There is no poetry after the coup! Brazilian literature in the aftermath of 2016
Leila Lehnen, Dept. of Spanish & Portuguese
This presentation will examine how Brazilian literature interprets recent political events in Brazil. The presentation will ask how literature imagines Brazil's political horizon in the aftermath of President Dilma Rousseff's impeachment in 2016.
Foreign Language and Area Studies (FLAS) Fellowships: The Application Process Training Session
André Nascimento, Jennifer Arnason, Dept. of Spanish and Portuguese
FLAS Fellowships support undergraduate, graduate and professional students in acquiring modern foreign languages and area or international studies competencies. Students from all UNM departments and schools are encouraged to apply. This workshop will walk you through the process of the application for this competitive scholarship and the steps to get it. The session will emphasize Portuguese language study abroad both during the Summer (Brazil) or throughout the academic year. The deadline for submitting your application is February 12, 2018.
Andressa Macena Maia, Dept. of Spanish & Portuguese
Students of Port 276 were invited to "travel" throughout Brazil and its regions to explore the country and its culture. Instructor orientated them to research about the different regions of Brazil, based on the topics we cover at the book Ponto de Encontro (2013). In this way, students were able to go deeper on their learning process. Based on the educational goals of discovery learning, they were able to develop meta-cognitive skills and were encouraged to engage more in class, building their knowledge with their previous learning experiences.
Lindomar Darós, State University of Rio de Janeiro
This presentation will examine how homo-parenthood and childhood trans-sexuality is interpreted by the Brazilian legal system. This presentation will focus on the expected heterosexuality from those proposing legal adoptions, as well as how children/teenagers are also expected to be heterosexuals in the process of legal adoption. This talk will address the LGBTTIQA+ resistance in Brazil to this process.
Jared Bash, Dept. of Foreign Languages & Literatures
Authentic cultural competency is often difficult to introduce into the language learning classroom. Through existing and emerging technologies in immersive virtual reality, students can gain intimate insight into foreign cultures without the need for financially unattainable study abroad trips. In addition to a brief overview of the development of virtual reality, we will explore current applications and future possibilities in the field of cultural exploration through this technology. Attendees will have the opportunity to explore the streets of foreign countries with the Oculus Rift VR system and Google Earth VR, as well as witness a demonstration of other available software that can enrich students’ global competencies and language learning journeys.
Leslie Markley, Language Learning Center
Incorporating technology in your classroom can improve student engagement, spark creativity, and help students to acquire skills they can use beyond the classroom setting. Come join us for this hands-on session and learn about technology tools that you can incorporate into your face to face (or online!) classes.
Anna Nogar, Angelica Padilla, Julianna Wiggins and Debra Nieto
This presentation/roundtable discussion features three current MA students from the Hispanic Southwest Studies Program in the Department of Spanish and Portuguese discussing the amazing, relevant, locally-based research projects in which they are engaged, and explain what it is like to do primary research in the humanities, sometimes for the very first time. Conversation moderated by Professor Anna M. Nogar.
Social Justice Pedagogy in the Literature Classroom
Natalie Kubasek, CELAC
Existing literature on social justice pedagogies tends to focus on theory rather than practice, while studies that do examine classroom applications of social justice pedagogies primarily center on the social sciences, particularly in secondary education. Therefore, the purpose of my research is to investigate how professors of literature apply social justice pedagogies in the postsecondary literature classroom in order to raise critical consciousness and actively engage students’ understanding of literature as a powerful form of social action.
Inna Nagornova, Plekhanov Russian University of Economics
Join us for a lively discussion about the role of the Russian language in forming the personality, national character, culture and mentality, folklore, and humor of Russia with visiting Fulbright grantee, Dr. Inna Nagornova. She will discuss the results of some students’ research of stereotypes, analysis of jokes, and why Russians don’t like to smile.
Karol I. Zetter, Dept. of Spanish & Portuguese
"Do you have a large class? Do you need implementing a mechanical activity that helps to master certain concepts? Do you also want some assignments to be automatically graded?
This presentation offers an overview on how to maximize your use of Google Forms, Blackboard Learn tests, surveys and pools as well as Respondus. The presentation will cover different tools that help you create assignments, surveys, opinion polls and tests."
Tanya Ivanova-Sullivan, Dept. of Foreign Languages & Literatures
In this presentation I will discuss LinguaFolio, an online assessment tool designed to measure language progress in a more interactive way. I will focus on the Self-Reflection feature of LinguaFolio by presenting data on the type of materials students upload for evaluation and the review process. I will also make some suggestions about facilitating student learning and engagement in formative and summative e-assessment based on their individual needs and interests.
Naomi Shin, Dept. of Spanish & Portuguese and Dept. of Linguistics
In this talk I will present a new textbook called Gramática española: Variación social by Kim Potowski & Naomi L. Shin (forthcoming, 2018). I will discuss the sociolinguistic approach to teaching grammar that is at the heart of this book, and I will describe the book's content.
Strategies to Create a Meaningful and Dynamic Classroom Discussion
Juliana Todescan-Clark & André Nascimento, Dept. of Spanish & Portuguese
In this presentation, we will share strategies that we have used in the classroom to motivate students to be more engaged and comfortable to speak up in their targeted language about meaningful (e.g. political, socio-historical, and cultural) subjects in the classroom.
Presented by Marián Giraldez & Sarah Schulman, PhD Candidates in Educational Linguistics
Learning how to run a classroom smoothly requires time and patience, and it is easy to feel overwhelmed by how much we educators must do to maintain a cohesive teaching environment. To address this concern, we wish to provide a collaborative and interactive space for all interested participants to share and discuss issues that they find salient in their own classrooms, such as how to pace lessons, differentiate instruction, and modify undesirable behaviors. By engaging in this conversation, participants will hopefully leave the workshop with greater confidence in their own classroom management skills.
Exploring Best Practices in Language Teaching
Sarah Schulman, PhD Candidate in Educational Linguistics
There is no better way to expand our teaching toolbox than to share best practices with other educators. To facilitate this collaborative exchange of ideas, participants attending this workshop are asked to come with a learning activity that they have found to be effective in their classrooms. Materials that are shared during this time, such as handouts, PowerPoints, Prezis, or other websites, will be made available digitally to all attendees.
In addition, Sarah Schulman will demo a few ESL teaching strategies from Project GLAD (Guided Language Acquisition Design) that are transferable to second and heritage language classrooms. Instructors who would be willing to provide a hands-on demo of their learning activity are also asked to contact Sarah in advance of the workshop. Attendees will hopefully leave this professional development session with a number of fun, new strategies to try with their students.
Marina Todeschini, PhD Candidate, Dept. of Spanish & Portuguese
A debate between graduate and undergraduate students about the Brazilian Presidential Election 2018.
Josefina Bittar, Dept. of Spanish & Portuguese
How do I make students speak to each other? How do I make sure they stay on topic? How do I grade their participation? How do I select the discussion-material? How do I incorporate student-centered discussions in my syllabus? In this workshop, I will address these questions by sharing my experience as a Language and Linguistics instructor with student-centered in-class discussions. I will also encourage you instructors (of all fields!) to share your ideas about this teaching activity!
Anna Shkireva, Russian TA, Dept. of Foreign Languages & Literatures
The purpose of this presentation is to introduce the author’s Model of Interactive Instructional Practice (MIIP), which can improve students’ proficiency in foreign language skills, and therefore may increase their interest and persistence in continuing to study foreign languages.
Child Language Corpora
Naomi Shin, Associate Professor, Dept. of Spanish & Portuguese
Typically, child language corpora consist of interactions between children and their caregivers (e.g., CHILDES database, MacWhinney 2000). Such corpora often include only one or two children. However, if we aim to answer broad questions related to both language acquisition and sociolinguistics, we must collect data from many children in the same community. This talk will focus on my Spanish in Washington/Montana corpus, which consists of sociolinguistic interviews collected in Western Montana. Most of the participants live in Washington State and travel to Montana every summer to pick cherries. The corpus includes 36 children and teenagers, ages 4-17 years old, as well as 15 adults. Most of the adults were born in Mexico and are Spanish-dominant or Spanish-monolingual speakers. All but two of the children were born in the U.S. and are bilingual. Some of the interviews were conducted in the cherry fields, while others were conducted at a school that hosts an education program for the children of migrant workers.
I will share ideas for eliciting natural language from children, including particularly useful questions to ask, the use of picture books, and retelling stories. I will also reflect on future directions for building child language corpora and why these corpora are useful for answering exciting questions related to both language acquisition and sociolinguistics.