The 2017 COFLT Conference will take place at the University of Oregon in the EMU (Erb Memorial Union) on October 13-14, 2017. The theme is "Experience it"
Hotel and Transportation
Public Transportation and Parking
Conference Details at a Glance
8:15-8:45 Registration and snacks
9:00-9:55 Keynote: Beniko Mason
10:00-10:55 Session 1
11:00-11:55 Session 2
1:00-1:55 Session 3
2:00-2:55 Session 4
3:00-3:55 Session 5
8:15-8:45 Additional Registration
9:00-9:55 Keynote: Claudia Holguín Mendoza
10:00-10:55 Session 6
11:00-11:55 Session 7
12:00-1:30 Lunch and Taiko Drums
1:30-4:30 Optional workshops
Watch for more information
Friday Keynote Address: "The Efficient Use of Literature in Second Language Education: Listening to Stories and Reading books"
Dr. Beniko Mason (and Saturday workshop)
Beniko Mason, Ed. D. is a faculty member at Shitennoji University Junior College in Osaka, Japan. She first began her Extensive Reading (ER) program in 1984 at a vocational school in Osaka, Japan based on the Input Hypothesis (Krashen, 1981, 1982, 1985). Her first research question was whether ER was more effective than Intensive Reading (IR), then whether ER alone was better than the eclectic method (ER plus IR), and finally whether ER alone was more efficient. Her research studies using her Japanese college and adult students confirmed that reading alone is not only effective but also efficient, with ER students gaining more per unit time than comparisons. She began to add auditory comprehensible input, “storytelling” into her reading program in 1990. She now calls it “Story-Listening.” She also calls her reading program “Story-Reading” instead of ER, distinguishing her language program from others, which are not fully consistent with current Second Language Acquisition Theory.
Her current interest is to determine the amount of input needed to help low beginning level students reach the high intermediate or low advanced level of the target language in order to prepare them for academic and business language. SL and SR are theory-based and supported by research. Also, the methodology reduces the load on both students and teachers; and students don’t need to buy learning materials and textbooks.
Saturday Keynote Address: "Critical Pedagogies for Spanish Heritage Language Programs: Implementing a Complete Curriculum"
Dr. Claudia Holguín Mendoza (and Saturday workshop)
Dr. Claudia Holguín Mendoza is an Assistant Professor of Spanish linguistics at the University of Oregon and the Director of the Spanish Heritage Language Program at the Department of Romance Languages. She grew up in the Mexico-US border region of Juarez, México and El Paso, Texas. Dr. Holguín Mendoza worked as K-12, and high school teacher in Mexico for 10 years. She obtained her MA at the New Mexico State University, Las Cruces in 2004, and her PhD in Hispanic Linguistics at the University of Illinois at Urbana Champaign in 2011.
Dr. Holguín Mendoza’s research is focused on the field of Sociolinguistics; specifically in the areas of socio-pragmatics and linguistic variation. Her focus in Spanish heritage language education encompasses critical pedagogical approaches, the interplay of identity and language, ideologies and representations of language, racial formations in the US, and the sociopolitics of language education.
Option 1: "Proficiency In Action: Applying Growth Strategies in Our Classrooms" with Kyle Ennis
In this workshop, participants will explore the foundation principles of language proficiency and review data and current research that describes expected levels of ability after specified amounts of time in study/learning. We will further explore the following critical questions:
Participants in this workshop will also engage in specialized activities that give specific strategies that can be used in the classroom to help students gain higher levels of proficiency. These activities are based upon data and research that outline critical details that differentiate levels of ability from Novice-High though Intermediate-High levels.
These are just a handful of the types of questions this session will explore. At the conclusion of this session, participants will be better equipped to interpret proficiency data and identify areas of focus for improvement. Participants in this workshop will also engage in specialized activities that give specific strategies that can be used in the classroom to help students gain higher levels of proficiency. These activities are based upon data and research that outline critical details that differentiate levels of ability from Novice-High though Intermediate-High levels.
This session will include presentation, discussion, and pair and group work.Option 2: "Story-Listening Methodology" with Dr. Beniko Mason
This workshop will explain the theoretical background of Story Listening (SL) and its methodology, and will include the evidence supporting SL. Participants will observe examples of SL instruction, and will be told where to look for stories and how to start an SL lesson. Topics of discussions include:
- Fundamental differences between Story-Listening and Story-Telling
- Beginning, Intermediate and Advanced levels of SL – Similarities and Differences
- Dos and Don'ts in SL – Strategies
- How much Story-Listening is necessary for significant improvement in language acquisition
- What stories to tell. How to find a good story
- How to prepare for an SL lesson
- How to evaluate students’ progress
- How many words can we expect students to acquire
- Can any teacher do SL
- Can SL be used with college students
- Can SL be used with beginners
- What about textbooks?
Option 3: "Empowering Learners of Spanish: Creating and Adapting Digital Educational Materials for Your Language Learners" with Dr. Claudia Holguín Mendoza and Kelley León Howarth
In this workshop, we will explore critical pedagogical approaches that equip both teachers of Spanish and teachers of other languages to implement Critical Language Awareness and to develop translinguistic and transcultural competencies in their own classrooms. We will present an online, open-source, 7-unit series based on these critical approaches that we have created to introduce students from diverse backgrounds to a range of concepts in sociolinguistics and critical inquiry into language ideologies. This series is now used in lieu of a textbook in the two intermediate Spanish as a Heritage Language courses, and as supplemental additional teaching materials in other general education and upper-division courses at the University of Oregon, and at Western Illinois University.
Through the activities in this series, learners of Spanish can engage in (1) critically identifying the social meanings embedded in language uses and (2) developing broader communicative skills. In this workshop, educators will explore many ways in which they can incorporate critical pedagogical approaches into their language classes, and the training provided will prepare educators to create, license, and share their own, original, digital teaching materials.
An exciting new addition to our workshop options, Guy Vandenbroucke is a French Teacher at the Crossroad School for Arts and Sciences in Santa Monica, CA and will be presenting a workshop regarding his work around "TV5 Monde." (Please note, this workshop is for French Instructors and will be conducted in French).
Description de l'atelier:
Cet atelier a pour objectifs:
- d’apprendre à enseigner avec le document audio-visuel
- de faire connaître le site ‘TV5Monde’ et ses ressources
- d’éduquer aux médias
- de faire comprendre les différentes parties constituant un scénario pédagogique
note: les participants sont fortement encouragés à se munir d'un ordinateur portable ou d'une tablette.