2013 CFP: Pedagogy

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Approaches to Using Film in the College-level Foreign Language Classroom
This panel seeks papers on approaches to using film in the college-level foreign language classroom. How can film be incorporated in a curriculum? How can instructors exploit short clips, long feature films, and short films to help develop not only students’ grammar and functional skills, but also their critical thinking and cross-cultural understanding? How do we incorporate history and culture when dealing with a film in class? Please send 250-500 word abstracts to Inma Taboada taboada@uic.edu with ‘Approaches to film’ in subject line.
Blended Learning in the Foreign Language and Literature Classroom
This panel will examine the potential of blended learning environments for the teaching of language and literature. How can learning managements systems and Web 2.0 tools not only expand the learning experience beyond the confines of the regular classroom, but also help students improve their language skills and interpret literary texts? The panel invites theoretical reflections on blended learning and practical examples of its implementation in the foreign language and literature classroom. Please send abstracts to sylvia.rieger@mcgill.ca">sylvia.rieger@mcgill.ca.
Bridging the Gap Between SLA Research and Pedagogy: Explicit/Implicit Approaches
This panel seeks to bridge the gap between research and pedagogy by informing about findings on the effect of different degrees of explicitness on language learning and about pedagogical implications. What approach should we use to teach grammar? What type of feedback works best in the short/long run? Does the difficulty of the form play a role on the effectiveness of implicit/explicit treatments? What role do individual differences play on the effectiveness of these treatments? Please send abstracts to Beatriz Lado,beatriz.lado@lehman.cuny.edu
Developing Conscious Learning Strategies as a Way to Learner Autonomy
Meta-cognitive strategies have become part of foreign language textbooks in the attempt to increase retention and intensify examination of the subject matter. However, there are few accounts of how students learn to choose them appropriately or, ideally, develop their own learning strategies. This panel invites contributions on the meta-level which focus on how to help students actively select learning strategies best suited for their needs and consciously build their own meta-cognitive knowledge. <evens@indiana.edu>
‘Flipping the classroom’: Using Technology to Free Vital Class Time
The purpose of this session is to discuss any experience or application of ‘flipping the classroom’ in language pedagogy, and in particular in the teaching of the Italian language and culture. Through this technique, now mainly used in the sciences, various types of media (videos, PowerPoint, audio files, etc.) are used to teach relavant material outside the classroom and before it is presented in class, with class time used only for discussion and demonstrations. For presentations in English: Daniela Bartalesi-Graf,(dbartale@wellesley.edu)
Innovative Approaches to Student Resistance (Roundtable)
How do we engage students who passively or actively resist challenging concepts, particularly ideas that force students to consider a continuing history of oppression or their own complicity within such a system? How do we foster discussion and respect different perspectives while still challenging students who reject ideas on the basis of their discomfort? And how do we as instructors deal with our own discomfort with conflict? Send proposals for interactive talks to Kristina.Aikens@tufts.edu (see http://www.mla.org/innovative_proposals).
Literature, Service Learning, and the Engaged Humanities (Roundtable)
This roundtable brings together teacher-scholars to discuss practical strategies for community partnership development and course/project design as well as some of the surprises, challenges, and lessons learned through literature-based service learning and engaged humanities coursework. It will also open up some of the connections between the practical challenges of this work and broader philosophical issues of engaged pedagogies, reciprocity, and the conflicting objectives within higher education today. (meanes@sage.edu)
The New Male Studies in Praxis: Male-Positive Criticism and Classroom Practice
The New Male Studies offers an alternative to conventional gender-based scholarship on boys and men. Male-positive in its approach, the New Male Studies celebrates men who embody different masculinities and suggests strategies for overcoming misandric inhibitors of masculine affirmation. This panel invites papers that adopt a male-positive ethos when examining Western literature and to formulating classroom practice. Please send 250-500 word abstracts to Dennis Gouws at dgouws@springfieldcollege.edu
Panels and Pedagogy: Teaching the Graphic Novel
This panel works towards understanding and adding to emerging pedagogies of the graphic novel and other forms of illustrated works . What do these visual texts change about how we approach the classroom? Possible topics include but are not limited to adaptation and teaching across mediums and disciplines ; the graphic novel as literature; approaches to visuality as composition; and the limits of genre and medium. Submit 250- to 500-word proposals to Joel Simundich (joel_simundich@brown.edu) and Derek McGrath (derek.mcgrath@stonybrook.edu).
The Power of Experiential Learning in Second Language Pedagogy (Roundtable)
What kinds of enriched educational opportunities could be integrated in a second language environment? And what are the benefits and the challenges of developing and delivering experiential components in this context? The panel will explore different learning experiences such as practicums, co-curricular programs and Community Service Learning projects and discuss the linguistic, cultural and personal gains students experienced because of their involvement in these. Send inquiries or 250-300 word abstracts to malama.tsimenis@utoronto.ca.
(Re)thinking the process of teaching languages: Technology& Language aquisition (Roundtable)
This panel will examine the importance of the use of computers and new technologies in the process of teaching foreign languages. What are the most useful techniques? How can technology change a traditional classroom? What is the best interrelationship of physical, cognitive and affective domains for successful learning of the foreign language? Please send 300-500 word abstracts and brief biographical statements (via email) to Kate Kagan, kagane@sage.edu.
The Role of Audio-Visual Aids in Foreign Language Instruction
In the recent decades, considerable confidence has been placed in audio-visual aids to enhance FL learning. Yet there is little empirical data to support that video facilitates foreign-language learning. This panel aims at: reviewing the ongoing research in order to understand to what extent introducing audio-visual materials in FL Instruction can influence students’ acquisition; discussing tools and strategies when using videos in the FL class. Please send a 300-500 word abstract to <Alfia.Rakova@dartmouth.edu> and <rpasqui@sas.upenn.edu>.
Speak up! Activities and Teaching Techniques to Improve Oral Proficiency (Roundtable)
The ability to speak and converse is often perceived as knowing a language, much more than reading, writing or understanding oral language. Fostering and improving student speaking skills are challenges instructors continue to face at all levels of proficiency. This roundtable intends to showcase, compare, and discuss effective tasks (both traditional and computer assisted) that will promote oral fluency inside and outside the classroom. Please send 150 word abstracts in English to Cristina Pausini, Tufts University, cristina.pausini@tufts.edu
Teaching Asian American/Canadian Literature: New Texts and Approaches (Roundtable)
This session focuses on approaches to teaching Asian American/Canadian Literature. Possible topics include old texts taught in new approaches, new texts showing the significance in contributing to Asian American studies, tactics of developing a curriculum, and other pedagogical issues. This session particularly welcomes interdisciplinary approaches, instructions of alternative genres, e.g., film or graphical novel, and Asian Canadian literature. Interested participants can submit a 500-word abstract to Brian Chen: bchen@faculty.ocadu.ca.
Teaching How We Read Now (Roundtable)
What role do new ways of reading play in the writing classroom? What does analysis look like when we begin to move students towards ‘surface reading’—or beyond books altogether? This roundtable seeks papers from scholars who approach the teaching of reading in writing classrooms from diverse pedagogical perspectives. Please submit 250-word abstracts and brief scholarly bio (with NEMLA in the subject line) to J. Michelle Coghlan (jcoghlan@princeton.edu) and Andrea Scott (amstwo@princeton.edu).
Teaching in Terror
How do terrifying experiences--school shootings, bomb threats--as they have ripped across campuses from Oakland, California to Oakland, Pittsburgh in just 2012 alone, force us to reinvent our classroom pedagogies, our approaches to students, and our sense of what education entails? How do volatile learning environments reorient the relationship between faculty and each individual terrorized student? And when the siege has passed, what fundamental changes in our pedagogy remain? Please email proposals to mag20@pitt.edu.
Teaching the History of the Book to Undergraduates (Roundtable)
How and why might we incorporate the history of books into our undergraduate courses? Any aspect of: books as material objects and commodities; bibliographical methods; networks of publishers, printers, booksellers, authors, reviews, and readers; use of/access to/creation of print and electronic archives. May focus on course, lesson, or assignment design but should go beyond describing course elements to reflect on pedagogical methods and theoretical assumptions. Email 300-word abstracts to Lisa Wilson at wilsonlm@potsdam.edu.
Technology and Foreign Language Teaching
This panel seeks papers that address how the use of technology has changed the foreign language classroom. Which kind of technology do we use in the foreign language classroom and for what reason? How does the use of technology change the way we teach? What kind of digital technology is out there, free and open to the public, and helpful in regards to language teaching? In which ways does technology change the learning community and learning foreign languages? Please submit a 300 word abstract to Dagmar Jaeger at djaeger@mit.edu.
Vámonos! Allons-y! Let’s Go: Creating Study Abroad Courses (Roundtable)
This session seeks approaches to creating short and or long-term study abroad programs for language students. What are tips for creating such programs on a shoestring budget? What are must-do activities while abroad? What are ideas for teaching culture and helping students to understand the people of the country they are visiting? What are ways for maximizing language-learning opportunities? What are pre-and post-trip suggestions? Please send 300-500 word abstracts to tina.ware@oc.edu.
World Campus: Innovation in Hybrid Online Language Course Development (Roundtable)
Can technology in a language program bridge the linguistic and cultural divide while offering a virtual tour of foreign languages and cultures in an innovative way? Can an online course develop without the traditional use of a text and how can faculty author material tailored specifically to their target students? This Roundtable would address strategies for online language program development. Nicoletta Maria Ventresca(nmv3@psu.edu)

See also under:

American: “Encounter Tradition, Make It New: Approaches for Teaching the Harlem Renaissance”; “Metaphysical Dirt: Teaching Thoreau Outside

Composition: “Empowering Students’ Rhetorical Practices with Technology”; “Exploiting Purported Limitations to Identify Student Strengths in Composition”; “Individual Instruction Models in College Composition”; “Writing and the Locus of Self: Ascribing Meaning from Writer to Text

Creative Writing: “Poetics of Revision

German: “Best Practices: Teaching Professional Communication in German

Italian: “Crossing the Bridge: Authentic Content in Advanced Italian Language Courses”; “The Digital Creative Language Student”; “Going Digital: Inter-Cultural Approaches in the Italian Curriculum

Professional: “Creating ‘Contact Zones’ for General Studies’ Learning Communities”; “Unions and Academic ‘Labor’: Where Next?

Spanish/Portuguese: “Addressing the Growing Field of Portuguese as a Foreign Language”; “Português como língua adicional em contexto universitário: práticas e reflex”; “A Portuguese-American Experience for the Classroom?”; “Teaching Business Spanish: Approaches and Challenges

World Literatures (non-European Languages): “Developing an Advanced Arabic Curriculum