Emerging
Technologies in
Teaching Languages and Culture
Conference
Program
Presenter
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Conferences:
1999
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2006
| Thursday | Friday | Saturday | | |
| Wednesday, March 22, 2006 | |
| 12-4:00p.m. | Pre-Conference Workshop offered by SWALLT--Text Image Video Sound: Digitizing and Distributing Your Language Materials: Moving from Analog to Digital with the SWALLT Panel of Experts Workshop With Ted Liu (UCLA), Gus Leonard (CSUMB), Mimi Yu (UNR), Pat Miller (CSU-Northridge)and Harold Hendricks (BYU). Location 48-107 Multimedia components from text, images, sounds, and videos can help enhance foreign language teaching materials. This half-day hands-on workshop will demonstrate how to create and manipulate all of the aforementioned multimedia components. This workshop will also explain how to incorporate multimedia elements into a FL/SL curriculum and how to apply technology into language and culture instruction. |
| 2-6:00p.m. | Registration - University Center Foyer |
| Tech Support - Presentation Rehearsals - University Center | |
| Thursday, March 23, 2006 | |
| 8:00a.m. | Registration- University Center Foyer |
| Continental Breakfast - Otter Bay Café |
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| 8-10:30am | Tech Support - Presentation Rehearsals - University Center |
| 9:00a.m. | Opening Remarks - Conference Chair - University Ballroom |
| 9:30a.m. | Keynote Address: Peter Liddell Professor of German Academic Director of the Humanities Computing & Media Center University of Victoria, BC, Canada As we edge closer to understanding how language is processed by adult learners, how the process can be modeled in and enhanced by the computer, and how, ideally,these learners can improve the experience and the results of learning languages, the literature reflects mixed perspectives. In a sense, adult second language acquisition has suffered consistently and over time from the mismatch between theory and practice, program goals and learner expectations, SLA tools and their context. This paper will examine some of the past misalliances as a backdrop to focusing on recent signs of converging interests in learning theories and views of language learning and its institutional role. Milestones to be emphasized include the work of Baddely, the New London Group, and recent European and N. American studies of the place of intercultural language learning vis à vis the traditional Language, Literature, Culture Studies curriculum. |
| 10:45a.m. | Break |
| 11:30a.m. | Sifting for Words: A Concordance Search of German Children's Literature (45 min) Joseph Magedanz, University of Redlands UC Living Room With the increased use of Kinder- und Jugendliteratur in beginning German instruction, it seems worthwhile to examine what appears to be the core of this corpus to see what vocabulary items have great frequency. These findings help in deciding which works to read and what sort of preparation might be needed to use these works to their greatest advantage. A concordance examination of popular German children's works will yield not only a useful list of frequent vocabulary items but also possible cultural and grammatical features that lend themselves to use in beginning German language instruction. This presentation shows the results of such an examination with possible teaching implications and ideas. |
| Teaching Current Events through Technology (45 min) Teresa Lee DLI-FLC & MIIS UC 115/116 This presentation focuses on the use of video clips from the Internet in the teaching of current events. Although current events can be taught in several ways (e.g., listening to a TV broadcast or reading a newspaper article), using video clips from the Internet may be quite beneficial to the learners in that it appeals to both aural and visual aspects of language learning. But, the teacher may experience difficulties downloading video clips from the Internet in the classroom and may have to download them again if the teacher wants to view them at different times. This problem can be avoided by using a VOD recorder, which allows the teacher to save video clips from the Internet onto his (or her) computer and use them whenever needed. This presentation includes tips regarding how to use a VOD recorder and the effectiveness of using video clips in language classrooms. |
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| Building Online Learning Communities to Support Language Instruction (45 min) Melissa Anderson Pepperdine University Bldg. 45/102 Key to successful language instruction is the ability to communicate and learn in a language-infused environment. This can often be a challenge when the course is either partially or fully delivered online. By building virtual communities within courses or even programs, language instruction can be significantly impacted. Students are given environments that are student and/or community focused and are encouraged to generate and practice language use in a highly supportive environment. This session will share best practices for fostering online communities for language instruction and encourage dialogue among participants to share individual successes for supporting virtual communities for language instruction. |
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| Modern Era Technologies Help Merge Cultures and Overcome Language Barriers (45 min) Lisa M. Carlucci, Melvin H. Kreps Middle School, Franco Paoletti, Hightstwon High School Bldg 45/103 The new era concept of education supports a type of instruction in which technology directly acts as a conduit of change, fundamentally altering what is learned, how it is learned, and what the teacher does in the classroom. Technology provides the means to expand exploration, research, organization, and interaction. Technology enables students and teachers to increase skills in problem solving, critical thinking, and creative thinking. Learning a language through technology opens the way to the exploration of uncharted territories allowing the incorporation of real-life situations into the instruction. The application of interactive technology will particularly benefit the ESL students who can extend, at their own pace, their proficiency of the English language. Under the auspices of the Japan Fulbright Memorial Fund (JFMF) Teacher Program we investigate the effectiveness of technology in overcoming cultural and language barriers to allow the implementation of otherwise unfeasible cross-cultural collaborative projects. |
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| A Formative Evaluation of Technology Use in Instructional Efforts (45 min) Su-Ling Hsueh DLI-FLC Bldg. 45/104 Computer Assisted Language Learning (CALL) has achieved a ubiquitous presence in many institutes and colleges, but there are several obstacles to fully-effective CALL implementation. In addition, an enormous amount of time, effort, and resources is required to provide computer training to teachers in language-learning environments. The key to maximizing CALL effectiveness is to use a Language Technology Specialist (LTS) to respond to teacher requests for technology education. An LTS is key to ensuring that faculty will actually develop a practical level of familiarity and comfort with technology use in the classroom. This paper discusses why the LTS technology training system is effective and explores some of the practical implications for educational institutions. |
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| 12:15pm | Lunch- Otter Bay Café |
| 1:30pm | Developing Multiple Literacies through Technology-Based Student Projects (45 min) Sharon Scinicariello, University of Richmond UC Living Room Using examples from class assignments, this presentation demonstrates the implementation of technology-based student projects that seamlessly integrate the goals of standards-based language learning with the learning objectives of the "new literacies" in media, technology, and information is essential to 21st-century life. Participants first review the intersection of the learning objectives for media, technology, and information literacies with the goals of language learners and teachers, particularly the "5Cs" of the National Standards. Participants then see examples of projects designed to meet multiple objectives and discuss their implementation from initial design through assessment of student learning. The issues addressed include: the role of the project within the course syllabus, learning objectives and assessment rubrics, project management, and the role of the library and media center. Particular attention is paid to the development of assessment tools and rubrics that balance achievement in the new literacies with the learning of language, literature, and culture. |
| Poetry, Parts of Speech and the Smartboard (45 min) Katheryn de la Fuente DLI-FLC UC 115/116 This presentation demonstrates the use of short poetry to teach parts of speech interactively, enjoyably and effectively. After saying that short poetry is ideal for this purpose simply because it is short and also because it uses various repetitive devices, I discuss how to find and select such poetry or have students generate it, time permitting. I then show exactly how it can be used with the Smartboard with several tried-and-true activities which always involve the entire class. The attached 'Sea Gypsy' is full of prepositions and I use it with the audience as an interactive Smartboard example before proceeding to involve them as students in a complete short interactive Smartboard lesson using Fire and Ice' to review modifiers. I conclude with questions and answers and a handout of suggested short poems and the parts of speech they are good for |
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| Second Languages Literacy and Multimedia: Teaching Strategies and Tools (45 min) Lee B Abraham, Villanova University Bldg. 45/102 New and emerging computer-based technologies offer unprecedented opportunities to develop second language (L2) reading proficiency, expand L2 vocabulary knowledge, and understand other cultures as students meaningfully interact with authentic texts on the World Wide Web and in multimedia computer-assisted language learning (CALL) software environments. Web-based and multimedia CALL tools can effectively allow students to engage in meaningful processing and understanding of authentic L2 reading materials according to their learning styles and needs through the use of glosses consisting of written and spoken text, visual information (photos, videos, illustrations, animations), and immediate access to online dictionaries and other Web-based resources. The purpose of the talk is to briefly synthesize the research on L2 literacy with multimedia glosses and dictionaries as well as to review existing Web-based tools and software for annotating texts, and to offer practical strategies for using multimedia to enhance L2 literacy development and language learning. |
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| Teaching Languages with Technology: Using "strategic Design" to Address Learning Objectives (45 min) Francoise Sorgen-Goldschmidt; University of California, Berkeley, Valerie Braimah;Insight Education Group Bldg. 45/103 Join us to learn about Strategic Design for Student Achievement (Strategic Design), a research-based curriculum design process. Based on Wiggins and McTighe's Understanding by Design framework (a.k.a. Backward Design), Strategic Design introduces a process of instructional design that defines student outcomes, aligns assessments to those outcomes, and then aligns technology-based instructional activities. We will briefly review how Strategic Design is used in K-12 to address the World Language and other established standards. Strategic Design can also help university instructors ensure that their course curriculum meets desired outcomes by starting "with the end in mind." We will present how and why we should expand the use of this process to college level curriculum design, thus providing better K-16 articulation. We will review various possibilities for using multimedia technology to construct assessments and design learning. Examples will be drawn from two of the 5C's of the World Language Standards: Communication and Cultures. |
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| Beyond Digital Audio: Wimba, Adding a New Dimension to Foreign Language Teaching and Learning Ted Liu; UCLA Bldg. 48/118 PC Lab |
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| 2:15pm | Break |
| 2:30pm | TeLL me More Sebastian Louisoder, Lisa Zarate; Auralog UC Living Room |
| Working Toward Effective Technology in FL Classrooms (45min) Masako Boureston,Dr. Vatche Ghazarian; DLI-FLC UC 115/116 The current digital technology allows the language teachers to create a variety of useful and realistic activities for learners. While some teachers are technologically proficient and ready to explore new possibilities, it is still a challenge for many teachers and administrators to utilize new technology in the curriculum. It is critical that the emphasis needs to be not only on what new programs are available but also on how those programs could be used by the majority of teachers and students in order to enhance FL learning. Effective use of technology often depends on the organizational support that includes well-coordinated teacher training and on-going efficient trouble shoots. The presenters will explore key issues to integrate new technologies in FL courses and provide the outlines from an in-house training and support system. Some audiovisual examples in a variety of settings with different target languages will also be presented. |
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| Implementation of Technologies in a Foreign Language Classroom Under Memory Efficient Approach (45min) P. Toyoko Kang; University of Guam Bldg. 45/102 The paper attempts to show a way for a FL (foreign language) teacher to integrate currently available technologies as instructional tools in a FL language classroom under (short-term) Memory Efficient Approach (Kang 1993) to make the instruction effective to motivate students. Over-viewing historical backgrounds of the foreign language (second language) acquisition/learning theory as well as the theories behind current CALL, the paper suggests Memory Efficient Approach (MEA) with eclectic methodology for the FL instruction. Under MEA, in other words, the methods not only for skill-using but also skill-getting (Rivers 1985) are employed; appropriate methods as well as appropriate instructional tools---technological or non-technological---are selected according to learning objectives/goals of a course (cf. Salaberry 2001). Then, introducing currently emerging technologies that may be utilized for the instruction of a FL, the paper will exemplify a cost-effective, time-effective and labor-effective way to integrate technologies in an advanced Japanese course under MEA. |
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| SQ3R-A reading strategy for digital proficiency (45min) Zoran Starcevic; DLI-FLC Bldg. 45/103 SQ3R stands for a five-step reading strategy for maximizing learning. The five phases are: Survey, Question, Read, Recite, and Review. This presentation discusses SQ3R as a strategy in light of cognitive learning theory and proposes how this strategy can be effectively applied in foreign language learning, particularly in the virtual immersion online environment. Additionally, the presentation considers how task-based language teaching and learning can be successfully integrated with the SQ3R strategy in order to maximize proficiency-oriented learning. Finally, types of tasks are suggested for each phase in SQ3R strategy with ideas for skill integration that involves reading. |
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| Beyond Digital Audio: Wimba, Adding a New Dimension to Foreign Language Teaching and Learning (45 min) Ted Liu; UCLA UC Living Room Experience a live demo of Wimba: a suite of web-based voice communication tools for voice-email, voice discussion boards, voice-direct (real-time voice chat room), and Wimba's Oral Assessment Builder, which allows the easy creation, management, assignment and grading of oral assessments, as well as delivery of verbal feedback to students. Currently at UCLA, Wimba is being used in a variety of language courses, such as Chinese, ESL, Italian, Japanese, Korean, Russian, Swahili, Tagalog, Turkish, and Vietnamese, to create in-class and out-of-class activities. See how UCLA instructors successfully enhance the student learning experience by facilitating and encouraging voice interaction and interaction in general with other students, native speakers, and teachers using Wimba. Then get first-hand experience using the communications tools and oral assessment builder. Finally, the presenters will report the results of an extensive survey conducted with teachers and an anonymous survey conducted with students on the use of Wimba. |
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| 3:15pm | Break- Otter Bay Café |
| 3:30pm | Teaching Foreign Languages and Culture with Classroom 21 Technology (45min) Teresa Gryminska, Irene Krasner; DLI-FLC UC 115/116 This presentation will cover how to use the Classroom 21 Genesis program as a modern tool for language instruction. It will demonstrate how its special display and pairing features can provide an opportunity for students to both incorporate authentic spontaneous video and Internet materials into their language studies and perform chain task activities involving pair work and group work. These activities will include brainstorming, schema building, prediction, word/body language association, information gap, and spontaneous verbal and non-verbal communication. Participants will gain insight into various methods of skills integration and developing Oral Proficiency Interview strategies by means of Classroom 21 technology |
| Re-using features of English as a Foreign Language (EFL) materials for special needs students of the same age group (45 min) Cara Nicole Greene; Dublin City University Bldg. 45/102 This paper identifies the lack of age-appropriate literacy software for dyslexic teenagers in Irish classrooms and investigates the features of EFL software that could be helpful to dyslexic students. There are often two distinct special learner groups within the same classroom: special needs students with reading difficulties and EFL students. While there are clear differences between these two groups, there is some overlap in their linguistic difficulties, e.g. spelling. There is a lack of age-appropriate software aimed at dyslexic teenagers; most software used is aimed at dyslexic children. However, a lot of materials are available for EFL students of the same age group. The paper discusses a survey of teachers of dyslexic teenagers, which identified student needs and desired features/exercises for curriculum-focused Computer-Assisted Language Learning (CALL) software for dyslexic students that the author is developing. Results show overlap of features and exercises present in existing EFL software. |
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| Karaoke in the Digital Audio Lab (45 min) Thomas Plagwitz; University of Tampa UC 115/116 Using play speed adjustments, a synchronized lyrics feature and a Media Player plug-in, we can create inexpensive Karaoke exercises from foreign language pop songs (DRM issues will be addressed). Using a Digital Audio Lab (Sanako Lab 300), we can provide students with a choir mix as well as individual performance recordings for their language portfolio. The teaching demonstration part will present samples of Karaoke-based language-learning activities from our foreign language programs. The workshop part will provide a set of software tools to produce Karaoke sessions in the language lab, and end with hands-on exercises that will let each participant take home the materials needed for creating a Karaoke-based class. This presentation relates to Technology Integration in the Language Classroom; Teaching Strategies and Activities for Using Technology in the Language Class; Demonstrations of the Use of Technology in Teaching Language and Cultures; Workshops. |
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| More than an Eiffel (45 min) Katherine Watson; Coastline Community College Bldg. 45/104 Americans tend to view the world analytically, having been educated to become field-independent thinkers, able to place figure against ground, to examine each tree in a forest of thoughts without engaging in emotions. By contrast, Latin-language-based peoples and Asians have been demonstrated to incorporate the forest in each view of the trees, to look at things holistically, "field-dependently", integrating the socioemotional into each decision-making process (Nisbett, 2004, 2005). Participants in this session will see how a change from a task-related, analytic, field-independent approach to examining data to a socioemotional and holistic thinking process has enabled students in Coastline Community College Distance Learning language courses to have broadened their world view and expedited their learning. The session will benefit educators who wish to take advantage of inter-cultural awareness and their own student populations' diversity in a concrete way to enrich the learning process. |
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| 4:15pm | Break |
| 4:30pm | Incorporating technology to make languages learning fun (45 min) Milad Rizkallah; DLI-FLC UC Living Room In the learner-centered setting we, as teachers, need to maximize the student's participation. In doing so, we also need to make it fun through games such as "Jeopardy", "Who Wants to Be a Millionaire", "Hollywood Squares", etc. These activities will help reduce teacher talk and increase student interactive participation in smaller groups in an environment free of anxiety. Therefore, this presentation will highlight some of the SMART Board & PowerPoint many capabilities in developing fun activities. |
| Linking an Old Curriculum with High Tech Commercial Software (45 min) Sahie Kang, Jiin Khanaka, Manasa Rizk, Mary Stephan; DLI-FLC Bldg. 45/103 How often do you find that you cannot use state of art instructional software in line with your existing old curriculum? This session will share teachers experiences of using commercial software, Tell-me-more, successfully in conjunction with their existing core curriculum and of maximizing students learning. Each presenter will demonstrate how s/he utilized the software to teach different components of language, i.e. grammar, vocabulary, pronunciation, cultural competence, listening, reading, and speaking skills. The presenters will also propose possible upgrades of the software based on user experiences and students own evaluations and feedback. The participants will have exposure to the variety of activities from novice to superior levels and will learn how to link them with their existing curriculum. |
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| Computer Proficiency: What should We do as a Language Teacher? (45 min) Patrick Lin; DLI-FLC Bldg. 45/102 Computer technology has transformed the ways we work and interact with each other. As a result, it is essential that we all become proficient at using computers in ways that are effective and appropriate for our work. In this presentation, the presenter will first discuss with the audience on the concept of Computer Proficiency and the reasons why computer proficiency should be a job requirement for language teachers. Based on his own experience as a language teacher and an administrator, the presenter will further share his views on what computer proficiency level is required for language teachers. Key elements of basic computer proficiency necessary to function effectively in today's classrooms are identified, including hardware knowledge, word processing, spreadsheet, presentation program, and audio/video software. At the end of the presentation, the presenter will also talk about how to fulfill the computer proficiency requirement for language teachers through on-job training and self-learning. |
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| Face-to-face, or online?: Implications for proficiency-based programs (45 min) Fernando Rubio, Olga Jimenez-Bailess; University of Utah Bldg. 45/103 Our study compares the level of oral and writing proficiency attained by two groups of students after two semesters of beginning Spanish. One group took a regular face-to-face section of the class and the other enrolled in a fully online section of the same course. Both groups were taught by the same instructor, followed the same syllabus, used the same course materials, and took the same tests. They were evaluated at the end of their first semester of study and again at the mid point of their second semester. Their level of proficiency was determined both holistically based on ACTFL guidelines and analytically based on the use of filled and unfilled pauses, mean length of utterance and lexical diversity.The results give important insights on the value of online instruction in proficiency-based language programs. |
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| Video Dubbing in FL Classroom (45 min) Natalia Shevchenko; Willamette University Bldg 45/104 Video production affords language students an excellent task-based environment to develop in all language skill areas: listening, reading, writing and speaking. Dubbing of muted video clips provides similar benefits to full video production while minimizing the technological challenges.This presentation will give a summary of a video dubbing project undertaken by a Spanish translation class, with the support of the Language Learning Center, at Willamette University. It will highlight the pedagogical benefits of dubbing a muted video. The presentation will give special attention to the Language Learning Center’s management of the project involving several stages: assisting students in video selection, cropping scenes, providing tech support for dubbing rehearsal, and seeing each student group through creating the final version of the soundtrack. The presentation will include all the technological requirements, support issues, challenges, and recommendations for anyone who would like to undertake video dubbing in their classroom. |
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| 5:15pm | Conference Activities End for the Day |
| 6:30pm | No Host SWALLT Dinner El Palomar of Monterey 724 Abrego St, Monterey, CA (831) 372-1032 |
| Back to Top | |
| Friday March 24, 2006 | |
| 8:00am | Registration- University Center Foyer |
| Continental Breakfast- Otter Bay Café | |
| 8-10:30am | Tech Support/ Presentation Rehearsals- University Center |
| 9:00am | Annoucements |
| 9:15am | Technology Implementation and Pedagogy: Language Lab Panel Discussion Moderator: Gus Leonard Panelists: Ted Liu, UCLA; Joseph Kautz, Stanford University; Sharon Scinicariello, University of Richmond |
| 10:15am | Break- Otter Bay Café |
| 10:30am | How to Add Text, Pictures and Bookmarks to Your Audio and Video Language Material with the Sanako Media Assistant (45 min) Jiin Khanaka, DLIFLC UC Living Room |
| The Use of Technology in Teaching Culture and Area Studies (45 min) Jack Franke, Irene Krasner; DLI-FLC UC 115/116 This presentation will demonstrate the conversion of a traditional area studies program into a dynamic, interactive multimedia program. The presenters will discuss the scope and sequence of the syllabus and the implementation of multimedia into the curriculum. A demonstration of interactive, java-script maps will follow. Finally, computerized diagnostic assessments will be covered. |
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| iLife 06', Manage Your Digital Assets Easily (90 min) Dane Riley; Apple Education-West Bldg. 45/102 ILife 06' includes iPhoto, iMovie, GarageBand, iDVD and iWeb. This suite of applications integrates tightly to create dynamic content that can be distributed via the web, on DVD, CD, print or simply shared from your computer. iPhoto - Import, manipulate and share your digital photos iMovie - Import, edit, enhance, add transitions, text, etc. to your movies GarageBand - Create and edit Podcasts, Music or add a music score to your movies iDVD - Take your photos, movies and music and burn them to a DVD iWeb - Take all your digital content and extremely easily add it to a web page In this session you will learn how all these applications allow you to take your digital assets and use them in the learning environment to enhance the learning process. They're easy to use and integrate very nicely into one another. Please join us to learn more about these exciting technologies. |
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| Creating Literacy With Disruptive Technologies (45 min) Barbara Sawhill; Oberlin College Bldg 45/103 The very essence of teaching reading, writing and speaking skills in a second language is changing as educators begin to wrestle with the notion of moving from a teacher-centered implementation of information technology for teaching and learning to a more student-centered (if not entirely uncentered) use of technology in the classroom and beyond. With this change comes a shift in the kinds of literacies we require as well as a change in what we now assess as being literate in a second language. This presentation will chronicle the work of a small cadre of language instructors at Oberlin College as they explore, alongside their students, Movable Type blogs, podcasting, Skype® (and disruptive technologies or social software tools) as a means of becoming literate in the target language as well as the new technologies. |
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| Incorporating and Archiving Internet TV Programs, Podcasting, and Movie Trailers in Language Teaching with Camtasia Studio (45 min) Mimi Yu; University of Nevada, Reno Bldg. 45/104 Internet TV, podcasting, and movie trailers all have something in common: the most up to date authentic multimedia materials perfect for language teaching in terms of their visual effects and audio/video elements. This session demonstrates how to design activities using these aforementioned sources to improve language learners five C's to meet the national standards. This session also explains how to use Camtasia Studio to archive these audio and video files since most of the Internet TV programs, podcasting sound files, and movie trailers are only available for viewing and listening to for a short period of time. Camtasia can record any PC desktop movement and allows language teachers to add synchronized narration to the resulting video with subtitles, callouts, transitions, and hotspots, even an interactive quiz within the captured video. These captured videos can also be stored on a CD and are ready for online delivery in AVI, QuickTime, or Windows Movie Aud! |
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| 11:15 | Break |
| 11:30am | Building Oral Production Skills with Sanako Technologies (45 min) LeeAnn Stone UC Living Rm |
| Development of Innovative Multimedia for Use in Teaching Online at the Defense Language Institute (45 min) Cecilia Barbudo, Tarek Elgendy, Hanan Khaled; DLI-FLC UC 115/116 The language teaching professionals represented here are fundamentally involved in this technological change effort at the Defense Language Institute from various perspectives: Curriculum Development, Faculty Development, the Emerging Languages Task Force program, the Korean language school, and the Spanish language program. The languages represented include Arabic, Korean, Kurdish, Russian, and Spanish. This presentation demonstrates how available technology at the DLI can be applied matching classroom activities with out-of-class assignments online. Specific strategies will be provided for transferring and adapting technological materials from the classroom environment to the web environment, emphasizing the importance of flexibility on the part of the teacher. Sample lessons will be offered for teaching aspects of grammar, listening, reading, culture, and games that exemplify principles of teaching for proficiency in the communicative task-based classroom. Software programs utilized include SMART Board, the MicrosoftÆ Office, Adobe Audition, Macromedia Flash, Ulead Video Studio 7, as well as HTML and JavaScript. |
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| iLife 06', Manage Your Digital Assets Easily (90 min) Dane Riley; Apple Education-West Bldg. 45/102 ILife 06' includes iPhoto, iMovie, GarageBand, iDVD and iWeb. This suite of applications integrates tightly to create dynamic content that can be distributed via the web, on DVD, CD, print or simply shared from your computer. iPhoto - Import, manipulate and share your digital photos iMovie - Import, edit, enhance, add transitions, text, etc. to your movies GarageBand - Create and edit Podcasts, Music or add a music score to your movies iDVD - Take your photos, movies and music and burn them to a DVD iWeb - Take all your digital content and extremely easily add it to a web page In this session you will learn how all these applications allow you to take your digital assets and use them in the learning environment to enhance the learning process. They're easy to use and integrate very nicely into one another. Please join us to learn more about these exciting technologies. |
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| Task-Based Activities using Technology in the Language Class (45 min) Natalie Lovick, Svetlana Pavlov; DLI-FLC Bldg. 45/103 More and more often, educators acknowledge the need to elicit samples of language use that are representative of how learners perform when they are not self-monitoring. These types of samples show that the learners can use their L2 knowledge in real-time communication (Ellis, 2003). Meaning-focused samples of language can be elicited through the use of tasks which require the learners to function as language users, i.e. they must use the same kind of communicative processes as those found in the real world. The Internet can serve as an information resource to elicit meaning-focused language tasks such as solving a problem or arriving at some kind of consensus. This presentation demonstrates an effective way to integrate the Internet into the classroom with the use of worksheets, culminating in meaningful real world tasks and activities that promote interaction, group and pair work in the classroom. |
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| Harnessing the Power of the Internet: Delivering Pedagogically Sound, Individualized Learning via the World Wide Web (45 min) Jeff Winters; CSU-Long Beach Bldg. 45/104 Advances in Internet speed and accessibility have made it feasible to take media once reserved for distribution via CDROM and deliver it over the Web. The challenge for the instructional designer is to take this material, dust it off, and wrap it in a package of Internet technology more suitable for the Web. By converting old video, audio, and text files into a format which can be used on the Web, assembling text data into a web-accessible database format, and creating an interface to these resources one can breathe new life into valuable learning tools. This presentation will focus on the transition of a Mandarin Chinese language learning program from CD to Web format, and how the data collecting capabilities of various Web technologies make it possible to continuously evaluate and enhance the individual learner experience. |
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| 12:15pm | Lunch- Otter Bay Café |
| 12:15pm | SWALLT Business Meeting UC Room 114 |
| 1:30pm | Teaching Japanese, Chinese, and Russian On-Line: The University System of Georgia's Access Initiative for Less Commonly Taught Languages (45 min) Richard Sutton; Univ. System of Georgia Board of Regents, Masato Kikuchi; Georgia Institute of Technology, Natasha Anthony UC Living Room The University System of Georgia enrolls 250,000 students at 34 institutions, but on-campus instruction in Japanese, Chinese, and Russian is limited to a handful of locations. To promote access to the study of these languages, we developed first- and second-year courses in each language that are taught completely on-line, serving students across the System (and across the U.S.). Funding from the National Security Education Program supported this initiative. This session will demonstrate the interactive design of the courses and discuss the pedagogical, technological, and logistical challenges of this effort. |
| Podcasting, Videocasting, and the iPod in Today's Foreign Language Classroom (45 min) Jack Franke; DLI-FLC UC 115/116 This presentation will demonstrate some of Apple's latest innovations and their impact in the classroom. The presenter will demonstrate how to create podcasts and video for Apple's iPod and examples implemented at the DLI. In addition, the recording function on the iPod and developing a portfolio will be discussed. In conclusion, the reuse of multimedia with the computer and SMART Board will be demonstrated. |
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| Developing A SHINE Project: Creating Video and PowerPoint for Advanced Chinese Courses (45 min) Jack Jingh Liu; CSU-Fullerton Bldg. 45/102 While Orange County population grew by 18% in the last 10 years, the Asian in the area increased in comparison by 76%. Younger members of the community are not knowledgeable about their heritage and many elders lack the language fluency to be able to function in the wider community. Cal State Fullerton campus is a member of Project Shine, which coordinates Students Helping in the Naturalization of Elders. The project provided with opportunities to become acquainted with the historical, social, artistic and intellectual contributions of Chinese culture and expand their competence in the language of their heritage. Technology provides a link to facilitate the learning that is taking place on both sides as students use power point presentations to organize their lessons and video interviews to report back on their interaction with the community. |
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| Diagnostic Assessment, Learning Management System and Individualized Curriculum (45 min) Hang Zhang; DLI-FLC Bldg. 45/103 The increasing diversity among intermediate and advanced learners demands creative design and implementation of assessment and curriculum. This paper focuses on developing quantitative measurements by employing Learning Management System (LMS) in combination with conventional assessment tools (e.g. Diagnostic Assessment and presentations) to monitor the students progress in a month-long Chinese course. It suggests that a sensible combination of quantitative and non-quantitative methods produce the best results. The system tracks individual students scores and time on task for each activity and each lesson, offering concrete measurements for identifying the students (and the class) strengths and weaknesses across skills, content areas, difficulty levels, and activity types. This greatly improves teaching efficiency, effectively individualizes curriculum and helps to create life-long learners by tracking learning history. Predictably, data collected from a large number of learners over an extended period of time will help to automate the listening and reading portions of Diagnostic Assessment. |
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| The Advantages of Instructional Feedback Online:Some Points to Consider (45 min) Lily Lunden; DLI-FLC Bldg. 45/104 Just as contact with a teacher providing timely and constructive feedback in the classroom is invaluable, effective instructional feedback as a part of online language lessons may offer advantages to a self-paced, motivated language learner. In fact, with the rapid development of language instruction programs online, the need for an effective online feedback may only increase. |
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| Camtasia Studio: Instructional Desktop Movies Made Easy (90 min) Mimi Yu; University of Nevada, Reno Bldg. 48/118 There is no easier way to produce multimedia language instructional video clips than using Camtasia Studio (CS). It can be used to capture Internet TV programs, podcasting sound files, and movie trailers. It can also record a PowerPoint presentation off the PC screen in real time without taking the screenshots. CS can record any PC desktop movement with all multimedia elements, including animations, transitions, audio, and video elements. The captured video clip can then be stored on a CD or for delivery over the Internet in various formats to enhance an online course if copyright issues can be resolved in advance. CS allows users to embed callouts and 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. Since CS is very intuitive, even language teachers with little knowledge of instructional technologies will find it user-friendly and functional at this hands-on workshop. |
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| 2:15pm | Break |
| 2:30pm | Beginning French as an online course: Can it be done? (45 min) Laurette Suter; CSU-Sacramento UC Living Room This presentation will show the audience a portion of the online Beginning French course developed by Laurette Suter, from CSU Sacramento. The first two semesters of college French emulate the real classroom with the textbook as the primary source of visuals. The online teaching style includes streaming video clips, audio clips, WebCT exercises, flashcards, games, readings / video/ listening activities with comprehension questions, and weekly pronunciation quizzes. See and experience how this course was organized to keep distant online students on track and feeling connected to the class. The proof of the success of this format is in the high student scores on written (paper) exams and the final oral (speaking) interview. Professor Suter will be using the Sanako Forum software to deliver her presentation from Sacramento. |
Using Technology in the World-Language Classroom to Enliven Teacher Input, Maximize Student Output, and Deliver Immediate Feedback (45 min) |
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| A Software-Based Learning Program for Vocabulary Organization and Recall (45 min) Vu Ho; Texas Tech University Bldg. 45/102 The important issue of how to organize and take full advantage of ones current lexis is often neglected in vocabulary development courses. The Personalized Vocabulary Organizer (PVO), a link-based learning software, helps L2 learners organize and recall their foreign vocabulary. PVO employs the mechanism of association that allows learners to build up their own lexical network by linking words semantically. Subsequent vocabulary recalls are achieved via activating and stabilizing a relevant section of that network based on associative keywords supplied by learners. A longitudinal two-phase study was conducted in which L2 speakers learned advanced English words over a period of time and then relied on PVO to recall them. The result indicated that PVO is considerably more effective in helping L2 learners recall words than free recalls with conventional dictionaries are. Participants' achievements in PVO-aided recalls surpassed their performances in free recalls (respective mean success rates are 93.4% and 27.2%). |
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| Using Technology to Expand the Reach for Advanced Level Proficiency in Foreign Language Learning: The case study of class 505. (45 min) Hussny Ibrahim; DLI-FLC Bldg. 45/103 In an attempt to respond to persistent national needs for linguists with advanced- level proficiency, an Arabic School department at Defense Language Institute launched the Researcher Student project. The objective of the project was twofold: to empower students through utilizing their analytical skills and to expand their reach to advanced ñ level proficiency by maximizing their learning of authentic audio and reading materials. Through guided internet search, the learners use technology to express the many ways they interact with authentic materials. Class 505 (currently studying a 63 -week Arabic course at DLI) will be presented as a case study. I will review the development of the 40- week project through documented video samples reflecting students progress. I will present the methodologies used, the advantages gained as well as the challenges encountered. I will also share the lessons learned, along with suggested guidelines for more effective use of technology in the process of learning foreign languages. |
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| iTunes, iPod, Podcasting& iTunes U (90 min) Dane Riley; Apple Education-West Bldg. 45/104 In this session we will be discussing how iTunes, iPod and Podcasting can significantly enhance the learning experience for language students inside and outside of the classroom. You will learn the feature set of iTunes and the iPod and receive an overview of what a Podcast is, what it can offer and view a number of examples of Podcast Language Lessons. You will also learn about iTunes U, a new offering from Apple extended to higher education campuses. In addition you will learn how you can create a publish Podcasts outside the iTunes U medium. Please join us to learn more about these exciting technologies. |
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| Camtasia Studio: Instructional Desktop Movies Made Easy (90 min con't ) Mimi Yu; University of Nevada, Reno Bldg. 48/118 There is no easier way to produce multimedia language instructional video clips than using Camtasia Studio (CS). It can be used to capture Internet TV programs, podcasting sound files, and movie trailers. It can also record a PowerPoint presentation off the PC screen in real time without taking the screenshots. CS can record any PC desktop movement with all multimedia elements, including animations, transitions, audio, and video elements. The captured video clip can then be stored on a CD or for delivery over the Internet in various formats to enhance an online course if copyright issues can be resolved in advance. CS allows users to embed callouts and 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. Since CS is very intuitive, even language teachers with little knowledge of instructional technologies will find it user-friendly and functional at this hands-on workshop. |
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| 3:15pm | Break- Otter Bay Café |
| 3:30pm | French Online and the Open Learning Initiative (45 min) Christopher Jones; Carnegie Mellon University, Heather Allen; University of Pittsburgh UC Living Room French Online is a hybrid web-delivered course in use since 2000 at Carnegie Mellon University and more recently at the University of Pittsburgh. With support from the Hewlett Foundation and the National Science Foundation through the Open Learning Initiative and Pittsburgh Science of Learning Center respectively, the course is currently undergoing a major upgrade. This presentation will detail some of the design challenges associated with creating a course which will be offered free to Internet learners and under license to enrolled students, while serving as a lab for researchers in second language acquisition, psychology and linguistics. Innovative aspects of the course include student tracking and modeling, the use of video as a base text, gated interactive progression, and synthetic activities based on authentic materials. A prototype module from the new course will be demonstrated, and design documents distributed. |
| Technology Integration in New Chinese Basic Course (45 min) David Moon, Peiyu Roth; DLI-FLC UC 115/116 The new Chinese basic course, which is being developed at Defense Language Institute, is a structure-driven program enriched by authentic materials, functional-based tasks, skill-integration and cultural immersion: therefore, this course helps learners acquire Chinese language skills through a semi-authentic environment and sound acquisition activities.The technology integration in the course makes the course further enriched and effective for language learning. In particular, integration of multimedia technology provides big advantages: skills are more easily integrated, a more authentic learning environment is created, and learners have great control over their learning.This presentation will introduce the structure of the new Chinese basic course in detail, demonstrate a variety of web-based learning activities of the new Chinese basic course and discuss more web-based activities in the library available for foreign language courses development. |
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| Media literacy in language learning: using films in the Spanish classes (45 min) Teresa Fernandez-Ulloa, Fernando Contreras-Hernandez; CSU-Bakersfield Bldg. 45/103 We present a research project that we are carrying out at the California State University, Bakersfield. We focus this research in finding technological tools and strategies to help teachers to teach young people to understand how the media work, and to use media, especially movies and documentaries, to teach language, literature and culture (from Spanish speaking countries). We will foster critical thinking activities, alternative points of view, and we will teach Semiotics The basic method is that of a spiral curriculum, whose fundamental principle is that the key concepts of a discipline can be taught in some form to any students at any level. We will be giving, too, some specific examples of our area of interest: Spanish language and culture for University students. |
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| Finding and Adapting On-line Learning Materials: an Indonesian case study (45 min) Peter Silzer; DLI-FLC Bldg. 45/103 Language teachers often feel torn between using standard materials that do not quite fit their students and creating totally new learning materials. There is a middle way: finding and adapting on-line materials. This presentation will illustrate these principles with examples from Bahasa Indonesia (Indonesian), one of the less commonly taught languages. Despite the lack of materials in Indonesian there are a number of on-line resources that have become available in recent years. Participants will review several on-line resources and see how learning materials can be adapted to fit classroom needs. The adapted materials can be reshaped into various forms using standard software and hardware. |
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| iTunes, iPod, Podcasting& iTunes U (90 min) Dane Riley; Apple Education-West Bldg. 45/104 In this session we will be discussing how iTunes, iPod and Podcasting can significantly enhance the learning experience for language students inside and outside of the classroom. You will learn the feature set of iTunes and the iPod and receive an overview of what a Podcast is, what it can offer and view a number of examples of Podcast Language Lessons. You will also learn about iTunes U, a new offering from Apple extended to higher education campuses. In addition you will learn how you can create a publish Podcasts outside the iTunes U medium. Please join us to learn more about these exciting technologies |
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| 4:15pm | Conference Activities on CSUMB Campus End for the Day |
| 6:00pm | Banquet - Monterey Marriott- Dinner Speaker- TBA Schedule: 6-7 PM Socializing, 7 PM Dinner Served, 9 PM Wrap up |
| 10:00pm | Conference Activities End for the Day |
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| Saturday March 25, 2006 | |
| 8:00am | Continental Breakfast- Otter Bay Café |
| 8-10:15am | Tech Support/ Presentation Rehearsals- University Center |
| 9:00am | Announcements |
| 9:15am | Literacy, technology, and language learning Dr. Richard Kern, Associate Professor of French, Director of the French Language Program University of California at Berkeley Reading and writing are the most powerful modes of formal learning and they are fundamental to intellectual inquiry and creativity in all disciplines. Communication technologies such as television and the internet, by virtue of their multimedia dimensions, introduce new logics and new literacy practices. This talk will consider relationships between technology and language (with examples in English, French, Chinese, and Arabic), explore what it means to be a "techno-literate" language learner, and consider practical implications for second/foreign language teaching. |
| 10:15am | Break- Otter Bay Café |
| 10:30am | Nexos Media Edition: Content & Technology for Media-Rich Instructional Environments (45 min) LeeAnn Stone; Houghton Mifflin Bldg. 45/104 Whether language learning takes place in a traditional face-to-face classroom, fully online or somewhere in-between, technology-based learning resources have increasingly become an indispensable component of most language courses. Yet the variety of learning environments currently available to instructors and students require different combinations of learning resources- both print and technology-based. The Nexos Media Edition is the first program designed explicitly to address these varying needs and provide an introductory Spanish language program that departments can adopt for use in any of these varied instructional environments. In this session, we will employ a SmartBoard in demonstrating the power and flexibility of the integrated media of the Nexos Media Edition eBook when used in a classroom environment, as well as discuss the applicability of this all-resources-in-one for online instruction. |
| Lights, Camera, Assessment! (45 min) Eva Maria Bill, Kathleen Plinske; McHenry County College Bldg. 45/102 For several years, McHenry County College has used video portfolios consisting of a series of traditional skits to assess student oral proficiency. This year, the project has been expanded to allow students themselves to design and produce their own video projects to demonstrate their oral proficiency, thereby increasing student engagement. In fact, the project has been so successful that several students have asked to use cameras over semester breaks to create additional videos in the target language - without class credit as motivation! In this presentation, we will showcase several of our students' projects, demonstrate the technology required to make this project a reality (which is remarkably easy to use!), and discuss inherent challenges, best practices we have discovered, and potential applications for the future. |
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| US-Japan Email Exchange: Impact on Japanese Language Learners' Understanding of Japanese Culture and Motivation (45 min) Tomomi Kakegawa; University of Wisconsin-Eau Claire Sachie Miyazaki; International Christian University, Seikei University Bldg. 45/103 This paper evaluates the email correspondence as a tool to enhance intercultural understanding of language learners and to motivate learning of the target language. Email correspondences between Japanese as a Foreign Language (JFL) learners in the U.S. and Japanese college students enrolled in the Teaching JFL in Japan are investigated. JFL learners were required to write one message per week to their Japanese key-pals throughout the semester. They were instructed to ask about aspects of Japanese culture they have heard about or seen in addition to writing about their daily lives. They then wrote a reflective paper about what they had learnt about Japanese culture through their correspondence. They also took a survey about their email experience. This research analyzes the students' papers and surveys in order to find how the email exchanges affected the US students' perception of Japanese culture and their motivation to study Japanese. |
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| Teaching culture through Korean media resources (45 min) Jong Oh Eun, Dohee Koo; DLI-FLC Bldg. 45/104 Foreign language teachers are often apprehensive about teaching culture (Omaggio, 1993). However, language and culture are closely intertwined. It is therefore imperative that teachers prepare learners to be both linguistically and culturally competent. Teaching culture should not be limited to just one approach or resource, nor should it be confined to textbooks only. As an alternative, various media are valuable resources for raising students cultural awareness and provide an opportunity to explore the target culture through authentic materials. This presentation focuses on how to teach culture using a variety of authentic Korean materials, including TV commercials and drama clips. These authentic segments expose learners to a multitude of communication behaviors, such as nonverbal cues not always apparent in written texts. This presentation will also increase participants awareness of several communicative approaches to culture teaching and how to make culture learning more fun and meaningful through the use of authentic materials. |
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| 11:15am | Break |
| 11:30am | Personal Educational Press - A Free Web Tool (45 min) Heidi Kent UC 115/116 Personal Educational Press is a free web site for teachers, parents and tutors. You generate custom worksheets to print directly from your browser. Worksheet formats include flashcards, bingo boards, match across, word searches, study sheets, and quizzes. Choose from a range of topics including basic word lists in French, Spanish, and German, or you can enter your own word lists. |
| Online Student/Faculty-run Radio Stations: Opportunities for Practice, Proficiency, and Fun in a Foreign Language Curriculum (45 min) Luba Grant, Timothy Berndt; DLI-FLC Bldg. 45/102 Asian School 1 at the Defense Language Institute recently established student/faculty-run radio stations that broadcast online around the world. The stations and the program creation involved offer students opportunities to take part in meaningful task-based activities, be expressive and creative in the target language, and offer speaking and listening opportunities that promote proficiency. The stations strive to harness the quality language production activities that go on every day in the school, so they can be shared school-wide, with DLI graduates seeking to maintain language skills, and with other language learners around the globe. The presenters will discuss the Asian School 1 vision regarding effective integration of technology into the classroom, the technologies used to create and broadcast programs, and the organizational structure used to ensure program creation is pedagogically sound, integrates with the curriculum, is beneficial to students, adhere s to strict security, legal, and quality-control standards, and is fun, too! |
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| Technology Integration in Language Proficiency Assessment in Distance Learning (45 min) Michael Vezilich, Dr. Kawther Hakim, Dr. Hang Zhang, Joonki Baek; DLI-FLC Continuing Education-Distance Learning Bldg. 45/103 With the development in Broadband technology and diversity of delivery modes (Video Teleconferencing and Mobile Teaching Team) in distance learning, language proficiency assessment for short-duration courses among military and government linguists at DoD directives require innovative and creative assessment tools with technology integration. Presenters from DLI distance Learning Division display and discuss new critical success indicators under development in Chinese, Arabic and Korean. To monitor the students progress, Learning Management System (LMS) is employed. The system tracks individual student's score and time on task for each activity and lesson, the ratio of which can be used as CSI that offer concrete measurements for identifying the student's (and the class') strength and weakness across content areas, difficulty levels, and activity types. It greatly improves teaching efficiency, effectively individualizes curriculum and helps to create life-long learners by tracking learning history in all distance learning modes. |
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Ready-Made Lessons to Reach Listening Proficiency Level 2 and Beyond (45 min) Richard Mayer, Natalia Antokhin; DLIFLC Bldg. 45/102 GLOSS (DLI's Global Language Online Support System) web-based lessons aim at listening skills that are not fully addressed in language classrooms. The presenters will focus on features that make these lessons a unique tool for improving students proficiency. First, the content: relevant level-appropriate authentic radio/video clips, well-constructed tasks, meaningful feedback, and socio-cultural information. Second, the underlying factors of the design as a pedagogical instrument: shared cognitive strategies, proficiency skills and factors that are uniquely problematic in L2 listening. |
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| 12:15pm | Closing Ceremonies |
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