Title Format Sponsor
2018 Intercultural Competence Conference Remote Presentations - Intercultural Competence and Mobility: Virtual and Physical
Audio-Visual

Description

Virtual presentations prepared for the Sixth International Conference on the Development and Assessment of Intercultural Competence, Intercultural Competence and Mobility: Virtual and Physical. (http://icc.arizona.edu) Kevin Anzzolin, Dickinson State University, "Intercultural Communication in Octavio Paz’s The Labyrinth of Solitude" Robert Godwin-Jones, Virginia Commonwealth University, "Designing a Collaborative OER Textbook for Intercultural Communication" Christiane Heemann, Rodrigo Schaefer, Margarete Belli, Universidade do Vale do Itajai (UNIVALI), "The Contribution of Telecollaboration to the Development of Academic Mobility" Brianna Janssen Sanchez, University of Iowa, "Exploring Approaches to Talking About Culture in Telecollaborative Tandem Exchanges" Maria Kostromitina, Northern Arizona University, "Pragmatics of Service Encounter Requests in English, German, and Russian" Florence Le Baron-Earle, Marta Giralt, University of Limerick, School of Modern Languages and Applied Linguistics, "Authenticity and Multimodal Communication in Online Intercultural Exchanges" Yenny-Lisbeth Mora, Universidad El Bosque, "Comunidades Indígenas en la Competencia Intercultural" Rodrigo Schaefer, Universidade Federal de Santa Catarina, "The Construction of Interculturality in Teletandem Sessions" Theresa Schenker, Yale University, "Maximizing Language and Intercultural Learning in Short-Term Study Abroad" Kelly Torres, The Chicago School of Professional Psychology, "Developing Intercultural Competence through Study Abroad Experiences" Adnan Yilmaz, Dicle University, "Communication Across Cultures: Research on Apologies and Refusals" William Walker, Maria Cristina Montoya, Chilton Reynolds, SUNY Oneonta; Luis Humberto Benavidez, Elizabeth Nuñez, Universidad del Valle–Cali, Colombia, "Utilizing Dialogue Methodology to Structure Collaborative Online International Learning"

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Textualization and Recontextualization: Teaching for Literacy and Semiotic Awareness in the Foreign Language Curriculum
Web

Description

This is a podcast of some opening remarks from the workshop offered by CERCLL in the summer of 2011. From the origins of writing 5,000 years ago to the internet today, technology has always been central to language education by affording the possibility of creating texts that can be reviewed, analyzed or recontextualized. Writing and the visual media are our primary resources for learning about the past and present worlds outside our own community. When we examine texts to see the particular ways that other people use language to express ideas and experiences, we not only learn a lot about the conventions of the language, we also have a chance to begin to understand the beliefs and values that underlie those uses of language. This workshop focused on practical ways of integrating reading, viewing, writing, and thinking activities, with the aim of deepening students' reflections on the texts they read and making them more aware of their own role as integral participants in the meaning-making process. Included was consideration of connections between film and written texts to show how the interpretive skills students learn in one medium can often be adapted to the other medium. Participant learned how film and written texts can be integrated in tasks and activities that support a broad-based foreign language literacy.

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Games To Teach: Developing Digital Game-Mediated Foreign Language Literacies
Web

Description

Digital games are socio-cultural practices and products, and gaming has become a mainstream, global cultural force. Applied linguists and FL educators have noted that gameplay is mediated by language use and social interaction, thereby also making it a potentially rich context for language acquisition. Off-the-shelf and online digital games are produced by a diversity of countries in a variety of languages. Despite the interest in and availability of these games, ways in which their benefits can be harnessed to enhance FL learning have yet to be fully explored. The primary goal of this blog is to provide FL educators the resources (both material and pedagogical) needed to design, implement, and assess digital game-mediated learning activities that have the potential to develop FL multiliteracies.

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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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