Each semester the Language Learning Center offers 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 and are linked to the individual talks below (if available).
Friday, October 20, 2017, 1:00 - 2:00pm, Lab 4
Tips for Best Practices in your Language Online Courses
Dr. Eva Rodríguez-González, Dept. of Spanish and Portuguese
Monday, October 30, 2017, 2:00 - 3:00pm, Lab 1
Linguistic Diversity in the Amazon
Dr. Rosa Vallejos, Dept. of Spanish and Portuguese
The Amazon Basin is characterized as linguistically diverse, with about 300 languages belonging to twenty or so language families. Amazonia extends through nine countries of South America, where Spanish or Portuguese are the dominant languages. Most Amazonian languages are both poorly documented and highly endangered. Since the eighteenth century, many groups have been threatened by colonization, rubber extraction, illegal logging, oil spills, and subsequent pollution, among others. This talk will offer an overview of the languages of the Amazon, and discuss ongoing efforts advanced by two Amazonian groups to preserve their heritage languages.
Wednesday, November 8, 2017, 1:00 - 2:00 pm, Lab 1
Games and Language Learning
Anna Olegovna Shkirev, Instructor of Russian, Department of Foreign Languages & Literatures
This presentation covers how online games can contribute to language learning and how they can built the supportive environment for language learning. The presenter will demonstrate two useful resources to establish the games and how the facilities of LLC can contribute to this practice.
Wednesday, November 15 from 1:00 – 2:00pm, Lab 1
El feliz ingenio neomexicano: Felipe M. Chacón, Early 20th-century Bilingual New Mexican Writer
Dr. Anna Nogar, Dept. of Spanish and Portuguese and and Debra Nieto, Masters student, Southwest Studies
This presentation treats the production of a critical anthology of the writing of late 19th-century/early 20th century bilingual New Mexican writer and editor Felipe M. Chacón. The book will be comprised of a biographical, scholarly introduction to Chacón’s life and writing; the original Spanish language text of his writing; English translations of the Spanish; and a partial bibliography of Chacón’s work, and is among the literary recovery projects of early Hispanic writers of the borderlands undertaken by the University of New Mexico Press through its rewnowned Pasó por aquí series. Department of Spanish and Portuguese graduate student Debra Nieto is research assistant on the project and will present her intensive field work and learning process on the project.
Thursday, November 30, 2017 at 4:00 - 5:00pm in Lab 2
Cartographies of Exclusion: “Justiça” (2004), “Juízo” (2007), and “Morro dos Prazeres” (2013)
Jeremy Lehnen, Associate Professor, Dept. of Spanish and Portuguese
Within democratic systems there are three primary areas of rights: political, civil, and social (Marshall 1950). Respectively, they are synonymous with membership in the polity, access to juridical process (claims to and protection of one’s rights), and the right to economic security and social welfare. Brazil is a political democracy that theoretically guarantees these rights to all citizens. In this presentation, I will consider how Maria Augusta Ramos’ cinematic tryptic “Justiça” (2004), “Juízo” (2007), and “Morro dos Prazeres” (2013) maps the Brazilian democratic system. The three documentaries establish a cartography of exclusion. This is to say, the three films, when read together, chart how Brazil’s differentiated system of citizenship (Holston 2008) further marginalizes Brazilian youth, particularly young men of Afro-Brazilian origin. The presentation will therefore focus on the ambivalence of democratic discourse and praxis as a tool that recasts justice according to socio-economic and racial parameters. This is to say, this system systematically undermines the civil rights of young Afro-Brazilian men. In this presentation I will consider how Ramos employs not only narrative, but also unrelenting cinematography to denounce the systemic violation of these youths’ rights and alternatively suggest that only once the state fulfills its duties and recognizes these young men as having rights —particularly to security, justice and public services— will a democratic Brazil be possible.
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.
Sarah Peceny, Department of Spanish and Portuguese
The workshop provides a basic introduction to the concept of "discovery learning" as a pedagogical tool to promote deeper levels of experiential learning, critical thinking, and problem-solving with introduction to vocabulary and cultural connections in a target language. Examples of activities from an Intermediate Introduction to Medical Spanish Course are used.
Peng Yu, Lecturer II of Chinese, Department of Foreign Languages & Literatures
This workshop will explore the tech challenges that a 21st century language teacher is facing and provide possible solutions. It encourages discussion on how to seamlessly integrate technology into language teaching. The presenter will also share some benefits of using Google Slides and Prezi as alternatives for Powerpoint.
David Páez, TA, Dept. of Spanish and Portuguese
This workshop will be focused on the basic functions of PRAAT. You will learn how to navigate through the program, to set it up for your specific needs, and to make basic acoustic analyses.
#democraticculture in Brazil
Leila Lehnen, Associate Professor Department of Spanish and Portuguese
In 1985, Brazilian society transitioned to democracy after having endured a lengthy period of authoritarian rule (1964-85). As political institutions democratized, the discourse of democracy seeped into other spheres, including that of sociability, culture, and subjectivity. The idea of the “right to have rights,” which emerged from and became part of the democratic narrative, underpinned various factets of Brazilian society. More recently, as Brazil undergoes a political and economic crisis, the lexicon oft democracy has become more contested. If previously the discourse of democracy was used to make claims, nowadays, this symbolic economy has been traversed by a vocabulary of crisis. This presentation looks at how visual culture (graffiti, posters, stencils, pixo-tagging) and literary works (poetry) hosted on social media represent the interface between crises and democracy in Brazilian society.
Anna M Nogar, Associate Professor, Department of Spanish and Portuguese
Have you ever wondered if there were children's stories about the place you grew up? How about youth books written in both English and Spanish? In this presentation, Dr. Anna M. Nogar discusses books for young readers that draw on and develop local cultural and linguistic knowledge, as they entertain and teach.
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).
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.
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.
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).
Leslie Sandoval, Supervisor, LLC
An introduction to the technology available in the LLC and how to use it in your class.
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.
Developing an Eye Tracking Experiment: An Intensive Workshop
4/1/2016 and 4/8/2016
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.
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.
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.
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).
Copyright & 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!
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.
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.
Mary Hudgens Henderson, Ruben Salido, Michael Woods
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 elearning 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.
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.
International Virtual Collaborations Workshop
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.
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.
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
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.
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.
Cross-cultural learning and distance education expert Lani Gunawardena talks to educators about how to create rich cultural collaborative learning experiences for students.
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.
Regensburg, Germany. By Karsten Dörre, CC BY-SA 3.0