Modern Languages Commons^™

“Siento Que Siempre Tengo Que Regresar Al Inglés”: Embracing A Translanguaging Stance In A Hispanic-Serving Institution, Sandra I. Musanti, Alyssa G. Cavazos

Bilingual and Literacy Studies Faculty Publications and Presentations

This chapter centers on our reflections and pedagogical moves as two bilingual educators at a Hispanic-Serving Institution on the borderland region of South Texas, a predominantly bilingual and bicultural community. Specifically, the chapter documents how we embrace a translanguaging pedagogical stance. Translanguaging practices are identity markers and represent the complex ways bilinguals use their linguistic repertoire to communicate across contexts and to negotiate social identities (García & Li Wei, 2014; Martinez-Roldán, 2015). Drawing on García, Johnson, and Seltzer’s (2017) conceptualization of a translanguaging “corriente,” we describe our translanguaging stance and moves as we, respectively, design and teach two undergraduate courses: …

El Cuento Como Recurso Didáctico En La Enseñanza Del Francés Lengua Extranjera, Sonia R. Badenas

Faculty Publications

Este artículo ofrece una reflexión pragmática sobre el uso del cuento como material didáctico en el aula de francés

lengua como extranjera (FLE). Tras revisar brevemente las diferentes ventajas de trabajar con cuentos y géneros afines en la enseñanza de lenguas, se analiza la utilidad de este género como material pedagógico para la práctica de la expresión escrita. Sobre esta base proponemos un acercamiento práctico a la integración del cuento en la enseñanza del francés en niveles universitarios dentro de un contexto comunicativo y a la luz del Marco Común Europeo de Referencia para las Lenguas (MCERL).

Exploring The Perceptions Of Novice Spanish Students In Blended Courses, Ana I. Capanegra Phd

World Languages, Literatures, and Cultures Faculty Publications

The present research aims to gauge novice college Spanish students’ perceptions of blended courses to help the design and teaching of blended learning. Blended learning shifts from teacher-centered classes to a learner-centered focus (Hartman, Dziuban & Moskal, 1999; Morgan 2002). There is also more emphasis on peer-to-peer learning (Collis, 2003) since information can be easily shared. The participants of the study had no prior experience taking blended courses. The 14 participants were given an anonymous questionnaire at the end of the semester to explore their perceptions of hybrid learning in order to enhance the set-up of the courses. The questionnaire …

Looking For A Needle In A Haystack: Call And Advanced Language Proficiency, Jack Burston, Kelly Arispe

World Languages Faculty Publications and Presentations

The goal of this meta-analysis is to evaluate how instructional technology has impacted advanced second language (AL2) development. Although numerous meta-analyses have been conducted within the CALL literature over the past two decades, they primarily focus upon learning outcomes and related effect sizes. None focus on advanced learning per se. Where AL2 is even mentioned, which is only rarely, little or no attention is paid to critical research parameters within the studies that are analyzed. Most notably, in summarizing learning outcomes, the linguistic competence of learners claimed to be at advanced level is simply taken at face value. So, …

Advancing A Transnational, Transdisciplinary And Translingual Framework: A Professional Development Series For Teaching Assistants In Writing And Spanish Programs, Alyssa G. Cavazos, Marcela Hebbard, José E. Hernández, Crystal Rodriguez, Geoffrey Schwarz

Writing and Language Studies Faculty Publications and Presentations

Considering the need for writing and language programs to develop translingual and transdisciplinary pedagogies for teacher development at the graduate level (Canagarajah, 2016; Williams & Rodrigue, 2016), the authors examine the design of a multilingual pedagogy professional development series for first-year Spanish and Writing teaching assistants (TAs). As designers of and participants in the series, the authors explore the benefits and challenges inherent in transdisciplinary and translingual conversations and discuss implications for teaching and research in language and writing instruction and teacher development. In order to advance transdisciplinary and translingual approaches as a new normal in composition studies (Tardy 2017; …