Title Format Sponsor
The Enigma of the Polish form król and Jakobson’s Explanation of Slavic *tort forms
Audio-Visual

Description

Discusses the problematic issue of length reflexes in the o vowel of Polish *tort forms. Jakobson had assumed that the vowel o was a generalization of shortness, but this cannot explain the form król. Andersen’s theory of the relative chronology of short a > o is presented, along with a new proposal for a variable treatment of long o either as a single segment or a sequence of two shorts, accounting for the different *tort reflexes in Lekhitic-Sorbian and East Slavic.

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Interpreting the Forms czyta and czytaj in the Polish Conjugational System
Audio-Visual

Description

A discussion of how to derive the Polish forms czyta and czytaj, using the Jakobsonian one-stem verb system. Since the forms both appear to have the same stem (czytaj-) and ending (zero), linguists have struggled with the derivation of the two separate forms. The proposed solution is to treat imperatives as having both an internal and external word-final boundary, as evidence by devoicing phenomena. This boundary conditions the different forms in question.

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Grammatical Dictionary of Contemporary Standard Russian
Web

Description

This is the only grammatical dictionary of modern Russian that includes full paradigms for all lexical entries, including verbal government, word-formative derivations, full sentence examples and an auditory component for each entry. When relevant, St. Petersburg versus Moscow pronunciation differences are given. This dictionary has a searchable bilingual component. This project was reviewed in Vestnik SPbGU in 2005. This site was updated in 2014 with a more modern interface and expanded inter-word relationships.

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Jul
2018
23 - 27
Minnesota
Institute
Using Authentic Materials to Develop 21st Century Literacies

Preparing students for participation in the globalized communities of the 21st century entails out-of-the-box thinking on the part of foreign language teachers. How do we move beyond preparing students to order coffee or buy train tickets, and instead encourage them to be reflective, culturally aware language users? To answer this question, this institute focuses on how to develop students’ 21st century literacies through engagement with authentic written, audio, audiovisual, visual, and digital materials. Using conceptual and pedagogical understandings gained during the institute, participants will collaboratively evaluate and analyze existing materials and then create learning objectives, select authentic materials, and design lessons that develop students’ communicative abilities, encourage cross-cultural connections, foster critical thinking and problem solving, and facilitate engagement with the world outside of the classroom.

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Jul
2018
23 - 27
Minnesota
Institute
Growing Learner Language: A Hands-On Approach to Developing the Language Learners Produce

The focus of this institute is on the growth and development of the language learners produce, and how that growth may be enhanced by ongoing pedagogical innovation. This institute (described by past participants as “a veritable spa for language teachers”) uses the problem-solving framework of Exploratory Practice to create a culture of instructor initiative that promotes and responds to learner language development in the classroom. Participants begin with a brief review of theories of second language acquisition, and then work together to reflect on videos of learner language as it is produced by different kinds of learners. Institute participants work with instructors to identify specific features in these learners’ language. Participants then apply those insights to their own classrooms by learning how to set up engaging, puzzle-solving activities that stimulate growth in learner language. Finally, participants learn how to design pre- and post-course measures that demonstrate the impact of their innovations in instruction on the growth of specific features and dimensions of learner language in their own classrooms.

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Jul
2018
23 - 27
Minnesota
Institute
Content-Based Language Instruction and Curriculum Development

This institute has been specifically designed for K-16 foreign language teachers who want to familiarize themselves with and implement Content-Based Instruction (CBI) in the second language classroom. During this institute, teachers will learn how to create CBI materials and tasks to enhance students’ language proficiency and content learning. Participants will also learn how to expand their own existing curricula by weaving in varied academic/cultural content, navigating and utilizing the Content-Based Language Teaching with Technology (CoBaLTT) online resources, and planning appropriate assessments for CBI.

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In 1990, the Department of Education established the first Language Resource Centers (LRCs) at U.S. universities in response to the growing national need for expertise and competence in foreign languages. Now, twenty-five years later, Title VI of the Higher Education Act supports sixteen LRCs, creating a national network of resources to promote and improve the teaching and learning of foreign languages.

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