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Conference Program 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 & Munsee 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 Ontario. 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 Arabic 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
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