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Advanced Language Proficiency Bibliography
Web

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Searchable database of research publications with a focus on "Advanced Language Proficiency".

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Digital Urdu Ghazal Reader
Web

Description

The Digital Urdu Ghazal Reader is a digital version of a semester-long Urdu course reader created and used by Frances W. Pritchett at Columbia University. It can be used as the reader for a semester-long advanced Urdu class or as supplementary material for a first or second-year class. The interactive on-line reader aids students in orthography, pronunciation, vocabulary, grammar, and cultural and literary context. Printable versions of the ghazals are also available in order to accommodate classroom work. All the ghazals in this reader are complete, with no verses omitted. The ghazals are presented in roughly chronological order, and have been chosen according to a number of criteria. They are designed (1) to introduce work by as many as possible of the most important poets in the classical North Indian tradition; (2) to represent the full range of the Urdu ghazal, from the simple to the extremely complex and from the sufistic to the erotic; (3) to contain many memorizable verses and to work well in classroom settings. The reader consists of eighteen ghazals by ten poets: Vali, Dard, Mir, Jur'at, Atish, Momin, Zauq, Zafar, Ghalib, and Iqbal. Iqbal was included because of his great importance, and because although he's not part of the classical tradition his ghazals resonate with it in very interesting ways. This project was funded by a Pedagogical Materials grant 2005-6 from the South Asia Language Resource Center. The texts were edited and prepared by Frances Pritchett and A. Sean Pue. The recitations were provided by Dr. S. Nomanul Haq.

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Sindhi Online
Web

Description

The overall goal of this project is to develop an online course in Sindhi at the beginning level using materials I created for a classroom-based intensive Sindhi course I co-taught at the University of Illinois in the summer of 2000. The course is designed to be used free of charge as a self-study course for anyone with Internet access. In the work proposed here, I will build on the course web-design and prototype lesson developed during Summer 2002, adding the text content for three complete lessons, with supporting audio and visual image files. The lessons will be implemented as interactive webpages using Macromedia Dreamweaver and Flash web authoring tools. Each lesson will include a grammar overview, dialogue or narrative, tutorial, and quiz components. Sindhi words, phrases and sentences will be presented in text format (Sindhi Arabic and parallel roman transcription) with audio links. Other components to be developed are Cultural Notes, a Word List and Glossary. The present goal is to have a portion of the first-year Sindhi course fully implemented in web format, with audio and image components, to serve as a demonstration for a future proposal seeking funds for an assistant to complete the project. The complete first-year course, comparable to a university first-year foreign language course, will comprise approximately 30 lessons, out of which 15 were taught in the 2000 Intensive Sindhi course.

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Upcoming Events
Oct
2020
3
Arizona
Workshop
Webinar: Transformative Learning in a Social Justice Oriented Language Classroom

Webinar presented by Stacey Margarita Johnson (Vanderbilt University). Instructors building social justice into their language teaching often report that they hope their language classrooms will be sites of transformative learning and personal growth. As teachers, we want our teaching to make the world better and inspire students to become engaged citizens. Although we might hope for transformative learning, we don’t always know how it happens or how to guide our students through the process of transformation. This webinar will explore the steps in transformative learning, its connection to critical pedagogy and social justice, and, most importantly, ways language teachers can promote transformative learning through instructional choices that align with research and best practices in second language acquisition.

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Oct
2020
17
Arizona
Workshop
Webinar: Some Considerations for Social Justice Teaching in a World Language Setting: From Self to Students to World

Webinar presented by Michelle Nicola (Portland Public Schools). What do we mean when we say that we are social justice educators? What are concrete actions that social justice educators take? What beliefs or mindsets do we adopt? This webinar will help educators define what they mean by social justice education, and offer suggestions for how to incorporate self-reflection, relationship building & curriculum design as tools to recognize and interrupt inequitable patterns and practices in our world language classrooms and beyond. Participants will also receive a few lesson plan ideas that they can build on to meet their own communities’ social justice goals.

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Oct
2020
19 - 24
Arizona
Workshop
L2DL 2020: Critical Transnational Dialogue and Virtual Exchange

Accessible entirely online, the L2 Digital Literacies Symposium (L2DL) is a biennial international event offering an array of synchronous and asynchronous sessions that allow academics to make connections across the globe. In 2020, the conference focuses upon the theme of Critical Transnational Dialogue and Virtual Exchange, and explores intersections between international education, digital literacies, and virtual exchange. Virtual presentations selected from submitted proposals will be available during the week of October 19-24, and attendees are encouraged to participate in synchronous and asynchronous discussion that will take place through October 23; professional development credentials will be provided for presenters and attendees who participate in these activities. The symposium will culminate in livestreamed, invited presentations that will take place on October 23 and 24. The symposium schedule and presentation details are on the L2DL website. Access all the details and the link to registration there.

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