You are warmly invited to the Wells Hall B Atrium November 18-22 to enjoy reading and feeling tactile graphic novellas! Students in ENG 473A: Literature and Medicine have created these short comic-book-like stories depicting experiences of disability, illness, and interactions with the medical field, which are displayed alongside touchable sculpture from previous years of accessible art exhibits. Come learn about medicine and disability in a whole new way, and remember – please touch the art.
Shinto in Contemporary Japan: From Basic Teachings to Anime
From core principles to the ways Shinto is practiced today, this talk will address shrines for sports, fertility and protection from STDs, appropriation by popular culture (such as in anime and advertisements), and new spirituality movements including the power spot boom.
Dr. Stephen Covell
Chair of the Department of Comparative Religion and the Mary Meader Professor of Comparative Religion at Western Michigan University. Dr. Covell was the founding director of WMU’s Soga Japan Center and has published widely on Buddhism and other Japanese religious topics.
Sponsored by the Center for Integrative Studies in the Arts and Humanities, IAH Connecting Pedagogy and Practice Fund, Department of Religious Studies, Asian Studies Center, and MSU Japan Council.
In collaboration with the Accessible Learning Conference and in honor of Accessibility Week 2019, the MSU Museumwill host a sensory-friendly event on Tuesday, November 19 from 5-7 p.m. Join the museum for a range of hands-on activities, gallery exploration, and a chill out area in the education station.
Luis A. Sahagun | Wednesday, November 20 | Broad Art Museum | 7pm
Luis Sahagun is an AAHD Artist-in-Residence: Critical Race Studies. Sahagun’s drawings, sculptures, paintings, and performances confront the palpable inescapability of race and transforms art into an act of reclamation. As a previously undocumented immigrant and former laborer, Sahagun’s work focus on the importance of Latinx cultures and contributions in order to combat the anti-immigration and anti-Latinx national rhetoric that persists throughout the country.
Support for this lecture is provided by the MSU Federal Credit Union, Broad Art Museum, The College of Arts and Letters, and the Department of Art, Art History, and Design.
We invite you to join us for the 5th annual Accessible Learning Conference on November 21-22, 2019. This year’s theme is storytelling.
DATE:November 21-22, 2019
LOCATION: East Lansing, Michigan; Kellogg Center; Michigan State University
Review the conference schedule on the ALC Website below:
Accessibility is an integral part of our professional, educational, recreational, economic, and civic lives. But at the core of accessibility are people and their stories. This year at the Accessible Learning Conference, we’re providing a space for those stories to come alive.
Join us in East Lansing to help craft and communicate the narratives that shape accessibility and the experience of students, faculty, staff, and community members in the educational sphere and beyond.
Save The Date!
Second Language Studies Symposium
Friday, February 21, 2020
For the day’s schedule, please click here.
Multi-Competence, Translanguaging, and Multimodal Learning
Li Wei, UCL Institute of Education, University College London
This is a conceptual paper that aims to extend the concept of Linguistic Multi-Competence and advance Translanguaging as a research perspective (in addition to pedagogical approach). It focuses on the theoretical foundations of Translanguaging and explores the implications for language teaching and learning in particular and for bilingualism and multilingualism research generally. Core issues such as the role of L1, transfer, learner autonomy, will be revisited from the Translanguaging perspective. Empirical examples from self-directed mobile language learning will be used to demonstrate the added value of the Translanguaging approach.
Instructional approaches to multiword items in a second language: A critical review
Frank Boers, Western University, London, Ontario
The past two decades have witnessed a proliferation of studies on multiword items (phraseological units such as collocations, idioms and phrasal verbs), including research on the effectiveness of diverse interventions intended to help learners acquire such items. Studies on the effectiveness of these interventions are typically of a comparative nature, where the learning gains resulting from a given procedure are found to be significantly greater than the gains observed under a comparison or control condition. In this talk I will review a collection of such studies adopting a practitioner’s perspective in doing so. It will be argued, for example, that some of the approaches put to the test in empirical research are unlikely to be tried by teachers owing to the substantial investment of time and effort they require. A recurring theme in the talk will be the distinction between statistical significance and pedagogical significance of the research findings. While it is of course useful to detect whether one treatment condition leads to more learning than another according to inferential statistics, it is also worth taking a closer look at descriptive statistics to evaluate how encouraging the learning gains really are under the more successful treatment. The talk will conclude with suggestions for further, pedagogy-oriented, research in this area.