| Title | Format | Sponsor |
|---|---|---|
| Multilingual Academic Corpus of Assignments – Writing & Speech (MACAWS) |
Audio-Visual
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DescriptionLearner corpora can support exciting new SLA research and applications to language teaching. Although there are numerous learner corpora of English, less commonly taught languages still lack resources of this sort to support delivery of “high-quality, pedagogically sound, and cost effective instruction”. The MACAWS project will create a digital resource and eventually an online platform where researchers and instructors will have access to an online repository of students’ assignments (texts, spoken discourse, and multimedia products such as blogs) and pedagogical materials (e.g., syllabi, assignment sheets, lesson plans) from language programs at the University of Arizona, starting with Russian and Portuguese. Resource Link |
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| Dorm Talk Project |
Web
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DescriptionThe purpose of this project is to design supplementary Chinese learning materials for teachers and students based on Chinese L2 learners’ actual engagement in authentic language use outside of classroom. Foreign language textbooks are very poor representations of authentic discourse that second language (L2) learners engage in when they interact with peers who speak the target language (Grant & Starks, 2001; Mori, 2005). Therefore, we base our modules on the actual conversations between American study abroad students and their Chinese roommates. All conversations here came from a corpus of American study abroad students’ conversations with their Chinese peers in the dormitory (the Dorm Talk corpus). Eighteen dyads consented to record their routine conversations and submitted a total of 1,929 minutes or audio recorded conversations. Based on these coanversations, we identified recurring topics and patterns of organization. We then compared these topics and patterns with popular Chinese language textbooks to determine what is missing in the model dialogs in elementary and intermediate Chinese language classes. This comparison enabled us to design the modules here for teachers and students to use as supplementary resources for the learning and teaching of Chinese. Resource Link |
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| Foreign Language Program Evaluation Project |
Web
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DescriptionForeign language (FL) educators are asked to engage in evaluation of many kinds and for many reasons, such as traditional program reviews, federal accountability requirements, and accreditation pressures to assess student learning outcomes. Often, however, evaluation within FL education is perceived primarily as an onerous bureaucratic task that is imposed from the outside and lacking in any clear value for ensuring educational effectiveness or other valued program/project outcomes. Furthermore, distinctions between student assessment and program evaluation are poorly understood, as are the links between evaluation and the improvement of curriculum, instruction, and other aspects of program implementation. This project is designed to help FL educators build their capacities to engage in evaluation and assessment for understanding, improving, and ensuring FL program quality across US educational settings. Resource Link |
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| Upcoming Events | ||||
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Sep
2022
12 - 14
Hawaii
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Call for Papers |
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2022 Pragmatics & Language Learning Conference
The National Foreign Language Resource Center at the University of Hawaii at Manoa and the Center for Applied Second Language Studies at the University of Oregon are pleased to announce the 2022 Pragmatics and Language Learning Conference (PLL 2022) which will take place online on September 12-14, 2022. The conference main theme will be Teaching and Learning Interactional Pragmatics in a Digital World, but we welcome a broad range of topics in pragmatics, discourse, interaction, and sociolinguistics in their relation to second and foreign language learning, education, and use, approached from a variety of theoretical and methodological perspectives. We hope this conference brings together scholars and educators from all around the world who are interested in discussing both established and innovative approaches to teaching and learning pragmatics to strengthen our understanding of principles and practices in PLL and push the field to new and exciting directions in research and practice. Plenary talks will be live and we have tried to schedule them so that a large part of our audience can access at least half of them. The rest of the presentations will be simulive (pre-recorded 20 minute presentation with live interaction by the presenters) or poster sessions (5-7 minute-pre-recorded presentation within Zoom breakout rooms for interaction). CALL FOR PROPOSALS The conference main theme will be Teaching and Learning Interactional Pragmatics in a Digital World, but we welcome a broad range of topics in pragmatics, discourse, interaction, and sociolinguistics in their relation to second and foreign language learning, education, and use, approached from a variety of theoretical and methodological perspectives. ONLINE ABSTRACT SUBMISSIONS: DEADLINE: March 1, 2022 via EasyChair Visit our website [ https://bit.ly/PLL2022 ] for more information and instruction on how to prepare your abstract proposal. Event Link |
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