This workshop is designed for participants to more deeply understand the role of writing —as both communicative "skill" and vehicle for problem-solving and expression—in a second language context. Participants will learn about basic discourse analytic techniques to identify genres of writing, audience design, and authorial voice and stance. Participants will use these concepts as mediating tools through which teachers and student writers engage with texts (as readers and writers). The workshop will also focus on: selecting level-appropriate readings and other materials, designing L2 writing tasks, responding to writing, and assessing writing. The workshop is for teachers of all L2s, but specific examples will be provided for ESL, Spanish, French, Japanese, and Korean. The workshop takes a dialogic, literacy-centered approach to reading, writing, and critical thinking.
The focus of the workshop is on how to integrate explicit knowledge of all aspects of language, including grammar, discourse and cultural knowledge, into second language classes, courses, or programs. The workshop will consist of four components: principles of using explicit knowledge, linking explicit knowledge to pedagogical activities, guidelines for maximizing learner understanding, and use of explicit knowledge to enhance proficiency in speaking, comprehension, writing, and reading. Participants will have the opportunity to develop mini-lessons based on the guidelines. Specific illustrations of successful use of the approach in French and Spanish classes will be provided. Chinese and English examples will also be showcased depending on the needs of participants.
This workshop introduces participants to the various ways of using authentic cultural texts and audio/video materials in Chinese language classrooms. Following the ACTFL guidelines, we will discuss the selection and sequencing of authentic cultural materials for students at different proficiency levels. We will illustrate how to use authentic materials to design interactive reading and listening comprehension tasks and create speaking and writing activities. We will examine some useful resources to find authentic materials for teaching Chinese. We plan on having a swap-shop session, so we invite participants to bring their own learner-centered activities that incorporate authentic cultural materials to share with others.