2014 CFP: Pedagogy

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Art as a Gateway to Foreign Languages and Cultures (Roundtable)
Foreign language students often profess great interest in the target language cultures, something that is often not easily reconcilable with syllabi that leave little room for cultural learning beyond the mere accumulation of facts. This roundtable will present teaching modules that revolve around art and how art can open up new ways to approach foreign language cultures, sociopolitical contexts and historical backgrounds in the overall context of foreign language learning. Please send 200-250 word abstracts to Susanne Even, evens@indiana.edu.
The Art of Reading: Theory, Practice, and Pedagogy
This panel explores the purpose and process of reading. Papers should consider the diversity and divergence of readerly responses to literary texts. Namely, what constitutes our reading experience as scholars, students, and teachers? What makes reading an ‘art’? What does the practice entail? And why does—or why should—it matter? Please send 250-word abstracts to Eden Wales Freedman at eden.w.freedman@gmail.com.
Beyond SparkNotes: Motivating Student Engagement (Roundtable)
This session addresses the realities of student reading and interpretive practices and explores practical, innovative ways instructors can promote direct engagement with texts. How can we motivate students not to rely on online summaries? What activities or assignments ensure independent reading and analysis? And how can we respond to classes that reflect a range of student commitment to coursework? Send a 200-300 word abstract to Natalie Mera Ford at nford@sju.edu and Mary Sizemore at Mary.Sizemore@lsco.edu.
Creative and Effective Teaching of Arabic Using Song and Film (Roundtable)
This roundtable discusses ways to use and evaluate audio-visual resources to promote learning of Arabic by new and ‘heritage’ learners alike. We will analyze examples from the rich heritage of Arab films and songs to teach language in a cultural context while supporting different learning styles, creativity, arts appreciation, and cross-cultural competence, utilizing the support for students of this critical language provided by images, the affective dimension of the arts, and pairing words with music. luntlg@potsdam.edu, mdarwish@brynmawr.edu.
Culture, Identity, Diversity: The Challenge of Multicultural Classes (Roundtable)
This session explores effective ways of integrating different identities in the language classroom and considers the question of how diversity can successfully contribute to language learning. How might we address issues of cultural and linguistic difference between students and their instructor and among the students themselves? How can we recognize students’ identities and promote diversity in order to establish a comfortable environment? Submit a 250-word abstract to Daniela D’Eugenio (Graduate Center, CUNY) at ddeugenio@gc.cuny.edu.
Drama as Pedagogy - Theatre Games as Educational Expression and Participation (Roundtable)
This roundtable aims to look at how drama as pedagogy has been influencing the modern English classroom. Drama as pedagogy is based on using theatre games/techniques in the classroom to support traditional lecture and discussion formats. We will look at the purpose of this teaching style, lesson plans used to promote free expression in literature courses, and how it may be used to create/develop prompts in creative writing courses. Abstracts and biographies should be submitted to Lindsay Bryde, MFA at Lindsay.Bryde@gmail.com.
Fiction as Pedagogy
This panel seeks papers that examine fiction as a means to achieve non-literary outcomes, either within or outside of the traditional literature classroom. Possible topics include but are not limited to: empathy and pedagogy, narrative medicine in the undergraduate classroom, developing ethics through literature, literature and citizenship, incorporating fiction into the non-literature classroom, and/or interdisciplinary teaching praxes. Email 250-500 word abstracts and all other inquiries to Rosemary Weatherston (weatherr@udmercy.edu).
How to Create Online Foreign Language Courses (Roundtable)
In a world that is increasingly replacing face-to-face experiences with technology, foreign language programs are receiving pressure to create online classes. Such courses create a challenge for teaching pronunciation, conversation and grammar skills in the second language acquisition. This roundtable panel seeks submissions for creating online foreign language courses that emphasize oral second language skills. Please send abstracts to tina.ware@oc.edu.
Interdisciplinary Approaches to Teaching: General Studies’ Learning Communities (Roundtable)
This roundtable invites scholars or faculty in General Studies or non-degree interdisciplinary programs to discuss what they see as the continuing and/or changing role of the humanities and writing and research in the core curriculum. As enrollment in upper division English, History, etc. classes dwindle--with fewer students seeing an economic value in these majors--how can these disciplines of learning be strengthened at the university level in General Studies through a focus on the global skills these fields provide? Dotterman@adelphi.edu.
Music and Sound in Today’s Language Classroom
How can foreign language instructors best approach interactions between words and music, text and context? Topics might include, but are not limited to, how to explore national culture through music and/or sound, as well as how to combine discussions of music, film, the musical cultural canon, and focus on form in today’s classroom. Send a 500-word abstract and one-paragraph biographical 
sketch to Pascale LaFountain (lafountainp@mail.montclair.edu) and Lisa Parkes (lparkes@fas.harvard.edu).
Navigating the Online Classroom: A Roundtable Discussion (Roundtable)
This roundtable seeks participants whose experiences can help to focus discussion of how online tools / assignments have been or can be incorporated into the traditional face-to-face classroom model; used to augment that model in a hybrid format; or launched independently in a wholly online course. I encourage both success stories (what has worked) as well as failures (what didn’t work and why). Send abstracts to Dr. Kathleen McDonald (kmcdonal@norwich.edu)
Pathways to Assessment of Arabic L2
This panel seeks papers on different approaches to assessment used by Arabic L2 teachers. What kinds of tests do Arabic L2 teachers use and for what purposes? How do Arabic teachers choose to integrate assessment into their teaching? Do Arabic L2 teachers involve their students in choosing or building an assessment tool? Please send 300-500 word abstracts and brief biographical statements (via email only) to Ghassan Husseinali,ghussein@gmu.edu.
Pedagogical Approaches to the Literature of the Caribbean Diaspora (Roundtable)
Inspired by and hoping to extend the rich dialogue on Caribbean literature at the 2013 NeMLA Convention, this roundtable invites submissions on pedagogical methods and strategies for teaching Caribbean diaspora literature in North America. What goals or hopes do we have when we assign Caribbean literature? What linguistic, cultural, or demographic concerns do we need to take into account for the texts, the students, or the subject matter? What context do we need to provide? Email: kim_evelyn@my.uri.edu.
The Peer Factor: Harvesting the Power of Student Interaction to Enhance Learning (Roundtable)
This session will focus on educational initiatives that promote different forms of peer interaction such as peer teaching, peer assessment and peer mentoring. Abstracts highlighting both successful outcomes and challenges faced during the design and implementation of such initiatives are welcome. Please send inquiries or abstracts (250-300 words) to malama.tsimenis@utoronto.ca
‘Read & Discuss’: Engaging Students in the Literature Classroom (Roundtable)
This roundtable seeks concrete solutions to issues of participation and preparation in the literature classroom and focuses on best practices to stimulate interest and engagement. We invite proposals from instructors of all literatures that may address topics such as successful texts, methods and activities, encouraging assessment strategies, digital tools, and interdisciplinary applications. Please send 300 word abstracts and bios to both organizers: Nicole White, nicole.2.white@uconn.edu and Julie Shoults, julie.shoults@uconn.edu.
The Right to Write: Using the Testimony/Witness Dynamic with Novice Writers (Roundtable)
This roundtable is a pedagogical conversation about the use of testimony/witness writing (e.g. immigrant narratives, personal journeys, war memoirs) that provokes more purposeful & engaged thinking, reading, & writing in the classroom & beyond. The focus is on developmental writing and/or first-generation cohorts, but we also invite participants analyzing the effects of common text readings or First Year Experience context. Submissions in Word document or PDF to cathy.fagan@ncc.edu or Lrg4@psu.edu.
Strategies on How to Help Low Motivated Students Succeed in a Language Class
This panel is looking for papers specialized in the topic of language learning motivation in order to provide the audience with a better understanding of the complex nature of motivation; and with effective strategies to help low motivated students find meaning and relevancy in their language classrooms experiences in order to be more successful at learning a language. Send papers to Maria Villalobos- Buehner, Rider University, mvillalobos@rider.edu
Teaching a Mystery: Preserving a Space for Spookiness in the Writing Classroom
The act of writing has frequently been associated with mysterious forces. Norman Mailer called writing ‘the spooky art,’ an activity that lures its practitioners into a netherworld of creative, unconscious, and inherently shadowy influences. This panel seeks papers on how writing instructors can balance an emphasis on scaffolding and process work with a cultivation of the more holistic and intuitional aspects of ‘the spooky art.’ 300-word abstracts to Randy Laist at Goodwin College, rlaist@goodwin.edu.
Teaching African American Literature in the Age of Obama (Roundtable)
In light of Ken Warren’s recent assertion on the end of African American literature, this roundtable seeks papers that speculate on the ways in which to teach this genre in the age of Obama. How does Obama’s own writing argue for the continued relevancy of teaching African American literature? How do we teach Obama alongside the canonical texts of Douglass, Hurston, Ellison, Morrison, or anyone else from this rich tradition? Email papers to Donavan L. Ramon, Rutgers University, donavanramon@gmail.com.
Teaching Literature in the Digital Age (Roundtable)
This panel intends to analyze how electronic text formats and new media and blogging can be effectively used to explore literary works and develop critical thinking in the classroom and beyond. Send a 200 words abstract to tania.convertini@dartmouth.edu
Technological Tools for Successful Teaching and Learning (Roundtable)
This session aims to create a forum in which to share examples of good practice in the incorporation of technology in language courses. Examples drawn from language, literature, culture and/or cinema courses of all levels are equally welcome. Submissions should give attention to the pedagogical rationale behind the use of such technology and, where applicable, offer reflection on any issues encountered. Please submit abstracts of 150-200 words in PDF form to Deena Levy at dlevy@psu.edu.
Unwired! The Uses of Mobile Technology in Foreign Language Education
This session explores how the latest mobile technology may be used in grammar instruction, creative writing, and cultural units in foreign language learning. What are the best practices at each level of instruction? What is the impact on students? Are classroom dynamics changed, and if so, how and in what ways? Are there cost savings involved? Papers will present practical examples, contextualized in a broader theoretical framework, to encourage general discussion of current practices. Send 300-word abstracts to fjurney@gettysburg.edu
Write it Down! Teaching Writing in the Foreign Language Classroom (Roundtable)
This panel seeks papers on approaches of teaching writing in the foreign language in innovative and creative ways. How can writing be incorporated early on in the classroom? How can we teach language learners what the appropriate writing style is for different genres? How can writing be used to learn about culture or to expand on materials covered in class to foster language skills? Please send 250-500 word abstracts in English to Judith Atzler (jatzler@washjeff.edu) and Guido Halder (ghalder@washjeff.edu).

See also under:

American: “Make It New: Interdisciplinary Approaches to Teaching the Harlem Renaissance”; “Pseudonymous and Anonymous Authorship in American Literature

British: “Early English Performance and Student-Centered Learning”; “The Wilde Celebration: The 160th Anniversary of Oscar Wilde’s Birth

Comparative Languages & Theory: “Dead Immigrants for a Lively Course? Teaching Language with Historic Resources”; “Humanism, Pedagogy, and Their Discontents in the European Renaissance

Composition and Rhetoric: “Bridging the Gap: Integrating Social Media into the College Writing Classroom”; “The Canon and Cultural Studies in the Composition Classroom”; “The Composition Classroom: Integrating and Evaluating the Creative”; “New Literacies and Composition Pedagogy: Where Are We Going?

German: “Poetic Music and Musical Poetry in German Literature

Italian: “Fostering the Success of Italian Programs in the US”; “Teaching and Learning Italian Outside of the Classroom”; “Teaching Italian Language and Culture in The Virtual Class”; “Teaching Leopardi Today

Pedagogy: “The Peer Factor: Harvesting the Power of Student Interaction to Enhance Learning”; “Teaching Literature in the Digital Age

Professional: “Critical Vocationalism and the Language and Literature Curriculum”; “Speaking in Two Voices: Academics Parenting Children with Disabilities

World Literatures (non-European Languages): “Teaching World Literature: Pedagogy, Practice, and Perspective