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Facilitating Student-to-Student Interaction in the Virtual Language Classroom

October 15th, 2020, 3:00 PM to 5:00 PM

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

Non-Refundable Fee: $25 + Eventbrite fees

Registration is available here.

Teaching Languages Online: Training and Mentorship

Umbrella Banner image for Teaching Languages Online: Training and Mentorship
Teaching Languages Online: Training and Mentorship

With the recent need to shift all courses to online learning, ILETC is launching a training and mentorship activity that offers the opportunity for instructors to redesign 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, plus required 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: 

Wednesday 06/17
Friday 06/19
Monday 06/22
Wednesday 06/24
Friday 06/26
Monday 06/29
  

Participants who complete all the training requirements by July 5th, 2020 will receive a certification.

The subsidized cost to CUNY participants is a non-refundable registration fee of $60 (actual cost is $150 per participant). 

There will be limited number of spots. 

To inquire about this activity, contact ILETC Director, Alberta Gatti at agatti@gc.cuny.edu

Link to sample training from NFLRC:
https://nflrc.hawaii.edu/projects/view/2018B/ 

Workshops on Methodological Developments in Teaching of Spanish

Methodological Developments in Teaching of Spanish as a Second and Foreign Language

A Workshop for Teachers, XIV. Language Programs and Methodology

April 25th, 2020
Room TBA
Barnard College

10:00am – 1:00pm
Guadalupe Valdés
Stanford University

Teaching and Learning Spanish in an Age of Shifting Theories, Ideologies, and Policies

3pm – 6pm
Marta Antón
Indiana University–Purdue University Indianapolis

Organized by the Department of Latin American and Iberian Cultures, Columbia University, and the Department of Spanish and Latin American Cultures, Barnard College.

Co-Sponsored by the Institute of Latin American Studies, Columbia. Co-sponsored by ILETC.

Registration is free.

RSVP to Guadalupe Ruiz Fajardo gr2250@columbia.edu

ACTFL Workshops

The Institute for Language Education in Transcultural Context (ILETC) along with the Office of Academic Initiatives and Strategic Innovation (AISI) invites language instructors to participate in two workshops.

Workshop 1: Modified OPI Assessment Workshop (MOPI)

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:

  1. What is the role of reading in world language curricula?
  2. How does reading proficiency influence—and how is it influenced by—listening, speaking, and writing proficiency?
  3. 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.

 

ACTFL Workshop: Modified OPI Assessment Workshop (MOPI)

Workshop Cost

  • Instructors affiliated with CUNY: $50 non-refundable fee
  • Non-CUNY instructors: $175 non-refundable fee

Workshop Meeting Information

Meetings will take place at The Graduate Center, CUNY on the following dates and times:

  • Tuesday, January 21, 2020 9:00am – 6:00pm
  • Wednesday, January 22, 2020 9:00am – 6:00pm

To register please click this link.

ACTFL Workshop: Developing and Assessing Academic Reading Proficiency

Workshop Cost

  • Instructors affiliated with CUNY: $25 non-refundable fee
  • Non-CUNY instructors: $75 non-refundable fee

Workshop Meeting Information

The workshop will take place at The Graduate Center, CUNY on the following date and time:

  • Thursday, January 23, 2020 9:00am – 6:00pm

To register please click this link.

Teaching & Learning of Heritage Languages Seminar Series

The Institute for Language Education in Transcultural Context (ILETC) invites language instructors who teach heritage or mixed L2/heritage courses to participate in a year-long seminar series aimed at exploring issues related to the teaching and learning languages.

This seminar series offers organized spaces for participants to work collaborately while learning from one another. Discussions are geared toward understanding heritage learners and their languages with the goal of supporting curricular a pedagogical improvement. This professional development activity will be led by ILETC Director, Dr. Alberta Gatti, with the participation of Maria Carreira, co-director of the UCLA National Heritage Language Resource Center.

Seminar Cost

  • Free for CUNY instructors and graduate students.
  • $110 (includes $10 registration fee) for those not affliated with CUNY.

Class Meeting Information

Meetings will take place at The Graduate Center, CUNY on Fridays from 4:00pm to 6:00pm. Dates of the courses and topics are as follows:

  • September 20, 2019 4:00 – 6:00pm – Heritage Learners and Heritage Languages “in the Wild” and “in the Classroom.”
  • October 18, 2019 4:00 – 6:00pm- Sociolinguistic Profile of Heritage Language Learners and Critical Pedagogy.
  • November 15, 2019 4:00 – 6:00pm- Proficiency and Literacy.
  • February 28, 2020 4:00 – 6:00pm- Pedagogical Approaches I: Teaching mixed L2/heritage classes
  • April 3, 2020 4:00 – 6:00pm – Pedagogical Approaches II: Successful Pedagogies for Heritage Language Education.
  • May 1, 2020 4:00 – 6:00pm – Placement and Assessment.

Location

The Graduate Center, CUNY
365 Fifth Avenue
New York, NY 10016

Registration is now closed for this event. Please email iletc@gc.cuny.edu or agatti@gc.cuny.edu about any questions.

Educating Toward Advanced Performance Levels

April 29, 2019
Room TBA
The Graduate Center
10:00am – 1:00pm
Registration required: http://tiny.cc/1eiu3y

Presenter: Heidi Byrnes, Georgetown University

Workshop description:

In this workshop, we will consider how to enhance L2 instructed learners’ ability to attain advanced levels of ability through educational action. We will follow a three-step approach: First, we will lay out broad characteristics of ‘advancedness’ that differentiate that performance level from  intermediate levels of ability; second, using a functional, meaning-oriented approach, we will further specify advancedness in terms of register and genre in order to arrive at broad principles for curriculum construction and pedagogical action; finally, we will locate advancedness within the long-term development process of instructed learners and how programs might conceptualize and facilitate that extended movement. While the workshop will focus on writing, discussion will include all modalities of language use.

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.

Spring 2019 ILETC Events

We are pleased to offer the following events in Spring 2019:

Lectures

Podcast Projects for Heritage Language Learners
(Click for more details)
April 12, 2019
Room 9204
The Graduate Center
11:00am – 1:00pm

This presentation explains how podcasting can be used in heritage language classes as a pedagogical tool for developing creativity and socially-engaged writing, interviewing, and listening skills.

When Heritage and Second Language Learners Come Together
(Click for more details)
February 15, 2019
Room 9206
The Graduate Center
10:30am – 12:30pm

Maria Carreira of California State University, Long Beach, presents some foundational principles behind teaching language classes with both second language learners (L2 learners) and HL learners in the same classroom. Applies to all languages.

Workshops

Educating toward Advanced Performance Levels: Theoretical, Curricular, and Developmental Considerations
(Click for more details)
April 29, 2019
Room TBA
The Graduate Center
10:00am – 1:00pm

Registration required: http://tiny.cc/1eiu3y

In this workshop, we will consider how to enhance L2 instructed learners’ ability to attain advanced levels of ability through educational action.

Symposia

Linguistic Diversity in Higher Education Symposium
(Click for more details)
May 2, 2019
Room 9204/9205
The Graduate Center

9:00am – 6:00pm

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 26thPlease visit the event page to register.

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.

For more information on any ILETC event, email ILETC@gc.cuny.edu or call 212-817-2083.

Photo by Mikes Photos from Pexels.

Workshops 2018-2019

We at the Institute for Language Education in Transcultural Context (ILETC) are excited to announce two professional development opportunities for language instructors in the 2018-2019 academic year. Please click on the title of each workshop for additional details, including how to apply.

Collaborative Curriculum Development: Workshop for Heritage Spanish Courses

Project-Based Language Learning for the Chinese Classroom

General Information

As is the case with all professional development activities conducted by ILETC, the workshops offered  during this academic year are guided by a combination of theoretical and pedagogical frameworks that are applicable to both L2 and heritage language education:

  • Language Acquisition. We adhere to the theory that acquiring a language entails the development of an implicit linguistic system and that such development does not take place without input (Krashen, S. D. (1982). Acquiring a Second Language. World Englishes, 1: 97-101.)
  • Proficiency. We understand language proficiency within the framework of the ACTFL Proficiency Guidelines, 2012 (https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012.)
  • Intercultural Communicative Competence. We approach the teaching of culture in the language class as the development of a person’s ability to successfully navigate between more than one language and cultural system (Byram, M. (2000). Assessing intercultural competence in language teaching. Sprogforum, 18(6), 8‐13.)
  • Critical Pedagogy. We recognize the centrality of curricula informed by sociolinguistic principles regarding language and power, language varieties, and language and identity. Critical pedagogy approaches provide effective classroom practices to understand, reflect on, and analyze such principles (Leeman, J. & Serafini, E. (2016). Sociolinguistics and heritage language education: A model for promoting critical translingual competence. In Marta Fairclough and Sara Beaudrie (Eds.) Innovative Strategies for Heritage Language Teaching. Washington DC: Georgetown University Press, 56-79.)

Project-Based Language Learning for the Chinese Classroom

Workshop Description

The Institute for Language Education in Transcultural Context (ILETC) invites CUNY full- and part-time Chinese language instructors to participate in a year-long workshop aimed at acquiring the tools to design project-based language learning (PBLL) curricula. PBLL is a student-centered pedagogy that focuses on meaning making in the target language. PBLL courses are organized around a complex question or problem. Learners develop linguistic and cultural competence by working toward addressing the question or problem. For sample PBLL projects, visit http://nflrc.hawaii.edu/pebbles/.

We at ILETC consider collaboration to be a key aspect of improving language education. The workshop sessions offer organized spaces for participants to work with and learn from each other. There will be group meetings to discuss progress with colleagues, reading groups and lectures from experts to keep ourselves up-to-date on the changing dynamics of language education, and structured activities to facilitate curriculum development. This professional development activity will be led by Dr. Megan M. Ferry, Professor of Chinese and Asian Studies at Union College in Schenectady, NY, and assisted by a graduate student.

The workshop entails six 2-hour long sessions, which will take place over the course of the 2018-2019 academic year. Most of the meetings will be virtual, although two of them will take place in person at the Graduate Center. The first meeting will be in person, tentatively scheduled for Friday, September 21, from 3:00 to 5:00 p.m., and the last in May 2019. In addition, we will invite ACTFL to offer a day-long workshop to participants in early November. The complete schedule for this workshop will be available in early September.

There are a limited number of spots available. To apply, please fill out the application form (found hereno later than August 30, 2018. If you have any questions, feel free to reach out to ILETC@gc.cuny.edu.

Workshop Facilitator

Megan M. Ferry is Professor of Chinese and Asian Studies in the Department of Modern Languages and Literatures at Union College (Schenectady, NY). She received her B.A. in Asian Studies and German from Mt. Holyoke College, M.A. and Ph.D. degree in Comparative Literature (Chinese and German, with an emphasis on modern Chinese literature and culture) from Washington University in St. Louis. The results of her studies have yielded a diverse body of research and courses. In addition to Chinese language at all levels, she teaches Chinese and Asian American film, Gender and Sexuality on Modern China, East Asian literature and culture, Media China, as well as co-teaches an interdisciplinary course with a civil engineer on China’s Three Gorges Dam and development. She has written on Chinese women writers and the literary field in 1920s and 1930s China, advertising, consumerism, and sexuality in contemporary China, and China-Latin America and China-African relations. In addition to these publications, she has written the Chinese curriculum for the Schenectady Public Schools District and served as evaluator for several K-16 Chinese language programs.

Collaborative Curriculum Development: Workshop for Heritage Spanish Courses

Workshop Description

The Institute for Language Education in Transcultural Context (ILETC) invites CUNY Spanish language instructors who teach heritage or mixed L2/heritage courses to participate in a year-long workshop aimed at revising curriculum, discussing pedagogical approaches, and evaluating materials and assessment tools.

We at ILETC consider collaboration to be a key aspect of improving language education. The workshop sessions offer organized spaces for participants to work with and learn from each other. There will be group meetings to discuss progress with colleagues, reading groups and lectures from experts to keep ourselves up-to-date on the changing dynamics of language education, and structured activities to facilitate curriculum development. This professional development activity will be led by ILETC Director, Alberta Gatti, and assisted by a graduate student.

Meetings will take place at the Graduate Center on Fridays, with the first meeting scheduled for Friday, September 21st. The group will meet three times in the Fall and three in the Spring, with the last meeting scheduled for May 2019. Additionally, ACTFL will be invited to offer a day-long workshop for participants. The complete schedule will be available in early September.

There are a limited number of spots available. To apply, please fill out the application form (applications now closed) no later than August 30, 2018. If you have any questions, feel free to reach out to ILETC@gc.cuny.edu.

Workshop Facilitator

Alberta Gatti is Associate Professor of Linguistics at the Graduate Center, City University of New York, where she directs the Center for Integrated Language Communities (CILC, a National Language Resource Center) and the Institute for Language Education in Transcultural Competence (ILETC, a research and resource center for language education at CUNY). For the past four years she has been conducting research on the proficiency of heritage speakers, which resulted in two publications and multiple conference presentations. Previously, she conducted work on Early Modern Spanish literature. Alberta Gatti holds a Ph.D. in Hispanic Language and Literatures from Boston University and a degree in Classical Studies from the University of Buenos Aires.