Thursday, January 29, 4:00–5:30 p.m. (New York Time)
L1 use in the language classroom
Kevin McManus, University of Pittsburgh
Registration: tinyurl.com/CALPERWebinarsSP26
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
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
Registration: tinyurl.com/CALPERWebinarsSP26
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.
Wednesday, April 1, 4:00–5:30 p.m. (New York Time)
OPI-DA: A new approach to understanding and developing learner language proficiency
Matthew Poehner, Penn State
Registration: tinyurl.com/CALPERWebinarsSP26
Abstract: Coming soon
Bio: Coming soon
Video-based resources for teaching storytelling as social practice in Japanese-as-a-foreign language
Stephen Looney, Penn State
Registration: tinyurl.com/CALPERWebinarsSP26
Abstract: Coming soon
Bio: Coming soon