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Language Resource Center

Events of 2018-2019

September 28
Friday, September 28, 4pm Stimson G25
Followed by reception

Celeste Kinginger,
Penn State University, Department of Applied Linguistics


"Language learning in intercultural encounters abroad"
Among educators and students, study abroad is routinely interpreted as a prime context for language learning. In effect, evidence exists to show that student sojourns abroad can be beneficial for all aspects of language development but that they are especially useful for fostering the social-interactive and pragmatic capacities least amenable to classroom instruction. Taking these findings as a point of departure, in this presentation I will argue for the value of in-country language learning as a multimodal and multisensory process in which language learning is contextualized within the intercultural encounters of everyday life. We will first consider selected studies documenting the effects of study abroad on socio-pragmatic abilities, as this research generates questions about how these abilities emerge from experience. Secondly, we will focus on recent studies examining contextualized processes of learning various languages (e.g., Chinese, French, English) in study abroad contexts, including homestay mealtimes, and service encounters. Next, we will consider some of the ways in which these processes can be constrained such that students and hosts may not always profit maximally from their interactions. In conclusion, I will offer some suggestions for students wishing to enhance their language learning experience in study abroad settings.
October 25
Thursday, October 25, 4pm Stimson G25
Followed by reception

Patsy LIghtbown,
Professor Emeritus
Concordia University


"Putting Form-Focused Instruction in its Place"
The goals and methods of foreign-language teaching change over time. Furthermore, at any given time, the goals and methods of teaching can be quite different in different contexts. It may also be said that the goals assumed by the teacher or the curriculum are different from those in the minds of the students. Indeed, within a class or program, students' goals and learning preferences differ across individuals.
Teaching and learning activities are sometimes discussed in terms of the relative importance of meaning-focused instruction and form-focused instruction. Traditional approaches to language teaching often emphasized rules, patterns, and vocabulary in anticipation of the time when students' basic knowledge of language form would be sufficient to allow them to use the language in meaning-focused activities. Other teaching approaches have emphasized a focus on meaning, delaying or minimizing attention to form, assuming that language form will gradually be acquired incidentally (or "naturally") as learners focus their attention on understanding and producing language that carries interesting and important meaning.
Research on language learning and teaching has largely confirmed the common-sense notion that students need both form-focused and meaning-focused learning activities. The challenge, of course, is in finding a balance between these important pathways to language knowledge and skill and in determining how that balance may change over time as learners' proficiency changes. At every stage of language development, it is important to put form-focused instruction in its place.
November 16
Friday, November 16, 4pm Stimson G25
Followed by reception

Christian Hilchey,
Lecturer, University of Texas, Austin


"Open Media and the Next Frontier in Open Education"
Much of our experience as language instructors involves the use of closed materials, whether in the form of copyrighted textbooks, workbooks, or media such as popular music and film. Foreign language instructors have embraced the widening availability of internet media resources as a way of enhancing instruction. However, not all media resources are licensed equally and copyright concerns are often an impediment to sharing materials built using these media resources more broadly. How can we encourage sharing of materials and development of rich curricula that meet the needs of our students and foster proficiency?
This talk will begin with a presentation of Reality Czech, an open curriculum currently under development at the University of Texas at Austin. I will discuss the rationale for creating an open textbook as well as some of the ways using open resources has shaped the trajectory of the curriculum. I will argue that open resources can not only meet the needs typically met by copyrighted works, but often represent a better option for both instructors and students.
A large portion of this talk will be dedicated to demonstrating how the experiences gained during the development of the Reality Czech curriculum are more broadly relevant to language educators as a whole. Valuable openly licensed content is easily accessible, often with minimal searching. I will present strategies for discovering rich and usable materials on common media repositories and search engines (Google, Wikimedia, Flickr, Forvo, Pixabay, Youtube, etc.) as well as discuss various methods for editing them and integrating them into our courses.

Bio: Christian Hilchey is a lecturer in the Department of Slavic and Eurasian studies. He received his PhD in Slavic Languages and Linguistics from the University of Chicago in Spring 2014 and has taught at the University of Texas since the Fall of 2014. He has taught Czech language classes at UT from Beginning to the Advanced level (1st-5th year Czech). His interests include language teaching pedagogy and is currently writing an online open textbook Reality Czech along with the Center for Open Educational Resources and Language Learning (COERLL).
February 8
Friday, February 8, 4pm Stimson G25
Followed by reception

Carol Chapelle,
Distinguished Professor, Department of English and Linguisticsbr> University of Iowa

"CALL out of Class"
March 19
Wednesday, March 27, 4pm Stimson G25
Followed by reception

Sarah Mercer,
Professor, University of Graz, Austria

"The secret ingredient of effective language teaching: Teacher wellbeing"
The presentation will be via videoconference
Teachers are the key to effective teaching. What they do matters enormously to their effectiveness as educators, but also who they are as a person matters possibly even more. Typically, professional development courses focus on what teachers can do for learners and the kinds of techniques and methods they can use, with an almost total neglect of the teacher as a person. However, as teachers, our attitudes, emotions, and motivations are defining for how we approach our professional roles. As Palmer (2007, p. 1) states, "we teach who we are".

In this workshop, we will focus on our professional wellbeing and sustainable steps we can take to ensure we are in the best possible frame of mind to teach to the best of our abilities. In particular, we will focus on combating stress, promoting positive emotions, enhancing physical wellbeing, addressing work/life balance and managing workplace relationships. Positive teacher wellbeing is not an indulgent luxury; it is the foundation on which effective and engaging teaching is built.

Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria, where she is Head of ELT methodology and Deputy Head of the Centre for Teaching and Learning in Arts and Humanities. Her research interests include all aspects of the psychology surrounding the foreign language learning experience. She is the author, co-author and co-editor of several books in this area including, 'Towards an Understanding of Language Learner Self-Concept', 'Psychology for Language Learning', 'Multiple Perspectives on the Self' in SLA' 'New Directions in Language Learning Psychology', 'Positive Psychology in SLA', 'Exploring Psychology for Language Teachers' (Winner of the IH Ben Warren Prize), and 'Language Teacher Psychology.'