Friday, June 15

Session 7

Panel Presentation

8:00am – 9:30am

Designs and Discourses in Digital Game-mediated L2 Learning

Julie Sykes, University of New Mexico

(jsykes@unm.edu)

Christopher S Hill, Ohio State University

(hill.880@osu.edu)

Jonathon Reinhardt, University of Arizona

(jonrein@email.arizona.edu)

David Neville, Elon University

(dneville@elon.edu)

Digital game-mediated L2 learning entails a growing diversity of approaches and perspectives. For example, while research on game-enhanced learning may focus on L2 discourse in naturalistic, vernacular gaming environments, game-based research may examine the interactions of intentional pedagogical design and L2 learning. This panel session, sponsored by the CALICO Gaming SIG, will reflect these complementary approaches to research on game design and game-mediated discourse, and presentations will offer insights into how designs and discourses interact. Presentations will be followed by discussion and audience questions.

 

8:00am – 8:45am

What Predicts Language Learners’ Self-Regulated Use of Technology for Learning?

Chun Lai, University of Hong Kong

(laichun@hku.hk)

Previous literature has shown that language learners do embrace technology to self-regulate their learning process to create optimal and self-fulfilling language learning experience for themselves, and there is a great variation among learners. This study aims at unraveling the factors that predict language learner adoption of technology for learning. Around 300 foreign language learners will be surveyed on their current use of technology for language learning and potential predictors of learner technology use at both individual and social levels. Structural equation modeling will be used to analyze the survey responses to identify the significant predictors of language learner technology adoption for learning and to unravel the mediating relationships among the predictors.

 

Automated Formative Feedback Using the Online Diagnostic Assessment System (ODA)

Presentation PowerPoint

Sun-Kwang Bae, DLIFLC

(sunkwang.bae@us.army.mil)

The Online Diagnostic Assessment (ODA) system offers foreign language learners a tool to evaluate and manage their language learning. Upon completion of the assessment modules, the ODA system furnishes learners with individualized feedback (or a diagnostic profile) on their performance strengths, and their weaknesses. Currently, ODA offers assessment of reading and listening in Arabic, Chinese, Korean, Russian, Farsi, Spanish and Tagalog. ODA reading assessments are also available in Dari, Portuguese, French, Pashto and Urdu. Listening assessments are offered in Levantine and Iraqi Arabic. The presentation will discuss the ODA assessment structure and the methodology that produces the individualized feedback.

 

User Evaluation of FERN iCALL System with Learners of Spanish

Michael Walmsley, University of Waikato,

(mrwwalmsley@gmail.com)

FERN is an iCALL system that assists language learners in locating and reading text that is tailored to their individual interests and ability. In addition, Fern automatically creates vocabulary review exercises that target words a learner finds difficult. Finally, the system provides motivating feedback of language learning progress. This presentation will demonstrate the system and report on positive results of a 12 week evaluation with 17 students in a second year university Spanish class. Analysis of system usage data demonstrate, among other things, that Fern’s functionality can be used to eliminate cheating from the extensive reading classroom.

 

User Tests in CALL: How Questionnaires Can Inform the Task Process and Outcome

Marie-Josee Hamel, University of Ottawa

(marie-josee.hamel@uottawa.ca)

Five questionnaires were distributed to learners (n = 17) before and after a user test conducted on a CALL dictionary prototype. The data collected shed light on some of the behaviours observed (through video screen capture) during the task process.  One questionnaire revealed insights on how learners perceived the task, while another provided useful feedback about the prototype. Triangulation of empirical data on learner profile, performance, perception and preferences has enabled multi-angled, complementary perspectives on the learner-task-tool interaction, permitting a better understanding of the dictionary consultation process and also helping make further recommendations to improve our prototype.

Screencast Feedback on Writing: Comments Students Can See and Hear

Presentation Handout

Kathleen Mitchell, Oregon State University

(katie.mitchell2@oregonstate.edu)

Giving comprehensible, memorable, and thorough feedback on student writing can be difficult. This session will explore the effects of video feedback on student writing using screen-cast software. The software, compared to traditional written feedback, allows the teacher to give more thorough feedback and appeal to both visual and auditory learners. This session will show examples of screencast video feedback, which focused on global writing issues, such as strength of arguments and organization of body paragraphs. Participants will leave with an understanding of the effectiveness of this type of feedback on student uptake of feedback and possible drawbacks.

 

Students in the New Millennium: How Much do We Know about Them? Report on a Student Technology Survey

Jian Wu, Sourthern Connecticut State University

(wuj4@southernct.edu)

Although the existing research seems to have confirmed the belief that students in the new millennium are more technology savvy than their older counterparts, many specific questions remain unanswered. There are simple questions such as exactly how many students have cell phones and/or smart phones, how many students like technology and consider themselves good at technology, and what technology-related class activities are effective from the students’ perspectives. A survey was conducted in a college setting in order to answer some of these questions. 1047 language students participated in the survey. This presentation will report the findings of the survey, analyze the results and discuss the implications for language teaching and learning.

Session 8

9:00am – 9:45am

Connecting Language and Culture through Web 2.0: Students’ Perceptions and Preferences

Kelly Frances Davidson, Clemson University

(kdavids@clemson.edu)

Despite the growing trend in curriculum to represent the inherent connections between language and culture, designing a language course that successfully integrates these two areas can feel overwhelming. Technology can be a key component in the creation of projects that allow for full integration of both aspects in a variety of individualized classroom situations. This session will be structured for participants to explore how to use tools such as blogging and simple website design to integrate all skills with cultural learning in a seamless manner for individual curricula, while also examining a recent classroom study done in this area.

 

ESL Teacher Candidates’ Developing Technology-infused Culture Teaching Materials for ESL Learners

Derya Kulavuz-Onal, University of South Florida

(dkulavuz@mail.usf.edu)

How can we promote the creation and distribution of culture-integrated ESL materials that serve for intercultural competence in a way that also helps teachers’ confidence and ability in developing teaching materials by integrating technology and computers? In this presentation I will share a project that I implement in a graduate level course for future ESL teachers where they create their own technology-infused culture teaching materials for ESL learners by incorporating cultural practices and products from non-target cultures. Such a project helps develop their technological pedagogical content knowledge as well as their skills and confidence in developing materials by integrating technology.

 

Developing EFL Learners’ Communicative Ability in CALL Environments

Zhihong Lu, Beijing University of Posts and Telecommunications

(zhihonglu2002@yahoo.com.cn)

Ping Li, Beijing University of Posts & Telecommunications

(hopejkl@yahoo.com.cn)

Teaching listening and speaking in English in China have been given top priority on the post-secondary level. How to develop learners’ communicative skills effectively in computer-assisted language learning (CALL) environments? The presenters will demonstrate a self-developed language skill training system with materials development, students’ actual usage, and collected research data.

 

Interaction Revisited: The Role of Learner’s Agency in Computerized SLA

Luis Cerezo, American University

(luis.cerezo@american.edu)

Using an innovative computerized tutor, this study empirically investigates the role of learner’s agency in interaction. Results from 90 college students of L2 Spanish showed that the effects of practicing grammar vs. observing others’ practice are mediated by the type of feedback provided and the forms targeted, revealing implications for interactive learning materials development.

 

Language Center’s New Role in the E-Learning Era

Mingyu Sun, University of Wisconsin – Milwaukee

(mingyu@uwm.edu)

Michael Kramizeh, Michigan State University

(kramizeh@msu.edu)

In the past few years, with the rapid expanse of hybrid and online courses, our language centers have seen tremendous shifts in the ways they support language programs. This presentation will showcase how our language centers adopt new strategies to adjust to the needs of both language instructors and language students who live, teach, and learn within the digital explosion environment. We will discuss some of the challenges and our practices using the following perspectives: re-purposing the center space; using new tools to help manage the centers; fostering professional development; initiating research projects; collaboratively developing and implementing new curriculum.

How to Increase Mandarin Chinese Courses’ Outcome Predictability with Corpus Linguistics-derived Applications and Advances of the Information Age

Daniel Wang, DLIFLC

(daniel.wang1@us.army.mil)

Recent advances in technology have added many valuable tools to foreign language teaching and second language acquisition. However, time-to-outcome and course outcome predictability continue to remain variable. This presentation draws upon research and experiences in a wide range of instructional settings to suggest several corpus linguistics-derived adaptations that, when woven into thematic units, can enhance Mandarin Chinese courses’ effectiveness and outcome predictability. This presentation also demonstrates how these design enhancements can interweave authentic materials in a natural progression through content areas and improve learners’ automaticity while reducing reliance on drills. Both synchronous and asynchronous adaptations will be discussed.

 

Session 9

10:00am – 10:20am

Fanfiction Practices in ESL Writing Classrooms

Sally Behrenwald

(behrenwa@ohio.edu)

Despite the ever-growing popularity of fanfiction on the Internet and its appeal to English language learners, relatively little research has been done on the potential benefits of reading, writing, and reviewing fanfiction for students in ESL classrooms. This presentation gives an overview of the global development of fanfiction and prior research on the influence of fanfiction on literacy. I suggest that there are beneficial applications of fanfiction practices in an ESL classroom setting in terms of scaffolding, peer editing, collaborative writing, authentic language and cultural knowledge, motivation, and digital literacy. Suggestions for classroom implementation and future research are given.

 

The Use of Criterion by ESL Students: Useful Feedback Types and Students’ Revision Behavior

Volker Hegelheimer, Iowa State University

(volkerh@iastate.edu)

Aysel Saricaoglu, Iowa State University

(ayselsarica@yahoo.com)

Jooyoung Lee, Iowa State University

(jylee@iastate.edu)

Automated writing evaluation (AWE) technologies have been involved in the teaching of writing since the 1960s. Most studies to date have focused on the reliability and validity of scoring systems (Dikli, 2006) rather than their pedagogical usefulness (Chen & Cheng, 2008; Chodorow, Gamon, & Tetreault, 2010). This study examines the use of Criterion by ESL students to determine what types of feedback are effective in improving writing and how much students rely on the feedback. In this semester-long study, we compare 15 students’ first and last drafts of four papers and conduct interviews to incorporate the students’ voice.

 

Handwriting Recognition: Untapped Technology for Intelligent Tutoring and SLA Research

Karen Price, Boston University

(kprice@tiac.net)

Specific hand movements involved in handwriting contribute to superior recognition and recall of new letters/words learned through writing as compared to typing on a keyboard, reading, viewing pictures or translating (Mangen & Velay, 2010). However, there is little awareness of handwriting’s significance. Controlling for working memory and task type, the author compared the use of a digital pen that writes on paper with an iPad and stylus, developing experimental software integrating real-time handwriting recognition functionality with audio prompts and audio feedback. This paper offers a thoughtful review of research to date, as well as the results of the author’s own study.

 

New Audiences, New Resources: Opening Up the Language Resource Center

Sharon Scinicariello, University of Richmond

(sscinicariello@gmail.com)

Even as campuses increase their efforts to ‘internationalize’ their curricula and activities, both language programs and resource centers face elimination because they are not seen as essential. This presentation discusses how the combination of technological and instructional expertise found in LRCs enables them to meet the needs of faculty, students, and staff not served by traditional language programs. The presenter will discuss specific ways—e.g., designing attractive learning spaces, providing workshops on the effective use of authentic media—in which LRCs can ‘open up’ to these new audiences and support independent and discipline-based language learning.

 

Use of iPad Applications to Introduce English as a Foreign Languge to Young Turkish Learners

Senem Yildiz, Bogazici University

(senem.yildiz@boun.edu.tr)

During this presentation, the process of designing and developing digital educational applications to introduce Turkish pre-school aged children with English as a foreign language through mobile devices such as smart phones and tablet computers and the preliminary findings of the investigation of the effectiveness of these applications on these learners’ language learning, specifically both receptive and expressive vocabulary acquisition, phonological awareness and listening comprehension skills will be discussed. Mobile devices, especially iPads are selected for this study as they provide an excellent platform for including activities that can activate both sides of the brain.

 

Session 10

10:30am – 10:50am

The Use of Code-switching in L2 Text, Audio and Video SCMC

Marta Gonzalez-Lloret, University of Hawai’i

(marta@hawaii.edu)

This presentation explores the use of code-switching in three modes of synchronous computer-mediated communication—text, audio and video—among American students of Spanish and Spanish learners of English. Through Conversation Analysis, sequences including code-switching were explored to discover their function in the discourse. The different functions of code-switching as understood by the participants will be presented and the differences between of the modes of SCMC highlighted. Finally, pedagogical implications for the implementation of these three different modes of SCMC will be discussed.

 

The Effects of Blog-mediated Peer Feedback on Learners’ Motivation,

Collaboration, and Course Satisfaction in an L2 Writing Course

Haisen Zhang, University of International Business and Economics

(haisenzhang@gmail.com)

This paper reported on a study of using blogs as out-of-class assignments for the development of learners’ writing competence. A mixed method design was employed to obtain both quantitative and qualitative data. The results showed that blog-based peer feedback had a strong positive relationship with learners’ motivation, collaboration, and course satisfaction. The findings also revealed that the feedback was conducive to an enhanced L2 writing experience. The study concludes that group collaborative writing via blogging can not only encourage collaboration and self-reflection but also engage learners in noticing and peer construction of knowledge.

 

M-learning in the Language Classroom: A Year with the iPod Touch

Lara Lomicka, University of South Carolina

(lomicka@sc.edu)

Lara Ducate, University of South Carolina

(ducate@sc.edu)

With the increase of mobile learning, students have access to course-related and authentic materials anywhere and anytime, both in and outside of class, and can participate in and communicate with virtual communities. In this session, we present findings from a year-long project in intermediate French and German classes using the iPod Touch in and out of class. Analysis of pre- and post- surveys and bi-monthly logs of how students used the device, overall reactions to the project, and potential pitfalls and challenges will be shared. We will also present a variety of tasks that were implemented and corresponding assessment rubrics.

 

If You Build It, Will They Use It?

Fuqiang Zhuo, University of California, Davis

(zhuo@ucdavis.edu)

The last decade has experienced the booming of course and learning management systems, but many foreign language instructors cannot take full advantage of the systems available including even the power of multimedia. This presenter will report the findings of which management system features are frequently used and neglected by examining online courses on a Moodle server, discussing the reasons and making suggestions to raise awareness of useful features, and improving implementation of modern instructional technologies so that teaching and learning can be more effective.

 

Perceptions and Preferences of Technology Use in a Third-Year French Class: A Case Study

Ruslan Suvorov, Iowa State University

(rsuvorov@iastate.edu)

This case study explored the student’s perceptions of technology use for learning French from the perspective of Activity Theory. Results indicated that a student had overall positive perceptions of technology suggested by the teacher, but needed explicit instructions on the purposes of using some types of technology for language learning.

 

Comparing Two Forms of Digital Feedback on Middle School Writing

Paige Ware, Southern Methodist University

(pware@smu.edu)

Katy Walter, Southern Methodist University

(kwalter@smu.edu)

This study examined the impact of two different forms of digital feedback on middle school student writing. A total of 82 students were randomly assigned to one of three groups: computer-generated feedback, human feedback delivered electronically, and a control group receiving face-to-face feedback. Students participated for 45 minutes daily for four days a week for six weeks. In a pre/post-test design, essay quality in the genre open-ended response was analyzed. Findings show a main effect for time for all three groups and an interaction effect such that the group in the human feedback delivered electronically showed statistically significant greater growth.

Session 11

1:30pm – 2:15pm

Teaching Technology Online: Challenges and Successes

Marlene Johnshoy, CARLA, University of Minnesota

(johnshoy@umn.edu)

Alyssa Ruesch, University of Minnesota

(rues0022@umn.edu)

In the summer of 2011, we piloted a nine-week online professional development course on using social networking for second language learning. Arising from a need to provide an advanced technology workshop, the course facilitators wanted to create an active online learning experience that would provide longer term support. We will share the successes and challenges we encountered when offering this course for the first time, ranging from course development, to providing individualized feedback and responses. Based on participant feedback, this pilot course proved to be an inspirational experience for many professionals that will impact their language teaching approaches.

 

Does Instruction Kill the Game? Exploring Learners’ Perceptions of

Corrective Feedback in an Immersive Foreign Language Learning Game

Frederik Cornillie, K.U.Leuven campus Kortrijk

(frederik.cornillie@kuleuven-kulak.be)

This presentation reports on an experimental study which investigated learners’ perceptions of corrective feedback (CF) in an immersive educational game in relation with learner motivation. Feedback is a topic of focal attention in SLA and digital-game based learning, but is conceptualized quite differently across these fields, arguably because motivation plays a central role in game-based learning. Questionnaire and interview analyses revealed that students’ perceptions of CF in the game were positive generally, that explicit CF was found more useful than implicit CF and was also preferred, and that explicit CF correlated positively with constructs related to motivation.

 

Working Across Disciplines: Developing World Languages Courseware as Part of a Larger Enterprise

Lisa Frumkes, Apex Learning

(lisaf@apexlearning.com)

At Apex Learning, World Language courses comprise just one small portion of the content that we develop for online learning by high school students. As the World Languages Curriculum Manager, I work alongside peers in English language arts, math, science, and social studies who are developing courseware too. Our projects intersect in surprising and interesting ways, and I often have the opportunity to share with them the lessons I’ve learned from CALL. In this presentation, I will share some of what we’ve learned together about developing online materials and show some of what we’ve created.

Scaling Up Automated Writing Evaluation for Learning

Elena Cotos, Iowa State University

(ecotos@iastate.edu)

Stephen Gilbert, Iowa State University

(gilbert@iastate.edu)

Stephanie Link, Iowa State University

(smcross@iastate.edu)

Nandhini Ramaswamy, Iowa State University

(nandhini@iastate.edu)

Deepan Prabhu Babu, Iowa State University

(deepan18@iastate.edu)

The conceptual design of AWE programs needs to be revisited due to a number of limitations that are bound to affect AWE effectiveness with L2 learners. AWE applications should be grounded in theory so that their potential is exploited to the fullest and so that latent caveats are anticipated and prevented. This paper discusses a number of ways in which the design of a new AWE program, the Research Writing Tutor, enhances computerized writing assessment for learning purposes and scales up AWE technology.

 

Successful Use of CALL Software: An Investigation in Higher Education

Jinhee Choo, University of Illinois at Urbana-Champaign

(jchoo@illinois.edu)

Ruth Yontz, University of Illinois at Urbana-Champaign

(yontz@illinois.edu)

Norma I. Scagnoli, University of Illinois at Urbana-Champaign

(scagnoli@illinois.edu)

This study explores the use and implementation of web-based software for language learning by international graduate students. With the overall goal of better understanding the effectiveness of CALL software in improving language communication, it investigates students’ use of a specific software application in an ESL course that teaches communication skills in business. The findings provide information related to students’ use of the software, their satisfaction, and learning outcomes. The research has implications for using CALL software in language teaching, suggesting principles that inform implementation and development.

 

Challenges in Building an Online Life-long Learning Sustainment/Enhancement Course

Michael L. Vezilich, Defense Language Institute

(mike.vezilich@us.army.mil)

Iksoo Jeong, Defense Language Institute

(iksoo.jeong@us.army.mil)

The E-Mentor Instructional Component for the Language Enabled Airman Program (LEAP) has been designed by the Air Force Culture and Language Center in conjunction with the Defense Language Institute to support junior officers and selected airmen with foreign language abilities and to foster these skills throughout their careers. Training is conducted utilizing broadband technologies by the School of Distance Learning at DLI. Because of the nature of the program with students located worldwide, LEAP presents some very unique aspects and challenges; e.g. online asynchronous self-study combined with synchronous e-mentoring as a blended virtual classroom teaching mode; student long-term commitment to the program over the life of their service career; and the integration of the target country’s culture and designated functional domains into the language study. This presentation introduces the program more in detail, discusses its unique opportunities and challenges that DLI has experienced during its pilot phase in FY11, and provides demonstration of the Sakai and Elluminate platforms as its instruction delivery tools.

 

Two Models for Integrating iPads

Suzan Stamper, Indiana University Purdue University Indianapolis

(stampers@iupui.edu)

Alexander Wrege, University of Toledo

(alexander.wrege@mac.com)

What are effective strategies for integrating iPads into university language classes? What are the challenges and limitations? What are the infrastructural needs? This presentation will highlight the findings of two universities’ models for using iPads in English for Academic Purposes courses. In one model, each student and instructor had a personal iPad; in the other, each instructor had one personal iPad and access to a class set of iPads. The presenters will compare and contrast their experiences and research, including use case scenarios, faculty involvement, and student perceptions on engagement and learning.

 

Session 12

 

Panel Presentation

2:30pm – 4:00pm

Are We Engaged in Research and Creative Activity?

Helene Ossipov, Arizona State University

(helene.ossipov@asu.edu)

Thom Thibeault, Southern Illinois University

(ttbo@siu.edu)

Frederik Cornillie, K.U.Leuven campus Kortrijk

(frederik.cornillie@kuleuven-kulak.be)

Faculty in language departments engage in “research and creative activities.” These are generally understood to mean the publication of books or articles in a field of study; included in creative activities can be literary works or even translations of literary or scholarly works. When coming up for tenure or sabbatical leave, one must show a fairly well-developed project or agenda of one of the above-mentioned activities. But what about developing courseware or pedagogical tools for teaching? We will examine the requirements and policies of our various institutions to see how our work fits in with their overall goals.

 

The State of Computer Games and Language Learning

Presentation Handout

Felix Kronenberg, Rhodes College

(kronenbergf@rhodes.edu)

This paper addresses the current state of computer games in L2 learning and teaching. The medium offers many advantages, such as motivational aspects, agency, development of automaticity, authenticity, compelling narratives, multimodal input and output possibilities, as well as a reflection of many learners’ realities. I will discuss the various factors that have kept many educators from implementing this medium despite these advantages. Examples of computer game integration, scaffolding, language center integration, as well as financial, technical, and administrative solutions are discussed and an outlook of anticipated future developments and current related trends, such as gamification, will be presented as a conclusion of this paper.

 

The Effect of an Online Speed Reading Course on

Intermediate Level ESL Students’ Reading Speeds

John Haupt, Ohio University

(jh296910@ohio.edu)

The following study looked at the use of an online speed reading course, and its effect on L2 intermediate level ESL students’ reading speeds. The study was conducted over a 10 week period. Students were required to read two texts per week. Pre-tests and post-tests were conducted using three paper texts and three computer texts to determine the percent of increase in reading speeds. Results of this study could impact the use of online speed reading courses to increase L2 learners’ reading speeds. This presentation targets K-12 and higher education ESL instructors and program administrators.

 

Teachers’ Collaborative Wiki Ethnographies as Open-source for Intercultural Education: Digitizing Personalized Intercultural Experiences to an Open Textbook

Minjung Park, University of Texas at Austin

(mjp735@gmail.com)

Jacques Hardy, University of Texas at Austin

(jacquesh001@yahoo.com)

To address teachers’ struggles in integrating culture into language curriculum, this paper proposes a new form of FL/SL educator online collaboration. We will present narrative accounts of our year-long experience of developing a two-tier online project, the Intercultural Collaborative Ethnography Project. We will illustrate how teacher professional development and intercultural competence can benefit from writing collaborative wiki ethnographies on everyday intercultural encounters. We will also demonstrate how such authentic intercultural dialogues between teachers, combined with multimedia activities, can be customized and incorporated into an ongoing ESL curriculum to serve as open-source instructional materials for intercultural education.

 

Transcending Cyber Space. Strategies for Decreasing Isolation and Distance

Marina Kostina

(mkostina@sbcglobal.net)

Connection online has been found to be one of the key elements of a successful distance learning course; as the lack of such connection can lead to isolation, frustration and even dropout from the online course (Berge, 1999; Hara & Kling, 2000; Northrup, 2002). This presentation focuses on the factors that contribute to students’ feelings of isolation and the techniques that are proven to promote students’ feelings of connectedness online. The session will conclude with the practical solutions and strategies that can help online language teachers to transcend cyber space and decrease the feeling of isolation in their students.

 

For an Open World: An Introduction to the

Center for Open Educational Resources and Language Learning (COERLL)

Rachael Gilg, COERLL/University of Texas

(rgilg@coerll.utexas.edu)

COERLL is a new Title VI National Foreign Language Resource Center dedicated to producing and disseminating Open Educational Resources (OER) for language learning. Founded upon the belief that Open Education has the potential to transform language learning in the digital age, COERLL’s materials are freely available for anyone to use and share. Join us to learn more about COERLL and its projects, including: open courseware for less commonly taught languages (Arabic, Chinese, Hindi, Portuguese, Yoruba); open corpora (Spanish); open language & assessment tools (textual annotation, frame-based lexicon, bilingual assessment, Spanish proficiency training); and open textbooks (Français interactif, Deutsch im Blick, Foreign Language Teaching Methods).

 

Session 13

3:30pm – 4:15pm

Creating a Collaborative Distance Learning Environment for

Sharing Less Commonly Taught Languages: Administrative, Technical, and Pedagogical Perspectives

Richard Feldman, Cornell University

(rf10@cornell.edu)

Nelleke Van Deusen-Scholl, Yale University

(nelleke.vandeusen-scholl@yale.edu)

John Graves, Yale University

(john.graves@yale.edu)

Chrissy Hosea, Yale University

(chrissy.hosea@yale.edu)

Stephane Charitos, Columbia University

(sc758@columbia.edu)

Bill Koulopoulos, Columbia University

(vk169@columbia.edu)

Mona Momescu, Columbia University

(mmm2120@columbia.edu)

Cornell, Yale, and Columbia are currently in the process of creating a collaborative framework for sharing less commonly taught languages (LCTLs) through videoconferencing and distance learning technology. In this presentation, we highlight the administrative, technological and pedagogical affordances and challenges that we encountered during the pilot phase of the project, which focused on sharing Romanian and Dutch. We plan to offer additional languages and more advanced courses, by fostering collaboration among programs. We will provide a detailed analysis of the broad range of issues that must be taken into consideration in developing a sustainable distance learning model.

 

Grammar Speakeasy: Make it Audio-Based!

Kate de la Fuente, Defense Language Institute

(kathryn.delafuente@dliflc.edu)

The Defense Language Institute must bring its military students to proficiency in speaking, reading and listening. The study of grammar necessarily involves all skills, especially when traditionally text-based. The computer, however, allows the teacher to emphasize the most-needed skills by drawing the grammar point not from the authentic texts used in the lesson but from the authentic audio clips. There follow the standard examples, exercises and reinforcement activities, but because they are audio-based, they give the student practice in listening and speaking as he learns the grammar. I will demonstrate this with examples from our post-Basic electronic Hindi curriculum.

 

Advancing Proficiency and Program Articulation: A Program-wide Case Study

Angelika Kraemer, Michigan State University

(kraemera@msu.edu)

Senta Goertler, Michigan State University

(goertler@msu.edu)

This presentation discusses the results from a program-wide implementation of TELL ME MORE. The software was implemented and evaluated for four different purposes: (1) as a possible replacement for publisher-created workbooks in lower-level language courses; (2) as a mechanism to focus on language in upper-level content courses; (3) as a possible alternative for existing placement and exit exams; and (4) as a venue to address individual differences in language learning. Pilot testing suggested positive results, which prompted this large-scale study.

 

A Step Towards Digital Literacy for “Digital Natives”: Integrating Web 2.0 Tools into the First-Year Spanish Curriculum

Keah Cunningham, University of Kansas

(keah@ku.edu)

Karen Acosta, University of Kansas

(acowsta@gmail.com)

This presentation will describe the process of incorporating Web 2.0 tools into the first-year Spanish program at the University of Kansas. Through the use of these tools, students engage in transformed practice, one of the components of the multiliteracies framework. Furthermore, unlike traditional pencil-and-paper activities, technology-based activities increase digital literacy, a crucial skill for student success. We will showcase the tools utilized, evaluating them from both a pedagogical and technological viewpoint, and will also comment on our lessons learned.

Experiencing a Street in Vienna

Dan Soneson, University of Minnesota

(soneson@umn.edu)

The session will present a project which provides the virtual experience of walking up and down a street near the center of Vienna, Austria. The project involves thousands of photographs and many hours of video interviews, and provides an opportunity to traverse the street, enter shops, and listen to shop proprietors regarding their establishment and daily life. By exploring the street through hundreds of 360 degree panoramic photographs, users can experience visual culture and learn about contemporary living in the Austrian capital.