ILETC invites you to participate in a day-long, virtual ACTFLworkshop (American Council on the Teaching of Foreign Languages) on text typology, led by Professor Cynthia Martin.
This workshop will explain how to use the ACTFL Proficiency Guidelines to develop learners’ general proficiency in interpretive modes (Listening and Reading) in the target language. Participants will review the Guidelines, which will be followed by an introduction to text typology for these interpretive modes. The majority of the workshop will be spent engaging in hands-on activities to guide participants in how to 1) evaluate the effectiveness of their existing teaching materials in terms of overall goals and target audience, and 2) select authentic reading and aural texts and use them to design appropriate proficiency-based activities at various levels. At the end of the workshop, participants will also have the opportunity to discuss implications for assessment of these interpretive modes.
Come join us on Friday, November 11, 2022, from 11:00 AM to 12:30 PM, for an interactive presentation online.
What are the differences between traditional writing assignments (prompts-draft-feedback-final copy) and assignments created following a genre-based approach? What do students and instructors gain by using a genre-based approach? More specifically, what are the distinct benefits for heritage language learners, who typically express an understanding that writing is their weaker skill in the heritage language?
The presenters, Aránzazu Borrachero (Queensborough Community College and the Graduate Center) and Alberta Gatti (The Graduate Center), invite you to an interactive presentation/discussion that will explore the answers to these questions. They will describe the pilot of a genre-based curriculum that was taught to Spanish heritage learners at two CUNY schools (one community college and one senior college), as well as research-based information about the effects of this curriculum on the writing proficiency development of heritage language learners.
This pedagogical approach is applicable not just to Spanish, but to other heritage languages, and to English writing classes as well, so we welcome all to come learn about it and to share your related experiences in a discussion with the group.
When working with multilingual students in your heritage language, English comp, or ESL classes, have you ever wondered about these learners’ ability to do things in “the other” language? For instance, should we assume that bilingual CUNY students who received most of their education in the U.S. write better in English than in their heritage language? What about how large the gap is between writing abilities in the two languages? Can our students accurately evaluate whether they are better at one of the two languages? And, is there anything in their biographical profile that seems to help predict language dominance in writing?
We Authors provides students with a public-facing component to their assignments (under instructor supervision), which allows them to write with a purpose, something known to be instrumental in increasing learner engagement and advancing writing proficiency.
During the 2021-2022 academic year, ILETC successfully piloted the site with Spanish-English bilinguals enrolled in heritage courses at three CUNY colleges. Now, we are preparing the site to welcome courses in heritage Arabic, Chinese, French, Japanese, Korean, Russian, and Spanish.
The professors who participated in the pilot and the ILETC team will be conducting a brief Zoom presentation in August (two dates are available). During the presentation, we will share information on how to integrate We Authors into your course.
Registration is now open. Limited spots available.
The Institute for Language Education in Transcultural Context (ILETC) is pleased to offer a webinar on facilitating student-to-student interaction in the virtual language classroom. This two-hour webinar is intended for language instructors who began teaching in the online format in Spring 2020, and who now wish to further solidify and systematize their skills.
The webinar will first review some basic principles of online pedagogy, such as reconceptualizing the language classroom; affordances and constraints; presence; course design; and assessment. It will then focus in on how students interact with each other in online language classes, and how you as a teacher can design tasks and structure lessons so as to facilitate these interactions. There will also be ample opportunity for questions and answers, as well as for sharing best practices across languages and departments.
This webinar will be led by Christopher Kaiser. Dr. Kaiser is the program manager of the Shared Course Initiative, which connects less-commonly taught language classrooms at Columbia, Cornell, and Yale, using high-definition videoconferencing. His areas of interest include second language pedagogy, distance learning, presence in the distance environment, inter-institutional collaboration, and language-learning advocacy. In Spring and Summer 2020, he conducted workshops and seminars for the Columbia University language teaching community, in order to prepare for the rapid transition to teaching language classes via Zoom.
There are limited spots for this event. Once you register, you will receive a confirmation and a link to join on the day of the event. You must register in order to participate in the webinar. Registration will open soon.
Date and Time: October 15th, 2020, 3:00 PM to 5:00 PM
With the recent need to shift all courses to online learning, ILETC islaunching a training and mentorship activity that offers the opportunity for instructors to re–design their Fall 2020 courses with the support of language educators who have been teaching online and training colleagues around the nation for years. What makes this training unique is the nature of the expertise of these instructors: They are experts not only in generic online teaching, but specifically in teaching languages online, a critical distinction because language instruction, as we know, is substantially different from instruction in other disciplines.
The intensive blended training consists of six 90-minute sessions, plusrequired tasks between sessions (about two hours of homework for each meeting). The synchronous portion of the training will take place in June, on the following dates:
Room 9205 The Graduate Center, CUNY 2:00pm – 4:00pm
Dr. Jennifer Eddy
Associate Professor of World Language Education at Queens College
The New York State Seal of Biliteracy (NYSSB) recognizes high school graduates who have attained at least an Intermediate High (ACTFL scale) level of proficiency in listening, speaking, reading, and writing in one or more languages, in addition to English.
The New York City region represents 17% of all NYSSB students, with participating schools increasing each year. Students have earned the Seal in 47 languages.
These students represent growth opportunities for our CUNY programs.
Dr. Eddy will explain the NYSSB and described strategies to leverage this large pool of candidates into our programs for growth of CUNY language minors and majors.
This two-day workshop is focused on the Oral Proficiency Interview (OPI) and introduces the American Council on the Teaching of Foreign Languages (ACTFL) rating scale, the structure of the OPI and techniques for administering and rating the OPI including its applications in the language classroom. Participants will observe and conduct live practice interviews at Novice and Intermediate proficiency levels. Participation in a MOPI Assessment Workshop is the first step toward becoming an ACTFL Certified OPI Tester with Limited Certification.
Workshop 2: Developing and Assessing Academic Reading Proficiency
This one-day workshop will address current research in foreign language reading proficiency with respect to the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines 2012 – Reading. Questions that will be considered include:
What is the role of reading in world language curricula?
How does reading proficiency influence—and how is it influenced by—listening, speaking, and writing proficiency?
How are academic reading requirements different from everyday reading requirements?
The workshop is comprised of three interrelated issues: text typology; defining comprehension tasks; and building a reading proficiency program that includes the development of formative and summative assessments for departments of languages and literatures in higher education. The ACTFL Reading Proficiency Test (RPT) will be introduced as an example of a valid and reliable summative assessment.
Both workshops will be conducted in English for a mixed-language group, and will be led by Dr. Cynthia Martin from the University of Maryland. Further details on both workshops including cost, dates, times, and how to register can be found on the drop-down menu below.
This program is offered by the CUNY Institute for Language Education in Transcultural Context, in partnership with the CUNY Graduate Center’s Office of Academic Initiatives and Strategic Innovation.
April 24th, 2020 Skylight Room, 9th floor The Graduate Center, CUNY 4:00pm – 7:00pm
Open to the public
The Institute for Language Education in Transcultural Context (ILETC) invites Dr. Guadalupe Valdés for a lecture and conversation on an online program developed for college-age volunteers to prepare to work with adult English learners in a nearby community.
Dr. Valdés will speak on the theory and practice involved in supporting adult learners who have enrolled and attended traditional adult ESL 1 courses over many years. She is currently revising the online course to emphasize that students view themselves as language “coaches” rather than as “teachers” or “tutors” who curricularize language.
Dr. Valdés is the Bonnie Katz Tenenbaum Professor of Education at Stanford University. Her research explores many of the issues of bilingualism relevant to teachers in training, including methods of instruction, typologies, measurement of progress, and the role of education in national policies on immigration. Specifically, she studies the sociolinguistic processes of linguistic acquisition by learners in different circumstances–those who set out to learn a second language in a formal school setting (elective bilingualism) and those who must learn two languages in order to adapt to immediate family-based or work-based communicative needs within an immigrant community (circumstantial bilingualism). Her research in these areas has made her one of the most eminent experts on Spanish-English bilingualism in the United States.