ACS World Language Workshops

Welcome to the registration page for the ACS Blended Learning Program’s project on professional development for world language and teacher education professionals. Please read the following carefully.

Once you have registered for any of the workshops, an account for the course management system SAKAI will be generated for you. The email address you supply will automatically become your username. In a subsequent email from the SAKAI system administrator, you will receive your designated password. This account will be valid for all four workshops.

On the SAKAI course management site, you will find assigned readings or viewings relevant to workshop topics. These are to be completed either prior to or after the workshop for which you have registered. Use of a SAKAI discussion board will also be a part of these activities.

To receive full benefit from these blended learning workshops, participants should make every effort to complete their preparatory and follow-up activities.

Once your account is established, you will be able to access the SAKAI site by going to https://sakai.wlu.edu or by choosing the link on the ACS Blended Learning Program explanation page which is located at http://www.wlu.edu/tucker-multimedia-center/current-projects/acs. Whichever route you select will get you to exactly the same destination. You may wish to bookmark or add to your favorites this Blended Learning SAKAI site. If you have any questions, please refer them to tmcadmin@wlu.edu.

The Blended Learning Team (BLT) thanks you for registering, participating, and providing us feedback in this pilot project. We look forward to seeing you!

Title

First Name *

Last Name *

School, College, or University *

Email *

Preferred Phone *

Select below the workshop(s) and host site location of your choice. Contact workshop host site instructors for additional information concerning location and materials. While these workshops are free of charge to you, they constitute much preparation on the parts of the presenters, coordinators, and host site instructors. If you register, please make every effort to attend. Thank you.

All workshops are scheduled to take place between 4:30 - 6:00 PM Eastern Time.

Choose Workshops to Attend *

"Blended Learning as Best Practice" with Dr. Lisa Harris, Virginia Department of Education. In this workshop, participants discovered what blended learning is, how to apply it, and how the learner profits from its use.

"Content-Based Instruction Beyond the Norm: Sustainability Issues in the World Language Classroom" with Dr. Beth Kautz, University of Minnesota. Workshop Description: Many of the world's most pressing issues today are related to sustainability. Topics like clean energy, livable cities, healthful food, fair trade practices, global warming, and bio-diversity deserve our attention and can be integrated into your world language classes. In this workshop we will review the basic framework of Content-Based Instruction and discuss how it aligns with the goals of undergraduate education. The presenter will share sample sustainability-related lessons and units, suggest how to find existing materials or create your own, and discuss challenges associated with implementing such a curriculum. Workshop Leader Bio: Beth Kautz works at the University of Minnesota, with a dual-appointment in the Department of German, Scandinavian and Dutch and the College of Liberal Arts Language Center. She is the Coordinator for 3rd semester German, where she has integrated modules on sustainability-related topics, and oversees the development of hybrid language courses for the College of Liberal Arts. Her work has included German language instruction, curriculum development, teacher training, and support of technology-enhanced teaching and learning.

"Vocabulary Development" with Dr. Doreen Ewert, University of San Francisco. Workshop Description: Many language students arrive in university foreign language programs with little to no productive ability in the foreign (FL) or second language (SL). Even when they have previously engaged in classroom language study, they demonstrate limited fluency or accuracy in spontaneous use of the FL or SL. In some cases, the accuracy-oriented language curricula many of these students received in their primary and secondary training have contributed to this deficit in fluency. For this reason, it is important that language courses meant to support these students’ ongoing foreign or second language proficiency development should maximize production by focusing on fluency and vocabulary development. Fluency is the component of proficiency that reflects the learners’ ability to use the language with a “sense of comfort, confidence and control”, which results from learners having opportunities to express their ideas quickly and continuously without fear of having their incomplete language systems critiqued for inaccuracies (Mayher, Lester, and Pradl, 1983). Research on the teaching and learning of reading, writing, listening, and speaking supports attention on fluency development apart from accuracy-focused activity (Dapke, 2013; Ewert, 2011; Nation, 2000; Robb and Kano, 2014; Waring, 2009; Wood, 2001, 2006). In addition, a focus on fluency is particularly relevant for vocabulary development. The leading vocabulary acquisition researcher, I.S. P. Nation (2000), claims that fluency building activity should make up 25 percent of any language curriculum. Although there is definitely a role for explicit instruction in vocabulary development, that along without fluency work will be inadequate for the breadth of vocabulary and speed of acquisition desired by most students and expected in many language programs. To date, however, attention to fluency-building is not systematically evident in FL or SL textbooks, and methodologies for fluency development are not that common in language teacher coursework. Workshop Leader Bio: Dr. Doreen Ewert is Associate Professor and Director of the Academic English for Multilingual Students Program in the Department of Rhetoric and Language at the University of San Francisco, where she also teaches graduate courses in TESOL, undergraduate courses in linguistics, and English for Academic Purposes courses for matriculated international students. She does research on various aspects of second language literacy development, fluency development, extensive reading, language teacher development, and curricular innovation and implementation.

“Feeding Back : Improving Learners’ Interpersonal (Speaking) Skills through Integrated Performance Assessment” with Dr. Bonnie Adair-Hauck, University of Pittsburgh. Workshop Description: This workshop will introduce integrated performance assessment which is a multidimensional assessment that includes the three modes of communication. We will discuss the reasons why the development of interpersonal speaking skills can be a challenge for our students. Then, we will explore IPA task design and performance rubrics to measure our students’ achievement on integrated performance tasks. And finally, we will discuss how IPA feedback can improve learner performance, as well as classroom instruction. Workshop Leader Bio: Bonnie Adair-Hauck, Ph.D. is a second language research professor for the University of Pittsburgh’s European Studies Center and the European Union Center of Excellence where she also serves as a language consultant for educational institutions both nationally and internationally. Adair-Hauck has taught French at the middle school, high school and university levels. She has also taught masters and doctoral level language methodology/acquisition courses. Furthermore, Adair-Hauck has taught summer graduated courses in French at the Université Catholique de l’Ouest, Angers, France. Since, 2001, she has served as the Director of the University of Pittsburgh’s French Immersion Institutes designed to broaden middle and high school teachers’ cultural understanding of French speaking countries while concurrently strengthening their French speaking/listening skills. Her research interests include classroom discourse analysis, literature-based language learning, performance assessment and co-constructed feedback to improve learner performance. She has published articles in Foreign Language Annals, Language Awareness, The Canadian Modern Language Review, CALICO, Pages d’Ecriture, Northeast Conference Reports, The French Review, PSMLA Language Forum and Teacher’s Handbook: Contextualized Language Instruction. Adair-Hauck collaborated on an ACTFL/US Department of Education research project regarding the design of integrated performance-based assessments (IPA) for the Standards for Foreign Language Learning. Adair-Hauck is a certified SOPI tester (Simulated Oral Proficiency Interview) and SOPI trainer in French. She has made numerous presentations on articulation and assessment for k-16 language learners. Adair-Hauck has served on the board of the Pennsylvania State Modern Language Association from 1990-2002, and was the President from 1998-2000. She is presently the President of “Le Centre Francophone de Pittsburgh. In 1998, she received the American Association of Teachers of French Outstanding Educator of the Year Award (university level), and she was a co-recipient of the Edouard Morot-Sir Pedagogical Prize for her article published on the teaching of French language and culture in the French Review in 2002. In 2004 and in 2006, she was the co-recipient of the Northeast Conference’s Stephen A. Freeman Award for Best Published Article on Language Teaching Techniques. She served as a co-editor for an AATF volume entitled: Making Global Connections Using French Language and Culture: Standards-Based Units K-16 released Fall, 2007. In 2012, she received the ACTFL Anthony Papalia Award for Excellence in Teacher Education. In 2013, Adair-Hauck was the lead author for ACTFL’s publication on Implementing Integrated Performance Assessment.

Location *

Furman University : Contact Workshop is Dr. Stephanie Knouse, stephanie.knouse@furman.edu : Location: Furman University

Southwestern University : Contact Dr. Carl Robertson, robertsonc@southwestern.edu : Location: Southwestern University

University of Richmond : Contact Dr. Sharon Scinicariello, sscinica@richmond.edu : Location: University of Richmond

Washington and Lee University : Contact Dr. Paul R. (Dick) Kuettner, kuettnerd@wlu.edu : Location: Washington and Lee University

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