Events of 2014-2015
Strengthening Foreign Language Across the Curriculum (FLAC) Across Cornell
Wednesday, September 10, 2:30-4:30
Reception following on the Uris Hall Terrace
FLAC has proven to be a successful means of supporting students' use and expansion of
foreign language skills by adding a foreign language section to a regular course.
This event explores ways to expand FLAC offerings at Cornell by identifying the goals
and necessary supporting structures, and by encouraging faculty across campus to add a
FLAC component to their courses. What are the goals, roles, and responsibilities?
What are the benefits and resource requirements? This event of panels and group
interchange promises an engaging discussion by bringing together faculty, outside experts,
TAs, language teachers, students, and senior administrators. Laura Brown,
Vice-Provost of Undergraduate Education, will moderate the final discussion.
Your attendance will show the importance of support for FLAC, in terms of TA stipends and organizational structures. For more information contact Dick Feldman at email@example.com.
Organized by Language Research Center and with support of Cornell's Language Education Council, Vice Provost for International Affairs, and the Mario Einaudi Center for International Studies.
Who Owns Content? Issues in Content-Based Instruction
Friday, October 3, keynote 4-5, followed by reception
Saturday, October 4, 9am to 3pm
Clark Hall 701
This event is sponsored by the Consortium for Language Teaching and Learning.
Pedagogical perspectives on error correction
Research Associate Professor of Applied Linguistics
Department of World Languages and Cultures, American University
Tuesday, November 11, 4pm followed by reception
The field of second language teaching and learning has seen a number of pendulum swings in how
errors should be viewed. In the 1950s and 1960s, behaviorist theories of language learning that
emphasized habit-formation deemed errors as damaging to learning and thus in need of immediate
eradication. In the 1970s and 1980s, more nativist theories about language learning saw errors
as a natural part of the learning process and thus correction was not needed. More recently,
interactionist theories of language learning have reinforced the view that errors are natural and
unavoidable, but also have considered errors to be 'treatable'.
What is undeniable is that language teachers have to deal with learner errors on a daily basis. How then are they to respond to learner errors given the mixed messages emanating from researchers and theoreticians? Error correction has been an intense object of inquiry in the Applied Linguistics field for at least two decades. Accordingly, a plethora of research has presented its robust findings on the efficacy of error correction and the extent to which this can be mediated by a host of individual learner factors, such as motivation, language analytic ability and working memory. Nevertheless, a disconnect remains between research and practice with regard to the utility of error correction because many teachers in the language classroom are still left with the question of what they should do about learner errors on a daily basis.
My talk will address the following questions from the pedagogical perspective: (a) What are errors?; (b) Should teachers aim to correct all errors or be selective?; (c) What criteria should teachers use to select errors for correction?; and (d) What specific ways can teachers correct oral and written errors. After providing my understanding of several key findings from the research on error correction, I will also consider each finding in terms of my own unique experience as a language learner, language teacher and teacher educator.
Tuesday, December 9, 9-12 followed by lunch
- Dick will report on the latest news about the move of the LRC to Stimson Hall.
- France Mehta will discuss a mobile device program she has used for viewing and analyzing a Chinese video. She has student survey data on its effectiveness and students' attitudes about mobile devices generally.
Grit Matthias and Andreea Mascan will give a presentation titled "Reevaluating the 'us and them' Paradigm."
This involves the description of a three-stage sequence of student activities. They will present the project
and discuss examples of students' work, student feedback and their conclusions for future projects.
- The LRC has long supported a range of online tools to present language teaching materials.
We are now approaching the end of the lifetime of those materials, and we are proposing
to offer support for recently developed features of Blackboard instead.
In this workshop we will demonstrate how Blackboard supports many of the functions of LRC tools
and beyond. We will concentrate on areas such as media handling, especially in threaded discussions,
student upload of video, assigning privileges to groups of students, branching from one activity
to another, and the grading of student work. After a demonstration of these affordances,
attendees will have time for guided use of these tools.
We will also be developing modules beyond BB, so BB experienced teachers are urged to think about what features are missing from BB that would be useful to language teachers.
If you have media, practice tasks or test questions you would like to try incorporating in BB, please bring them along.
Noyes Lodge, 3-4pm
Discussion of the RFP for Internationalization
The call for proposals was sent out to all faculty. Here is a copy also.
Principles and practices of a literacy-based approach to language teaching
Professor of French and Director of the Berkeley Language Center
University of California, Berkeley
Friday, February 27, 4pm followed by reception
Relating FLAS Assessment to Proficiency Scales
Mary Jo Lubrano
Testing and Assessment Specialist
Yale Center for Language Study
Saturday, March 7, 9am to 2pm lunch provided
There are some activities to be completed before the workshop, based on the ACTFL Guidelines. Here is a brief outline of the workshop.
Collegiate Foreign Language Teacher Development:
Challenges and Strategies to Meet the MLA's Call for Change
Heather Willis Allen
Associate Professor of French University of Wisconsin-Madison
Thursday, April 9, 3:30pm followed by reception
This presentation will include discussion of challenges and strategies in meeting the 2007 MLA Report's call for change in lower-division FL courses and, in particular, in relation to TA professional development. A pedagogy of multiliteracies (Cope & Kalantzis, 2009; Kern, 2000) is posited as a framework for anchoring TA professional development and several concepts from Vygotskian cultural-historical psychology (e.g., everyday and scientific concepts, appropriation, dialogic mediation, assisted performance) are foregrounded as key elements of professional development activities. Examples will be shared from an ongoing empirical study of TA conceptual and professional development.
Interactional Practices and Actions Comprising L2 Teaching
Joan Kelly Hall
Professor of Applied Linguistics Penn State University
Tuesday, April 14, 4pm followed by reception
Sponsored by the Department of Romance Studies
Motivation, Aptitude, and Error Correction: Best Research Insights for Language Teaching
Professor of Applied Linguistics Georgetown University
Saturday, April 18, 9am to 12pm
Friday, May 8, 9-12 followed by lunch