FACULTY OF ARTS / Language Research Centre Schiil if Languages, Linguistcs, Literatures & Cultures Teaching Additinal Languages Online

5-6 March, 2021 Via Zoom, Mountain Standard Time | Calgary, AB languagewirkinggriup.ucalgarybligs.ca/ Welcime! The past year has brought many changes to pedagogical contexts and ways of teaching in diverse educatonal seengs. The shif to online and remote learning has spurred on eforts to learn about, and implement, best practces for teaching from afar. Online and remote language teaching pose special challenges and opportunites. This conference seeks to address these challenges with partcular atenton to bridging theory with practce and bringing research fndings to the classroom.

Territirial Ackniwledgement We would like to take this opportunity to acknowledge the traditonal territories of the people of the Treaty 7 region in Southern Alberta, which includes the Blackfoot Confederacy (comprising the Siksika, Piikani, and Kainai First Natonss, as well as the Tsuut’ina First Naton, and the Stoney Nakoda (including the Chiniki, Bearspaw, and Wesley First Natonss. The City of Calgary is also home to Méts Naton of Alberta, Region 3. We would also like to note that the University of Calgary is situated on land adjacent to where the Bow River meets the Elbow River, and that the traditonal Blackfoot name of this place is “Moh’kins’tsis”, which we now call the City of Calgary.

This conference has been organized by the Language Teaching & Learning Working Group, which is one of the working groups organized through the Language Resource Centre at the University of Calgary. It is housed within the School of Languages, Linguistcs, Literatures and Cultures in the Faculty of Arts. The main goals of the Language Teaching and Learning Working Group are to share and engage in dialogue around teaching practces, to circulate and discuss recent research on language pedagogy, and to foster community around teaching in the School of Languages, Linguistcs, Literatures & Cultures. More informaton about the Language Teaching & Learning Working Group and its recent actvites can be found on our website: http://languagewirkinggriup.ucalgarybligs.ca/ Please contact [email protected] with any questons. Conference team: Dr. Angela George and Dr. Rachel Friedman (lead organizerss Adam Daniel Shuo Kang Qing Li Kimia Negahdari Dante Prado

The conference organizers are grateful to the anonymous peer reviewers who contributed to the success of this conference by reviewing abstract proposals. The conference is supported by funding from the Social Sciences and Humanites Research Council (SSHRC), the Faculty of Arts and the Language Research Centre (LRC) of the University of Calgary.

FACULTY OF ARTS Language Research Centre

2 TEACHING ADDITIONAL LANGUAGES ONLINE | UNIVERSITY OF CALGARY

Keynote Speakers Dr. Chun Lai University if Hing King “Harnessing Out-of-class Everyday Technological Experiences for Language Learning”

Out-of-class learning provides limitless authentc, diversifed and personally relevant language exposure and use opportunites to learners, and expands language learning in terms of both tme and quality (Benson, 2011; Richards, 2015s. Actve engagement in out-of-class language experiences associate positvely with language gains and afectve outcomes (Cole & Vanderplank, 2016; De Wilde, Brysbaert & Eyckmans, 2020; Lai, Zhu & Gong, 2015s. For foreign language learners, the opportunites primarily come from engagement with everyday technological resources, such as online videos, social networking tools, online forums, etc. (Luckin, 2010; Lai, 2017s. In this talk, I will draw on existng studies to elaborate on the potental of out-of-class everyday technological experiences for language learning and share insights on how teachers could guide learners to harness the potental of such experiences. I will conclude this talk with discussions on directons of future research and practce. Dr. Marta González-Lloret University if Hawaii at Mania “Task-based Language Teaching in the Online Language Classroom”

As most teaching practtoners have had the chance to experience this year, technology can facilitate learning, including language learning. However, without a sound methodological base for the development of our curriculum and actvites, technology is just a vehicle, and not the efectve tool it can be. This talk advocates that a technology-mediated task-based curriculum is an efectve organizing framework for online and hybrid language courses. I will frst review key concepts such as task, technology-mediated tasks, and pedagogic tasks. Partcipants will then learn how to select tasks for an online curriculum and how to sequence them based on previous SLA research. Several technologies and actvites will then be proposed as tasks that can be adopted and adapted for diferent languages and at diferent levels. Finally, the presentaton will address some of the challenges of implementng TBLT in online environments and will suggest ways to overcome them. Dr. Catherine Caws University if Victiria “Language Teaching in Open and Partcipatory Digital Contexts”

The recent pandemic has forced educatonal insttutons to rethink themselves. While technology-mediated language learning is not new, there is an increasing movement towards open and partcipatory pedagogy (Hegarty, 2015; Jenkins et al., 2017s. What role can language training play in preparing learners to functon in an increasingly digital world? To address this queston, this presentaton focuses on changes in partcipatory culture (Jenkins, 2009s, or the role of open and partcipatory pedagogy in (languages learning and teaching and illustrate these ideas by presentng the Elang project (Ollivier et al., 2018s. The Elang project, based on a socio-interactonal approach, exploits open access resources to enhance collaboraton and content producton, as well as the development of critcal thinking among learners. While focusing on language learning, our reflecton will seek to see how the development of these new digital skills is intmately linked to the issues of the development of digital literacy and citzenship.

4 TEACHING ADDITIONAL LANGUAGES ONLINE | UNIVERSITY OF CALGARY Panel Presentatons

Panel 1: Issues if Equity and Briadening Partcipatin in Online Language Teaching March 5 | 9:30 – 11:30 a.m.

Dr. Ganna Pletnyiva (University of Calgarys “Learning Technology Potental for Universal Design Integraton in Online Language Learning”

This paper demonstrates the possibilites that learning technologies provide for the applicaton of Universal Design for Learning (UDLs in online language teaching. UDL is a set of principles that allow instructors to take into account the complex factors of learning and address the diversity of learners (La, Dyjur & Bair 2018s, which is especially important as university classes move online. UDL ofers multple new opportunites to language teaching, whose main objectve is interacton and ability to communicate in a target language, as it "emphasizes interactvity, heterogeneous grouping, rich scafolds and supports for learning, and independent learning" (Ralabate 2016s. This presentaton will explore the potental of learning technologies (learning management systems, screen capture, video and podcast tools, video conferencing platorms, etc.s for integratng UDL strategies. It will draw examples from past experience teaching university level language courses online during the COVID-19 pandemic of 2020.

Ian McCallum (University of Toronto & Delaware Communitys “’Huluniixsuw paalihtoow wulaxun (Speak the Language over the Winds’”

Leading up to March 2020, opportunites to learn the Munsee or Lunaape language (an endangered Indigenous languages included weekly classes and weekend sessions, all held in person on Munsee- Delaware Naton. These classes were atended by community members living on and of reserve. When the COVID-19 pandemic necessitated closure of community borders, Munsee language programming needed to change in order to reach learners.

“Huluniixsuw paalihtoow wulaxun (Speak the language over the winds” is a coordinated efort to promote and learn the Munsee language using web-based conferencing and social media platorms. Munsee-Delaware Naton is a small community (615 total; 180 on-reserves located in south-western . The Munsee people have a long history of interacton with setlers that has resulted in multple waves of disease, dispossession and removal. In additon, Residental Schools, government policy and lack of support have endangered the Munsee language.

This presentaton explores the work of Munsee language teachers who responded to the need to change how Munsee language is accessed during the COVID-19 pandemic. This change marked the frst tme the Munsee language has been ofered in an extended online format. The changes from of teaching and learning Munsee language, in a “face to face” model to an online model will be shared. Connecton to the land, appropriate pedagogy for Munsee language learning as well as resource development will be discussed.

5 TEACHING ADDITIONAL LANGUAGES ONLINE | UNIVERSITY OF CALGARY Juwaeriah Siddiqui (Carleton Universitys “Expanding Language Pedagogy to Support Online Engagement”

Non-natve speakers of Arabic have low motvaton to study Arabic despite studying the language formally in school for several years in the UAE (Taha-Thomure, 2008s. The unexpected shif to a remote learning platorm has impacted pedagogical practces in second language acquisiton (SLAs which relies extensively on the live interacton between the teacher and students in the classroom. The low Arabic teacher to classroom rato in most UAE schools has made it impractcal for Arabic language teachers to deliver live sessions during this transiton period. Most of them have resorted to teaching via pre-recorded sessions, which are viewed by the students, followed by an online/ofine assignment, thereby limitng the scope of interacton. Long’s Interacton Hypothesis (Eckerth, 2009s emphasizes “negotaton of meaning” as a means to improve interpersonal and presentatonal communicaton among L2 learners. This study examines an online L2 Arabic classroom for a duraton of 5 weeks incorporatng core characteristcs of profciency-based teaching to enhance the quality of engagement. The results reveal an increase in language use and L2 learner interacton in Arabic. The implicatons for online Arabic language classrooms are discussed, including strategies to adopt task-based instructons and cooperatve learning strategies (Shrum, & Glisan, 2000s to support L2 Arabic learner profciency.

Dr. Alla Nedashkivska & Dr. Olena Sivachenki (University of Albertas “Exploring Engagement in a Remote Ukrainian Language Classroom”

The new digital realites presented to us during the COVID-19 pandemic can be challenging, but at the same tme they open avenues for furthering our knowledge of technologically enhanced educaton. The present paper explores the efects of remote delivery on students’ engagement in a Ukrainian language classroom. Student engagement as a multdimensional construct is studied at four levels: behavioral, emotonal, and cognitve (Fredricks, Blumenfeld, Friedel, & Paris, 2005s and agentc (Reeve, 2013; Reeve & Tseng, 2011s. Behavioral engagement refers to course partcipaton, including academic, social, and extracurricular actvites. Emotonal engagement is concerned with students’ various reactons to instructors, classmates, or insttutons that are supposed to influence their willingness to complete diferent actvites. The cognitve dimension refers to student investment and readiness to put in the work to understand course content and to master the skills that are being taught. Agentc engagement relates to students’ constructve contributons to the flow of the instructon that they receive.

This exploratory study targets students enrolled in beginner, intermediate and advanced Ukrainian language courses at a postsecondary insttuton. An online survey is used to receive students’ feedback with respect to the four levels of engagement in an environment of remote learning. We believe that by studying students’ perceptons about their engagement in remote Ukrainian classes we will gain a valuable input into this crisis- driven format of instructon. We hope that this study will motvate other researchers to further explore educatonal benefts of remote delivery for foreign language teaching and learning

Dr. Yasuyi Timita & Dr. Yujeing Chii (University of Torontos “Online Classroom Language Teaching: Bridging SLA Theory and Practce in Korean and Japanese Classes”

6 TEACHING ADDITIONAL LANGUAGES ONLINE | UNIVERSITY OF CALGARY The sudden transiton from in-class to online teaching due to the pandemic resulted in challenges to both instructors and learners. The purpose of this presentaton is to introduce suggestons for online teaching methods that create an environment similar to the regular classroom as much as possible. Our Korean and Japanese language classes at a Canadian university used Canvas for the main course platorm and Zoom for synchronous teaching. This paper is anecdotal and based on our observatons and reflectons of our teaching experiences with reference to SLA theory and research where relevant.

We will frst describe the structures of our language courses and then present how the grammar instructons, practce of writng systems (e.g., Hangul for Korean and kana/kanji for Japaneses, communicatve actvites, elicited imitaton actvites, and individual and group assignments were employed online. We took advantage of online features for teaching, such as the whiteboard, sharing fles, breakout rooms, chat, and video-recording functons. Types of class actvites mentoned above will also be discussed in relaton to SLA theory and research.

In this presentaton, we would like to emphasize that we did not use any “fancy” techniques; instead, we slightly modifed in-class teaching techniques supported by SLA theory and research, while taking advantage of online technologies. Therefore, we will end the presentaton with a discussion on how in-class teaching methods that have theoretcal and empirical support can be adapted to work efciently for online teaching, as well as what new perspectves we need to bring to online language teaching.

Panel 2: Innivatve Techniques fir Teaching Languages Remitely March 5 | 1:15 – 2:45 a.m.

Dr. Jiash Gambarage (University of Britsh Columbias “Using ‘Grammar Songs’ as an Innovatve Way of Teaching Swahili to L2 Learners”

Ludke (2009s shares research fndings from psychology and neuroscience regarding the potental use of music and songs to support foreign language learning in modern language teaching. She illustrates that grammar songs can help L2 learners to master a range of linguistc skills in the target language. Songs that teach partcular aspects of grammar have been reported to provide positve motvaton and learning enhancements for students at diferent ages and stages of learning (Spicher & Sweeney, 2007; Rees, 1977s. While grammar songs have been useful pedagogical tools for modern language teaching, this method has not been developed for non-classical languages like Swahili–a language spoken in East and Central Africa (now an ofcial lingua franca of Africas.

In this talk I illustrate that teaching an agglutnatve language like Swahili using grammar songs makes it easier for the Swahili L2 learners to learn agreement phenomena involving pronouns, noun classes as well as tense and aspects in this language. I present 3 grammar songs that I composed and recorded (video, audio, and karaoke styles: the tenses song, the pronouns song, and the noun classes song coupled with my students' reacton about how the songs reinforced their learning of Swahili as beginner students. This talk illustrates (is the criteria used for composing such songs (iis how the grammar songs are employed as an efectve pedagogical material for teaching complex aspects of the Swahili language.

7 TEACHING ADDITIONAL LANGUAGES ONLINE | UNIVERSITY OF CALGARY Mihammad Wazzan (University of Ankaras “How to Transform Language Educaton Remotely: Insights and Practces”

Group Dynamics is perceived by many, as one of the very critcal sub disciplines in the social sciences for language teachers. Cohesiveness refers to the mutual support and commitment of group members to the group and to one another. Likewise, diferentated instructon (DIs plays a pivotal role in quality remote teaching and learning. Bondie and Zusho (2018s defne DI as “the outcome of a contnuous decision-making process where teachers look and listen for academic diversity that will either strengthen or impede efectve and efcient learning” (p. xvis. In this teaching-based journey, and with the metaphor of “pizza shop” or “pizza shops”, the author endeavours to inform the audience about how language teachers can “make” their remote teaching/learning appeal to the “tastes” of their students/supervisors, and how “dietng” (tme and commitmentss is crucial in language educaton. This classroom-based journey highlights partcular remote teaching techniques which can pave the way for remote ambitous teaching and learning. It has been clearly notced that teaching/learning is likely to be more fruitul and ambitous when student groups are cohesive, and when teachers transform their classrooms through DI, flagging the importance of raising L2 teachers’ full cognizance about the efcacy and efectveness of establishing cohesive, ambitous and diferentated instructon in the second language classroom.

Dr. Justn P. White (Florida Atlantc Universitys, Dr. Paul B. Mandell (University of Houstons & Dr. Anel Brandl (Florida State Universitys “Pandemic-motvated Transformatons: Comprehensible-input Oriented Pedagogy in Beginning Spanish Online-course Design”

The present paper discusses how the efects of the Covid-19 pandemic have served as the impetus for pedagogical transformaton implemented by Language Program Directors (LPDss of lower-division courses and, furthermore, have aforded an opportunity to capitalize on making efectve acquisiton- oriented program curricular modifcatons. First, we briefly discuss returning to the basics regarding the nature of language acquisiton and their related implicatons for language course designs. Then, we address how the pandemic-influenced transformaton from in-person classes to remote class designs can increase exposure to comprehensible input, maximize interacton either synchronously or asynchronously in both writen and oral forms, and also include pandemic-relevant topics. We will also discuss how this has been successfully executed by three university-level language programs in the US with a combined enrollment of over 8000 enrolled students per year. As such, we propose how transformatons due to the pandemic can serve as a springboard to creatng efectve change in pedagogy and global awareness.

Dr. Ana Paula Huback (Columbia Universitys “Strategies to Teach Online Language Classes”

This paper describes a series of teaching strategies that have proven to be helpful in teaching online language classes. Such strategies include online tools such as Padlet, Google Docs, and websites and how to use them to forge collaboratve and engaging classes that will help students in their language skills. A series of adaptatons to the syllabus are also discussed, since it cannot be expected that we will have the same graded assignments in an online environment. These adaptatons include how to design assignments that will avoid plagiarism and cheatng

8 TEACHING ADDITIONAL LANGUAGES ONLINE | UNIVERSITY OF CALGARY by the students. A review of in-class assignments that work and do not work is also discussed, as we analyze what are the most efcient strategies to use in order to develop the skills of speaking, listening, writng, and reading. Since both the professor and the students are already in an online environment, the role of technology with learning purposes is also emphasized by showing in practcal ways what kind of resources are useful in making the students more engaged. Finally, the psychological and emotonal aspects cannot be forgoten, as we are all facing this unprecedent situaton that in diferent ways is afectng everyone in the planet. A set of aetudes that can help students and professor deal with the pandemic outcome is also discussed. In sum, we conclude that, by adaptng our expectatons and our language teaching strategies, we can achieve in online classes results that are very similar to the ones we would have in in-person classes.

Panel 3: Student Engagement Using Online Tiils March 6 | 10:15 – 11:45 p.m.

Alba Fani-Trabanci (University of Calgarys “Actvely Engaging Learners Through Slide Design”

In remote second language teaching, as the classroom space is lost and the teacher's guidance blurs behind the screen, the quality and clarity of teaching materials become crucial for the teaching and learning experience. Students engage more easily when the instructons are clear and the design allows for diferent types of student partcipaton (Russel, 2020s. One way to achieve this student engagement is through the design and use of virtual slides that encourage actve partcipaton. This presentaton will describe specifc methods to accomplish clarity in slide design, such as the use of color-coded instructons. These methods facilitate inclusive instructon, ensuring that all students are able to partcipate, and actvely engage students in the virtual classroom.

Jesus Tiapanta (University of Albertas “Online Discussion Task that Enhanced Listening Skills and Raised Awareness of Social and Cultural Aspects of the Second Language”

In these unprecedented tmes, where classes have suddenly moved online, language teaching needs to be approached from an acton research perspectve. We need to modify, implement, and evaluate language learning actvites in an efcient way to make a smooth transiton to online teaching so that we contnue providing signifcant and meaningful learning opportunites to our students. This acton research study shows how a well- structured discussion task provided learners a meaningful, engaging, and challenging opportunity to develop their language skills in an online learning seeng. The discussion task incorporated research fndings in L2 listening (e.g., Vandergrif & Tafaghodtari, 2010; Cross, 2011s and provided opportunites for learners to interact in the Zoom meetngs. It also provided opportunites to learn about the social and cultural aspects of the second language. The task focused on L2 listening as learners ofen perceive this skill to be the most difcult (i.e., Graham, 2006s. In fact, many learners do not precisely know how to address and/or improve their listening skills other than “listen harder” (i.e., Goh, 2008: 191s. The discussion task was created for an online Spanish class but it can be modifed and adapted for any other target language. Learners’ suggestons as to how improve this online discussion task will also be presented.

9 TEACHING ADDITIONAL LANGUAGES ONLINE | UNIVERSITY OF CALGARY Dr. Daisy Biw (New School for Public Engagements “Boostng Synchronous Student Engagement and Fostering Online Community in Language Classes Through Instructonal Design”

Last March, an online poll conducted by Barnes & Noble College Insights revealed that despite 60% of surveyed students feeling somewhat prepared for shifing to remote learning, 55% of students were concerned about less social interacton in the virtual classroom, statng that they learned beter when they were physically with their peers. The following fall, another survey conducted by Axios/College Reacton reported that 60% of US college students thought they had learned less in their Spring online or hybrid classes, and that at the end of the Fall 2020 semester, 47% felt that their remote semester had either not prepared them well, or not at all in their felds of study. In these polls, as well as many others, students express an overwhelming longing to be social in class. Furthermore, they felt that these missing social interactons negatvely impacted their learning and mental health. In many ways, online language classes ofer excellent opportunites for student interacton and oral expressiveness. However, challenges remain as successful online language classes — even those held synchronously — cannot just be face-to-face classes delivered remotely. This artcle proposes to ofer concrete strategies for how to keep language students engaged online, while stll meetng desired outcomes and learning objectves, through the implementaton of basic principles of instructonal design. Examples include recommendatons and criteria for enhanced course navigaton, how to adapt language-learning actvites and games for virtual environments, and methods to quickly and efectvely establish the teaching, learning, and cognitve presences necessary to build strong online communites.

Dr. Amir Kalan (McGill Universitys “Multplicity, a Conceptual Framework for Critcal Digital Literacy”

This presentaton will introduce Multplicity Theory as a critcal conceptual framework that can be adopted by digital literacies research. Drawing on the fndings of an empirical project mobilized to study what on online critcal pedagogy could look like, the presenter will propose that any research interested in the social and power relatonal aspects of digital language educaton will have to address the fact that digital possibilites multply all the phenomena that consttuted traditonal educatonal seengs. This will also include critcal dimensions of online language educaton through the lens of multplicity with focusing on notons such as identty, access, power, actvism, and justce.

The seeng of the empirical project was an English grammar course in a Canadian university, which hosted up to 700 undergraduate students. Mobilizing critcal acton research, the presenter documented how the online format of the course and its size rendered critcal and transformatonal pedagogies almost entrely absent from the course. These moments of dissonance were then employed as an inspiraton for rounds of acton in order to create space for identty-oriented and transformatonal pedagogical practces.

“Practcing critcal pedagogy in cyberspace must build upon sophistcated notons of multplicity [obecause of] multple paths for reading and writng” (Giroux et al., 1996, p. 160s. Building on this conceptualizaton, the presenter will describe how the research project, with a focus on critcal literacy, made several specifc forms of multplicity visible: (as multplicity of identtes, (bs multplicity of communites, (cs multplicity of sociocultural and politcal involvement, and (ds multplicity of text ownership and sharing.

10 TEACHING ADDITIONAL LANGUAGES ONLINE | UNIVERSITY OF CALGARY Panel 4: Creatve Appriaches ti Online Language Learning March 6 | 1:15 – 2:45 p.m.

Anna Piitti ( State Universitys “Learning-by-teaching in our Zoomsphere: An Interventon in Third Semester German”

Students beneft from engagement strategies focused on actve learning, a sense of learning community, and a student-centered approach in the classroom (e.g. Torsney & Symonds, 2019; Bransford et al., 2000s. In the move to remote learning, these benefcial experiences have not been easy to replicate in the online environment. In an efort to combat this, I am using learning-by- teaching methods in my undergraduate GER3 course, conducted synchronously with Zoom. Through a semester-long interventon focused on learning-by-teaching paradigms, each student takes on the role of leader, instructor, and integral member of our classroom. Rather than just individual learning gains, students’ learning is directed toward and actualized in the co-creaton of knowledge and reflecton on their role within the learning community.

Working under a constructvist and sociocultural approach, I employ several learning-by- teaching paradigms (peer instructon, reciprocal teaching, and peer tutoring; see Topping, 2005s in an efort to increase motvaton, cogniton, and metacogniton (Belland et al., 2013; Okita et al., 2013s, as well as nurture a stronger learning community (Duf, 2002s. Using a combinaton of questonnaires, interviews, and in-class actvites, I hope to answer: Do GER3 learners beneft from this approach emotonally, behaviorally, and academically?

This study is at the forefront of testng the potental of learning-by-teaching actvites in remote-learning language classes. In my presentaton, I will share informaton about the theoretcal foundatons of learning-by- teaching methods, the interventon design, and preliminary fndings.

Dr. Chelsea Escalante (University of Wyomings “Service-learning in Pandemic Times: Spanish Heritage Speakers and an Online Tutoring Project”

Over the past decade, increased atenton has been paid to providing experiental learning opportunites for language learners, both for L2 and heritage speakers alike. For heritage speakers in partcular, research has shown that service-learning can be used to validate students’ linguistc and cultural skills, to contribute to the formaton of positve linguistc and cultural identtes, to inspire them to maintain their heritage language, and to increase engagement with their communites (Lowther-Pereira, 2018s. But what happens to service- learning when there is a global pandemic – when face-to-face opportunites are suddenly severed? How can students contnue to engage in their communites while respectng public health protocols?

In this paper, I present a case study of a fully online service-learning project that was initated in the fall of 2020. Partcipants were undergraduate students enrolled in a Spanish for heritage speakers course in a public, rural university in the western . Students provided weekly sessions of Spanish instructon to elementary school students who had been previously enrolled in the local dual language immersion program but who, as a result of choosing remote learning opton for the 2020-2021 school year, lost the ability to receive Spanish

11 TEACHING ADDITIONAL LANGUAGES ONLINE | UNIVERSITY OF CALGARY instructon from the school district. Through a qualitatve analysis of student reflectons, I fnd evidence suggestng that heritage speakers are stll able to beneft from an online service experience. In partcular, the partcipants noted an increased confdence in using their heritage language, pride in their bilingualism, and excitement that young children in their community are embracing Spanish. This evidence implies that service- learning is stll efectve even when face- to-face opportunites are not available and corroborates the fndings of previous research suggestng that service-learning can contribute to the linguistc, academic, and afectve needs of heritage speakers.

Dr. Randall Gess (Carleton Universitys “Online Teaching of Practcal Phonetcs: How (and Whys to Use the Mirroring Technique Remotely”

In this presentaton, I describe how the mirroring technique can be used in an online teaching context. The mirroring technique (Monk, Lindgren & Meyers 2003, Gess 2017s involves learners practcing and eventually recording their producton of a close imitaton of a recorded model, with precise atenton not only to words, but to all aspects of pronunciaton: segments (including natural speech reductons and assimilatonss, speed, rhythm, phrasing, accentuaton, intonaton, and even pauses and hesitatons. Using the speech analysis sofware Praat allows learners not only to record themselves, but also to add aligned annotatons to their recordings, which allows them to reflect and comment on details of their speech at the precise locaton of the sound, sound sequence, or stretch of speech to be commented on. I propose the use of audio-only recordings rather than videos as models as this forces the learner to atend to features of the input that may be neglected in the presence of redundant visual cues (for example lip rounding or spreading, jaw aperture, and facial expressions that may coincide with intonatonal cuess. In this respect, audio-only mirroring aligns conceptually with processing instructon (VanPaten 1996s by facilitatng atenton to specifc cues in the input (in this case, acoustc oness. The technique is highly adjustable and can be used at any level, as long as learning goals and expectatons are level appropriate. I will also discuss commonly available tools that facilitate implementaton of the technique online, some sources for recordings, and the many learner benefts of the technique.

Michael Dabriwski (Athabasca University & University of Calgarys “Organic Culture through Open Pedagogical Practces”

One of the key requirements for a successful language classroom is the creaton of a Community of inquiry that encourages both actve partcipaton and collaboraton to take place (Vaughan, Cleveland- Innes, & Garrisons. In a physical or blended space this can easily be achieved through group actvites, but in isolated home-based learning this requires a more efort from the teacher/instructonal designer. Teaching culture is ofen seen as a by-product of language instructon and is ofen presented in an anecdotal format in textbooks touching on surface culture that students are either required to memorize or read for language reinforcement.

Reaching deeper into culture requires some element of self-reflecton, comparison, and a deeper engagement with what the culture has to ofer. In this presentaton we will discuss student-driven cultural engagement and reflectve practces on peer cultural exploraton seeking to touch upon the multple facets of culture that makes each unique while at the same tme so like others (Halls. Students construct their cultural learning and become beter acquainted with the target culture and themselves through engage learning facilitated by the organic

12 TEACHING ADDITIONAL LANGUAGES ONLINE | UNIVERSITY OF CALGARY learning process provided in an open pedagogical model.

While “the instructor ultmately has control and responsibility for the design and delivery of an educatonal experience [o...] the Internet and communicatons technology have ‘flatened’ the educatonal world and provided enormous possibilites for learner choice, flexibility, and interacton” (Vaughan, Cleveland-Innes, & Garrisons. This presentaton will demonstrate how design, delivery, choice, and flexibility can be efectvely mediated using online technologies to motvate students to engage with deeper elements of the target culture and their own.

13 TEACHING ADDITIONAL LANGUAGES ONLINE | UNIVERSITY OF CALGARY