Upcoming Webinars
Wednesday, February 25, 4:00–5:30 p.m. (New York Time)
Challenges and Solutions to Incorporating Pronunciation Instruction in Second Language Classrooms
Amanda Huensch, University of Pittsburgh
Slides: https://calper.la.psu.edu/wp-content/uploads/sites/21/2026/02/Huensch-CALPER-Webinar-Feb2026.pdf
References and Links: https://calper.la.psu.edu/wp-content/uploads/sites/21/2026/02/Amanda-CALPER-Webinar-References.pdf
Abstract: Pronunciation is a core component of successful communication, and pronunciation instruction has been shown to result in increased intelligibility, improved listening skills, and even higher learner satisfaction. Yet teaching pronunciation remains deprioritized world language classrooms. In this webinar, I provide a brief report of what we know about teacher beliefs and classroom practices of instructors in US university contexts teaching both commonly and less commonly taught languages. This is followed by practical suggestions for how instructors can (a) identify what to prioritize and (b) use a principled framework for implementing pronunciation instruction into their regular classroom routines.
Bio: Amanda Huensch is Associate Professor in the Department of Linguistics at the University of Pittsburgh where she teaches courses in second language (L2) acquisition, phonetics, and L2 speech perception and production. Her research examines L2 speech development in and outside of the classroom with a particular focus on L2 pronunciation. She has twice received the IRIS Replication Award, and her most recent work is published in Language Learning, The Modern Language Journal, and Studies in Second Language Acquisition. She is currently Associate Editor of Open Science for both Applied Psycholinguistics and The Modern Language Journal.
Video-based resources for teaching storytelling as social practice in Japanese-as-a-foreign language
Stephen Looney, Penn State
Akiko Imamura, University of Michigan
Innhwa Park, West Chester University
Registration: tinyurl.com/CALPERWebinarsSP26
Abstract:
Telling stories is an advanced proficiency skill according to ACTFL standards. Storytelling is presented in Japanese language teaching materials as a decontextualized genre which speakers perform, but Conversation Analysis (CA) research has shown storytelling to be a local interactional accomplishment involving storytellers and recipients. This webinar introduces a CA understanding of storytelling in interaction and reports on research about the interactional features of storytelling and the roles both tellers and recipients play in the emergence, telling, and closing of stories. We then (a) present a framework for teaching storytelling informed by empirical research, and (b) share online resources for engaging Japanese foreign and second language students in analysis of authentic storytelling in interaction.
Bio:
Stephen Daniel Looney, Penn State
Stephen Daniel Looney is Teaching Professor and Director of the International Teaching Assistant Program at the Penn State. His research applies Conversation Analysis to document in microanalytic detail teaching and learning as multimodal and morally ordered social practice. Specifically, he is interested in how teachers and students manage issues related to epistemics, deontics, and emotion in situ.
Akiko Imamura, University of Michigan
Akiko Imamura (Ph.D., University of Wisconsin) is the Director of the Japanese Language Program and Lecturer III at the University of Michigan. She has taught Japanese as a foreign language at all levels and introductory courses in Japanese linguistics, sociolinguistics, and applied linguistics. Her research centers around language use and social interaction in first and second languages. Her papers have been published in Discourse Studies and International Review of Applied Linguistics in Language Teaching. Her broader research interests include Japanese language pedagogy and language program direction and administration.
Innhwa Park, West Chester University
Innhwa Park (PhD, Applied Linguistics, UCLA) is Professor of TESOL in the Department of Languages and Cultures at West Chester University of Pennsylvania. She uses Conversation Analysis to examine language and social interaction, together with its applications in the fields of applied linguistics and education. Her research interests include educational discourse, meeting interaction, and online communication. She has recently published her research in Discourse Studies, Linguistics and Education, and Journal of Pragmatics.
Past Webinars
Thursday, January 29, 4:00–5:30 p.m. (New York Time)
L1 use in the language classroom
Kevin McManus, University of Pittsburgh
Abstract:
This webinar addresses the long-held belief that the first language (L1) should be excluded from second language (L2) classrooms. Drawing on current research in instructed second language acquisition, I show how strategic L1 use can significantly enhance L2 learning outcomes. The webinar aligns research findings with ACTFL’s Guiding Principles and the World-Readiness Standards’ Comparisons goal area, which emphasizes helping learners understand how different languages structure meaning. Participants will gain practical strategies for implementing meaning-focused, task-essential activities that leverage students’ existing linguistic knowledge to accelerate L2 development.
Bio: Kevin McManus is Professor of Linguistics at the University of Pittsburgh. He previously served as director (2022-2025) and co-director (2018-2022) of CALPER, as well as director (2019-2025) of the Center for Language Acquisition at Penn State. His research interests include crosslinguistic influence and instructional effects in second language learning, and replication research. More information about his work in these areas can be found here: https://kmcmanusuk.github.io
