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THURSDAY 2/14/2008
Pre-Conference Workshops
Helena Curtain (8:30 -11:30 AM), Looking at Classroom Activities Through Three Lenses ...
Hajime Kumahata, Scott Williams & Georges Detiveaux (8:30-11:30 AM), Exploring Online
Teaching Tools
Blaine Ray (8:30-11:30 AM), The Art of Storytelling
John De Mado (2:00-5:00 PM), Function-al Raps ...
Carol Gaab (2:00-5:00 PM), ‘C’ing a Story through
Three Lenses
Blaine Ray (2:00-5:00 PM), Reading for Fluency
SOCALLT reception will follow the workshop
SOCALLT 2008 Conference Program
FRIDAY (All SOCALLT sessions will take place in "Breckenridge" room.)
8:00 Welcome and Announcements
8:15-9
Is Technology taking over your classroom yet?
by Claire Bartlett [Rice University]
Learning about Culture and practicing Listening skills require easy access to large quantities of on-line audio video material. How to find these resources, acquire them, manage them, or produce them and use them? While answering these questions, we will show examples and discuss compliance to copyright guidelines. How are you assessing your students’ learning? Is much of it done on-line yet? If so are you using the right tools which allow you to test all language skills? We will demonstrate some of Rice latest tools used for assessment and discuss their appropriateness for languages. Are your students publishing their work on the Internet? Is their writing just for you the teacher or are you sharing your students writing with the rest of the world? How can this easily be done? Are your students communicating with peers across continents? If so what tools are you using and how can these interactions be held accountable and used for learning? Are your textbooks and homework assignment on-line yet? Have you answered yes to all these questions? If yes, then is technology taking over?
9:00-9:30 vendor break
9:30-10:00
Building Vocabulary with Studymate Flashcards
by Cynthia Chapa and Marie Schein [Texas Christian University]
Dr. Cynthia Chapa (German) and Dr. Marie Schein (French) of Texas Christian University propose a presentation in which they demonstrate the use of Studymate to enhance learning in foreign language classes. Studymate is a computer program that enables instructors to create eLearning activities and games in a Flash format.
Drs. Schein and Chapa will specifically demonstrate in a step-by-step manner how they created electronic flashcards with audio attachments in order to provide their students a way of studying vocabulary by both seeing and hearing the words in the target language. They will report on how this new course ingredient has been received by students and how widely the resource is put to use. Following the demonstration, workshop attendees will discuss in small groups the ramifications and further applications of Studymate for foreign language learning
10:00-10:30
Posting Audio Recordings and Video files: iTunes University versus CMS (i.e. Blackboard), Which Is the Better Choice For Language Learning?
by Audrey Sartiaux [Union College]
In this presentation, I will discuss the advantages and disadvantages of using the iTunes University interface over the Blackboard Course Management System for posting audio and video material. iTunes University is an interface made available by Apple to educational institutions through an application process. It works with the iTunes software and a Web portal. It is a cross platform application, with which a large portion of students are already familiar. The instructor makes a course request with the IT department and is then able to upload audio and video files of large sizes, as server space is no longer an issue. Indeed, all files are stored on Apple servers and no longer on the institution’s, as it remains the case with Blackboard or other course management software. The benefit of push technology versus pull technology will be introduced. I will also talk about how these twotechnologies can best serve different needs for language learning. Indeed, CMS remain more suited for certain type of oral activities, especially those making use of the integrated discussion forum feature.
10:30-11:00
Vendor Break
11:00-11:30
The 5 C's of Constructivist Language Learning with MOODLE
by Tony Beld [University of Colorado at Colorado Springs]
This presentation will explore Moodle (the open source virtual learning environment) for language learning. Participants will see specific Moodle activities that relate directly to the National Standards for Foreign Language Education and the use of authentic multimedia materials embedded in communicative, cultural, community-building activities. We will look at how these activities can be taken beyond the classroom to build a community of practice in language teaching and learning at your institution and the many resources available to help get people started with Moodle.
11:30-12:00
The WRITE Way to Engaged Written Communication: Bringing More Computer-Mediated Tools to the L2 Classroom
by Marie M. Schein [Texas Christian University]
Writing in a second language is a complex act and can be, at times, the source of anxiety for many of our students. Beyond their concerns about using the proper grammar, the correct spelling, or the fitting word, students who are developing their writing skills in a second language often feel that they do not appear as sophisticated and educated in the L2 as they do in their L1. The great divide between what they want to say and what they can say given their proficiency level causes much frustration, particularly at the Intermediate Low level. In this awkward zone between a seeming liberation from the hesitant steps of the first and second year courses and the anticipation of speaking and writing a more mature L2, students need to be motivated to use their L2 and increase their output in risk-free activities first, and then, by engaging in more formal, targeted tasks that lead to fine tuning specific writing assignments.
In particular, online tools such as eJournal, Discussion Threads, or blogs are suited to help students practice what they know and explore ways to express their thoughts in the L2. Presented as risk-free (grade-free) practice tools, they tend to make our students less anxious about the act of writing. Incorporated within the class routine, these eWriting tools multiply the acts of writing and reduce the anxiety about writing. They also serve as scaffolds for more attentive acts such as peer review.
Thus, students who practice writing in the L2 regularly through online tools will make the easy transition to the more focused task of reading and responding to their peers’ works. With the simple Microsoft Word reviewing tools, students learn to think critically and comment about the written messages produced by their peers. Peer review happens in class at first, and moves online via chat rooms in the second phase.
This presentation will demonstrate how risk-free or grade-free eWriting activities offer appealing ways to add L2 writing to the daily routine of language acquisition and loosen up L2 thoughts while computer-mediated peer review activities in the L2 writing workshop will call on the students to be attentive to local and global aspects of their own writing or that of their peers. Examples from previous classes will show that these writing activities produce a volume of L2 writing in non-intimidating settings, a useful stage that helps students transcend the limitations of their L2 written communication by proving to them they are capable of making meaning.
A handout of writing samples and resources about using simple online communication tools will be provided.
12:00-2:00
Keynote Luncheon
2:00-2:30 vendor break
2:30-3:00
Developing Writing skills in Japanese through Web Technology
by Hiroko Sato [Rice University]
One of the challenging features in foreign language education is how to make learning to write in the target language meaningful for students. This presentation will share examples in designing and developing the course where students will gain skills in writing in Japanese from the bottom up starting at the novice level. The author applies unique web technology in delivering the course, student participation, and assessment for promoting students writing skills at all levels of Japanese. Using Rice University’s ExTemplate software, Language Exchange WIKI and BLOG, students actively participate in writing in Japanese both in class and outside class. Through these vital tools students develop their skills in writing sentences for course work at the novice and intermediate level and in writing a technical dictionary and short essays on their research at the advanced level. These tools also allow students experience exposure to new material and learning while instructors can guide them and perform assessment. In conclusion, the author will discuss both benefits and disadvantage of technology application in writing in Japanese by presenting students performance.
3:00-3:30
Polish/American Cultural Connections
by Liz Casner [Kutztown University]
This presentation will discuss a cultural exchange project between approximately 50 ESL students at Lodz University in Poland and the equivalent number of College Composition students at Kutztown University. The students will use current technological methods to dialogue on their college experiences, differing cultures, and other issues confronted in their course work. The basic technology used will be email, but students will be encouraged to communicate through other formats such as instant messenger, podcasting, and blogs and an analysis of the efficacy of this exchange will be addressed.
3:30-4:00 Break
4:00- Depart for University of Colorado Boulder Language Lab (ALTEC) Tour
Dinner in Boulder - Restaurant TBA
SATURDAY (All SOCALLT sessions will take place in "Breckenridge" room.)
8:00-9:00 Breakfast with language groups from CCFLT - For your language group, please refer to the CCFLT conference program.
9:30-10:00
How to Improve Fluency and Pronunciation in French: Perspectives of Using Computer-Enhanced Multimedia
by Chimegsaikhan Banzar [Grambling State University]
The mastery of foreign languages is largely associated with good communication skills and fluency. According to a wide-spread opinion, speaking and writing represent productive and active linguistic skills (output modes), whereas listening and reading are receptive and passive (input modes). In my presentation, I would like to argue that the aural and verbal comprehension can also be productive and active, and that proficiency in speaking is intrinsic and proportionate to listening and reading skills. On the other hand, correct pronunciation is the corner stone of verbal fluency; the near-native proficiency can be attained, in addition to traditional methods, by interactive strategies of instruction based on modern technology.
For learners of French, the French phonology, specifically the vocal system, represents one of the biggest challenges. Analyzing students’ performance in using QUIA online workbook and lab manual, as well as my personal experience of teaching French phonetics via distance education, I would like to demonstrate the advantages of integrating aural/oral and audiovisual forms of instruction designed in a meaningful authentic environment (interactive CD-ROMs, web-based activities, online radio programs, pod-casting, Power Point, and other digital multimedia resources), to facilitate, supplement, and motivate the foreign language learning, and to suggest alternative solutions to the meta-linguistic problems that limit its efficiency.
10:00-10:30
Enhancing Français Interactif Through Song: a Project of Texas TLTC
by Kelle Keating and Karen Kelton [University of Texas, Austin]
This session presents the project of the first graduate student fellow of the University of Texas Language Technology Center (TLTC: http://tltc.la.utexas.edu/tltc/), the addition of a musical component to UT's online first-year French curriculum, Français Interactif (http://www.laits.utexas.edu/fi). The songs in this curricular component represent a wide variety of francophone music and enhance the effectiveness of teaching the language according to the 5 C's, especially cultures, connections and comparisons in the Francophone world.
10:30-11:00 Vendor Break
11:00-11:30
Strategies for Digitally Correcting Written Work in Foreign Language Classes
by Ted Jobe [Southwestern University]
This talk will demonstrate how instructors can use features of Microsoft Word to grade their students’ written work. The techniques discussed will include the use of the ‘Track Changes’ feature and how to write macros that can both automate frequent comments and give detailed feedback on common language learning errors. These techniques have the advantage of allowing instructors to correct student work more efficiently while at the same time providing students with a level of feedback that would otherwise be prohibitively time consuming. This methodology moreover moves us towards a paperless classroom and produces an archive of student work that instructors can draw upon for examples of exemplary work and common writing problems to be avoided.
11:30-12:00
Beyond (the) Blackboard: Blogging as a Course Management System
by Daniel R. Walker [University of Colorado at Boulder]
In the last few years, educators have started to use blogs for a variety of reasons in the foreign language classroom. Although some of these blogs have undoubtedly been successful, many do not use the wealth of resources offered by blogging programs to their fullest, particularly when blogs are implemented as Course Management Systems (CMS). In my session, I will discuss how to take advantage of the flexibility and narrative nature of blog posts as well as how to incorporate creative ways to use link lists and other blogging widgets as I concentrate on four key points: 1) why I decided to use a blog in my own class, 2) in what ways a blog is different than a "traditional" CMS, 3) how I used the blog, and 4) some important factors to keep in mind when developing a blog for any foreign language class.
12:00-1:15 Lunch and SOCALLT Business Meeting
1:30-2:00
Creation of subtitled lyrics and other videos for Chinese language learning
by Marshall McArthur [University of Houston]
This presentation demonstrates how subtitled videos (self-authored and existing videos) may be incorporated into Chinese language instruction. Premises of this approach are:
1) Students learn to follow a text at a natural speed, instead of “slowing down” the reading process as is common with print texts.
2) Subtitles may be in Chinese characters or in Pinyin. Texts in characters allow upper-level students to familiarize themselves with more advanced vocabulary (such as found in songs), while texts in Pinyin allow students from beginning through intermediate levels to learn vocabulary not normally taught in most beginning level texts that cater vocabulary to characters presented.
3) This approach is particularly suited to the presentation of popular music. Becoming acquainted with Chinese lyrics from a beginning level encourages students to find and study songs on their own, since most songs/lyrics can be easily found on the internet.
One sample video may be viewed at the internet link below:
http://thunderthedog.com/video/zzsocalledsamp.html
The presentation will include approximately four additional sample videos, all abbreviated to fit the length of the presentation.
2:00-2:30
Online CALL Workshops: A pilot project
by Edwige Simon [University of Colorado at Boulder]
The Anderson Language Technology Center at the University of Colorado (Boulder) offers a non-credit certification in language technology. The Certificate is open to all members of the Foreign Languages and offers training in the theories and practices of technology use in the foreign language classroom. To obtain the Certificate, participants must complete fifteen workshops and develop a portfolio showcasing an instructional technology project. Although interest for the Certificate has grown significantly since the revamping of the curriculum in 2005, scheduling remains a real challenge. Graduate students are busy teaching and taking classes and finding a two-hour weekly time slot that accommodates the majority of them has proven virtually impossible. In order to remedy this problem, ALTEC started developing online versions its workshops. These online modules are entirely self-paced and can be completed at any time during the academic year. This presentation will introduce two of these online workshops, including the instructional design challenges encountered, and the preliminary findings from the evaluation plan.
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