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At the end of March, Dr. Julie Sykes, CASLS' Director, joined teams from Title VI centers at the 2015 Directors' meeting in Washington DC. The meeting, hosted by International and Foreign Language Education (IFLE), outlined a new vision for global education, reviewed technical components of the federal grant monies for all awardees, and engaged presenters and peer colleagues in a variety of concurrent sessions. The meeting included all centers awarded funding by IFLE in the 2014-2018 Title VI grant competitions - Language Resource Centers (LRC's), National Resource Centers (NRC's), Foreign Language and Area Studies Fellowships (FLAS), Undergraduate International Studies and Foreign Language Education (UISFL's), and Centers for International Business Education (CIBERs). IFLE can now be found on Twitter! @GoGlobalED @EDPostsecondary #IFLE

Photo Caption: LRC Directors Meet for Dinner

Many of CASLS' projects are funded through the Title VI National Foreign Language Resource Program through funding administered by IFLE in the U.S. Department of Education.

Treasurer (1 position)

Nominees: Sandra Garcia, Pacific University

K-8 Representatives (2 positions) 

Nominees: Tina Hargaden, Middle School, Gresham

9-12 Representatives (3 positions)

Nominees: Scott Goodman, Valley Catholic High School

Immersion Representative (1 position)

Nominees:

Post-Secondary Representative (1 position) 

Nominees:

The Chinese Flagship’s Banzhang team leaders and other flagship students attended the Shen Yun dance performance at Eugene’s HULT performing arts center this past Tuesday, March 31st.  “Before the show, we all went to a Chinese restaurant, used Chinese to order plates of delicious food, then conducted our weekly meeting. This dinner provided the students with a more personalized opportunity to get to know the program director, Li-Hsien and GTF, Shannon East,” Banzhang member, Kat Perry commented.  Other Chinese Flagship students also talked about their experience, “Shen Yun combined Chinese classical art and culture. The performers demonstrated the diverse cultures of the ethnic minorities in China. They also included many traditional Chinese stories like, Journey to the West, The Happy Monk and others,” Kyle Armstrong said. “Not only did Shen Yun exceed my expectations, the program added a bilingual dimension, something I have never seen before. This bilingual aspect, added to the culture presented, creating a language learning opportunity. Shen Yun incorporated the Chinese language in multiple ways, such as having two MCs, one who spoke English and another who repeated what was said in Mandarin, Chinese. Overall, Shen Yun gave me an opportunity to practice my language outside of class as well as dive into an aspect of Chinese culture not often seen,” Brydon Qualls-Thomas, Banzhang team leader said.

“As a Chinese Flagship Student in the content level courses, I thought this show was not only interesting because of the beautiful dances and music, but also because of its cultural and political references. Last term, the content course was on Chinese Folklore. We studied a variety of different minority food, culture, stories and clothing. Throughout the show, I enjoyed hearing the MC introduce the next act and its history in Chinese as it provided me with another chance to practice my listening skills. I also enjoyed connecting the show’s sets and references with my past Chinese classes,” Banzhang leader Kat Perry said.  “The music was a combination of classical with ancient Chinese instruments, making it a great accompaniment to the show,” Flagship student Ava Jamerson noted. “Rarely will I ever get to see a show that showcases so much Chinese culture through such skilled artists like those of Shen Yun,” Alison Roden commented. “I was very impressed by what Shen Yun had to offer, from the colorful attire, the graceful dances, and the live orchestra.  I can’t wait to go again next year,” Banzhang member Shawna Sullivan said.

Barbara A. Lafford is a Professor of Spanish in the School of International Letters and Cultures at Arizona State University. Since arriving at ASU she has published in the areas of Spanish sociolinguistics, second language acquisition, Spanish applied linguistics, computer assisted language learning, and languages for specific purposes/experiential learning.

In recent years, interest in Languages for Specific Purposes (LSP) courses has been on the rise in American educational institutions (Lafford, 2012; Long & Iucinski, 2012). The curricular design of such courses focuses on “the language, lexis, grammar, discourses and genres of those disciplines rather than using the general grammar, learners’ dictionaries and general public genres and discourses” (Räisänan & Fortanet-Gómez, 2008, p. 12).  Three constructs - rhetorical situation, genres, and pragmatics – address the fundamental goals of LSP courses (i.e. to understand and produce appropriate written and oral texts in various cultural contexts [both the target and workplace cultures). Success in each requires their incorporation into curricular design. Explicit instruction in each of the three should be incorporated into world language teaching for academic purposes to expand the repertoire of learners and ensure the learning of relevant professional language.

1. A Rhetorical Situation entails (1) a text (i.e., an actual instance or piece of communication), (2) an author (i.e., someone who uses communication), (3) an audience (i.e., a recipient of communication), (4) purposes (i.e., the varied reasons both authors and audiences communicate), and (5) a setting (i.e., the time, place, and environment surrounding a moment of communication) (Sproat, Driscoll, & Brizee, 2012). Introducing these concepts to all language students is crucial to their understanding of basic elements of human communication and to their successful interpretation and creation of target language texts.
2. Genres are types of written or oral texts that form part of any rhetorical situation (Swales, 1990).  In a business setting, typical genres might include a cover letter, curriculum vitae, memo, or white paper. Each genre is characterized by a combination of certain lexical and structural elements that create a register or style appropriate for a given audience. However, the notion of genre also includes various types of oral discourses in both academic and professional settings (e.g., book reports, conference papers, telephone call protocol, sales presentations, marriage ceremonies, inaugural speeches, newscasts). Each of these genres has an inherent structure that defines them that needs to be made clear to all language learners to enhance their effectiveness in target language oral exchanges.
3. Pragmatics explores the appropriate performance of various speech acts (Searle, 1969) (e.g., making requests, accepting/rejecting an invitation, apologies) according to intended audience and contextual factors. For instance, a speaker makes a request (e.g., asking for directions) using different grammatical and lexical structures appropriate for interacting with interlocutors of different ages and sexes who are in different power relations with the speaker.  In order for language learners need to be able to use language appropriately and effectively in different rhetorical situations they need to be exposed to the concept of pragmatics and engage in class activities to hone their pragmatic competence.  

Although many foreign language textbooks include examples of various types of written and oral texts, (e.g., menus, editorials, television commercials) most do not talk about these texts as belonging to a certain type of genre with certain features (e.g., appearance of the text, a certain type of infrastructure, key elements or speech acts that genre must contain, and specific lexical items and grammatical structures) that combine to create a formal or informal register depending on the intended audience. Also missing from many language textbooks are the constructs of rhetorical situation and pragmatics. It is imperative that all three constructs be integrated into the curricular design of world language courses so that students will understand and recreate various types of oral and written texts in a more authentic manner.

The accompanying Activity of the Week is an example of each for an advanced Spanish grammar class. It illustrates how students apply their understanding of rhetorical situation and genre in the analysis of authentic texts.

References

Lafford, B. (2012). Languages for specific purposes in the United States in a global context: Commentary on Grosse and Voght (1991) revisited. Introduction to the third Focus Issue, The evolution of languages for specific purposes: Update on Über Grosse and Voght (1991) in a global context. Modern Language Journal, 96(s1), 1-27.

Long, M., & Uscinski, I. (2012). Evolution of languages for specific purposes programs in the United States: 1990-2011. Modern Language Journal, 96(s1), 190-202.

Räisänen, C., & Fortanet-Gómez, I. (2008). The state of ESP teaching and learning in Western European higher education after Bologna. In I. Fortanet-Gómez & C. A. Räisänen (Eds.), ESP in European higher education (pp. 11–51). Amsterdam: John Benjamins.

Searle, J.  (1969) Speech acts: An essay in the philosophy of language. Cambridge: Cambridge University Press.

Sproat, E., Driscoll, D. L., & Brizee, A. (2012). Elements of rhetorical situations. Online writing lab. Owl at Purdue University.  Retrieved April 12, 2015 from https://owl.english.purdue.edu/owl/resource/625/02/

Swales. J. (1990). Genre analysis. Cambridge: Cambridge University Press.

This week's Activity of the Week, by Barbara Lafford, is intended for an advanced Spanish grammar class. The activity illustrates how students apply their understanding of rhetorical situation and genre in the analysis of authentic texts. In this example students use a textual analysis template to examine an obituary from this online site. For more about the importance of rhetorical situation, genre, and pragmatics in language classes, see this week's Topic of the Week article by Dr. Lafford.

Download the textual analysis template here.

Download the completed example here.

By Ben Pearson, Al Ullman and Tiffany VanPelt, University of Oregon graduate students in the LTS program.

Language for Specific Purposes (LSP) courses aim to prepare students for real-world contexts. Interacting with a superior is a potentially tricky situation where students need sound communication skills and pragmatic competence. This week's activity utilizes an excerpt from the video game Culpa Innata to exemplify a possible interaction between employer and employee.  The video serves as a prompt for observation and analysis purposes, and to engage students in some critical thinking about the pragmatic implications in the given scenario. The students then carry out role plays in different workplace situations where there's a power difference between the interlocutors.

Objectives:

• Students will be able to recognize power relationships in the workplace.
• Students will be able to formulate a response to superiors.
• Students will be able to use hedging or softening language in the workplace.
• Students will be able to recognize when this language is appropriate and/or necessary.

Resources and Materials:

• Transcript of the video, critical thinking questions and role play rubric can be found here.
• The video can be found here (excerpt used is 6:01–7:14).

Procedures and Notes: the procedures and resources can all be found here in one document.

From http://www.degruyter.com/view/product/182358?format=G

Enhancing Autonomy in Language Education. A Case-Based to Teacher and Learner Development
By Manuel Jiménez Raya and Flávia Vieira
Published by De Gruyter

The book explores the idea that pedagogy for autonomy requires the integration of teacher and learner development and can be enhanced through a case-based approach in teacher education.
A case-based approach values experiential professional learning and expands professional competences necessary to promote autonomy in schools: developing a critical view of (language) education; managing local constraints so as to open up spaces for manoeuvre; centring teaching on learning; interacting with others in the professional community.
Two strategies to implement the approach are presented and illustrated. The first one involves teachers in designing, implementing and evaluating experiences of pedagogy for autonomy, which are the basis for writing professional narratives and building a case portfolio. The second draws on teachers’ pedagogical experience as the basis for the construction of case materials where experiential elements are combined with theoretical input and reflective tasks, so that the teachers who use those materials can reflect about and explore their own practice.

Visit the publisher's website at http://www.degruyter.com/view/product/182358?format=G

From http://www.bloomsbury.com/uk/the-interactional-feedback-dimension-in-instructed-second-language-learning-9781472510143/

The Interactional Feedback Dimension in Instructed Second Language Learning
By Hossein Nassaji
Published by Bloomsbury Publishing

This book examines current advances in the role of interactional feedback in second language (L2) teaching and learning. Drawing on recent theory and research in both classroom and laboratory contexts, the book explores a wide range of issues regarding interactional feedback and their relevance for both theory and practice, including how interactional feedback is used, processed, and contributes to L2 acquisition. This book will provide a useful resource for applied linguistics students and academics as well as language teachers and teacher educators who would like to gain insight into the role of interactional feedback and how it can be used as a means of integrating form and meaning in classroom contexts.

Visit the publisher's website at http://www.bloomsbury.com/uk/the-interactional-feedback-dimension-in-instructed-second-language-learning-9781472510143/

From http://ettsummer.org/#Workshops

This intensive workshop will offer hands-on opportunities for Foreign/World Language educators. During the three days, participants will explore practical ways to use technology to enhance instruction through the 5C's framework (Communication, Creativity, Culture, Community and Critical Thinking), with specific attention to listening, speaking and writing skills. The workshop will explore innovative ideas, effective techniques, and thoughtful plans for incorporating Web-based resources, social media, mobile devices, and emerging technologies into foreign language classrooms with an eye towards building creativity, collaboration skills, and critical thinking.

Participants will examine numerous examples of the best language-acquisition resource web sites; work with innovative tools and apps to help students practice and improve their speaking, listening and writing skills; develop fluency with Web and app technologies and online social networks; and learn how to connect students with others from around the world. Examples of technology use in foreign language classrooms will be drawn from a variety of contexts and languages, and the workshop is appropriate for teachers of any foreign language. The combination of presentations, resources, and hands-on lab time will leave participants with strategies to build creative, collaborative, and community-minded classrooms of the 21st century.

This workshop is intended for middle and high school Foreign Language teachers, division heads, and curriculum developers as well as higher ed professors and instructors.

The workshop will take place June 29 through July 1 in Boston.

For full details go to http://ettsummer.org/#Workshops

From http://www.globallanguageproject.org

GLP Summer STARTALK Teacher Training Program:
Highly Effective Teacher By Design

Dates: July 6th to 17th, 2015
Location: Columbia University

This teacher-training institute, funded by a STARTALK grant from the National Foreign Language Center, is an intensive two-week program designed to enhance the knowledge and skills of K-12 teachers of critical languages. Participants will learn how to implement a standards based, thematically organized curriculum and how to use target language to provide comprehensible input. The program includes a student teaching component whereby participants will have the opportunity to take the theory learned and put it to practice in a classroom setting. The program will also provide an opportunity for practicing New York teachers to receive professional development credit. Taught by nationally recognized instructors of world language teaching this is a unique opportunity for participants to advance their practice.

The program will admit a total of twenty-five participants. Applicants must have language proficiency at the Advanced on the ACTFL scale. Applications will be accepted on a rolling basis.

Application due date: May 25, 2015

For full details go to http://www.globallanguageproject.org/startalkprogram.php#registration