ICC 2022: Workshop Information
Pre- and post-conference workshops are scheduled for January 27th and 30th 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 (Arizona time/UTC-7) and 2 p.m. to 5 p.m. on the Thursday and 9 a.m. to Noon on the Sunday. Participants must register separately for individual workshops, as they are not included in the registration fee for the main conference taking place on Friday and Saturday. Registration fees are $40 for one workshop, $70 for two, and $90 for three. A certificate of attendance for Continuing Education (3 hours) is provided to participants at the end of each event.
Participants may opt to register only for workshop(s), if they are not attending the main conference.
All workshops will are scheduled to close on January 21st, but they have capped enrollment and will close earlier if they fill before that date. Register early to ensure your seat!
For workshop abstracts and presenter bios, click on the individual titles in the schedule table, or see below for the full list.
|Thursday January 27 (times in this table are Arizona / UTC-7)
|9am – 12pm
|Social Justice, Intercultural Competence and Local Communities in Basic Language Programs, Juan Antonio Godoy Peñas and Claudia Quevedo-Webb (To see what time this takes place where you are, click here.)
|2pm – 5pm
|Cultural Translation Across Virtual Boundaries as Intercultural Encounter, Meike Wernicke and Carl Ruest (To see what time this takes place where you are, click here.)
|2pm – 5pm
|A Deep Learning Approach to Intercultural Education: The Developmental Model of Linguaculture Learning (DMLL), Joseph Shaules (To see what time this takes place where you are, click here.)
|Sunday January 30
|9am – 12pm
|9am – 12pm
|Cultural Technology in Language Learning, Diana Palenzuela-Rodrigo and Verónica Moraga (To see what time that is where you are, click here.)
The American Council for Teaching Foreign Languages´ statement in 2016 affirmed that diversity and intercultural competence are qualities that must be embraced in the US and throughout the world. To do so, it is important to pay attention to the concept of social justice, which can be understood as the equitable sharing of social power and benefits within a society (Osborn, 2006). As students are expected to fluently communicate in the target language, it is also expected that they engage, relate, think critically, identify, and collaborate with the members of the new community they are entering. Traditionally, this new community has been understood as an outsider to the American culture, students have been encouraged to travel internationally and to go on study abroad programs, and educators have invested a lot of effort and time researching on how to create bridges between the students and the Hispanic culture -strongly attached to the territories of Latin America and Spain. However, the 2020 Census reports more than 60 million Hispanics in the US, which invites us, once again, to rethink how the local contexts within the US have been shaped and are being shaped daily by them. Although it is somehow frequent now to see courses such as “Hispanic in the US” where educators approach those topics, these intercultural relations within the US are hardly ever discussed in traditional basic language programs (beginners and intermediate levels).
This workshop aims to show how to combine intercultural competence, social justice, and the Hispanic communities of the US in basic language programs. The presenters of this workshop will: (1) reflect with the participants on the relationships between social justice and intercultural communicative competence; (2) present a unit plan template that combines language and social justice goals, and promotes critical thinking, and (3) present ways in which to incorporate the Hispanic local communities within the lesson plans.
Juan Antonio Godoy Peñas (University of Cincinnati)
Juan A. Godoy Peñas is an Assistant Professor Educator in Spanish at University of Cincinnati. He is especially interested in the role of the learner´s identity in the process of second language acquisition, as well as in the connections between intercultural communicative competence and social justice.
Claudia Quevedo-Webb (University of Chicago)
Claudia Quevedo-Webb is an Assistant Instructional Professor in Spanish at University of Chicago. She is especially interested in the role of the learner´s identity in the process of second language acquisition, as well as in the connections between intercultural communicative competence and social justice.
The proliferation of social media and growing access to Internet-based technologies has seen virtual texts alongside other multimodal semiotic resources become established as key instructional tools for second language teachers (Kern & Develotte, 2018). An important question for educators is how to engage these resources across virtual contexts while avoiding understandings of cultural difference that focus on simplistic comparison activities, which can end up exoticizing or essentializing different ways of experiencing the world. Blommaert reminds us that, rather than empty spaces, mobility occurs across “spaces filled with codes, customs, rules, expectations…[which] are always somebody’s space” (2005, p. 73). This requires attending to how cultural texts are extracted and rearticulated in a new context through processes of entextualization and resemiotization (Leppänen et al., 2014).
In this workshop participants explore instances of cultural translation (Kramsch & Zhua Hua, 2020) as a productive means of intercultural learning, with a focus on two activities that center on decentering normative understandings through a pedagogy of transformation (Leaver et al., 2020; Senyshyn, 2018). Developed as part of a study conducted with French second language teachers in Western Canada, the workshop will allow participants to examine connections between culture, language, and place and the role of identity as integral to intercultural understanding. Workshop participants will be able to adapt this workshop to their own teaching contexts and classroom environments, regardless of the language they teach (a template of the activities will be provided). Moreover, participants will be invited to share feedback as part of the workshop’s overall objective to develop intercultural awareness. The presentation will conclude with a brief overview of findings and implications from previous iterations of the workshop.
Blommaert, J. (2005). Discourse: A Critical Introduction. Cambridge University Press.
Kern, R., & Develotte, C. (2018). Intercultural exchange in the age of online multimodal communication. In R. Kern & C. Develotte (Eds.), Screens and Scenes: Multimodal Communication in Online Intercultural Encounters (pp. 1–21). Routledge.
Kramsch, C., & Zhu Hua. (2020). Translating Culture in Global Times: An Introduction. Applied Linguistics, 41(1), 1–9.
Leaver, B. L., Davidson, D. E., & Campbell, C. (Eds.). (2021). Transformative Language Learning and Teaching. Cambridge University Press.
Leppänen, S., Kytölä, S., Jousmäki, H., Peuronen, S., & Westinen, E. (2014). Entextualization and resemiotization as resources for identification in social media. In P. Seargeant, & C. Tagg (Eds.), The Language of Social Media : Identity and Community on the Internet (pp. 112-136). Palgrave Macmillan.
Senyshyn, R. M. (2018). Teaching for transformation: Converting the intercultural experience of preservice teachers into intercultural learning. Intercultural Education, 29(2), 163–184.”
Meike Wernicke (University of British Columbia)
Meike Wernicke is Assistant Professor in the Department of Language and Literacy Education at the University of British Columbia. Her research focuses on French second language teacher professional development and teacher identity, multilingualism and intercultural education, as well as curricular indigenization and decolonizing approaches in second language education.
Carl Ruest (University of British Columbia)
Carl Ruest is a Ph.D. Candidate in the Department of Language and Literacy Education and French Program Coordinator in Teacher Education at the Okanagan School of Education at the University of British Columbia. His research interests include intercultural competence, study abroad, second language learning and teacher education.
This workshop introduces a deep learning approach to intercultural education pedagogy. It is informed by research in cultural psychology that is revolutionizing our understanding of culture, cognition and mental experience. We are discovering the profound ways in which “culture” is an embodied phenomenon that shapes cognition, emotion and identity, and that bias and resistance to change are natural features of our mental architecture.
The workshop will argue that an understanding of deep (intuitive, embodied) forms of cognition can inform intercultural education in important ways. From the perspective of embodied cognition, intercultural understanding is not primarily a higher-order form of cognition or perceiving; it is a form of intuitive understanding that is developed over time through an experiential process of trial and error and pattern recognition. At the core of the deep learning approach is the idea that cultural learning involves an experiential process of embodying dynamic systems of meaning into the intuitive mind.
The deep learning approach will be presented in the form of the Developmental Model of Linguaculture Learning (DMLL). Developed in Japan and grounded in dynamic skill theory, the DMLL describes four developmental levels of learning from simple to complex: (1) Encountering (facts); (2) Experimenting (rules); (3) Integrating (systems), and (4) Bridging (systems-of-systems). These levels act as a guide to understanding the difference between simple and superficial forms of cultural learning and deeper more complex forms of cultural learning. It encourages learners to focus on having a deep learning experience and to develop an “intercultural mind”. It avoids abstract idealizations (e.g. awareness; criticality) and superficial dos and don’ts. The DMLL serves as a conceptual guide to planning pedagogy and as a reflection tool for students.
The DMLL has been used to develop language and intercultural education curricula in Japanese universities. It has also resulted in the development of a psychometric instrument—the Linguaculture Motivation Profiler (LMP) in a project funded by the Japanese Ministry of Education.
This workshop will provide an overview of the DMLL, including the theory and brain-mind science research underlying this approach. It will introduce learning activities, and it will help participants explore how it can be adapted to different educational contexts. The emphasis will be on actively seeking alternative approaches to encouraging deeply meaningful learning experiences.
Joseph Shaules (Keio University and Japan Intercultural Institute)
Joseph Shaules (PhD) is a SA Professor at the GIC Center at Keio University, Tokyo, and the Director of the Japan Intercultural Institute. Books include: Language, Culture and the Embodied Mind (Springer); The Intercultural Mind (Intercultural Press); Deep Culture (Multilingual Matters) and Identity (Oxford University Press).
The pandemic brought the need to redefine pedagogical strategies for our classes, which led to a radical change in language instruction. Undoubtedly, technology has been the main protagonist in this time of change: Zoom, Canvas, learning apps such as VoiceThread, Padlet, Flipgrid, TalkAbroad, etc. have become indispensable tools for many instructors.
However, although many of these resources are useful for teaching and practicing the language, the great challenge is to integrate culture as an essential part of learning. At this point, Cultural Technology arises, a concept that was initially created to promote Korean culture, knowledge, and artistic practices (Shin, 2000). This workshop will go a step further by applying this notion to language learning, giving way to a pedagogical strategy that will allow students to practice the language through real-time cultural immersion experiences. Thus, a new definition emerges: Cultural Technology in Language Learning, which encompasses not only cultural practice but also the functional use of language through authentic communicative situations recreated through technology.
This workshop will present several activities based on the use of Cultural Technology in Language Learning, designed from a cross-cultural perspective that guarantees a meeting point between the context of the learners and that of the target language. Thus, we will provide different tasks whose main objectives will be to:
- Practice the language in a functional and meaningful way without separating it from its real context.
- Bring students into the cultural reality of the target language and find a meeting point with their own context.
- Create interactive and authentic communicative situations.
- Ensure a scaffolding process that will allow students to make use of their entire linguistic repertoire.
- Foster students’ metalinguistic awareness.
- Elicit different level-appropriate discourse for each component: reading, writing, listening, and oral proficiency.
- Evaluate the functions that students can perform with the language at different levels.
- Create a community of practice in which students will work together.
- Extend the concept of community beyond its physical boundaries.
This workshop will show examples of activities used in the authors’ language classes, as well as their main outcomes. In addition, it will present several interactive assignments in which participants will have the opportunity to experience Cultural Technology in Language Learning first hand, and it will provide some guidelines for them to design their own exercises adapted to different levels.
Finally, this workshop will present the possibilities that Cultural Technology in Language Learning offers for interaction with speakers of the target language, both through independent conversations and through cultural events with a technological setting and a more structured formula.
Diana Palenzuela-Rodrigo (University of Chicago)
Diana Palenzuela is an Assistant Instructional Professor of Spanish at the University of Chicago, where she has been working since 2015. She previously taught at the University of California Santa Barbara. Her current research focuses on situational language and cultural learning through virtual resources.
Verónica Moraga (University of Chicago)
Veronica Moraga is an Assistant Instructional Professor of Spanish at the University of Chicago, where she has worked since 2007. She created the course Latinx and Spanish Language for Social Workers. Her current research focuses on content-based strategies for language instruction. She promotes acquisition of cultural knowledge through community-based language practice.