Social and Behavioral Sciences Commons^™

Cognitive Processing Of Time In Language By Non-Native Readers: Can Explicit Teaching Promote Interlanguage Development?, Andreas Schramm, Verena Haser, Michael Mensink, Jonas Reifenrath

Andreas Schramm

Teaching Intervention Sabbatical Freiburg University, Andreas Schramm, Cadi Kivimagi Kiel, Jennifer Ouellette-Schramm

Andreas Schramm

Assessment Practices In The Post-Communicative Era: A Multiliteracies Perspective, Heather W. Allen, Kate Paesani, Beatrice Dupuy

Heather Willis Allen

No abstract provided.

Project Percolate: Preparing Fl Tas For Multiliteracies-Oriented Instruction, Heather W. Allen, Beatrice Dupuy

Heather Willis Allen

No abstract provided.

Awareness During Narrative Comprehension And Potential Acquisition Of Aspectual Meanings By Non-Native English Speakers, Andreas Schramm

Andreas Schramm

For A Pedagogy Of Multiliteracies: Reconciling Communicative And Text-Centered Instruction In Elementary And Intermediate Fl Courses, Heather W. Allen, Beatrice Dupuy

Heather Willis Allen

This two-day workshop is part of CERCLL's 2011 summer workshop series. To register to participate, see CERCLL's Institutes and Workshops webpage. Summary: The 2007 MLA Report calls for large-scale curricular reform in university foreign language (FL) departments to integrate the study of language, literature, and culture and move beyond the language-content dichotomy that typically characterizes the undergraduate curriculum. A pedagogy of multiliteracies is proposed as a pathway toward this curricular reform. On Day 1, the presenters will engage the audience in identifying key features of the communicative language teaching paradigm and in considering how similar or different key features of …

A Long-Term Approach To Foreign Language Teaching Assistant Professional Development (Workshop), Heather W. Allen, Beatrice Dupuy

Heather Willis Allen

The frontloading Foreign Language (FL) Teaching Assistant (TA) training paradigm has been viewed for some time as inadequate preparation for tomorrow’s FL professoriate. This workshop will present select materials and inquiry-based activities (concept mapping, goal setting, lesson study, etc.) that permeate a long-term FL TA development framework and show how these can lead TAs to gradually rethink and reorient the way they teach.

Educating The Future Foreign Language Professoriate In 2010 And Beyond: Challenges And Opportunities (Plenary Address), Heather W. Allen, Beatrice Dupuy

Heather Willis Allen

Educating the Future Foreign Language Professoriate in 2010 and Beyond: Challenges and Opportunities Over the past two decades, numerous calls for change have been made regarding the undergraduate foreign language (FL) curriculum in U.S. institutions of higher education. Most recently, the 2007 Modern Language Association Report, entitled Foreign Languages and Higher Education: New Structures for a Changed World proposed reform aimed at creating “unified, four-year curricula that situate language study in cultural, historic, geographic, and cross-cultural frames; that systematically incorporate transcultural content and translingual reflection at every level; and that organize the major around explicit, principled educational goals and expected …

Implementing A Pedagogy Of Multiliteracies: Selecting And Sequencing Content In Introductory Language Courses, Heather W. Allen, Kate Paesani

Heather Willis Allen

No abstract provided.

Appropriating And Using Conceptual And Pedagogical Tools Of Literacy: The Development Of Teaching Expertise By Future Foreign Language Faculty, Heather W. Allen, Beatrice Dupuy

Heather Willis Allen

No abstract provided.

Theme-Based Bridge Courses: A Gateway To Linguistic Proficiency, Heather W. Allen, Stacey Katz Bourns

Heather Willis Allen

Based on the 2007 MLA report’s call for more integrative approaches to L2 language/literature courses, we present the curricula of two theme-based French bridge courses. These courses simultaneously develop students' advanced language proficiency and explore literary, cultural, and sociolinguistic themes through an analysis of various textual genres and linguistic registers.

Intervening In Communities Of Practice: Maximizing Language Learning During Study Abroad, Heather W. Allen

Heather Willis Allen

No abstract provided.

Goals, Motives, & Self-Perceptions In Study Abroad: Are Students Missing The Point? (Or Are We?), Heather W. Allen, Guy Spielmann

Heather Willis Allen

No abstract provided.

Beyond The Four Skills: Structuring Classroom Foreign Language Instruction With A Literacy-Based Approach, Heather W. Allen

Heather Willis Allen

A video of this presentation is available via the Emory Language Center's iTunesU page and can be accessed via iTunesU or at: http://deimos3.apple.com/WebObjects/Core.woa/Browse/emory-public.2724289000.02724289011

Investigating Language Learning And Motivation Beyond The Classroom: Challenges Of Conducting Research From A Sociocultural Theory Perspective, Heather W. Allen, Tae-Young Kim

Heather Willis Allen

This session focuses on three challenges to researching language learning and motivation beyond the classroom from a sociocultural theory perspective--conceptual, methodological, and critical/ethical. Discussion is complemented with examples from two qualitative studies--one of U.S. study abroad participants in France and another of Korean students in an ESL program in Canada.

Myth Or Reality? Interactive Contact As Linguistic Affordance During Short-Term Study Abroad, Heather W. Allen

Heather Willis Allen

No abstract provided.

Advanced Literacy: An Integrated Approach To The Grammar & Composition Course, Heather W. Allen

Heather Willis Allen

Promoting Pedagogical Expertise In Foreign Language Graduate Students, Heather W. Allen, Eduardo Negueruela

Heather Willis Allen

Based on the Sociocultural Theory of Mind (Vygotsky 2004) this qualitative study explores the development of novice TAs’ cognition in relation to FL teaching and applies dynamic assessment procedures (Sternberg and Grigorenko 2002, Lantolf and Poehner 2004) to the concrete practices of teacher education and supervision. The following questions frame the study: 1) Do novice TAs apply pedagogical knowledge from coursework on FL teaching to their own classroom practices and, if so, how? and 2) How can teacher supervision and specifically the use of dynamic assessment assist in the development of principled practice based on pedagogical content knowledge and not …

From The Foreign Language Classroom Into The Target Culture: Analyzing The Shift In Language Learning Activity, Heather W. Allen

Heather Willis Allen

Foreign language (FL) learning in the study abroad context is a complex and profoundly interpersonal activity, involving far more than individual learning. Many assume immersion experiences and associated opportunities for sustained interactions with members of the target culture lead to enhanced FL abilities (Allen & Herron, 2003; Freed, 1995), greater understanding of the “other” and more positive attitudes toward the target culture (Stephenson, 1999). But how do learners negotiate the shift in FL learning activity as their role changes from classroom students to members of a new community? The goal of this study is to explore the complexities of the …