Approaching Written vs Oral Authentic Materials
Fatima Baig & Katharina Kley approaching written vs oral authentic materials. Powerpoint Download Learn more about Baig Learn more about Kley
Using the Same Authentic Data to Teach Different Linguistic Aspects
Jonathan Fleck & Cristina Giliberti discuss using the same authentic data to teach different linguistic aspects. Powerpoint Download Learn more about Fleck Learn more about Giliberti
Converting an Authentic Language Sample into Teachable Material
Jayoung Song & Divya Chaudhry discuss converting an authentic language sample into teachable material. Powerpoint Download Learn more about Song Learn more about Chaudhry
The Use of Authentic Language Data to Develop Communicative Competence
Hélade Scutti Santos presents how the use of authentic language data develops communicative competence. Powerpoint Download Learn more about Santos
Connecting Textbooks to Authentic Data
Luziris Pineda Turi & Aymara Boggiano discuss connecting textbooks to authentic data. Connecting Textbooks to Authentic Data Learn more about Turi Learn more about Boggiano
Instructional phases to teach how to do things with words: The case of requests
In this workshop we discuss: – the instructional phases used for teaching IC; – a sample lesson that focused on IC in German; – and how to develop IC-related tasks for the classroom. Download presentation Sample class
Teaching intercultural knowledge: rejecting an invitation and pursuing acceptance
In this workshop we discuss: – the definition of intercultural knowledge; – how this was incorporated into a sample lesson plan in Spanish; – and how to create a lesson focusing on intercultural targets. Download presentation Sample class
Conversation closings in face-to-face interactions
Kevin García Cruz (CLIC, Rice University): 1) introduces and discusses his approach to teaching conversational features in the L2 classroom, which includes: a reflection on language usage in the students’ L1; a contrastive analysis of L1 and L2 conversation closing sequences; an analysis
Summer Workshops for L2 Teachers – General Handouts
Below you can view and download a list of key terminology with research-based definitions, including: interactional competence, interactional practices, etc. Presentations of August 12 Expanding the communicative approach: Guided Induction – Luziris Turi Teaching grammar through the guided analysis
Expanding the communicative approach: Guided Induction
In this workshop we discuss: – explicit and implicit learning and approaches to instruction; – the definition and application of guided induction; – and how and why to use guided induction in the L2 classroom. Download presentationSample class
Teaching grammar through the guided analysis of authentic data
In this workshop we discuss: – the connection between grammar instruction/learning and language analysis; – the role of guided induction; – and how to develop materials that target grammar learning via guided induction. Download presentationSample class
Beyond textbook dialogues: Using guided induction to teach conversational practices
In this workshop we discuss: – how to lead students to analyze textbook dialogs; – how to incorporate authentic data in comparison with textbook dialogs; – and methods for encouraging critical thinking in language analysis. Download presentationSample Classes
Teaching and assessing interactional competence: Redesigning the language curriculum
In this workshop we discuss: – the definition of interactional competence; – the motivation for focusing on IC in the L2 classroom; – and methods of assessment of L2 IC. Download presentation
Using a language corpus to design classroom activities
Full version of workshop presentation. Download presentation
Developing critical thinking through sociolinguistic analysis of authentic data
In this workshop we discuss: – the definition of critical thinking; – how to analyze authentic data using sociolinguistic methods; – and how to incorporate this into classroom materials. Download presentationSample Class
Using corpus of spoken Chinese to teach intercultural competence in a medical Chinese course
In this workshop we discuss: – the needs and challenges of intercultural language teaching; – the use of spoken data in a medical Chinese course; – and the development of a corpus of medical Chinese speech. Download presentation
Bringing study abroad data to your classroom
In this workshop we discuss: – finding data during study abroad; – and incorporation of data from study abroad in the L2 classroom. Download presentation
Incorporating interactional competence into curriculum design
In this workshop we discuss: – how to look at your existing curriculum and find room for IC; – IC incorporation from the top-down in course planning; – and using existing course materials for IC-related learning targets. Download presentation
2016 Spoken Chinese Corpora
Conference program Download Presentations Wednesday, August 10 Exploiting Spoken Corpora for Chinese Language Research and Teaching – Hongyin Tao, University of California, Los Angeles & National Taiwan Normal University 研究导向”与“教学导向” ——谈汉语中介语语料库的应用问题 – Baolin Zhang, Beijing Language and Culture University The Taiwanese
Summer Workshops for L2 Teachers – Assignments
Online Assignments Instructional phases to teach how to do things with words: The case of requests – Katharina Kley Teaching intercultural knowledge: Rejecting an invitation and pursuing acceptance – Kevin García Using a language corpus to design classroom activities –
Context-task-centered Interactional Second-foreign Language Testing Constructs and Validation
Micheline Chalhoub-Deville (University of North Carolina at Greensboro, USA) – Over the years, representations of the L2 testing construct have remained primarily cognitive in their underpinnings. The instability of performance across tasks, which is empirically supported by task specificity findings
The Construction of Interactional Incompetence in L2 Interaction
Eric Hauser (University of Electro-communications, Japan, and University of Hawaiʻi at Mānoa, USA) focuses on one instance of Japanese interaction in which one of the participants, an L2 user of Japanese, is constructed by other participants (L1 Japanese users) as
On Competence and Intersubjective Agency: A post-cognitive Perspective
Numa Markee (University of Illinois at Urbana-Champaign) uses transcripts of classroom interaction and various classroom materials as the empirical point of departure for a practical discussion of “doing interactional competence” and addresses a number of theoretical points in the applied
Developing Interactional Competence with Limited Linguistic Resources
Hansun Waring (Teachers College, Columbia University) discusses on specific areas of turn-taking, sequencing, overall structuring, and repair that may be amenable to instruction geared towards lower-level learners of ESL. Learn more about Waring
From Objectives to Assessment: Developing Interactional Competence for beginning students
Meng Yeh (CLIC, Rice University) discusses on the steps that lead to establishing learning outcomes that are achievable for first year L2 Chinese students and the assessment procedures, both formative and summative, that were adopted to monitor the students’ progress
Expanding Basic Question-Answer Sequences
Katharina Kley (CLIC, Rice University) discusses (1) making students aware that minimal expansions occur in both English and German; (2) having students identify minimal expansions in authentic English and German interactions, and contrast and compare expansions in both languages; and
On the Development of L2 Interactional Competence in Online Spoken Communication
Carmen Taleghani-Nikazm (Ohio State University): 1) presents an empirical study of L2 learners’ development of IC in German; 2) discusses the importance of learning L2 response tokens in developing IC; 3) shows that L2 response tokens should be explicitly taught to L2 learners.
Assessing first year students’ interactional competence
Maryam Emami and Hélade Scutti Santos (CLIC, Rice University): 1) introduce their approach to assessing first year L2 learners’ interactional competence; 2) provide examples of activities and assessments used in their program; 3) present a sample rubric for assessing IC
L2 Interactional Competence: Longitudinal Studies and Their Implications
Part 1. Simona Pekarek Doehler (University of Neuchâtel, Switzerland): 1) introduces the concept of interactional competence (IC); 2) discusses why we study and research IC; 3) presents the relevant concerns for exploring IC in second languages; 4) addresses challenges for research-based
Active Listenership as an Indicator of L2 Interactional Competence: Insights from an “Oral Communication Skills” Course
Olcay Sert (Hacettepe University, Turkey): 1) defines the practice of active listenership, 2) illustrates the development of students’ ability to produce collaborative turn completions, and 3) discusses the potential pedagogical implications of these findings. Learn more about Sert