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Language Resource Center

Events of 2016-2017

September 20

Tuesday, September 20, 2016

Epistemics in interaction: Implications for world language peer tutoring programs

Michele Back, Assistant Professor
Neag School of Education, University of Connecticut

Tuesday, September 20, 4pm, Noyes Lodge

Reception before and after the talk
Peer tutoring is viewed as a valuable component of additional language learning due to the presence of a more knowledgeable interlocutor. Yet researchers and language program directors alike often ignore the linguistic and cultural differences that peer tutors possess, instead categorizing them homogeneously as 'experts' or 'native speakers.' In this presentation I use video data of peer tutoring sessions in Spanish to analyze several LREs (language-related episodes) in which claims to knowledge are negotiated, contested and rejected. Findings indicate that peer tutors use a variety of symbolic, multimodal and artifactual tools to negotiate or mitigate their ascribed epistemic stances of expert. I demonstrate how essentialist ideologies and classroom-based hierarchies often help construct tutors as language "experts," even when conflicting information regarding that expertise is available. I discuss how these findings question the ways knowledge and expertise are traditionally perceived in peer tutoring and other additional language learning contexts; emphasize the need for training peer tutors in cooperative learning methods and articulating their knowledge with that from the classroom setting; and highlight the complex ideologies that surround the 'right to know' a target language. Additionally, I will explore the implications of this analysis for developing and maintaining an effective world language peer tutoring program.

Here is an article of close relevance to Professor Back's talk. Here is a copy of her presentation file.
October 13

Thursday, October 13, 2016

Let's listen and talk about listening: Theories and practice on listening for the language teacher

Paula Winke
Associate Professor, Department of Linguistics, Germanic, Slavic, Asian and African Languages
Michigan State University

Thursday, October 13, 4pm, Noyes Lodge

Reception before and after the talk
In this presentation, I first briefly overview the concepts and constructs of foreign and second language listening and how (and why) they have changed since the early 1950s. I end this first part by reviewing integrated listening skills and how the teaching and testing of listening is moving away from audio-only approaches and becoming more intertwined with learners' physical, contextual, and social surroundings. Then, with your input, we will draft a working definition of listening, and we will theorize how, exactly, listening should be taught and assessed in today's modern classroom. Second, I will dive into listening test data. I will present ACTFL-based Language Proficiency Flagship data (from college learners of Chinese, French, Russian, and Spanish), and I will review Tschirner's (2016) work to illustrate current statistical trends in listening proficiency across diverse language programs. We will discuss what current listening-test results mean in light of the evolving theoretical construct of listening. With this in mind, we will end by discussing options for the assessment of listening in modern second and foreign language classrooms, and we will consider how the options fit into your language programs' current curricular objectives and assessment plans.


Cublio, J., & Winke, P. (2013). Redefining the L2 listening construct within an integrated writing task: Considering the impacts of visual-cue interpretation and note-taking. Language Assessment Quarterly, 10(4), 371-397.
Tschirner, E. (2016). Listening and reading proficiency levels of college students. Foreign Language Annals, 49(2), 201-223.
Winke, P., Gass, S., & Sydorenko, T. (2013). Factors influencing the use of captions by foreign language learners: An eye-tracking study. The Modern Language Journal, 97(1), 254-275.

Paula Winke is an Associate Professor at Michigan State University, where she teaches language testing and language teaching methods. Her current research interests include second and foreign language assessment and task-based language teaching and testing. She is the immediate past President of the Midwest Association of Language Testers (MwALT) and is currently a member of the TOEFL Committee of Examiners, a standing committee of the TOEFL Board. She co-directs the Second Language Studies Eye-tracking Lab and is co-directing (with Susan Gass) an 800K grant from the Department of Defense on language proficiency testing at Michigan State University. She is the 2012 recipient of the "TESOL Award for Distinguished Research" and a 2008 recipient (with Senta Goertler) of the CALICO Journal's "Outstanding Article Award." div class="subsection"> November 1

Tuesday, November 1, 4pm, Noyes Lodge

Designing Engaging Language Learning Experiences: A Computer Science Perspective

Erik Andersen, Department of Computer Science
Fields of Information Science and Cognitive Science
Cornell University

Reception before and after the talk
One of biggest challenges in teaching language is staying engaged for long enough to reach proficiency. In this talk, I will describe three recent projects intended to tackle this problem. First, I will discuss the challenges of "gamifying" language learning, and present Crystallize, our immersive 3D game that simulates immersion in a foreign language environment. Then, I will discuss new tools for crowdsourcing the collection, classification, and augmentation of language learning materials. Finally, We have been analyzing the rates that students can effectively learn new language material and how those rates are represented in textbooks. We have some surprising findings showing a consistent rate in two different Japanese textbooks. I'll discuss this research and its significance for text and material development.
This is joint work with Gabriel Culbertson, Shuhan Wang, Solace Shen, Malte Jung, Walker White, and others.
November 8 and 9

Tuesday, November 8, 2016 at 3:30pm
Wednesday, November 9 at 4:30pm

Panopto Mini-Workshop

These two dates are the same event: a mini-workshop about Panopto. Panopto is a CIT supported service that manages class or desktop video and audio recording. It also synchronizes desktop/Powerpoint actions with the video and audio. To see an example of this in action, see our recording of the last LRC speaker, Paula Winke.

So you can come to either of these days and do the same thing. We will introduce the tool, show you how to embed it in Blackboard and give you a chance to make your own recording.

A Panopto recording could have several uses. If you now do some lecturing, you could replace it with a Panopto recording you make of yourself. In the example, you will see how it synchronizes playback with your Powerpoint or other program, and lets students control the playback in various ways. Even if a question comes up in class you didn't want to take time to explain, you can do a quick demonstration/lecture and post it to BB using Panopto.
December 6

Tuesday, December 6, 2016
9am-12pm followed by lunch

LRC Workshop

This semester's workshop will have three distinct parts. Part 1, from 9 - 10am, will feature a discussion of the challenges of teaching a non-Roman script. Part 2, from 10 - 11am, will be a discussion of Web Audio Lab changes and new features. Part 3, from 11 - 12, will be a discussion and demonstration of Playposit, the video scaffolding program supported by the LRC, taking the place of Zaption.
Web Audio Lab (WAL) was originally developed at Cornell more than 10 years ago, programmed by Slava Paperno in collaboration with the Language Resource Center. It is a uniquely Cornell platform, as the need for it arose from the special tradition of language teaching at Cornell starting in the 1950s. Programs of study developed from then through the 1970s emphasized focused, intensive and extensive out-of-class practice by students, followed by in-class oral drill and conversation. These courses, especially in Russian, Japanese, Chinese, Tagalog and Indonesian needed a platform to enable this student work when tape recorder/players faded from the scene. WAL has become that platform, and it has been embraced by teachers of a dozen languages at Cornell. These teachers have found that students doing this out-of-class oral practice prepares them to perform better in class, in the wide range of activities modern classrooms afford. Over this summer, with support from the Mellon Foundation through the Shared Course Initiative, we have vastly expanded WAL in some original and creative ways to support extensive listening, student generation of WAL material and interaction among class members. We have prepared some demonstration courses in English and other languages of these features. Come see how you can use WAL in your own class.

Find useful resources from this workshop at our Teacher's Resources page.