Pre- and post-conference workshops are scheduled for January 25th and 28th and do not conflict with any of the papers to be presented during the main body of the conference. Workshops take place 9 a.m. to Noon and 1 p.m. to 4 p.m. on the Thursday and 9 a.m. to Noon on the Sunday. Participants must register separately for individual workshops. All workshops will close a few days before the conference, but they have capped enrollment and will close earlier if they fill before that time. Register early to ensure your seat in your chosen workshop(s)! A certificate for Continuing Education (3 hours or 6 hours) is provided to participants at the end of each event.
For workshop abstracts, see below the schedule.
Presenters: Elisabeth Arevalo-Guerrero and Maria Martha Manni (University of Maryland, Baltimore County)
This workshop examines how the curricular design of blended basic language/culture classes and an online Introduction to Intercultural Communication course can pursue similar learning outcomes counting on the affordances of digital mobility and the use of pedagogical strategies such as metacognition, discussion forums, virtual exchanges and “social media role-playing.” The presenters will demonstrate how courses meant for students with very dissimilar motivation and educational goals can achieve shared outcomes, deemed necessary to embark on the process of developing intercultural communicative skills. They will provide participants with ideas for the development of curricula that is:
- culturally relevant and cognitively appropriate for adult, university students,
- driven by a synergic combination of level appropriate, intercultural awareness and communicative language learning goals – as opposed to a mere inclusion of geographical and cultural facts or stereotype reinforcing material,
- based on a student-centered process approach for the development of Critical Cultural Awareness and Intercultural Sensitivity (from ethno-centric towards ethno- relative levels), and
- a gateway to the use of digital mobility to access cultural products, practices and perspectives, to promote critical cultural discussions and reflection on personal experiences, for the development of effective communicative skills within a Community of Learners using their native language and the L2.
The workshop is intended for language and intercultural communication teachers, trainers and coaches, and to education and study abroad leaders seeking to identify practical strategies to capitalize on virtual spaces for the development of curriculum where critical awareness and intercultural sensitivity are considered the first steps towards the achievement of intercultural competence.
Dr. Arevalo-Guerrero is a Visiting lecturer of Spanish and Intercultural Communication in the Modern Languages, Linguistics, and Intercultural Communication Department at the University of Maryland Baltimore County. Her research interest addresses the development of intercultural competence in foreign language, teacher education, study abroad program, and intercultural communication training.
Maria Manni is Senior Lecturer of Spanish and Language Teaching Coordinator in the Modern Languages, Linguistics, and Intercultural Communication Department at the University of Maryland Baltimore County. Her research interests are curriculum and assessment design, blended and online learning, competency based education, teacher training and inclusive education.
- Assessing Intercultural Competence: Using Formative Data to Impact Summative Outcomes
- Author Biographies
Presenter: Chris Cartwright (Intercultural Communication Institute)
Assessing intercultural competence is complex. It encompasses a developmental process of growth (Deardorff, 2009; Bennett, 1993) and the required attitudinal, knowledge and skill competencies at each level of that process. The educator therefore needs to collect data at multiple intervals to gain insight into the growth of intercultural competence. The measurement also requires varied methods or tools in order to gather data on the array of possible intercultural cognitive, behavioral, and affective learning outcomes. This workshop will present and discuss case studies from campuses and programs that are using a range of approaches to measure intercultural competence as a learning outcome.
This workshop will explore how the use of digital video clips from feature films, TV shows, and documentaries can enhance the teaching and learning of cultural differences to develop intercultural competence (ICC). The target audience includes instructors, (lecturers, teachers, trainers, and graduate students) who teach or plan to teach (aspects of) ICC to a diverse audience in programs of language/culture, communication, business etc. At the end of the workshop, the participants will:
- have developed an awareness of how videos and video projects can enhance the development of ICC,
- have a clear idea of what kind of cultural differences (e.g., value differences, verbal and nonverbal behavior, communication style preferences) can be illustrated and discussed by using video,
- have developed a list of culturally interesting movies, TV shows and documentaries with potential for the teaching of ICC,
- “are familiar with a number of movies, TV shows, and documentaries that lend themselves to the teaching of ICC,
- be able to design teaching and assessment tasks that incorporate video,
- know specific scenes from movies, TV shows, and documentaries that can be used to teach aspects of ICC,
- be able to digitally record video clips from MP-4 files, AVI files, DVDs or YouTube (using legal and free-access software)
- be able to integrate the recorded video clips into Power Point presentations and tasks to teach aspects of ICC.
Note: Participants will be asked to bring their notebook pre-installed with a version of the VLC media player and the file of a movie that participants find interesting because of the treated cross-cultural issues.
Participants in this three-hour workshop will be guided through ways of developing intercultural competence in their classes and organizations. Sharing their experience with inclusiveness efforts on their university campus and also with an undergraduate intercultural competence course they developed, the presenters will present frameworks and activities that they have used in that course. Participants will also engage in the presenters’ intercultural competence trainings as well as sharing and developing their own activities for their contexts (classes, study abroad programs, institutions, etc). Taking a Freirean/Deweyan approach, the workshop will emphasize the connection between theory and practice and how they inform each other. There are three outcomes in this workshop: participants will (1) learn about some possible responses to a need for increased intercultural competence at institutional and course levels; (2) experience some trainings from a learner’s perspective; and (3) share and generate ideas for IC trainings that they can implement themselves. This workshop is aimed at professionals who are interested in bolstering the intercultural capacity of their organization, including university professors, IC trainers and researchers, study abroad advisers and staff, administrators, and any other practitioner in a setting that requires or foster intercultural competence.
Sumayya Granger earned her PhD in Linguistics from the University of Arizona. Since then, she has taught and overseen programs at the Center for English as a Second Language at UA. Her interests include learner autonomy and intercultural competence.
Dr. Nicholas Ferdinandt serves at the University of Arizona as the Director of the Center for ESL. He also is an Associate Professor in the College of Humanities”™ Department of Public and Applied Humanities, teaching intercultural competence development and training.
Veronika Williams is a Learning Advisor at the Center for English as a Second Language at the University of Arizona. She earned PhD in Second Language Acquisition and Teaching from the University of Arizona. Her research focuses on how to foster learner autonomy, advising in language learning, and intercultural competence.
- Film (Clips) in the Language Curriculum: Towards a Development of the "Multilingual Subject"
- Author Biographies
Foreign language instructors have long recognized the potential in film, but have hesitated to integrate film into the language curriculum in any kind of rigorous way, considering film too time-consuming or too difficult without English subtitles. Clips, on the other hand, afford instructors the possibility of performing a close reading, enabling a discussion of how the language spoken, the culture portrayed, and how the filmic medium combine to create meaning.
This workshop will consist of two parts: in the first part, I will model a close reading of one or two clips and how a linguistic, filmic, and cultural approach to the clip might be used to foster the development of students’ linguistic, communicative, intercultural, and symbolic competences; in the second part we will view several clips and through a guided discussion brainstorm ideas for ways these clips might be used within a larger lesson plan.
This workshop is linked to CERCLL’s Film Clips for Foreign Language and Literacy project.
- Designing Telecollaborative Projects to Foster Interculturality: Preparing our Students for a Complex World
- Author Biographies
Based on Cultura, a framework developed at the Massachusetts Institute of Technology for the development of intercultural competence in the context of world language learning, this workshop will focus on how to design a telecollaborative exchange between students from different cultures. Guided by the presenters, participants will look at what types of tasks, approaches, and tools can help students make sense of the complexity that is inherent to working on culture, and will also examine the question of assessment of intercultural learning. After viewing and analyzing a number of instructional case examples in which students from two different cultures compare and discuss online a variety of materials from both cultures, participants will develop their own instructional plan for a telecollaborative exchange project, including resources for identifying and working with partners, defining project goals appropriate to the instructional context, undertaking assessment activities using rubrics, and designing learning tasks using appropriate technologies, to help their students uncover the cultural values inherent in language, images, and other human phenomena and to develop intercultural competence, i.e., the ability to inhabit and interpret different cultures and to reflect upon one’s own culture through the lens of another culture’s values.
This workshop is cosponsored by the National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa.
Sabine Levet, Senior Lecturer, Massachusetts Institute of Technology
Sabine Levet is Senior Lecturer in French in the department of Global Studies and Languages at MIT, and has taught all levels of language and culture classes. She is one of the original authors of Cultura (cultura.mit.edu), a NEH funded project which received a special recognition from the Department of Education in 2010, and is the Culturaproject director. She has written articles and chapters on telecollaboration and intercultural learning, and has given numerous talks and workshops on intercultural communication and the integration of technology into the foreign language curriculum.
Stephen L. Tschudi, Specialist in Technology for Language Education, University of Hawai‘i at Mānoa
Stephen Tschudi is based at the Center for Language & Technology at the University of Hawai‘i at Mānoa. He has taught Chinese at various levels since the late 1980s at the University of Hawai‘i and at Middlebury College’s Chinese School. He is a researcher, professional development designer, and textbook author, having recently co-authored Books 3 and 4 of Yale University Press’s Encounters: Chinese Language & Culture. His special areas of interest include computer-assisted learning, distance and blended learning, project-based learning, and recently, AI-assisted microlearning. He is an active contributor to the grant-funded work of the National Foreign Language Resource Center and the Language Flagship Technology Innovation Center.
- Reading Globally: Critical Issues in Global Literature for Children and Adolescents
- Author Biographies
We live in a world where our lives are interconnected in complex ways across global cultures as well as fractured with tensions that divide us. Global children’s and adolescent literature provides a means of facilitating intercultural understanding, but issues of availability, access, authenticy, and classroom use must be addressed for this potential to be realized. In this workshop, participants will have the opportunity to explore current trends in global literature, examine critical issues, and experience strategies for critically engaging with global literature. One strategy we will explore is pairing classic, well-known books often used in elementary and secondary classroooms with global children’s and adolescent literature to expand the curriculum and include global perspectives. These global books are linked to the Common Core Text Exemplars and provide a means of globalizing the standards in K-12 classrooms. The books will be available for interactions and extensive book lists provided.
This workshop is linked to CERCLL’s Globalizing the Common Core State Standards project.
Kathy G. Short is a professor in Language, Reading and Culture at the University of Arizona and works with educators around the world on inquiry-based global curriculum. Her research focuses on inquiry, global children’s and adolescent literature, dialogue, and intercultural understanding. She has co-authored many books, including Teaching Globally: Reading the World through Literature, Critical Content Analysis of Children’s and Young Adult Literature, Essentials of Children’s Literature, Creating Classrooms for Authors and Inquirers, and Stories Matter: The Complexity of Cultural Authenticity in Children’s Literature. She is director of Worlds of Words, an initiative to build intercultural understanding across global cultures through children’s literature, and is a past President of NCTE and USBBY.
Mi-Kyoung Chang graduated from the University of Arizona in 2013 with a Ph.D. in Language, Reading and Culture from the College of Education. She specializes in Children’s Literature and Literacy, working as an international consultant and teaching K-8 students using CERCLL’s Korean language and culture kit for two years and developing assessments to measure the intercultural learning of teachers and students who use these kits. She has also worked recently as a postdoctoral research associate at Worlds of Words at the University of Arizona and taught in local elementary schools.
This workshop will prepare language teachers to implement a telecollaboration project in their classroom. Participants will work hands-on with the technology while learning about topics such as current research, modalities, methodology, tools (e.g. Skype, Facebook, Zoom, Google Hangouts, Line, Jitsi, Hellotall), best practices, training, and benefits from presenters who have carried out telecollaboration projects with countries around the world. The workshop will include a discussion of the various modalities of telecollaboration (such as independent pairs, group collaboration, and scheduled voluntary sessions) and a demonstration of some of the methodology used in successful projects. Participants will receive valuable recommendations taken from the real-life experiences of the presenters, including how to find partner schools, considerations when working with a teacher abroad, and addressing cultural differences. Participants will explore an existing project website and create their own telecollaboration project page. The presenters will specifically address issues such as training students for telecollaboration projects, how to address technology problems, types of possible assignments, providing feedback, and grading. They will compare the benefits and drawbacks of implementing this type of project as part of a class versus as an additional learning opportunity outside of class. They will also demonstrate various methods for collecting data from students in regards to attitudes and perceptions about telecollaboration projects. Finally, the presenters will share data collected from student participants in actual previous telecollaboration projects–data that clearly shows that there are significant benefits to participating in a telecollaboration project, including increased confidence, learner autonomy, cultural awareness and understanding, problem-solving skills, and motivation
Audra Travelbee is a Lecturer at Northern Arizona University and has taught Spanish for over 10 years. Her research interests are study abroad and telecollaboration. She has realized telecollaboration projects with IKIAM University in Ecuador, the University of Valencia, Spain, and the Universidad Nacional Autónoma de México.
María de la Paz Adelia Peña Clavel has been an Asesora at the Mediateca at CELE-UNAM since 1996 and is the Academic Coordinator for the adviser-training program at the Center for Self-Access Learning of Foreign Languages at UNAM. She has realized projects with schools in Korea, Japan, Italy, Brazil, and the US, among others.