Morning Session This presentation will focus on the classroom use of listening-based videos with a particular focus on the use of captions for language teaching/learning in foreign language classrooms. Dr. Gass will present results from studies in which the focus was on differences in how captions are used and their relative usefulness depending on language, proficiency, and order of presentation (with and without captions). This research includings an examination of eye-tracking data from English learners of Spanish and Chinese and Arabic learners of English. The eye-tracking data, coupled with working memory data, provides insight into the attentional focus of captions and the potentially resultant split-attention effect. The presentation will end with a discussion of pedagogical implications.
Workshop Session Building on the idea of attention, the focus will be on speaking activities and the Interactionist Approach. Speaking activities are often used to reinforce what has been learned. However, in this workshop, the focus will be on speaking activities that are used to promote language learning. We will see particular examples of how we can use speaking as a way of learning with constructs such as attention, interaction, and feedback being primary in the discussion.
Susan Gasshas published widely in the field of second language acquisition with more than 100 articles and more than 40 books (including translations of her articles and books into Arabic, Chinese, Korean, and Russian). Her most recent publications include:Second Language Acquisition: An Introductory Course(with Jennifer Behney and Luke Plonsky, 2013) andSecond Language Research: Methodology and Design(with Alison Mackey, 2016), both published by Routledge. She is the winner of numerous rewards within Michigan State University as well as national and international awards. She is an honorary member of the American Association for Applied Linguistics and the International Association of Applied Linguistics. She serves on numerous editorial boards and is the current co-editor ofStudies in Second Language Acquisition. She co-edits (with Alison Mackey) theSecond Language Acquisition Researchseries, published by Routledge.
CLI Fall Orientation 2015
Friday, 18 September 2015 | 8:30 am – 12:00 pm | Annenberg Hall G15
2015 CLI Fall Orientation Workshop with Dr. Dana Ferris (University of California, Davis)
Dana Ferris is Professor in the University Writing Program at the University of California, Davis, where she directs the second language writing program. An applied linguist by training (University of California, Davis), she has focused extensively in her research on response to student writing and the specific application of corrective feedback to help students develop linguistic accuracy especially in their writing. Her books include Written Corrective Feedback in Second Language Acquisition and Writing (with John Bitchener, Routledge, 2012); Treatment of Error in Second Language Student Writing (2nd Ed. Michigan, 2011); Teaching L2 Composition: Purpose, Process, and Practice (with John Hedgcock, Routledge, 2014), and a student text, Language Power: Tutorials for Writers (Bedford St. Martin’s, 2014). She is also the founding editor-in-chief of the new Journal of Response to Writing (journalrw.org).
CLI Fall Orientation 2014
Friday, 19 September 2014 | 8:30 am – 12:00 pm | Annenberg Hall G15
Topic: “Language Education and Innovation under Conditions of Superdiversity” Presenter: Steven L. Thorne, Associate Professor of Second Language Acquisition, Department of World Languages and Literatures, Portland State University & Department of Applied Linguistics University of Groningen, The Netherlands
Abstract: We live in a complex and changing world in which academic, professional, and everyday life activities increasingly illustrate the need for sophisticated communicative and analytic abilities in intercultural and plurilingual contexts. These late modern ‘superdiverse’ conditions articulate closely with a primary goal of foreign language education – to gain the capacity to contribute to dynamic processes of meaning with an understanding of the divergent cultural practices, values, and ideologies that are involved. This presentation will describe pedagogical innovations that are adaptive to emergent communicative conditions, open to a diversity of genres and potentially mixed language communicative dynamics, and that offer experientially and linguistically rich opportunities for engagement. In conclusion, it is suggested that the future of instructed language education will require adaptive alignment with conditions of superdiversity and central positioning within the broader intellectual life of the university.
CLI Fall Orientation 2013
Friday, 20 September 2013 | 9:00 am – 12:30 pm | Annenberg Hall G15
Topic: MOOCs and Hybrid Language Courses: Does It Hurt to Be on the Cutting Edge? Advantages and Challenges
Presenter: Fernando Rubio, Associate Professor of Languages and Literature, Co-Director, Second Language Teaching and Research Center at the University of Utah.
CLI Fall Orientation 2012
During the year 2012 – 2013 the CLI did not host a fall orientation workshop due to special Global Language Initiative events early in the academic year.
CLI Fall Orientation 2011
Friday, 16 September 2011 | 8:30 am – 1:00 pm | Kresge Hall 2-370 & Kresge Hall 2-380
Theme: The Creative Use of Technology in World Language Instruction
Part I: Student-Produced Music Video Clips
Part II: Practical Tips for Selected Web 2.00 Applications
Presenter: Dr. Mohamed Esa, Chair of the Department of Foreign Languages, McDaniel College, Westminster, Maryland
CLI Fall Orientation 2010
17 September 2010 | 8:30 am – 2:15 pm | Kresge Hall 2-380
Theme: Backwards Design for Standards-Based Foreign Language Instruction
Presenter: Jennifer Eddy, Assistant Professor of World Language Education, Department of Education and Youth Services (SEYS), Queens College of the City University of New York
CLI Fall Orientation 2008
19 September 2008 | 8:30 am – 2:00 pm | Kresge Hall 1-375
Theme:Integrating Grammar into Communicative Language Instruction