Speaker Series

Each semester we offer several presentations, workshops or trainings geared primarily toward faculty, TAs, and researchers involved in language learning - although anyone is welcome. You are welcome to bring a lunch or snack. All events are free and take place in the Language Learning Center, Ortega Hall, in room 124.

Sessions are videotaped and available for viewing on the LLC YouTube Channel.

Upcoming Events

Friday, February 3, 2017, 2:00 - 3:00, Lab 1
Using Classroom Technology at the LLC
Leslie Markley, Supervisor, LLC
An introduction to the technology available in the LLC and how to use it in your class.

Friday, February 24, 2017, 2-3pm Ortega Hall, Rm 124, Lab 6
Using Film Clips in the Classroom
Mark Kaiser, UC Berkeley
This is your chance to talk to one the leading experts on using film in the classroom! Discover: The value of feature film Why clips (as opposed to the whole film) have certain advantages Things instructors can do with a film clips Using the Library of Foreign Language Film Clips (LFLFC).

Date TBD
Respondus Training
Karol Ibarra Zetter, Department of Spanish and Portuguese
This will be a hands-on training to learn how to use this quiz creation tool for Learn. Please bring your PC with you.

Past Speakers

12/9/2016
Care for the Mind and Body 
Richard File-Muriel, Department of Spanish & Portuguese
Like many other professions, academics, staff and students are often faced with pressures that lead to extensive time working at a desk. This workshop addresses some practical tools to expand our working posture beyond the seated chair, and touches on the importance of the relationship between the breath, mind and body.

11/15/2016
Film Clips in the Foreign Language Curriculum
Mark Kaiser, UC Berkeley
A special presentation of this previously recorded IALLT webinar is being made available to us by the International Association of Language Learning Technology (IALLT).

10/4/2016
Using Classroom Technology at the LLC
Leslie Sandoval, Supervisor, LLC
An introduction to the technology available in the LLC and how to use it in your class.

9/23/2016
Tips for Effective Classroom Management
Sarah Schulman and Marián Giráldez Elizo, Department of Spanish & Portuguese
The purpose of this workshop is to provide general tips on classroom management and to create space for teaching assistants to raise questions and collaborate on ways to improve best teaching practices.

4/1/2016 and 4/8/2016
Developing an Eye Tracking Experiment: An Intensive Workshop
Lauren Perrotti, Department of Spanish, Italian, & Portuguese, Penn State University
Lauren Perrotti, visiting PhD Candidate from Penn State, will present a two-part workshop to discuss the ways eye tracking methodology could be used in language science research by taking a hands-on approach. In two sessions, we will use an Eyelink 1000 Plus eye tracker from SR Research to demonstrate how to develop an eye tracking study. In Session 1, Experiment Builder will be used to explore techniques for programming an experiment, focusing on sentence reading and Visual World techniques. In Session 2, we will learn to calibrate the eye tracker and run an experiment. Finally, we will use DataViewer to extract the fixations and discuss the best ways to analyze eye movement data.

4/13/2016
Learning Language & Culture Through Film 
Presented by Chris Johnson, MLIS, of the College of University Libraries & Learning Sciences
This presentation will explain how instructors can use the BLC Library of Foreign Language Film Clips (LFLFC), a tagged, structured collection of clips from foreign language films, in their classrooms. Instructors will be guided through the free registration process. 

4/28/2016
Grammar and Society: A sociolinguistically informed approach to teaching grammatical structures
Naomi Shin, Assistant Professor of Spanish & Linguistics
This talk presents a curriculum for teaching grammatical structures in a way that highlights how sociopolitical factors determine how linguistic varieties are judged. For example, why are Caribbean varieties of Spanish more stigmatized than other varieties? Why is 'voseo' stigmatized in Guatemala but not in Argentina? Why is leísmo accepted by the Real Academia Española, but direct object pronoun omission is not? I will present the overall curriculum for the course, as well as specific lesson plans and activities.

3/25/2016
Mapping Rights in the Work of Sacolinha
Leila Lehnen, Associate Professor of Spanish and Portuguese
This presentation looked into how the paulista author and cultural activist Ademiro Alves (Sacolinha) represents the right to the city in his novel Estação Terminal (Terminal Station).

03/26/2014
Copyright and Fair Use in Higher Ed
Presented by Richard Mertz, Associate University Counsel
Who doesn’t have copyright questions? Richard Mertz is UNM’s authority on copyright and will be at the Language Learning Center to talk about copyright, specifically as it applies to film and digital media use in higher education. Got copyright questions? This is a great opportunity to get some answers!

10/16/2013
Team + Task-Based Activities + Huddleboards = Language Acquisition
Presented by Celina Cavalcanti, Department of Spanish & Portuguese
Celina Cavalcanti will discuss her instructional strategies for language acquisition: Students look forward to the tasks they will accomplish together. The tasks have to be challenging, and at the same time manageable, for them to engage fully. The interaction around the huddleboards, with writing tasks, keeps the attention of the students and they also enjoy presenting their written production. The task-based activities where every student gets a chance to write sentences formed with the assistance of the team builds confidence while creating a collaborative learning environment. A series of task-based activities will be presented.

9/26/2013
Using Teams, Laptops, and Huddle-Boards in a Colonial Latin American Literature Class
Dr. Kathryn McKnight
Kathy McKnight discussed her use of Team-Based Learning in her Survey of Spanish American Literature I class (SPAN 431) in the Cooperative Learning Lab. Students build a cooperative team relationship, are held accountable both as a team and individually for their active application of knowledge in cultural analysis. Kathy gave an introduction to the TBL approach; she provided examples from her class assignments, and showed the ways in which the cooperative learning environment of the lab promotes active engagement and facilitates in-depth discussions.

11/9/2012 
Innovative Uses of Simple Technology in UNM’s L2 Classrooms
Mary Hudgens Henderson, Ruben Salido, Michael Woods

11/16/2012
Getting Students Talking in an Online FL Course: Voxopop® as a tool to promote conversation, peer interaction and community building
Online language courses are now present at numerous universities across the nation. The main concern expressed by language departments is how do we get our students to use language in an online learning environment? Using Voxopop®, a voice-based e-learning tool, language instructors of all levels can create digital spaces and activities to enable meaningful interactions and community building. In this presentation, attendees will not only get hands-on experience in creating their own Voxopop talkgroups for their courses, but will also develop a pedagogical understanding of the benefits of using Web 2.0 technologies to promote meaningful interactions in online courses. Additional Web 2.0 technologies will also be recommended. 
Michael Woods

11/26/2012 
Using Screen Capture Programs to Respond to Student Writing
Evan Ashworth 
Over the last few years, technological advances have allowed writing instructors to reimagine how they respond to student writing. Through the use of screen capture programs, instructors can avoid problems associated with using writing to respond to writing and can easily disseminate class resources while catering to students of multiple learning styles. In this presentation, attendees will learn not only how to use one such screen capture program--Jing™--but will gain a deeper understanding of the pedagogical advantages to using such technology.

4/27/2012 
International Virtual Collaborations Workshop
Lani Gunawardena
This follow-up session (see 10/21/2011) is a hands-on, problem-solving session in which participants come with their ideas or plans for an international virtual collaboration. Together, we will discuss how to make these collaborations a reality.

3/30/2012 
Making Language Acquisition Happen
Marina Peters-Newell 
How do you acquire language? How is that different from learning about a language? And what is the relationship between the two? This talk will address the essential dissonances between teaching and learning, achievement and proficiency, in an effort to identify the ideal space of language acquisition.

3/9/2012 
Web 2.0, Multilingualism, and Language Learning
Olga Basharina 
This topic will covered:
1. The shift from Web 1.0 to Web 2.0 within the context of telecollaboration, drawing on Dr. Basharina's experience of managing and implementing telecollaboration 1.0 and how it is different from telecollaboration 2.0
2. Dr. Basharina's current study on the language choice by Russian-Sakha bilinguals which found Web 2.0 tools, and the social networks – Facebook and Vkontakte in particular - as the most optimal places for practicing multilingualism and indigenous Sakha language use/revitalization.
3. Characteristics of Web 2.0 conducive for language learning
4. Discussion on how to transfer Web 2.0 tools from social and leisure lives of students to academic contexts

12/2/2011 
Teaching Online: Thoughts on Constructing and Teaching Online Courses
Jason Wilby
Have you ever considered creating and teaching a course in an online format but were not sure how to begin? My presentation is geared toward you then! In my presentation I will draw on my experiences teaching online at UNM and working with New Media and Extended Learning in order to provide an introduction to teaching online and an opportunity to dialog with others who have online teaching experience. My presentation will cover three areas: 1) Construction of online course content with two example courses, 2) Pedagogical considerations for online teaching, and 3) Special technologies for creating synchronous and non-synchronous interaction in the online environment.

12/9/2011 
Writing Tutoring and Language Rights: Spanish and Navajo Writing Tutoring at UNM
Daniel Sanford
In the Fall of 2009, the UNM Writing Center began a partnership with El Centro de la Raza and American Indian Student Services to offer writing support for Spanish and Navajo, two of the state’s heritage languages for which writing & literacy have been an essential component of grass-roots movements towards language revitalization. These programs grow naturally out of the language background of UNM, New Mexico being a state with a profound ethnic and linguistic diversity which is reflected in the demographics of our student population. At the same time, however, it is highly unique, on a national level, in the application of writing center theory and practice to non-English languages. A history and overview of this program are presented, as an example of how university learning and writing centers can support the role of non-English and heritage languages in the academy.

10/21/2011
International Virtual Collaborations
Lani Gunawardena
Cross-cultural learning and distance education expert Lani Gunawardena talks to educators about how to create rich cultural collaborative learning experiences for students.

9/30/2011
L2 Teaching, Learning, and Technology
Julie Sykes
The emergence of new tools and platforms occurs on a daily basis. This presentation will help educators navigate the seemingly endless list of possibilities by highlighting new technologies that are useful for transforming learning in the L2 classroom. Special emphasis will be placed on tools that are easily adopted for next-day use.

If you have suggestions or feedback on the series, please contact the Director.