Bulleted+Summary+of+Conference+Presentation

Post your bullet-point summary of your conference presentation here:toc

= Andy =


 * Main Point: ** Using technology to engage students in //exploring// culture, as opposed to //being taught// culture


 * Purpose of the Presentation: **

I can...
 * 1) help my students understand a given culture while avoiding stereotypes
 * 2) understand how to adapt available technologies to allow students to explore various facets of culture
 * 3) prepare meaningful assignments that allow students to interact with these technologies to explore culture and develop language skills


 * 7 Key Principles: ** // What important ideas does your audience need to understand in order to "do" what you listed above? // (These principles should "add up" to your main point and "can dos.")
 * 1) no culture can be fully represented in a single slideshow
 * 2) students are able to learn more about a culture when they explore it, as opposed to hearing a presentation about it
 * 3) variety in teaching engages more fully students' interest
 * 4) teachers can use projects based on culture to teach language
 * 5) students retain vocabulary better when it is presented in a theme-based approach, as opposed to arbitrary lists
 * 6) technology can be used for purposes it wasn't originally designed for
 * 7) technology in the classroom can bring abstract ideas to life


 * 3 Pedagogical Strategies: **
 * 1) store away previously-prepared presentations
 * 2) choose a culture-based topic and experiment with one of the technological tools described in the paper to see how that tool can be used by students to explore the topic and develop vocabulary
 * 3) model the tool and assign the project to students
 * 4) set aside a day for students to present what they have learned about the culture using the technological tool, using the target language

Students in my Portuguese 202 ( Reading and Comprehension) course were learning about politics in Brazil. In order to allow them to explore the various aspects of Brazilian political life, I developed two small projects that built on each other. The first project was to work with a partner to prepare a short presentation on the history of a major political party, its political platform, where within the country the majority of votes come from, which members of government currently represent the party, and at least twelve vocabulary words or political philosophies from the textbook. After the presentations, I took the information the students presented and created a handout summarizing key points (while adding, omitting, or correcting any information that may not have been properly conveyed). I then distributed the handouts to the students, had them reform their groups, pick one of the political parties they did not present in the first project, and assigned the second project. This consisted in their creation of a fictitious political candidate from one of the parties originally presented along with a campaign based on the platform information presented in the first project and on the handout that were then presented using Voki avatars. Each group sent me the embed code via email that I then added to the simple website I created for the project. After embedding each of the Vokis, the abstract ideas of political platforms, campaigns and candidates came alive as the candidates appeared side-by-side on screen. On the day of in-class election, each of the "candidates" gave their campaign speech and the class then voted for president using their real-time poll on their cellphone. Not only were students able to explore the political life of the country, they were able to learn vocabulary from the chapter via a real-life situation through reading, writing, and listening.
 * 1 Example: **

= Becca =


 * Main Point: ** // We can have students make use of target language media outside the classroom to help them understand speakers they've never heard before. //


 * Purpose of the Presentation: **

I can help my students achieve listening fluency. I can identify useful target language media for the level my students are at. I can help my students make use of target language media.


 * 7 Key Principles: ** // What important ideas does your audience need to understand in order to "do" what you listed above? // (These principles should "add up" to your main point and "can dos.")
 * 1) Every person has their own "idolect".
 * 2) Students need exposure to more voices than just their teacher's and their fellow classmates'.
 * 3) Authentic target language media exposes students to culture they will need to understand everyday speech in the target language.
 * 4) Authentic target language media helps expose students to colloquialisms they won't learn in class.
 * 5) Authentic target language media exposes students to more natural speeds of speech.
 * 6) "Comprehensible input" - Students need to be exposed to media that will stretch them, but that they are still able to make sense out of.
 * 7) It is our duty as their teachers to help students find authentic, target-language resources that will help them accomplish these goals.


 * 3 Pedagogical Strategies: ** // What basic steps does your audience need to take in order to put the principles you listed above into action? // (List at least 3, concrete strategies teachers can try immediately in their classrooms as they experiment with putting what you said in your article into practice.)
 * Collect examples of authentic target language use and index them (by level, theme, vocabulary, etc. [Use the example from Dr. Henrickson's class.] )
 * Provide a list of target language resources your students could use on their own at home.
 * Implement more authentic texts in your classroom.


 * 1 Example: ** // What would the principles and strategies you are advocating look like in a real world language classroom? // (Briefly give at least one, real life classroom example or story you can tell that illustrates the principles and strategies you outlined above.)

One simple way to implement this would be having students listen to/watch a total of 30 minutes of authentic target language media. (Hint: You might want to give them a list of some materials to start them off.)

= Dan =
 * Main Point: ** //Students can acquire important language skills and cultural ideas by working together to gather ideas from multiple sources. //

 **Purpose of the Presentation:** //What action do you want audience members to take after participating in your presentation?// //(//Please write this as no more than 3 "can do" statements.)

I can provide rich sources from which my students can gather information. I can create engaging and meaningful tasks for my students. I can transfer some responsibility for learning to my students.

 **7 Key Principles:** //What important ideas does your audience need to understand in order to "do" what you listed above?// (These principles should "add up" to your main point and "can dos.")


 * 1) Part of literacy today is the ability to synthesis information from multiple sources.
 * 2) Students skim and jump from one resource to the next.
 * 3) Information should be readily available to students.
 * 4) Students should be safe using online technology.
 * 5) Collaboration and social interaction are vital to language learning.
 * 6) Teachers make things boring – remove the teacher!
 * 7) What tools are available to teachers and students?

 **3 Pedagogical Strategies:** //What basic steps does your audience need to take in order to put the principles you listed above into action?// (List at least 3, concrete strategies teachers can try immediately in their classrooms as they experiment with putting what you said in your article into practice.)

 1. Stations (different jobs in groups then meet as presentation group) <span style="font-family: Arial,sans-serif; font-size: 10pt;"> 2. Using devices in the classroom <span style="font-family: Arial,sans-serif; font-size: 10pt;"> 3. Interesting guiding questions. What would a person from Peru do if… <span style="font-family: Arial,sans-serif; font-size: 10pt;"> 4. Group skits – act out a day in the life of a person from Peru/Mexico <span style="font-family: Arial,sans-serif; font-size: 10pt;"> 5. Class/group presentations

Students use Hofstede, picture resources, and a blog post to learn more about Mexican cultural perspectives.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">1 Example: ** //<span style="font-family: Arial,sans-serif; font-size: 10pt;">What would the principles and strategies you are advocating look like in a real world language classroom? //<span style="font-family: Arial,sans-serif; font-size: 10pt;">(Briefly give at least one, real life classroom example or story you can tell that illustrates the principles and strategies you outlined above.)

= Josh =


 * Main Point: ** // Using technology to assess speaking ability //


 * Purpose of the Presentation: ** // What action do you want audience members to take after participating in your presentation? // //(//Please write this as no more than 3 "can do" statements.)

I can understand principles of creating my own assessment criteria to measure speaking ability I can understand principles of how to use technology, such as pratt, to assess speaking ability

// What important ideas does your audience need to understand in order to "do" what you listed above? // (These principles should "add up" to your main point and "can dos.") 1. Assessing speaking ability can be done in a great variety of ways 2. Not all methods of speaking assessment are right for every situation 3. Number of correct t-units is one method for assessing grammatical accuracy 4. Use of a pronunciation rubric is one method for assessing pronunciation accuracy 5. Number of inappropriate pauses is one method for assessing fluency 6. Number of words spoken compared to time spent speaking is one method for assessing fluency 7. Use of pratt software (which I don't know how to do yet)
 * 7 Key Principles: **

-Think of new ways to assess students through the methods mentioned above -Consider software that you might want to use for a more formal assessment you may wish to do for thesis/other
 * 3 Pedagogical Strategies: **


 * 1 Example: ** // What would the principles and strategies you are advocating look like in a real world language classroom? // (Briefly give at least one, real life classroom example or story you can tell that illustrates the principles and strategies you outlined above.)

= Lauren =


 * Main Point: ** // Helping students build fluency in technology by using tools that foster meaningful communication in and outside of the classroom //


 * Purpose of the Presentation: ** // What action do you want audience members to take after participating in your presentation? // //(//Please write this as no more than 3 "can do" statements.)

I can discuss what meaningful communication in a target language means. I can identify the features of a technology tool that fosters meaningful communication. I can discern tools that foster meaningful communication and those that just waste time.

1. Meaningful listening includes live listening 2. Meaningful speaking involves talking about things students care about 3. Meaningful writing involves communicating on topics students care about and producing texts they can actually use 4. The common link here is to keep it personal 5. To achieve this, focus on communication gap activities 6. Scaffolding is also important (brief explanation of this) 7. Look for activities/tools/apps that keep communication personal, provide information gaps, and are well scaffolded (give ideas)
 * 7 Key Principles: ** // What important ideas does your audience need to understand in order to "do" what you listed above? // (These principles should "add up" to your main point and "can dos.")

1. Look for ways to include more information gap activities in your curriculum. 2. Make sure every technology tools you are using keeps communication personal. 3. Check technology tools (and instructions for using them) to be sure they are well scaffolded/intuitive to use.
 * 3 Pedagogical Strategies: ** // What basic steps does your audience need to take in order to put the principles you listed above into action? // (List at least 3 concrete strategies teachers can try immediately in their classrooms as they experiment with putting what you said in your article into practice.)


 * 1 Example: ** // What would the principles and strategies you are advocating look like in a real world language classroom? // (Briefly give at least one, real life classroom example or story you can tell that illustrates the principles and strategies you outlined above.)

In our class, we use WeSpeke to communicate with native speakers who live in other countries. Rather than creating contrived sentences or talking about random vocabulary topics, students discuss things they personally care about. They've discussed their opinions on art, family, etc.

= Lily =


 * Main Point: ** //Learning and Teaching Language and Culture through Content (Roy Lyster) implementing technology.//


 * Purpose of the Presentation: ** // What action do you want audience members to take after participating in your presentation? // //(//Please write this as no more than 3 "can do" statements.)

I can...
 * 1) integrate language and content to engage second language learners
 * 2) connect my curriculum to enhance culture and technology
 * 3) use a range of instructional practices including counterbalanced approach


 * 7 Key Principles: ** // What important ideas does your audience need to understand in order to "do" what you listed above? // (These principles should "add up" to your main point and "can dos.")


 * 1) challenges in teaching language through content - students can bypass much of the grammar while still understanding the content, (Roy Lyster) – “We can understand discourse without precise syntactic and morphological knowledge” (Swain, 1988)
 * 2) explicit vs. implicit teaching
 * 3) teacher scaffolding and corrective feedback
 * 4) students are pushed towards accuracy (more than just interlanguage)
 * 5) counterbalance form-focused in content-based approaches
 * 6) collaboration (students, teachers & technology)
 * 7) biliteracy development


 * 3 Pedagogical Strategies: ** // What basic steps does your audience need to take in order to put the principles you listed above into action? // (List at least 3, concrete strategies teachers can try immediately in their classrooms as they experiment with putting what you said in your article into practice.)
 * 1) Teacher talk tends to be too much, tends to lack linguistic complexity and diversity. “Functionally restricted input” (Swain 1985, 1988). Restricted in the range of forms and functions it contains
 * 2) In language education, specially immersion there is a huge need to apply counterbalance of explicitly and implicitly teaching and learning language
 * 3) Meta-cognitive strategies that help students to become lifelong learners


 * 1 Example: ** // What would the principles and strategies you are advocating look like in a real world language classroom? // (Briefly give at least one, real life classroom example or story you can tell that illustrates the principles and strategies you outlined above.)

Young learners (specially in immersion classrooms) have a huge tendency to just mirror what teachers say. For example, in English if I ask the question: “have you fini shed? ” the answer to me will be: “I fini shed .” In most cases, the verb is going to look exactly the same; however in Portuguese that is not the case. When I ask you: “Você termin ou ” your answer will be: “Eu termin ei. ” Unless the teacher explicitly talk about verbs and its differences, students will be using “interlanguage.” It is almost like teaching grammar inside an immersion classroom is “forbidden.” That’s what Counterbalance, Roy Lyster, research talks about. Hundreds of students could bypass grammar and still learn the content really well. The numbers are showing us that these kids are learning content, but how much language accuracy are they gaining is the biggest question.

= Lin =


 * Main Point: ** Using technologies to make the writing process easier


 * Purpose of the Presentation: **


 * I can list necessary steps in the writing process.
 * I can identify technological tools which can be used in the whole process of writing.
 * I can use these tools to make the process much easier (to let student accept these tools).


 * 7 Key Principles: **
 * 1) Definition of writing.
 * 2) foundation of writing.
 * 3) How can we become a efficient writer?
 * 4) Technological tools common used in the process of writing.
 * 5) Skills of using these tools.
 * 6) incorporate these tools in the writing process.
 * 7) Can we overestimate the importance of these tools?
 * 8) personal and peer critique.

if students are required to write an article to show the advantages of living off campus, I would let students know how to use technological tools in their writing process. The tools to make brainstorm easier, the tools to make writing easier.
 * 3 Pedagogical Strategies: ** // What basic steps does your audience need to take in order to put the principles you listed above into action? // (List at least 3, concrete strategies teachers can try immediately in their classrooms as they experiment with putting what you said in your article into practice.)
 * 1) introduce the steps of writing.
 * 2) To show how these technologies are used and why it can make the writing process easier.
 * 3) practice how to incorporate the tools into writing.
 * 4) How can we become a efficient writer?
 * 1 Example: ** // What would the principles and strategies you are advocating look like in a real world language classroom? // (Briefly give at least one, real life classroom example or story you can tell that illustrates the principles and strategies you outlined above.)

= =
 * Lisa **

**Main Point:** //Share ideas of how to set up a tandem-learning program with a school in a country of the target language//

**Purpose of the Presentation:**


 * I can list necessary steps I can take when setting up a tandem-learning program.
 * I can identify technological tools I can use in a tandem-learning environment.
 * I can anticipate challenges I might encounter while participating in a tandem-learning program and list some strategies of how to resolve them.

**7 Key Principles:** (A note from Lisa---I don’t know if these are necessarily “principles,” but they are things the audience should be able to understand in order to “do” the “can dos.”)

1. Know how to contact an interested school. 2. Collaboratively (with the teacher from the other school) formulate objectives for the participating classes. 3. Decide on interactive activities and collaborative projects the students can do to reach the objectives. 4. Establish assessment criteria. 5. Test collaborative technological tools in both your classroom and the tandem classroom. 6. Verify that these technological tools will enable the students to do the activities and projects. 7. Be flexible when your plans don’t go as planned with the collaborating school.

**3 Pedagogical Strategies:** (The strategies are listed in parenthesis.)

1. (Creative thinking) Based on topics you are studying in your class, have the students brainstorm topics they would like to talk about with the tandem school. 2. (Technology tools) Before having students communicate with the students from the tandem school, have them practice using the tools in the classroom with each other. 3. (Making connections to other interests) Have students take a survey indicating the type of collaborative project would most interest them.

Example: As I set up the activities with our collaborative school, I realized that perhaps they would have have been more invested if they had come up with some of the topics also and not just me. Perhaps the first step, though, would have been to really make sure they were invested in the project in the first place. When it takes a month and several emails in between responses, it might be a good indicator that we should find a different school to work with.

= Michelle =


 * Main Point: ** // Redefining Literacy //


 * Purpose of the Presentation: ** // What action do you want audience members to take after participating in your presentation? // //(//Please write this as no more than 3 "can do" statements.)

I can use technology to promote literacy in my World Language class. I can question traditional ideas of literacy in a digital age. I can define literacy based on its function, rather than an abstract property.


 * 7 Key Principles: ** // What important ideas does your audience need to understand in order to "do" what you listed above? // (These principles should "add up" to your main point and "can dos.")
 * 1) Definition of literacy
 * 2) How we become literate in our L1
 * 3) What literacy looks like in the digital age
 * 4) Questioning the definition of literacy
 * 5) What literacy is in the TL
 * 6) Using multimedia texts
 * 7) Incorporating multiple streams of information

Use:
 * 3 Pedagogical Strategies: ** // What basic steps does your audience need to take in order to put the principles you listed above into action? // (List at least 3, concrete strategies teachers can try immediately in their classrooms as they experiment with putting what you said in your article into practice.)
 * 1) Authentic online texts (e.g. newspapers, blogs, short stories, poems, etc.)
 * 2) Commercial ads
 * 3) Instagram - word of the day


 * 1 Example: ** // What would the principles and strategies you are advocating look like in a real world language classroom? // (Briefly give at least one, real life classroom example or story you can tell that illustrates the principles and strategies you outlined above.)
 * Reading a newspaper article from Spain (//El País//) about sexist language, then viewing "sexist" commercials

= Scott =


 * Main Point: ** Using recording devices to enhance feedback on interpersonal conversation in the communicative classroom.


 * Purpose of the Presentation: **

I can provide opportunities for authentic interpersonal conversation.

I can acquire and install recording tools on school computers or personal devices.

I can use recording tools to enhance the interpersonal communicative experience.


 * 7 Key Principles: **

What is an authentic communicative context? What is not?

Where does one find these tools? Are they free? How are they installed?

Definitions and the use of recording devices for: Formal assessment Informal assessment Personal critique Peer critique


 * 3 Pedagogical Strategies: ** // What basic steps does your audience need to take in order to put the principles you listed above into action? // (List at least 3, concrete strategies teachers can try immediately in their classrooms as they experiment with putting what you said in your article into practice.)

1. Acquire access to technology (Chrome books, personal devices). 2. Install needed tools before using the technology in practice. 3. Make the communication the central purpose of your lesson, not the technology.


 * 1 Example: ** // What would the principles and strategies you are advocating look like in a real world language classroom? // (Briefly give at least one, real life classroom example or story you can tell that illustrates the principles and strategies you outlined above.)

Example: Teacher acquires chrome books and installs Audacity onto each one before class begins. In this example, the teacher wants to use the recording tool for peer critiques, informally (not for a grade). The teacher sets up various stations throughout the room. At one station, students prepare what they will say to each other. You may choose do pair planning or individual planning (individual may be better given that students may memorize speech together). At the next station, students use the recording device (Audacity) to record speech. At yet another station, students are listening to others' speech and pointing out mistakes and making notes. The teacher sets up these three stations prior to class starting. When class begins, the teacher instructs the students in Audacity. Then an authentic, communicative prompt is given to the students. The teacher does teacher-led planning with a focus on form and on content to prepare students to answer the oral prompt. An example might be "Your friend is new to this school. Help them choose their classes by describing your favorite and least favorite classes and why. (Focus on content: classes, Focus on form: Present tense, stating preference, adjectives (agreement)). Students then begin to prepare for their interpersonal conversation at station 1. Students begin circulating through to station 2 after 5 minutes of solitary or pair preparation. Students save their responses to be critiqued by their peers at group 3. (The first group goes to station three after the last pair goes through station 2 to critique. Have 2-3 oral prompts ready for students to speak about after they go through the stations while they wait for others to finish. Responses should be between 15 and 45 seconds each, so a class of thirty can get through station 2 in under 15 minutes and the entire activity should take no longer than 25 minutes.

= Serena =


 * Main Point: ** // Children's literature from the target culture is an undervalued and underused tool in language classrooms. //


 * Purpose of the Presentation: ** // What action do you want audience members to take after participating in your presentation? // //(//Please write this as no more than 3 "can do" statements.)

I can... Locate sources of children's literature from the target culture. Use children's literature in the classroom to teach grammar, cultural perspectives, and literacy. Take advantage of technological tools to enhance reception of and/or find authentic children's literature.


 * 7 Key Principles: ** // What important ideas does your audience need to understand in order to "do" what you listed above? // (These principles should "add up" to your main point and "can dos.")

1. Beginning language learners are naturally drawn to the simplified construct and vocabulary of children's literature. 2. Children's literature is not just for children. 3. Children's literature will provide the foundation upon which students can build to eventually analyze more advanced texts. 4. Authentic children's literature is a wonderful tool to teach grammar, cultural perspectives, increase literacy, foster meaningful conversations, and hold students' attention. 5. Technological tools make it easier for teachers to locate authentic texts, share them, change them, or create parallel texts. 6. Increasing literacy should be fun and memorable. 7. Target cultures have already chosen the books they deem to be most meaningful and educational (you don't have to reinvent the wheel).


 * 3 Pedagogical Strategies: ** // What basic steps does your audience need to take in order to put the principles you listed above into action? // (List at least 3, concrete strategies teachers can try immediately in their classrooms as they experiment with putting what you said in your article into practice.)

1. Find an authentic text from the target culture geared towards young readers, preferably one that is well-esteemed in the target culture (as evidenced, for example, by use in public schools of those nations). 2. Use this text in class in a meaningful and memorable way to increase literacy, teach a grammar concept, introduce a cultural perspective, etc. 3. Give students an assignment related to the reading that will increase their attachment to and understanding of the text. Examples includes translation, writing a sequel, writing a similar story, creating artwork, etc.


 * 1 Example: ** // What would the principles and strategies you are advocating look like in a real world language classroom? // (Briefly give at least one, real life classroom example or story you can tell that illustrates the principles and strategies you outlined above.)

In my beginning college-level Portuguese class, I used //A menina do mar// to teach the difference between the preterit imperfect and perfect verb tenses. The story was given to them in side-by-side translation, because the reading level was slightly more advanced. Interest in and reception of the grammar principle was heightened, while introducing a classic of Portuguese children's literature to the students.

= Sunny =


 * Main Point: ** Using technology tools to use folktales in foreign language class.


 * Purpose of the Presentation: ** // What action do you want audience members to take after participating in your presentation? // //(//Please write this as no more than 3 "can do" statements.)

I can use the proper tools (recording, video making, and so on) to introduce folktales in language class. I can provide opportunities for “revised” authentic listening and reading materials. I can create clear information and meaningful tasks in language class.


 * 7 Key Principles: ** // What important ideas does your audience need to understand in order to "do" what you listed above? // (These principles should "add up" to your main point and "can dos.")

1. We should use “revised” folktales in foreign language class. 2. Why we cannot use fully authentic folktales in foreign language class? 3. Which are technology tools appropriate to each tasks? 4. What tools are available? Are they good to access? Are they free? 5. Information through folktales should be visually clear. 6. Integrating reading/listening/speaking/writing is vital to language learning. 7. Activate students’ schema!


 * 3 Pedagogical Strategies: ** // What basic steps does your audience need to take in order to put the principles you listed above into action? // (List at least 3, concrete strategies teachers can try immediately in their classrooms as they experiment with putting what you said in your article into practice.)

1. Making an assumption from the pictures 2. Listening with a video or reading a text 3. Making a story and role-play


 * 1 Example: ** // What would the principles and strategies you are advocating look like in a real world language classroom? // (Briefly give at least one, real life classroom example or story you can tell that illustrates the principles and strategies you outlined above.)

Teacher introduce a story (folktale) in language class, and before reading or listening, teacher let students to make an assumption about storyline from the presented pictures. There would be main reading or listening class, and after that students write a short scripts and do role-play.