Presenter: Kristen Mapes
In this workshop, we will discuss where you already have an online presence, where you may want to develop a digital identity, and how to do it. We will think through what it means to have a digital identity as an academic and educator, specifically using the Visitor and Resident mapping framework. Then, we will discuss specifically academic social platforms (e.g., academia.edu, ResearchGate, etc.), with a more formal introduction to Humanities Commons.
Please note that this workshop will take place in the new, state-of-the-art Digital Scholarship Lab on the 2nd floor of the west wing in the Main Library. Pizza will be served.
Presenters: Drs. Lynn Wolff and Matthew Handelman
In this workshop, we will present a major component of our newly revised third-year German language and culture course that was piloted during the fall 2017 semester: Our work with the graphic novel Der Boxer by Reinhard Kleist (2012) and a digital mapping project that provided ways to explore how time, space, and place are intertwined in the graphic novel’s stories about the Holocaust. This component of the course had two main goals:
(1) Help students gain a deeper understanding of the Holocaust and Second World War as told in words and images in the graphic novel;
(2) Give students the opportunity to engage with a graphic novel – through visualization, contextualization, description, and analysis – beyond what is possible in the traditional essay form.
By bringing graphic narratives and digital projects into the language classroom, we hope to enable students to critically engage with contemporary approaches to the memory and representation of topics as (seemingly) familiar as the Holocaust. We look forward to sharing the results of this project and to discussing the ways that graphic narratives and digital projects can enhance the study of language and culture.
Presenters: Madeline Shellgren
This workshop focuses on various notions of accessibility. We will start with questioning who students are and why that is important to consider. Together, we will also explore ways to make space for identity and student agency, discussing how we can help create opportunities for students to empower themselves and find relevance in course content, curriculum, and design. We will then move to ways to critically leverage today’s technology, specifically focusing on intentional and ongoing work we can do as instructors to remove barriers to information and education.
Presenter: Dr. Anne Violin-Wigent
As part of my current investigation on the effectiveness of explicit instruction, this project investigates the evolution of the accuracy of French liaisons produced by students over a semester. Do they actually produce French liaisons more accurately after they are given the list of explicit rules than before? How do they change after the lesson? After a brief explanation of what French liaisons are, I will present preliminary results that compare students enrolled in a French phonetics and pronunciation class (FRN 330) where they are taught the rules, to students enrolled in FRN 320, a grammar and writing class that does not include liaisons at all.
This workshop meets on Thursday from 3-4 pm in B135 Wells Hall. Cookies and coffee will be served.
Presenter: Alissa Cohen
This workshop will explore some of the challenges of promoting language study among American school children and look at the CeLTA Fellowship project I conducted this year to address some of these challenges. I will provide an overview of a language exploration club that was designed to introduce students at East Lansing’s MacDonald Middle School to the study of foreign languages in general and, more specifically, to the languages offered at the school, French, German, and Spanish. The goal of the project was twofold: To promote foreign language study by middle schoolers and to promote service learning and teaching practice by MSU students in the fields of language learning and teaching. Participants in this workshop will have the opportunity to review and evaluate the structure, materials, and outcomes of the program and contribute to the revision process, with an ultimate goal of encouraging greater future participation among the middle schoolers and MSU student teacher volunteers and to create contacts and collaborations across the many MSU units involved in promoting language teaching and learning.
Presenters: Drs. Susan Gass, Paula Winke, Koen Van Gorp, and Emily Heidrich
Join us to hear updates on the Language Proficiency Flagship Initiative, funded by the National Security Education Program within the Defense Language and National Security Education Office. The presenters will also discuss the progress of the Less Commonly Taught Languages (LCTL) Partnership, a cross-university initiative funded by the Mellon Foundation.
Presenter: Dr. Aline Godfroid
In this presentation, I give an interim report on a research project designed to chart the English knowledge of English as a Second Language speakers studying at Michigan State University. The specific aims of the project are to develop lab-based language tests that allow researchers and teachers to distinguish two types of linguistic knowledge (explicit and implicit) that differ in their usefulness for everyday communication. I will discuss what the different tests measure and focus specifically on the implicit knowledge tests, as these are key for measuring fluent language use during spontaneous communication. I will also consider the cognitive profiles of students that show a propensity for learning implicitly. Interested individuals will have the opportunity to try out some of the individual differences measures in the second half of the presentation.
Presenter: Drs. Zarema Kumakhova and Shannon Spasova
This presentation will show a project that aims to facilitate the use of authentic reading texts throughout the Russian language curriculum. In first- and second-year Russian, students will complete a series of lessons that focuses on various aspects of learning vocabulary and understanding words in context, and finish by beginning to read their first full authentic texts in Russian. In third- and fourth-year Russian, students will use a set of materials that help them to read works of classic Russian literature with exercises that help them to continue to develop their skills in understanding words from morphology and retain vocabulary across readings. The presentation will include some examples as well as a description of the process with lessons learned to benefit others who may want to undertake a similar project.
Presenter: Dmitrii Pastushenkov
The purpose of this project was to develop teaching materials for online tutoring sessions using Zoom. The teaching materials include lesson plans, PowerPoint presentations, and recorded online sessions for IELTS Speaking Preparation, TOEFL Speaking Preparation, and Transition to Business courses. Each course includes ten 50-minute tutoring sessions. The workshop will include the following sections:
- Overview of the three courses (general information about IELTS/TOEFL, why these tests are important for international students, Transition to Business and transition courses in general, structure of the courses, lesson plans, etc.)
- Examples of how to use Zoom in online tutoring sessions (share screening, giving feedback in real time, etc.)
- Examples from recorded tutoring sessions (warm-up activities, new vocabulary, speaking exercises, case studies for the Transition to Business course, etc.)
- Future directions (the follow-up project on the effects of teacher-student interaction on task performance)
- Q&A session
If you have any questions about the project/workshop, please contact Dmitrii Pastushenkov at firstname.lastname@example.org.