Emerging
Technologies in
Teaching Languages and Culture
Conference
Program
Presenter
Resources
Vendor
| Thursday | Friday | Saturday | |
| 8:00 a.m. | Registration - University Center Foyer |
| 8 - 9:00 a.m. | Continental Breakfast - Otter Bay Cafe |
| 8 -10:30 a.m. | Tech Support - Presentation Rehearsals - University Center |
| 9:00 a.m. | Opening Remarks |
9:30 a.m. |
Keynote Address: Professional Development and CALL: The Dynamics of Online and Onsite (60 min.) |
| 10:30 a.m. | Break |
| 10:45 a.m. |
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Developing Intercultural Competence: a Project-based German-American Telecollaboration Developing Intercultural Competence Online (45 min.) |
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Exploring Wiki-based Project Learning in Foreign Cultures and Literatures (45 min.) |
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| 11:30 a.m. | Break |
| 11:40 a.m. | Going Multimedia with QuickTime, Windows Movie Maker, and Camtasia (45 min.) Mimi Yu; University of Nevada, Reno UC Living Room Apple’s QuickTime, Microsoft’s Windows Movie Maker, and TechSmith’s Camtasia are well known for making multimedia language instructional materials. The multimedia components of the movies made from the above mentioned software applications from visual to audio and video effects can help enrich a language classroom environment. This session explores the possibilities of using these three software applications to generate various language classroom activities in multimedia formats. This session will also compare and analyze the similarities and differences among these three software applications. |
Kathryn de la Fuente; DLIFLC UC 115/116 I teach grammar essentials to incoming younger military students at the Defense Language Institute in Monterey. My students love to operate the SMART Board in class and that makes it a highly interactive and most effective tool for learning and teaching grammar. I have devised several interactive short takes designed to introduce or reinforce specific topics (modifiers, passive voice, etc.). In each case, students come up to the SMART Board and do something: uncover the right answer, move a picture to the right place, use the stylus, etc. With their peers watching and helping, this can become quite lively and effective! My presentation would be interactive, with brief explanations of selected short activities followed by volunteers from the audience using the SMART Board like the students do in class. I would hope for a good discussion from the audience, including feedback, suggestions and sharing interactive SMART Board strategies. |
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| Adobe Acrobat + JavaScript = Self-Grading Worksheets! (45 min.) Kathleen Plinske, Eva Maria Bill; McHenry County College Bldg. 45/102 Adobe Acrobat Professional allows for the conversion of Word documents to fill-in forms. Additionally, Adobe Acrobat also allows for the forms to be interactive with the use of JavaScript. Simple JavaScripts can be written to make online interactive worksheets where students fill in responses and automatically receive feedback. These digital worksheets can be used as a tool for student self-assessment, or can be printed and turned in for credit, saving the instructor time as they are automatically graded. These worksheets are a more effective tool than self-grading Blackboard and WebCT quizzes because there are virtually no formatting restrictions. Instead of being forced to create individual fill-in-the-blank questions, Adobe Acrobat and JavaScript allow for the creation of contextual-based exercises with virtually no limitations. Participants will learn the skills necessary to create interactive digital worksheets and will be given several scripts that they can immediately use with their own worksheets. |
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Pittsburgh's Authorable Online Oral Proficiency Assessment Software (45 min.) |
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| Pedagogical Considerations for Developing Online Listening Lessons (45 min.) Natalia Antokhin, Abdelfattah Boussalhi,Maria Ortenberg; DLIFLC Bldg. 45/104 Defense Language Institute’s GLOSS (Global Language Online Support System) offers interactive lessons in several languages, including Arabic, Russian, and Chinese, and serves as an online language maintenance and enhancement tool that has been successfully used by individual learners on their own, as well as by teachers in the classroom. Last year GLOSS began developing lessons to help DLIFLC students, as well as linguists in the field, to maintain and improve their listening proficiency. The presenters will focus on two main issues. First, they will discuss the basic principles for developing online lessons to promote effective listening: listening skill levels, selecting authentic listening texts, and identifying potential learning difficulties in these texts. Second, pedagogical approaches for dealing with listening issues (organization of spoken language, clarity of speech, pronunciation, colloquialisms, overlapping speech, etc.) and their application in online lessons will be examined. Sample tasks and activities from Arabic and Russian lessons will be presented. |
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| 12:25 p.m. | Lunch |
| 1:45 p.m. | Apple (90 min) Tim Schulenburg; Apple Computers |
| Is SMART Board Smart Enough to Raise Student Language Proficiency Levels? (45 min.) Patrick Lin; DLIFLC UC 115/116 It has been more than two years since the SMART Board was first installed in every classroom at Defense Language Institute. Now, it is time to review the usefulness of the SMART Board in foreign language teaching. In this presentation, the presenter will share with the audience the results of his recent research project analyzing the effectiveness of using the SMART Board in a Chinese department. The project involved 106 Chinese students and 26 instructors, including their feedback and students’ official DLPT results as the main research data. The presenter will also discuss with the audience on how to properly use the SMART Board as a teaching tool to further raise students’ proficiency levels. |
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| Managing and Securing a Language Center with Symantec Ghost 8.2 and Faronics Deep Freeze (45 min.) Bldg. 45/102 Faced with attacks by viruses and talented students visiting our computer facilities, every administrator has to devote much of their time to securing and, if necessary, quickly restoring their computer environment. In this presentation I will share my experiences, in managing my environment using Symantec Ghost 8.2 and Faronics Deep Freeze 5.0. Following a brief overview of the main function and features of both applications I will demonstrate how to create, pull and clone the sample images of your client PCs using Symantec Multicast Server and Symantec Ghost Console.. Subsequently, I will demonstrate how to create and incorporate the Deep Freeze client protection into the image to be cloned with Symantec Ghost to insure smooth operation of both applications. Lastly, I will present how a collection of Ghost images managed by Symantec Ghost and Deep Freeze Consoles ensures our language center’s smooth operation a quick system restores when necessary. |
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Bldg. 45/103 Most of our students cannot go abroad to learn a foreign language. Increasing their contact with the target language is, therefore, a critical factor in second language learning. Because formal classroom instruction often provides insufficient input in the target language (Cummins 1998:19), teachers must look for other avenues for providing authentic speech and social interaction for the language learner. Research by Reeves and Nass (1996:5) shows that “people interactions with computers, television and new media are fundamentally social and natural, just like interactions in real life” Technology, then, can play a crucial role in exposing the learner to authentic language and social interaction if it is integrated effectively into the lesson plan. Using Harmer Model, the following lesson plan shows how various applications of technology, such as powerpoint, internet, scanning of materials and digitized video, can be integrated to promote effective and authentic target language input for the foreign language learner. |
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Bldg. 45/104 This workshop will address matters of emergency preparedness and emergency response for language resource center/lab managers and instructors who teach in computer lab settings. What hazards are there in a lab setting? What kinds of things can you do to prepare in advance, and how can you best help others during an event? Learn how to minimize losses and recover quickly. |
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| 2:30 p.m. | |
| 2:40 p.m. | Apple cont. (90 min) UC Living Room |
| Is Camtasia Studio Really that Powerful Teaching Tool? Tips and Limitations for Users Without Advanced Multimedia Knowledge (45 min.) Ludmila Provaznikova; University of Iowa UC 115/116 Camtasia Studio 2.1 is a software package that can capture any motion or activity on a computer screen from various sources such as video, Power Point presentation, and audio. It allows the user to create a full-motion video of a given sequence in real-time without advanced multimedia knowledge. These features are intended for the creation of interactive, lively tutorials and demonstrations that can be applied in web-assisted learning. It has been suggested that for instructors of “online classes” these tools represent a breakthrough for knowledge transfer through the Internet. Is Camtasia really that powerful? This presentation introduces and evaluates Camtasia as a teaching tool. As a case study, we have investigated the creation of tutorials for a Graduate student class in “Multimedia and Second Language Acquisition” to train language instructors in the use of multimedia applications. We discuss the utility and limitations for easy application of Camtasia for web-based courses. |
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| California K12 High Speed Network: Where We Are and Where We’re Going (45 min.) Bldg. 45/102 |
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Bldg. 45/103 My presentation intends to explore educational benefits of computer technology as an instructional aid to classroom-based language teaching as well as its limitations or disadvantages. To this aim, I will first present some strategies of how computer technology has been and can be used to aid classroom instruction. Then, with this brief presentation as a background, I wish to highlight and examine some usages of computer technology in terms of its effects on classroom language teaching. |
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| Not Just an Electronic Equivalent of a Print Workbook: The Online Workbook as a Tool to Address Student Learning Styles & Needs, Formative & Summative Assessment and Other Teaching Strategies & Techniques (90 min.) LeeAnn Stone; Houghton Mifflin Bldg. 45/104 In the evolution from face-to-face teaching to online instruction and from print to electronic materials, we sometimes carry old models with us into the new teaching and learning environment and forget to take advantage of and expand beyond the limitations of the approaches and resources that have been available to us. The online workbook provides a good example of this, particularly when the advantages touted are that it saves grading time. Although I would not argue that significant logistical benefit to the teacher, there are many other teaching and learning benefits that an online workbook provides. In the proposed session we will use Quia workbooks to demonstrate a variety of techniques and strategies for addressing student learning needs, provide formative assessment, and capture ongoing summative assessment of students day-to-day work, among others. |
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| 3:25 p.m. | Break |
| 3:40 p.m. | Holidays: A Window to Hispanic Diversity (45 min.) Elena Osinskaya; University of Iowa UC Living Room The word “Hispanic”, has become an umbrella term used throughout the United States in reference to the peoples, customs, and cultures of many different Latin American and European countries. Apart from being united by this categorization, little else unites all these peoples and cultures save the use of Spanish. The purpose of this DVD project is to broader student cultural perspectives by creating a small, yet varied, representation of cultures thorough interviews of six native Spanish speakers (Argentina, Chile, Colombia, Cuba, Mexico, and Spain) regarding their home countries. Using as a point of departure, “holidays and celebrations”, the interviewees were asked to share some customs related to national traditions. This compilation of interviews provides students with the opportunity to hear personalized perspectives of life within the Hispanic world. This project will not only raise students' awareness in regard to these particular countries, but also help define what it means to be Hispanic. |
| The Use of SMART Boards at DLIFLC: Reality and Vision for the Future (45 min.) Sofya Alexander, Kalman Weinfild; DLIFLC UC 115/116 "The SMART Board is an interactive whiteboard that turns your computer and data projector into a powerful tool for teaching and presenting.” (From SMART Board.htm website.) Defense Language Institute (DLIFLC), recognizing the importance and usefulness of this impressive tool, with the motto “Build it and they will come!” installed one in every classroom. Are these “interactive whiteboards” indeed being used as a “powerful tool for teaching and presenting”? If so, how? How can their use be maximized to enhance “teaching for proficiency”? The presenters answer these and other questions and involve the audience in exploring ways to fully integrate this fun technology into the foreign language classroom. |
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| Demonstration of German Elementary I Internet Course (45 min.) Annemarie Pajewski; Mesa Community College Bldg. 45/102 Project: Demonstration of course tools to develop and/or teach a two-year, college, four -semesters, transferable German Internet course, developed for Mesa Community College, taught 2 years, using Deutsch Heute, 8th ed., Houghton/Mifflin plus QUIA component. The demonstration will consist of a German Elementary I, 4 credits, on-line Internet class. The demonstration shows: 1.Development Process 2.Teaching Aspect. 3.Student View 4.Hardware/Software Applications 5.Internet vs. Classroom. |
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| Lights, Camera, Action: Bringing Authenic Language, Culture and Art to the Classroom through Video (45 min.) Melissa Stewart, Inmaculada Pertusa; Western Kentucky University Bldg. 45/103 Abstract: Language professionals have a wealth of materials that they gather in the form of photographs and videos taken on trips abroad. With a little know how and very inexpensive technology, these audiovisual materials can be converted into linguistic and cultural videos that are customized for particular courses. In this presentation, we will discuss the practical aspects of video editing with Movie Maker and iMovie, and the incorporation of clips into web pages and other media. The presenters will share their video projects geared to students at the beginning and intermediate levels, and talk about how they integrated video production into an advanced class. |
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| Internet-Based Course Management and Assessment Laboratory (45 min.) Maria Cooks; Purdue University Bldg. 45/104 This presentation offers an example of a Distributed Language Learning Laboratory . The approach used in the 3 class contact hours is a deductive communicative approach (rule first, then examples) where learners are able to acquire concepts lacking in their native languages, by applying specific rules or functions in the classroom. The lab hour focus on learners needs, and uses inductive and cognitive approaches where students discover and formulate the underlying grammatical rule by themselves, by completing certain tasks. These tasks are structured in the form of information gaps, paired activities, sequencing, and check lists to create conditions for intake to take place. The main objective of the labs is to achieve L2 Proficiency through meaning based tasks and exploratory learning. The online assignments are self directed learning in some contexts, and collaborative learning in others. Taking advantage of the capabilities of WebCT management tools,several macros have been develop to: instantly visualize the intake process, evaluate the student’s learning process, and gather statistical analysis on individual course section’s performance. |
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| Workshop: Dreamweaver for Language Teachers (90 min.) Judi Franz; University of California, Irvine Bldg. 53/Pentium Lab This intermediate hands-on workshop will highlight the features of Dreamweaver most useful for language teachers. You'll learn how to encode your pages for different languages, methods for glossing vocabulary, and how to create a basic online quiz. |
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| 4:20 p.m. | Break |
| 4:30 p.m. | The Effects of the Introduction Order of Visual or Aural Modes on Vocabulary Acquisition (45 min.) Jeongah Lee; DLIFLC UC Living Room Multimedia has been effectively used in vocabulary acquisition. There are two main themes regarding vocabulary annotation programs. One is that exposing learners to multi modes of language input (e.g. visual and aural) is more effective in language acquisition than single mode. The theoretical justification is that multi mode of language stimulus may facilitate learners to retrieve linguistic information more efficiently. The other viewpoint is that vocabulary is acquired effectively in context. However, no study to date has been conducted on whether introduction order of aural or visual information affects listening comprehension (LC) process. This empirical study attempts to identify whether the introduction order affects the scores of vocabulary and LC tests. Data will be gathered from the beginning level of Korean foreign language learners at the Defense Language Institute Foreign Language Center through a 63-weeks long period. The data will be analyzed via the Split Plot Factorial design. |
Sonia Shiri; University of California, Berkeley UC 115/116 After the events of 9/11 and the increased need for speakers of the so called critical languages such as Arabic at the national level, one would expect that the resources for teaching such languages would become more abundant. The reality of budget cuts as witnessed by the University of California at Berkeley is quite different. As is the case with other languages, the number of sections for Arabic have either shrunk or stayed the same, thus cramming the demand for this language into overbooked classes and overstretched instructors. In the midst of these budget-cuts, the UC system was awarded a federal grant to develop “Arabic Without Walls,” a web-based course to be offered out of Berkeley to UC campuses without Arabic programs. This presentation will first explore some of the theoretical and practical challenges and benefits that designing a language/culture course in this medium entails both for the course designer and the potential students. Second, it will! l examine some of the issues at the basis of the potentially controversial implications of developing such a course. |
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Norma G. Lopez; DLIFLC Bldg. 45/102 To date, accurate machine translations have proven illusory to such interested parties as the US government whose task it is to translate large numbers of documents as quickly as possible in its effort to keep the nation secure. Judging from what is available in the public domain, however, machine translations for some languages is accurate enough to be useful to the language professional, and in cases where they leave much to be desired, could be excellent learning tools. This presentation will provide a short summary on the state of machine translation. It will also include an analysis of machine-translated language passages at each of the ILR (Interagency Language Roundtable) threshold levels that focuses on those language elements a machine cannot render. To the language instructor, these machine shortcomings can provide insight into language elements the human translator might also be struggling with, and suggest a curriculum focus for the classroom. |
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Eva Maria Bill, Kathleen Plinske; McHenry County College Bldg. 45/103 McHenry County College uses handheld wireless computers (called iRespond) that allow real-time student feedback in the classroom to increase student engagement, evaluate mastery of subject areas, and prescribe solutions to problematic learning areas. This presentation will demonstrate how iRespond can be used in the classroom and how the data provided by students using iRespond impacts instructional techniques at the moment of pedagogical decision-making. In addition to a demonstration of the technology, attendees will be engaged in a discussion about the use of wireless response devices as it relates to grading, remediation, lesson planning, and classroom and course assessment. |
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Ronald Nelson; DLIFLC Bldg. 45/104 This presentation will examine the interrelationship of a student’s ability level, the level of the material to be used, and the task the teacher assigns the students. By selecting texts that are slightly above the students’ level and combining them with tasks that force the students to ”stretch” slightly beyond their current level, the students’ proficiency level can be raised. The presentation will provide guidelines on how to identify the level of a text as well as tasks that are appropriate for each level. |
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Judi Franz; University of California, Irvine Bldg. 53/Pentium Lab This intermediate hands-on workshop will highlight the features of Dreamweaver most useful for language teachers. You'll learn how to encode your pages for different languages, methods for glossing vocabulary, and how to create a basic online quiz. |
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| 5:15 p.m. |
Conference Activities End for the Day |
| 6:30 p.m. | Location TBA |
| Friday Schedule, 3/25 | |
| 8:00 a.m. | Registration - University Center Foyer |
| 8 - 9:00 a.m. | Continental Breakfast - Otter Bay Cafe |
| 8:30–12 a.m. | Tech Support - Presentation Rehearsals - University Center |
| 9:00 a.m. | Announcements |
| 9:15 a.m. |
Keynote Event:
Data-Driven Curriculum and Professional Development Open Carl Falsgraf; Director, CASLS; University of Oregon University Center Educational technology is most often employed as an extension of, or substitute for, traditional classroom activities. Computer-mediated tests, electronic dictionaries, e-learning programs, and WebQuests all substitute for or enhance what used to be done with paper-and-pencil based activities. Another approach to technology, however, is to look for computer capabilities that humans do not possess and to develop creative solutions to educational problems that have no analog in the paper-and-pencil world. This presentation discusses one such capability – large-scale data management – and how it can improve language programs. |
| 10:15 a.m. | Break |
| 10:30 a.m. | Workshop: Camtasia
Studio: Desktop Video Productions Made Easy (90 min.) Mimi Yu; University of Nevada, Reno Bldg.48/118 There is no easier ways to produce multimedia foreign language instructional video clips than using Camtasia Studio. Camtasia Studio is a software application that can record any PC desktop movement and add synchronized narration to the resulting video. It can also record a PowerPoint presentation off the PC screen in real time without taking the screenshots of the slides and assembling them. Users can record the narration and synchronize it with what is being captured on the computer screen with all multimedia elements, including animations, transitions, audio, and video elements. The recorded PowerPoint video clip can then be published on a CD or for delivery over the Internet to enhance an online course. Camtasia allows users to embed hotspots/links within the videos for the audience to jump to a specific spot within the movies or to access an external page on the Internet. Callouts inserted in the video clips can also help catch audience’s attention. |
| An Introduction
to Sanako's Many Different Language Labs and Multimedia Centers: Lab 100, Lab 250, Lab 300 and Lounge 100 (45 min.) Carolyn Lyons, Alan Newsome, Rich Kehoe and Erik Moseby Sanako UC Living Room |
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| Desktop Video Editing for the Language and Culture Classroom (45 min.) Gus Leonard, Tom Abbott; CSU, Monterey Bay UC 115/116 |
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| Perspectives and Implications of Learning Language and Culture on Line (45 min.) Montserrat Reguant; Mount Saint Mary College Bldg. 45/102 Because of current brain research we are beginning to know how the brain processes information and, consequently, helps us to facilitate the learning. How can we facilitate learning in on line language and culture classes, according to the latest research on how the brain processes information? This paper presents an overview of three semesters of teaching on line with different variants and how the experience has changed student and professors’ perspective on the learning process, its facilitation and meaning in the technology century. Some variants are: a.) Student body, graduate and undergraduate, b) undergraduate with three face to face meetings, c) graduate and undergraduate with voice integration. |
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| Parsing Words (45 min.) Gearoid O’Neill; University of Limerick Bldg. 45/103 A grapheme-to-phoneme system is being developed for Manx, a Goidelic language, related to Irish and Scottish Gaelic. The system uses a context-sensitive grammar based approach. The parser implementing the rules retains the parse tree to facilitate a quasi-natural language guide to how the pronunciation of a word is determined. The left and right contexts are specified by means of context-free grammars. The system is modeled on a grapheme-to-phoneme system for Irish with some enhancements and these enhancements will be factord back into the Irish system. The orthographies of the two languages are quite distinct Irish based on Old Irish and Manx based on English, for example, eolas oayllys (knowledge). |
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David Moon, Darivsh Hooshmand; DLIFLC Bldg. 45/104 Computers are now standard and pervasive tools that significantly affect our daily lives. In testing and assessment applications, they have changed the ways in which tests and assessments are developed and administered. Computer-based tests are defined as tests or assessments that are administered by computer in either stand-alone or networked configuration or by other technology devices linked to the Internet or the World Wide Web. In fact, computer-based tests have many advantages over the traditional paper-and-pencil tests. They have logistical advantages, test security and immediate feedback. I will demonstrate test models that deliver listening and reading tests with the following components among others: digital audio files linked to test items with controls for playing the file once or repeatedly as specified by the test developer, screen design to provide optimum readability of tests, a user friendly system for navigating through the test, and scripts to help control the test environment. |
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| 11:15 a.m. | Break |
| 11:25 a.m. | Workshop: Camtasia Studio: Desktop Video Productions Made Easy (cont.) (90 min.) Mimi Yu; University of Nevada, Reno Bldg. 48/118 |
| Sanako
Workshop:
How to Add Text, Pictures
and Bookmarks to Your Audio and Video Language Material with
the Sanako Media Assistant (45 min) Jiin Khanaka; DLIFLC, Erik Moseby; Sanako UC Living Room |
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| Promoting Linguistic Knowledge and Cultural Awareness through the VISION Template (45 min.) UC 115/116 VISION (Video Software for Instruction On-Line) is a web-based template created by the Yale Center for Language Study for building software for studying foreign language video. In our presentation, we will demonstrate the VISION template through three of our own videos (one from Uruguay, one from Argentina, and one from Spain) and several lessons produced for intermediate Spanish. We will discuss how we assign these video materials and we will provide evidence of how our students make use of them to further their language acquisition and cultural awareness. We will also show how, by making use of VISION’s ability to include accompanying vocabulary, review questions, and hyperlinks, this culturally “neutral” tool can be exploited for the teaching of the cultures of the Spanish-speaking world. The result is that thanks in part to technology, all learners are able to work at their own pace and manage their learning experience in Spanish. |
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| Using Video in Today's Foreign Language Classroom (45 min.) Bldg. 45/102 This workshop will demonstrate the use of video on both the Macintosh and IBM computers. Participants will see examples of creating and editing video in iMovie and Ulead Video Studio. Topics include: video formats, streaming video, SMART Board, incorporating video into the syllabus, Adobe Acrobat, subtitles, and DVD. |
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| Bringing the World to the College Campus Bldg. 45/103 Bringing the World to the College Campus: using emerging internet technologies to create on-line student communities dedicated to improving Study Abroad as well as delivering world press news to the college campus. The presentation will cover two projects supported by the Language Learning Center in cooperation with the Office of International Study at the Willamette University, Salem, Oregon: 1. An on-line newspaper, a webpage designed to bring international news to the college community. The contributors are international students, foreign language Teaching Assistants. Willamette World News 2. A blog project ; a webpage hosting blogs of the students who are studying abroad either for a semester on an academic year. Willamette Abroad. Blog examples: Australia; Australia 2; Chile; Ecuador; Ecuador 2; Japan; Spain. This presentation will discuss ways for teachers and students to use these new internet technologies that allow them to take teaching and learning outside of the classroom and integrate them with local and virtual communities. |
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| Creating a Total Immersion Classroom through Technology As every educator knows, a good learning environment is crucial to motivate students in learning. It is especially so in learning a foreign language. In this presentation, the presenter will give an introduction of how the teachers are using technology and other means to create a total immersion environment for students to learn a foreign language in DLIFLC. Attendants in this presentation will benefit from it by learning the specific ways and activities used by DLIFLC teachers to create a total immersion classroom. |
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| 12:10 p.m. |
SWALLT Business Meeting |
| 12:10 p.m. | Lunch |
| 1:30 p.m. | Back to the Basics in your Language Lab (45 min.) Gus Leonard; CSUMB Bldg. 48/118 |
| The Power of Avatars (45 min.) Luba Grant; DLIFLC, UC 115/116 Taking advantage of the latest modeling and simulation technologies, the Defense Language Institute and the Naval Postgraduate School have teamed up with industry experts in 3D animation (Orlando, Florida-based company Vcom3D) to provide students with a life-like virtual scenario experience using humanoid avatars. With the objective of teaching language, culture and non-verbal communication in a distributed learning mode, this newly emerging technology is used to create scenarios wherein the student is asked to assume the role of a soldier stationed in Iraq. In this role, the student interacts with the local population and makes decisions on the soldier_s behalf. By creating a sense of immersion for the student, the project team hopes to develop a variety of learning modules using interactive gaming technology that today's generation enjoys and which addresses both visual and audio senses. Further, the team anticipates the program - which is easily transferable to other languages and non-military scenarios - will motivate students to spend more time learning a language and help to bring the “real” world to language students. |
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| Integration of Technology and Second Language Learning: Great Ideas that You Cannot Afford to Miss! (45 min.) Valeria Palladino; University of Alberta Bldg. 45/102 This session introduces all participants to the really fantastic ways that any language teacher can practically use technology to enhance their second language classes. Ideas go beyond the intelligent use of internet-based resources, to transport teachers’ imagination into a world of endless possibilities to create, adapt, and reinvent resources for their classes. Ideas will be supported by practical resources and activities created by the presenter and tested out through years of teaching experience. Participants will explore several authoring software applications and uses of different pieces of hardware, which combined with solid pedagogical foundations of second language teaching and learning methodology will clearly demonstrate them how technology is a tool that cannot be dismissed in this day in age. |
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| Developing Simple Web-based Cultural Activities for Traditional and On-line Language Courses (45 min.) Jeff Longwell; New Mexico State University Bldg. 45/103 The richness of authentic cultural information on the Internet offers excellent opportunities for creating effective virtual learning environments for language learners. Exploration of the types of sites considered, strategies used to engage learners, and implementation of activities in university-level Spanish courses (both in the traditional classroom setting and for on-line courses) will be presented. Activities involve strategies for listening and reading comprehension as well as writing practice. National Standards are considered as an integral part of each activity and will be specifically identified in the course of developing activities. Templates will be demonstrated that simplify the development process. Examples will be provided from a variety of Spanish-language countries/sites. Web-based activities are specifically prepared for delivery via the WebCT Content Module, but can be adapted for use in any platform. Student reaction and increased cultural awareness will be presented as a method of evaluation. |
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| Focus on Listening - Creating Listening Activities for Classroom Use, Technology Serving New Ideas (45 min.) Tamas Marius; DLIFLC Bldg. 45/104 This presentation will give you an overview of listening activities most commonly used on the net and further ideas on how to search and develop new materials for classroom use. It will give you guidelines and a checklist to help focus on the type of exercises that will make your students more interested and engaged in working with the material you develop for classroom teaching and for homework. It will show you different delivery modes available in and out of the classroom using all available platforms, i.e. net-based, CD-based, MP3-player-based and in-class PC and SMART Board-based deliveries. Ideas on how to prepare listening material with exercises will also be discussed together with using audio recordings from the Internet. The advantages and disadvantages of video material in and out of the classroom will also be discussed. A Q&A segment will conclude this presentation. Handouts will be provided through email to all interested. |
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| 2:15 p.m. | Break |
| 2:25 p.m. | Busting the Myth: Using the Technologies of the Language Lab to Expand Student’s Communicative Opportunities (45 min.) LeeAnn Stone UC Living Room In the evolution from face-to-face teaching to online instruction and from print to electronic materials, we sometimes carry old models with us into the new teaching and learning environment and forget to take advantage of and expand beyond the limitations of the approaches and resources that have been available to us. The online workbook provides a good example of this, particularly when the advantages touted are that it saves grading time. Although I would not argue that significant logistical benefit to the teacher, there are many other teaching and learning benefits that an online workbook provides. In the proposed session we will use Quia workbooks to demonstrate a variety of techniques and strategies for addressing student learning needs, provide formative assessment, and capture ongoing summative assessment of students day-to-day work, among others. |
| A Collaboratory for Annotating Foreign Literatures: the Litgloss Project (45 min.) Maureen Jameson; University at Buffalo, State University of New York UC 115/116 With funding from the National Endowment for the Humanities, Litgloss (http://litgloss.buffalo.edu) is expanding in three directions. To the current playlist of "golden oldies" / canonical literary texts in commonly taught languages, we're adding powerful and controversial texts of an overtly political nature. We're partnering with computer scientists to learn how to add texts in languages written in scripts other than the Roman alphabet (such as Devanagari) so that ultimately texts from any language can be included. To add the manpower needed for such an increased scope, we're developing a "collaboratorial" web environment to enable scholars of other languages to be contributors, editors, and ultimately co-owners of the project. |
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| Faculty Web Template Pilot Project Using Contribute 3 (45 min.) Carol Reitan; City College of San Francisco Bldg. 45/102 At City College of San Francisco, many instructors enthusiastically attend web development workshops, yet fail to maintain a useful web presence over time. The Faculty Web Template Pilot Project was designed to overcome problems such as faculty difficulty creating and uploading files and a small support staff, while at the same time, give faculty autonomy over their web space. A group of pilot participants use a series of editable templates (created in Dreamweaver) and maintain their sites using Macromedia’s Contribute 3, an easy-to-use web editor that behaves like a word-processor and allows users to upload web pages without having to enter ftp information. They also serve as mentors to colleagues, creating a built-in support net for new users. We will discuss the project design, technical and training challenges (including non-roman font issues), and successes. |
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| High Tech or Low Tech: Methods for Teaching Japanese Numeric Classifiers (45 min.) Masahiko Minami, Maki Takata; San Francisco State University, Kayoko Imagawa; Castilleja School Bldg. 45/103 A growing awareness that students at various times use various perceptual faculties in learning situations has led to the evolution of some new methods of instruction. Teaching Japanese numeric classifiers, or measure words, to English speakers is an especially challenging task because such classifiers are used only rarely in English and even then somewhat differently. The Japanese classifier, "hai," for example, is the classifier for cupfuls, glassfuls, and spoonfuls. On the other hand, "hon" classifies long thin objects, including bottles, cigarettes, pencils, ropes, sticks, and trees. Interestingly, modern usage of the classic "hon" also includes less representative cases, such as martial arts contests, hits in baseball, rolls of tape, and even radio and TV programs or movies. In this presentation we describe both high and low tech-based materials for teaching the use of Japanese classifiers which are designed to engage all the students' faculties (reading, listening, understanding, and responding). |
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| Planning for Effective Digital Learning Resources to Support the Elementary Second Language Program (45 min.) Hannah Noerenberg, Lisa Caouette; Alberta Education Bldg. 45/104 By 2006, grade 4 students in Alberta (Canada) will be required to begin a six year study of a language other than English. The provincial ministry of education has developed programs of study in Blackfoot, Cree, Chinese, Japanese, Punjabi, Ukrainian, German, Spanish and French. The Learning Technologies Branch, through www.LearnAlberta.ca , is charged with the development of high quality, interactive resources to support students in all curricular areas and in a wide range of instructional settings. This presentation will highlight many of the considerations involved in language resource development, including the need to find a balance between the need for disagregability and for structure. As well, there is the need to address areas new to the curriculum such as learning strategies and to provide teacher support. We look forward to sharing our considerations with you. |
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| 3:10 p.m. | Break |
| 3:25 p.m. | Panel Discussion: Project-based Teaching and CALL: A Sustainable Approach for Professional Development (45 min.) Bob Cole; Monterey Institute of International Studies, Hisako Yamashita, René Candia, Alejandra Cadia, Desma Johnson, Alan Sparkman; MPUSD UC Living Room In this panel presentation, teachers from local elementary and high schools demonstrate how they are integrating technology into their language classes, using ideas and practices developed in a hybrid online and onsite professional development program at the Monterey Institute of International Studies. The work for this professional development project was in part supported by a grant from the Chapman Foundation |
Putting Theory into Practice: Creating and Upgrading Instructional Materials (45 min.) |
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Christoper Page; Episcopal High School Bldg. 45/102 "Cuenta conmigo" is a companion textbook/teaching methodology based on the number one rated television show in Spain, "Cuontame como paso." It uses the first twelve episodes of the television series to teach grammar, vocabulary, history, culture and linguistics in a way that is engaging and relevant to young adult audiences. The series tracks the growth of a Spanish family during Spain’s transition from dictatorship to democracy during the late 1960s and early 1970s. Its richness in language, history and culture has made it a success with young Spanish audiences and it is attracting attention from young audiences throughout the world (nominated for an International Emmy, 2003). The material is authentic and relevant. Too often, textbooks and supplementary material sacrifice authentic content for the latest pedagogical trend. This material unites content and pedagogy in a way that is not contrived. It is standards driven (ACTFL Standards for teaching a second language) so it focuses on all four language skills. It also has strands of culture and history that run throughout the series (see ACTFL standards). Most importantly, this material retains student attention. Subtitles in Spanish allow students to reinforce what they are hearing through visual means. Authentic context provides a backdrop for talking about themes that are important to young audiences. Since the series comes in DVD format, teachers can rewind, fast-forward, and pause on subtitled frames to highlight grammatical points. An accompanying CD ROM has a catalog of video clips, organized by episode and grammar point. Grammar points in context are a quick mouse click away. This methodology plays to an audience that is media savvy. Learning is achieved through a unique balance of relevant content and innovative technology. Video is on demand and exercises are interactive. Simply put, students learn because themes are relevant and the pedagogy takes advantage of technology they already know (DVD video, internet, on demand video streaming). |
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| Benefits and Challenges of Making Documentary Films in the Japanese Classroom (45 min.) Akiko Hagiwara; Michigan State University Bldg. 45/103 Creating documentaries is an effective tool to enhance students’ language proficiency for the following reasons: - It incorporates students’ creativity and organization skill. - It is a student-oriented activity. It requires students’ involvement in a variety of aspects.- It provides students with the opportunity to interact with various people in the target language. Students in the forth year Japanese course in our program created documentary films. Positive feedbacks from students mainly described opportunities to explore their interests and to interact with various people. Their negative feedback stated that it required extra effort outside of class, as well as computer related knowledge that was not directly related to learning the language. To make this project beneficial to all the students, an instructor needs to aware of potential problems, so that students would find this activity beneficial, despite the effort required for making a documentary. |
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| Learning Å La Mode de Paris (45 min.) Katherine Watson; Coastline Community College Teaching styles and their attendant teaching processes are often assumed to be “master keys” appropriate for any setting. American students have generally been assumed to adapt to a deductive mode of material presentation, and anglophone teachers have concluded that other countries' educational systems are rigid, limited, failing to develop the full individual. These assumptions are especially common about francophone countries' schools. But at Coastline Community College, twelve adult students of French language and culture have remained continuously enrolled in a completely-online course in a project demonstrating that the inductive, intellect-based, francophone teaching style can be infused into online-delivered data in a limitless environment, cyberspace, that develops individuals who are broad-minded and culturally aware. Indeed, through immersion in the francophone sector of cyberspace, they have altered their own learning style preferences, harmonizing with the francophone worldview, while they have enhanced their own understanding been stimulated them to study independently, to travel, and to interact in both the virtual and the real world. |
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| CSU VLL Working Group Meeting Bldg. 48/118 |
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| 4:15 p.m. | Conference Activities on CSUMB Campus End for the Day |
| 6:00 p.m. | Are We There Yet?: Reflections on Technology-Assisted Language Learning-Past, Present, and Future
Banquet @ Monterey Hilton Schedule: 6-7 p.m. Socializing, 7 p.m. Dinner Served, 9 p.m. Wrap-up The impetus to embrace technology-based solutions to real life problems in language teaching and learning is compelling. Just how much energy and time should institutions and individual faculty invest in implementing the latest and greatest technologies in the classroom? The talk consists of a retrospective glance at the tried and true, as well as the tried and abandoned. What makes for road kill on the information highway? How do we dodge the proverbial bullet and make wise choices about empowering technologies? What rewards (and punishments) lie ahead for those who choose to make the investment, tying their research and professional development agendas to creating materials and researching language acquisition via technology. The talk poses more questions than answers--if the truth be known-- and invites participants to co-create an environment where excellence in research and curriculum development in our rapidly evolving field can be assessed and appreciated by our colleagues in academia. |
| 10:00 p.m. | Conference Activities End for the Day |
| Saturday Schedule, 3/27 | |
| 8 - 9:00 a.m. | Continental Breakfast - Otter Bay Café |
| 8 -10:00 a.m. | Tech Support - Presentation Rehearsals - University Center |
| 9:00 a.m. |
Announcements |
| 9:15 a.m. | Panel Discussion - Pathways to Success, Trends and Challenges in Language Resource Centers Moderator: Gus Leonard; California State University, Monterey Bay Panelists: Cindy Evans, Skidmore College; Judi Franz, University of California Irvine; LeeAnn Stone, Houghton Mifflin This Panel discussion will provide an opportunity to look at trends and challenges facing the modern language resource center from a variety of viewpoints, including community college, R1, government and corporate users along the themes of Assessment, Communicative Activities and Bridging the Gaps between Student, Teacher and Technology. University Ballroom |
| 10:15 a.m | Break |
| 10:30 a.m. | Using PowerPoint Presentations to Teach Foreign Languages/Spanish (45 min.) Claudia Prada Jensen; El Camino College UC Living Room Using PowerPoint as the technology tool, Claudia Prada Jensen will present several samples of her lessons to teach Spanish. She has designed simple lessons that introduce complex grammar points and dialogues that review and expand lessons as they are given. The students have the opportunity to visualize what is said in Spanish without the need for the instructor to ‘translate’ his/her point across. Using PowerPoint the students get to answer the question asked in Spanish before the teacher clicks the next slide. At the end of the lesson, a section called “Diálogo del día’ (Dialogue of the day) will wrap up the lesson learned with old lessons/dialogues learned previously in order to create a real life linguistic experience. The students are re-exposed to expressions/dialogues, grammar points and vocabulary. The student who might have forgotten something has the chance to hear it and see it on the screen over and over again. |
| Expanding and Utilizing an On-line Language Teaching Material Repository: Working in the Global Language Online Support System (GLOSS) (45 min.) Steve Koppany, Richard Mayer, Carlos Iturrino, Youngsook Kim; DLIFLC UC 115/116 As a response to evolving needs and requirements of the language-learning community, DLIFLC’s GLOSS has expanded from a solely reading material-based repository to encompass other modalities, to include listening comprehension materials. It is a well known fact that a critical need exists today for interactive listening comprehension (LC) learning materials using available technology and authentic materials to enhance foreign language learning. The need is especially great for advanced learning materials. The Defense Language Institute has developed an authoring tool, the “Generator”, to produce online mini-lessons without the need for programming skills. We will briefly introduce the GLOSS project and demonstrate how to creatively and innovatively develop LC lessons using Generator templates, and also how to use these lessons as part of a syllabus. We will briefly discuss how to maintain and enhance the underlying programming tool, as well as showcase the product for other platforms such as the PDA. |
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| TeLL Me More Education, Language Learning Software (45 min.) Sylvia Pelayo ; Auralog Bldg. 45/102 The TeLL me More Education responds to the educational demand of a more comprehensive approach to language learning, while applying the latest in multimedia resources. This new version has been specially designed to meet the needs of educational institutions. Up to 2,000 hours of learning per language TeLL me More has been already adopted by thousands of Academic Institutions worldwide. Available to learn English, French, German, Italian, Spanish, Dutch, Chinese, Japanese and Arabic. For networked labs, distance learning (Internet), or CD-ROMs. |
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| Creation of Supplementary Multimedia Lessons Using Power Point to Teach the Chinese Language Development (45 min.) Michael Chang, Sylvia Lee; DLIFLC Bldg. 45/103 1. “China and Japan Vie for Petroleum”, 40 custom animated slides with Chinese text, vocabulary lists, recorded voices and exercises; 2. “U. S., Russian, and Chinese Military Aircraft” 46 slides of the same text writing and teaching technique; 3. “Hawaii ‚ Yesterday and Today”, 4 chapters, 240 slides of the same text writing and teaching technique; 4. “Sai Weng Loses His Horse”, 9 slides of some different designs. TECHNOLOGY Slide-shows were created as supplementary classroom teaching materials using Power Point with narration in monologue, dialogue or free explanation in Chinese. They consist of photo-pictures, movie clips, vocabulary lists, music effects, translation exercises and discussion topics. Our slide-shows have been demonstrated to the teaching staff of DLIFLC Chinese Department and at school workshops as new teaching technology. |
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| Cultural Knowledge and Language Acquisition in CALL-Based Instruction (45 min.) Marinella Garatti; State University of New York at New Paltz Bldg. 45/104 This paper focuses on the interplay of culture and language acquisition in the multimedia classroom. Because language and culture are inextricably linked and true proficiency cannot be achieved without an understanding of the contexts in which language occurs, this paper stresses the importance of infusing culture in all aspects of the language curriculum. Specifically, it offers practical examples for merging culture with both communicative and form-focused instructional practices, and illustrates how developing technologies can help educators overcome the shortcomings of textbooks and traditional instructional materials in these areas. Additionally, the paper seeks to demonstrate how easily CALL-based materials can be developed, updated, and exploited by language educators so as to meet individual teaching and learning preferences and needs, such as for example, explicit or implicit, classroom-based, virtual, or self-paced instruction. |
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| 11:15 a.m. | Break |
| 11:25 a.m. | Using TV Commericals to Enhance FL Interaction (45 min.) Saekyun Lee; DLIFLC UC Living Room Research findings show that advertisements, especially TV commercials, can be used as a powerful tool for teaching culture and language and for enhancing FL interactions. During the presentation, I will briefly discuss the advantages of using TV commercials in FL classroom. Then, I will play selected TV commercials that elucidate the characteristics of Korea and the U.S. The participants will be invited to serve as "students" for the presentation and make educated guesses as to what is being promoted and etc. Because advertisements are highly complex messages and cultural texts, they will learn to become “detectives” and seek to decipher symbols and any hidden clues. Useful ideas for classroom activities will also be provided. |
| CMC, Complexity and Critical Social-Constructivist Pedagogy: A Site and a Project (45 min.) Mary Wildner-Bassett, Kara McBride; University of Arizona UC 115/116 For seven years I have been a principal investigator for a site and a project, and with its related research aspects, called the COH Data Initiative. This project is founded on the beliefs that collaborative learning in a critical social-constructivist form is the best way to learn and that technology should be used to enhance human interaction. Complexity theory informs our interpretation of results and the pedagogical and research approaches. My work in these realms, the missions of the CODI project, as well as of this presentation of the research associated with it, will be the focus of this presentation of the theory, practice, results, data, and pedagogy of the COH Data Initiative and the web presence for the projects. |
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Patricia Miller; CSU, Northridge, Gus Leonard; CSU, Monterey Bay Bldg. 45/102 ADA compliance and accessibility issues have been at the forefront of committee work at many institutions. Because all learning, and particularly language acquisition, has inherent obstacles that must be overcome by students with disabilities and in view of the fact that technology mediated learning is becoming more and more prevalent, discussion of this topic is crucial to the learning process and the efficacy of our teaching. This panel presentation is intended to disseminate information on creating web documents that are equally accessible to all students enrolled in courses at our institutions of higher learning. The presenters will focus on the process of drafting policies that address campus needs and tech tools such as 'Lift', 'Dreamweaver', and Bobby that can be used to create ADA 508 compliant web documents. Sample templates currently being used by the presenters will also be made available to the audience. The panel discussion will encourage participati!on from the attendees. |
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Antonio Gragera; Texas State University Bldg. 45/103 The use of self graded on line work book and lab manual with QUIA support, and Blackboard as a management system have been instrumental in setting a uniform standard of evaluation in our First Year Language program. Indirectly, the use of technology has helped us to overcome problems of space. We have been able to reduce contact hours from five to three. This way, more classrooms become available for other uses. Reducing contact hours has been made possible by using Blackboard's Virtual Classroom. This feature is an excellent vehicle for distance learning. It allows to incorporate visual and aural components, to access internet resources, and permits verbal and written interaction between students and instructor. It is the purpose of my presentation to offer an strategic plan to manage the coordination of language courses, while improving language instruction using technology, more specifically QUIA and BLACKBOARD support systems. |
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Gregory Menke, Hudar Arin, Cecilia Barbudo, Marina Cobb, Tarek Elgendy, Hanan Khaled, Soondeuk Kim; DLIFLC Bldg. 45/104 A panel of presenters from the Defense Language Institute Foreign Language Center (DLIFLC) will demonstrate creative uses of audio and video media for teaching Arabic, Korean, Kurdish, Russian, and Spanish exemplifying principles of teaching for proficiency in the communicative task-based classroom and demonstrating the use of technology for enhancing interactivity in the classroom. Activity templates and step-by-step instructions for development and implementation will be provided. Some of the programs utilized include SMART Board‚ Notebook software, the Microsoft Office, Adobe Audition and Ulead Video Studio 7. |
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| 12:30 p.m. | Closing Ceremonies, Awards, Announcements - University Center Ballroom |
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