Keynote speaker: Celeste Kinninger, Penn State University
The SLA Graduate Student Symposium, co-sponsored by the UW-Madison SLA Program, is hosted this year by the University of Iowa Second Language Acquisition Program. The theme of the 2015 symposium is Language Learning: A Social Adventure. Submissions may address the conference theme or any area related to current and future trends in SLA research including, but not limited to: generative, psycholinguistic, and social approaches;technology in language teaching and learning; and implications of SLA research for instruction.
About the Speakers: Gina and Eric Lewandowski, a husband and wife team, have a long-standing personal and professional interest in the dynamics of intercultural affairs. Gina, a Ph.D. candidate in Curriculum & Instruction at the University of Wisconsin- Madison and a career world languages teacher, uses comparative vertical case study analysis to examine world language education in the United States and Poland since the Cold War. Eric, a former Fulbright fellow, trained as a social historian and is active in the Madison sister-city movement. In summer 2014, both taught English to Polish students in Bożków, an economically-challenged hamlet in Lower Silesia as part of WIESCO - the Wisconsin Education, Scientific and Cultural Organization. They are keen on sharing their varied experiences obtained during a time of economic growth and political ferment in Poland – exactly one quarter century after the fall of Communism and coincident with the unfolding crisis in Ukraine.
About the Lecture: In the twenty-five years since the collapse of Communism and the long-deferred re-introduction of democracy to Poland, Poles have been working to build a new society free from a half century of totalitarian limits on personal achievement and eager to benefit fully from their fledgling membership in the European Union and NATO. In this, they have embraced English language learning, conducted via a well-established people-to-people language camp program from Wisconsin, as a tool for democratization, economic growth and strategic integration with the West. This talk will put the practice of non-formal world language learning into a socio-historical context centered on Poland, present the views and personal experiences of teachers, students, government educators, and other political and economic stakeholders on the value of strategic language learning, and reflect on the contemporary role(s) of everyday Americans from the heartland who are working with aspiring, forward-looking Poles in dealing with existing challenges and emerging opportunities through cross-cultural world language learning.
Sponsored by the Center for Russia, East Europe, and Central Asia and the Doctoral Program in Second Language Acquisition
5:00-6:00 pm, Thursday, March 5 254 Van Hise Hall, 1220 Linden Drive
In the current era of globalization and intense social and technological innovation, the teaching of normative language forms is inadequate preparation to deal with the varied communicative contexts in which people work, learn, play, and shape their identities. On the other hand, we also sell our students short if we focus narrowly on electronic literacies. Rather than attempting to distinguish between "new" literacies and "old" literacies (linked to "new" and "old" technologies), I propose an approach that brings attention to relationships between current and past literacy practices in order to prepare learners for the future. This approach focuses on teaching literacy in the broadest sense: traditional literacy, visual literacy, new media literacy - literacy for communicative competence but also for symbolic competence - to show how all technologies and mediums influence the design of communication and embody values and fundamental ideas about what communication is. The presentation will develop a set of principles and goals for this educational approach, then propose ways to achieve those goals through a "relational pedagogy" that focuses on how meanings emerge from interactions among material, social, and individual resources.
Rick Kern is Professor of French and Director of the Berkeley Language Center at the University of California at Berkeley. He teaches courses in French linguistics, language, and foreign language pedagogy, and supervises graduate teaching assistants. His research interests include language acquisition, literacy, and relationships between language and technology. He is Associate Editor for Language Learning & Technology and Editor of the Teacher’s Forum section of L2 Journal. Professor Kern has recently written a book entitled Language, Technology, and Literacy (Cambridge UP, in press) and has published several other books as well as articles in journals such as The Modern Language Journal, Foreign Language Annals, Studies in Second Language Acquisition, and TESOL Quarterly.
Sponsored by the Second Language Acquisition Program and the Language Institute, with funding from the Anonymous Fund.
SLA majors will share their work at an informal poster session and reception the afternoon of Friday, February 20 from 2:00-4:00pm. Students will present term paper or dissertation work and get feedback from faculty and other students. Data may be represented on simple printouts and need not be printed as formal presentation posters. 1418 Van Hise Hall.
Analyzing L2 Identities Through Metaphor by Daria Aleeva, Lauren Goodspeed, Julia Ruck
Research Challenges: Applying Methods Across Languages by Bicho Azevedo
Two French Language Teachers’ Understandings of the Passé Composé and the Imparfait
by Amy Clay
An Ethnographic Case Study of the Literacy and Second Language Acquisition of Muslim Refugees in the U.S.
by Sara Farsiu
Bilinguals in the Borderlands
by Colleen Hamilton
Language in Indonesian Popular Culture: Code-switching, Identity and Power
by Nelly Martin
Professional Development among Communities of Foreign Language Teachers
by Margaret Merrill
Attitudes and Motivation of American Learners of Persian/Farsi, Arabic, and Scandinavian Languages: A Comparative Study by Fatemeh Mirsharifi
Franco-Maghrebi Young Adults’ Negotiation of Identities within the French Education System
by Sandrine Pell
Interactive Practice of Study Abroad Learners in a Multilingual Context by Kazeem Sanuth
Elicitation Techniques in the ESL Classroom
by Chen Sun
Bridging the Gap: Faculty and Student Perceptions of Foreign Language Programs
by Leah Wicander
Russian Flagship Tutorials: Participant Beliefs Manifested in Social Interactions
In intermediate and advanced French literature courses, I assign final projects that use video podcasting to encourage students to do research, write scripts, and film themselves. The result is a short film about a subject related to course materials that asks students to demonstrate their progress in French, as well as what they have learned about using multimedia to communicate their ideas.
Part of the 2014-15 SLA series Technology-Mediated Language Teaching and Learning: Theory and Practice