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Virtual Petersburg
Web

Description

Tour St. Petersburg, virtually! Explore hundreds of photos and virtual reality panoramic movies of St. Petersburg, Peterhof, Helsinki, Stockholm, Tallinn, Narva, and more!

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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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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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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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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.

LRCs create language learning and teaching materials, offer professional development opportunities for language instructors, and conduct and disseminate research on foreign language learning. All LRCs engage in efforts that enable U.S. citizens to better work, serve, and lead.

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