to N/Q/R/W train (see above), or walk approx. 0.8 miles to the Graduate Center

By Car

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:

  • From the east (Queens/Long Island Expressway): Queens-Midtown Tunnel (toll) to 34th Street
  • From the west (New Jersey and beyond): Lincoln Tunnel (toll) to 34th Street
  • From the north (Upper Manhattan/Upstate NY/Connecticut & beyond): Take FDR Drive to Exit 8 (I-495/Midtown Tun/E 34 St); or take the West Side Highway (9A) to 34th St
  • From the south (Brooklyn, Staten Island & beyond): Hugh L. Carey Tunnel (formerly Battery Tunnel) (toll) to FDR Drive to Exit 8

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 Invited Speakers

Keynote address by Marty Abbott, Executive Director for the American Council on the Teaching of Foreign Languages (ACTFL)

Speaking up for Language Education: It’s Everybody’s Business

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

Results from the 2016 MLA Language Enrollment Census: the View from Community Colleges

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.

CCLF 2018 Pre-Conference Workshop Reading Lists

CCLF 2018 Home Program Presentations Workshops Invited Speakers Location Accommodations Video

Teaching with the Heritage Arabic eBook

  • Albirini, A., & Chakrani, B. (2016). Switching codes and registers: An analysis of heritage Arabic speakers’ sociolinguistic competence. International Journal of Bilingualism, 1, 23.
  • Albirini, A. (2013). Toward understanding the variability in the language proficiencies of Arabic heritage speakers. International Journal of Bilingualism, 18(6), 730-765.
  • Albirini, A. (2014). The role of the colloquial varieties in the acquisition of the standard variety: The case of Arabic heritage speakers. Foreign Language Annals, 47(3), 447-463.
  • Bale, J. (2010). Arabic as a Heritage Language in the United States. International Multilingual Research Journal 4, 125-151.
  • Elsaadany, K. (2003). Code-alternation among Arab speakers in America. Journal of Educational, Social Sciences and Humanities, 15(2), 67–92.
  • Ibrahim, Z., & Allam, J. (2006). Arabic learners and heritage students redefined: Present and future. Handbook for Arabic language teaching professionals in the 21st century, 437-446.
  • Martinez, G. (2003). Classroom based dialect awareness in heritage language instruction: A critical applied linguistic approach. Heritage Language Journal, 1(1), 1-14.
  • Sehlaoui, A. S. (2008). Language learning, heritage, and literacy in the USA: The case of Arabic. Language, Culture and Curriculum 21(3), 280-291.
  • Wahba, K. M. (2006). Arabic Language Use and the Educated Language User. In K. M. Wahba, Z. A. Taha, and L. England (eds.)
  • Younes, M. (2006) Integrating the Colloquial with FusHa in the Arabic-as-a-Foreign-Language Classroom. In K. M. Wahba, Z. A. Taha, and L. England (eds.) Handbook for Arabic Language Teaching Professionals in the 21st Century (pp. 157-166). Mahwah, NJ: Lawrence Erlbaum Associates.

Working with the Data: the Students and Instructors of Languages at Community Colleges Surveys

  • Bonemery, A.M. (2013). Influences on the Retention of Students from the First to the Second semester of Foreign Language Study at the Community College Level. Ph.D. dissertation, American International College.
  • Carreira, M. & Kagan, O. (2011). The Results of the National Heritage Language Survey: Implications for Teaching, Curriculum Design, and Professional Development. Foreign Language Annals, 44(1), 40-64.
  • Community College Survey of Student Engagement. (2015). Engagement Rising: A Decade of CCSSE Data Shows Improvements Across the Board. Austin, TX: Center for Community College Student Engagement.
  • Goldberg, D., Looney, D., & Lusin, N. (2015). Enrollments in Languages Other Than English in United States Institutions of Higher Education, Fall 2013. New York, NY: The Modern Language Association of America.
  • Fechter, S.A. (2010). The Community College: A Position for Curricular Change in a New Era. Hispania, 93(1), 76-79.
  • Lusin, N. (2005). Successful College and University Foreign Language Programs, 1995-99: Part 3 Program Features Associated with Rising Enrollments in AA-Granting Institutions. ADFL Bulletin, 36(3), 63-78.
  • Teranishi, R.T., Suárez-Orozco, C., & Suárez-Orozco, M. (2011). Immigrants in Community Colleges. The Future of Children, 21(1), 153-169.
  • Sax, L.J., Gilmartin, S.K., Lee, J.J., & Serra Hagedorn, L. (2008). Using Web Surveys to Reach Community College Students: An Analysis of Response Rates and Response Bias. Community College Journal of Research and Practice, 32(9), 712- 729.

Integrating Task Based Language Teaching into Language Courses

  • Bygate, M, Skehan, P. & Swain, M. (Eds.). (2001) Researching Pedagogic Tasks, Second Language Learning, Teaching and Testing. London: Longman.
  • Doughty, C & Long, M. (Eds.). (2003). Handbook of Second Language Acquisition. Oxford: Blackwell.
  • Ellis, R. (2000). Task-Based Research and Language Pedagogy. Language Teaching Research 4 (3): 193-220.
  • Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford: Oxford University Press.
  • Lee, J and B. VanPatten. (2004). Making Communicative Language Teaching Happen. New York: McGraw Hill.
  • Lightbown, P. & Spada, N. (2013). How Languages Are Learned, Fourth Edition. Oxford: Oxford University Press.
  • Long, M. & Doughty, C. (Eds.). (2009). Handbook of Language Teaching. Oxford: Wiley-Blackwell.
  • Long, M. (2015). Second Language Acquisition and Task-Based Language Teaching. Malden, MA: Wiley-Blackwell.
  • Van den Branden, K., M. Bygate, & J. M. Norris, (Eds.). (2009). Task-Based Language Teaching: A Reader. Philadelphia: John Benjamins.
  • VanPatten, B. (2003). From Input to Output: A teacher’s guide to SLA. New York: McGraw Hill.
  • VanPatten, B. (2017). While We’re on the Topic: BVP on Language, Acquisition and Classroom Practice. ACTFL.
  • Willis, J. (1996). A Framework for Task-Based Learning. Harlow: Longman.

Integrating Telecollaborative Activities into Language Courses

  • Belz, J. A. (2005). Telecollaborative language study: A personal overview of praxis and research. Selected Papers from the 2004 NFLRC Symposium. Retrieved from http://nflrc.hawaii.edu/NetWorks/NW44/belz.htm
  • Chun, D. M. (2014). Cultura-inspired intercultural exchanges: Focus on Asian and Pacific languages. Manoa, HI: NFLRC, University of Hawai’i.
  • Dooly, M. (2011). Divergent perceptions of telecollaborative language learning tasks: Tasks-as-workplan vs. task-as-process. Language Learning & Technology, 15(2). 69–91. Retrieved from http://llt.msu.edu/issues/june2011/dooly.pdf
  • Dooly, M., & O’Dowd, R. (2012). Researching online foreign language interaction and exchange: Theories, methods and challenges. Bern: Peter Lang.
  • Furstenberg, G., & English, K. (2016). Cultura revisited. Language Learning and Technology, 20(2), 172–178. Retrieved from http://llt.msu.edu/issues/june2016/furstenbergenglish.pdf
  • Furstenberg, G., Levet, S., English, K., & Maillet, K. (2001). Giving a virtual voice to the silent language of culture: The Cultura project. Language Learning & Technology, 5(1), 55–102. Retrieved from http://llt.msu.edu/vol5num1/furstenberg/default.html
  • Guth, S., & Helm, F. (2010). Telecollaboration 2.0: Language, literacies and intercultural learning in the 21st century. Bern: Peter Lang.
  • Guth, S., & Helm, F. (2012). Developing multiliteracies in ELT through telecollaboration. ELT Journal Volume 66(1), 42-51.
  • Lewis, T., & O’Dowd, R. (2016). Online intercultural exchange: Policy, pedagogy, practice. New York, NY: Routledge.
  • O’Dowd, R. (2015). The competences of the telecollaborative teacher. The Language Learning Journal, 43(2), 194–207.O’Dowd, R. (2007). Online intercultural exchange: An introduction for foreign language teachers. Clevedon: Multilingual Matters.
  • Schenker, T. (2012). Intercultural competence and cultural learning through telecollaboration. CALICO Journal, 29(3), 449 – 470.

Developing the Writing Proficiency of Spanish Heritage Learners

  • Beaudrie, Sara, Ducar, Cynthia, & Potowski, Kim. (2014). Heritage language teaching: Research and practice. Columbus, Ohio: McGraw-Hill Education.
  • Elola, Idoia & Mikulski, Adriana. (2013a). Revisions in real time: Spanish heritage language learners’ writing processes in English and Spanish. Foreign Language Annals, 46(4), 646-660.
  • Fairclough, Marta, & Beaudrie, Sara M., Editors (2016). Innovative Strategies for Heritage Language Teaching. A Practical Guide for the Classroom.Washington, DC Georgetown University Press
  • Fairclough, Marta. (2012a). A Working Model for Assessing Spanish Heritage Language Learners’ Language Proficiency through a Placement Exam. Heritage Language Journal, 9(1), 121-138.
  • Gatti, Alberta & O’Neill, Teresa. (2017) Who Are Heritage Writers? Language Experiences and Writing Proficiency. Foreign Languags Annals In Press
  • Leeman, Jennifer. (2005). Engaging critical pedagogy: Spanish for native speakers. Foreign Language Annals, 38(1), 35-45. ACTFL.
  • Loureiro-Rodriguez, Veronica. (2013). Meaningful writing in the heritage language class: A case study of heritage learners of Spanish in Canada. L2 Journal, 5(1), 43-58
  • Martínez, Glenn. (2007). Writing back and forth: the interplay of form and situation in heritage language composition. Language Teaching Research, 11 (1), 31-41.
  • Polinsky, Maria & Kagan, Olga. (2007). Heritage languages: In the ‘wild’ and in the classroom. Language and Linguistics Compass, 1(5), 368-395.
  • Swender, Elvira, Martin, Cynthia, Rivera-Martinez, Mildred & Kagan, Olga E. (2014). Exploring Oral Proficiency Profiles of Heritage Speakers of Russian and Spanish. Foreign Language Annals, 47(3), 423-446.

Developing the Writing Proficiency of Chinese Heritage Learners

  • Beaudrie, Sara, Ducar, Cynthia, & Potowski, Kim. (2014). Heritage language teaching: Research and practice. Columbus, Ohio: McGraw-Hill Education.
  • Carreira, Maria M. (2012). Formative Assessment in HL Teaching: Purposes, Procedures, and Practices. Heritage Language Journal, 9(1), 100-120.
  • Gatti, Alberta & O’Neill, Teresa. (2017) Who Are Heritage Writers? Language Experiences and Writing Proficiency. Foreign Languags Annals In Press
  • Hedgcock, John & Lefkowitz, Natalie. (2011). Exploring the learning potential of writing development in heritage language education. Learning to write and writing to learn in an additional language, ed. Rosa Manchón, 209-233. John Benjamins Publishing Company.
  • Llosa, Lorena. (2014). Assessing heritage language learners. The companion to language assessment, ed. Anthony John Kunnan, 440-453. Wiley.
  • Martínez, Glenn. (2003). Classroom-based dialect awareness in heritage language instruction: A critical applied linguistic approach. Heritage Language Journal, 1(1), 1-14.
  • Polinsky, Maria & Kagan, Olga. (2007). Heritage languages: In the ‘wild’ and in the classroom. Language and Linguistics Compass, 1(5), 368-395.
  • Swender, Elvira, Martin, Cynthia, Rivera-Martinez, Mildred & Kagan, Olga E. (2014). Exploring Oral Proficiency Profiles of Heritage Speakers of Russian and Spanish. Foreign Language Annals, 47(3), 423-446.

CCLF 2018 Pre-Conference Workshop Facilitator Bios

CCLF 2018 Home Program Presentations Workshops Invited Speakers Location Accommodations Video

Teaching with the Heritage Arabic eBook

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.

Working with the Data: the Students and Instructors of Languages at Community Colleges Surveys

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.

Integrating Task Based Language Teaching into Language Courses

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.

Integrating Telecollaborative Activities into Language Courses

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.

Developing the Writing Proficiency of Spanish Heritage Learners

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.

Developing the Writing Proficiency of Chinese Heritage Learners

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 Pre-Conference Workshops

May 3, 2018
The Graduate Center, CUNY

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.

Workshop Schedule

Full-Day (must attend both parts)
10:00 AM – 6:00 PM:
Assessment of Performance towards Proficiency in Languages
Lunch break from 1:00 PM – 2:30 PM

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.

Workshop Descriptions

Assessment of Performance Towards Proficiency in Languages

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.

Teaching with the Heritage Arabic eBook

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.

Suggested Readings

Working with the Data: the Students and Instructors of Languages at Community Colleges Surveys

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.

Suggested Readings

Integrating Task Based Language Teaching into Language Courses

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.

Suggested Readings

Integrating Telecollaborative Activities into Language Courses

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.

Suggested Readings

Developing the Writing Proficiency of Spanish Heritage Learners

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.

Suggested Readings

CCLF 2018 Presentations

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

CCLF 2018 Program

The Center for Integrated Language Communities Presents:

Community-
College-
Language
Forum
2018

May 4, 2018
The Graduate Center
City University of New York

Program

View/download PDF version of program

CCLF-2018-Program

Events take place in the Concourse Lobby and adjacent rooms (elevators down to C-Level).

*** sessions may be recorded and/or webcast ***

10:00 – 10:30 Registration and Welcome Breakfast

10:30 – 11:00 Opening Remarks
Alberta Gatti, Director, CILC
Chase Robinson, President, The Graduate Center
Paul Arcario, Provost and Senior Vice President for Academic Affairs, LaGuardia Community College​

11:00 – 11:50 Articulation, Retention, and Student Success
Moderator: Alexander Funk, CILC

“The View from the Back Page: Languages in North Carolina’s New Comprehensive Articulation Agreement”
Chris Moore De Ville, Pitt Community College

“The Impact of Tutor-Led Modern Language Labs on the Engagement of Community College Students in Modern Language Courses”
Lorna Feldman, LaGuardia Community College
Julio Rosario, LaGuardia Community College

“Return/Graduation Success of Students Taking the Heritage Language Course”
Tomonori Nagano, LaGuardia Community College

12:00 – 12:45 Invited Presentation

Results from the 2016 MLA Language Enrollment Census: The View from Community Colleges

Dennis Looney, Director of Programs and ADFL, Modern Language Association
Natalia Lusin, Associate Director of Research, Modern Language Association

This talk will present findings from the 2016 MLA Language Enrollment Census 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.

12:45 – 2:00 Lunch provided by CILC

2:00 – 2:35 Applying Open Educational Resources
Moderator: Alberta Gatti, CILC

“Expanding Practical Approaches to Teaching with Open Educational Resources (OER) in the Language Classroom”
Laurie Lomask, Borough of Manhattan Community College

“OER or Z? The case of Montgomery College”
Sharon Fechter, Montgomery College

2:40 – 3:30 Pedagogical Applications of Technology
Moderator: Eric Ketcham, CILC

“Learning Languages in the Digital Age: Best Practices and Alternatives for Developing Oral Skills and Fostering Student to Student Interactions in Online Instruction”
Silvia Roig, Borough of Manhattan Community College

“Promoting Intercultural Community Competence, Critical-Thinking and Problem-Solving Skills through Virtual Collaborative Learning Partner Projects with College English-Language Learners in China”
Dali Tan, Northern Virginia Community College​

“Telecollaboration in the Heritage Language Class: A Tool for Dialectic and Critical Analyses of Latinx Identity”
Aránzazu Borrachero, Queensborough Community College​

Coffee Break

3:45 – 4:35 Translation and Interpretation
Moderator: Aída Martínez-Gómez, John Jay College of Criminal Justice

“Teaching Translation for Professional Purposes at the Community College”
Ana María Hernández, LaGuardia Community College
María Cornelio, Hunter College

“Court-Interpreter Internship Pilot Program for Multilingual Students: Challenges and Accomplishments”
Habiba Boumlik, LaGuardia Community College
Ann Ryan, New York Courts

“Successes of the Medical, Legal and Community Interpreting Program at Tulsa Community College”
Rita Weil, Ricarti Group
Tina Peña, Tulsa Community College

4:40 – 5:30 Keynote Address

Speaking Up for Language Education: It’s Everybody’s Business

Marty Abbott, Executive Director, 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.

5:30 Closing Remarks
Alberta Gatti

Reception to follow

With special thanks to:

Valeria Belmonti, Alexander Elinson, Aranzazu Borrachero, Tom Means, Olga Aksakalova, Luisanna Sardu, and Kyoko Toyama for developing and leading pre-conference workshops. Tomonori Nagano and Alex Funk for their commitment to CILC’s community college initiatives. Dennis Looney and the talented MLA team who have always been so generous with their time. Michael Rolland for stepping in every time we needed him, and the other CILC research assistants, Miriam Atkin, Tyler Peckenpaugh, and Katie Etingar for their generous dedication to many organizational aspects of the conference. And finally, Danielle Wetmore, the true motor behind all things forum, who always approached the many tasks involved with professionalism, a collaborative spirit, and a positive attitude.

Alberta Gatti, Director &
Eric Ketcham, Assistant Director, CILC

This project is partially funded by a Title VI grant from the US Department of Education and the Language Reading Program.

10:00 – 10:30 Registration and Welcome Breakfast

10:30 – 11:00 Opening Remarks
Alberta Gatti, Director, CILC
Chase Robinson, President, The Graduate Center
Paul Arcario, Provost and Senior Vice President for Academic Affairs, LaGuardia Community College​

11:00 – 11:50 Articulation, Retention, and Student Success
Moderator: Alexander Funk, CILC

“The View from the Back Page: Languages in North Carolina’s New Comprehensive Articulation Agreement”
Chris Moore De Ville, Pitt Community College

“The Impact of Tutor-Led Modern Language Labs on the Engagement of Community College Students in Modern Language Courses”
Lorna Feldman, LaGuardia Community College
Julio Rosario, LaGuardia Community College

“Return/Graduation Success of Students Taking the Heritage Language Course”
Tomonori Nagano, LaGuardia Community College

12:00 – 12:45 Invited Presentation

Results from the 2016 MLA Language Enrollment Census: The View from Community Colleges

Dennis Looney, Director of Programs and ADFL, Modern Language Association
Natalia Lusin, Associate Director of Research, Modern Language Association

This talk will present findings from the 2016 MLA Language Enrollment Census 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.

12:45 – 2:00 Lunch provided by CILC

2:00 – 2:35 Applying Open Educational Resources
Moderator: Alberta Gatti, CILC

“Expanding Practical Approaches to Teaching with Open Educational Resources (OER) in the Language Classroom”
Laurie Lomask, Borough of Manhattan Community College

“OER or Z? The case of Montgomery College”
Sharon Fechter, Montgomery College

2:40 – 3:30 Pedagogical Applications of Technology
Moderator: Eric Ketcham, CILC

“Learning Languages in the Digital Age: Best Practices and Alternatives for Developing Oral Skills and Fostering Student to Student Interactions in Online Instruction”
Silvia Roig, Borough of Manhattan Community College

“Promoting Intercultural Community Competence, Critical-Thinking and Problem-Solving Skills through Virtual Collaborative Learning Partner Projects with College English-Language Learners in China”
Dali Tan, Northern Virginia Community College​

“Telecollaboration in the Heritage Language Class: A Tool for Dialectic and Critical Analyses of Latinx Identity”
Aránzazu Borrachero, Queensborough Community College​

Coffee Break

3:45 – 4:35 Translation and Interpretation
Moderator: Aída Martínez-Gómez, John Jay College of Criminal Justice

“Teaching Translation for Professional Purposes at the Community College”
Ana María Hernández, LaGuardia Community College
María Cornelio, Hunter College

“Court-Interpreter Internship Pilot Program for Multilingual Students: Challenges and Accomplishments”
Habiba Boumlik, LaGuardia Community College
Ann Ryan, New York Courts

“Successes of the Medical, Legal and Community Interpreting Program at Tulsa Community College”
Rita Weil, Ricarti Group
Tina Peña, Tulsa Community College

4:40 – 5:30 Keynote Address

Speaking Up for Language Education: It’s Everybody’s Business

Marty Abbott, Executive Director, 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.

5:30 Closing Remarks
Alberta Gatti

Reception to follow

With special thanks to:

Valeria Belmonti, Alexander Elinson, Aranzazu Borrachero, Tom Means, Olga Aksakalova, Luisanna Sardu, and Kyoko Toyama for developing and leading pre-conference workshops. Tomonori Nagano and Alex Funk for their commitment to CILC’s community college initiatives. Dennis Looney and the talented MLA team who have always been so generous with their time. Michael Rolland for stepping in every time we needed him, and the other CILC research assistants, Miriam Atkin, Tyler Peckenpaugh, and Katie Etingar for their generous dedication to many organizational aspects of the conference. And finally, Danielle Wetmore, the true motor behind all things forum, who always approached the many tasks involved with professionalism, a collaborative spirit, and a positive attitude.

Alberta Gatti, Director &
Eric Ketcham, Assistant Director, CILC

This project is partially funded by a Title VI grant from the US Department of Education and the Language Reading Program.

2018 Community-College-Language Forum

Second
Community-College-Language Forum

May 4, 2018

The Graduate Center, CUNY

​Co-sponsored by the
Center for Integrated Language Communities (CILC) and the
Modern Language Association (MLA)

​Pre-conference workshops May 3, 2018

Keynote Speaker: Marty Abbott, Executive Director for ACTFL

Featured Presentation: Modern Language Association

Select papers of the conference will be published in a forthcoming issue of the ADFL Bulletin.