2025 - CALPER

Wednesday, January 22, 2025, 4:00–5:30 p.m. (New York Time)

Immersive Technology in Foreign Language Education: Vision Pro, AR, VR, and AI

Brody Bluemel, Delaware State University

Registration: https://tinyurl.com/CALPERPD25

Abstract:

Immersive technology for language education includes Artificial Intelligence (AI), Virtual Reality (VR), Augmented Reality (AR), experiential learning in the metaverse, and other interactive digital tools. The rapid development of these resources in recent years presents us with opportunities to rethink and innovate new approaches for language instruction. This presentation explores best practices and provides an overview of multiple immersive technology platforms and digital tools for language learning. Research demonstrates the efficacy of immersive technology in interactive communication; addressing topics of behaviors, affections, and beliefs; as well as in task-based instruction (Lin & Lan, 2015). The presentation expands upon the research by exploring the newest AI platforms and technologies such as Apple Vision Pro. An open-access digital book for educators that outlines how these resources can be leveraged in language education will be shared, inclusive of lesson plans, learning modules, and detailed explanations.

Bio:

Brody Bluemel is the Chairperson and Professor of Applied Linguistics in the Department of Languages & Literatures at Delaware State University. His research focuses on educational technology, bilingual education, and dual-language immersion. His most recent project was to develop a digital instructional resource book for educators for the implementation of immersive technology in foreign language education. He is currently developing immersive language learning experiences using Apple’s Vision Pro and other VR headsets. His teaching experience includes intercultural communication, Chinese, German, and TESOL.

Wednesday, February 12, 2025, 4:00–5:30 p.m. (New York Time)

Advancing Sustainable Translanguaging Pedagogy in Chinese Immersion Classrooms

Zhongfeng Tian, Rutgers University–Newark

Registration: https://tinyurl.com/CALPERPD25

Abstract:

Translanguaging articulates a paradigmatic shift in how we think about language(s) and how we work with bilingual students. It advocates for a more fluid and dynamic approach to teaching in/of language to support children’s emergent bi/multilingualism and to challenge monolingual practices in bilingual education. While translanguaging approaches have been widely embraced by researchers and teachers for their educational potential, some are cautious about its overly transformative promise in bilingual education contexts, particularly those involving languages of differential socio-political statuses, values, and vulnerability. Drawing from my research in Chinese-English dual language immersion programs in the U.S., I demonstrate how translanguaging spaces can be strategically and purposefully created and orchestrated to support students in content, language, and identity development, while also protecting minoritized languages. I conclude by recommending sustainable translanguaging pedagogy through language coordination at macro, meso, and micro levels to reframe language policy and practice in bilingual education settings.

Bio:

Zhongfeng Tian (田中锋), Ph.D. is Assistant Professor of Bilingual Education in the Department of Urban Education at Rutgers University–Newark. Theoretically grounded in translanguaging, his research centers on working with teachers to provide bi/multilingual students with equitable and inclusive learning environments in ESL and dual language immersion contexts. Dr. Tian has published five books (with Multilingual Matters, Springer, Routledge and De Gruyter Mouton), eight special issues and over 30 peer-reviewed journal articles at e.g., TESOL Quarterly, System, International Journal of Bilingual Education and Bilingualism, Journal of Multilingual and Multicultural Development, and Journal of Language, Identity & Education. He has received an Early Career Award from ACTFL Research SIG in recognition of his scholarly contributions to Chinese-English bilingual education.