|
2004 Symposium Session
Presentations
|
Title:
Teaching Turkish Bite by Bite
By: Edip Yuksel, Accelerated Learning Lab (A.L.L.) |
| |
Abstract:
The instructor will present two short lessons and teach
the participants some Turkish words and sentences the
way I teach elementary and middle school students at Accelerated
Learning Laboratory. |
| |
Title:
Cantarolando: The benefits of a 'Songfest' as an extracurricular
activity.
By: Dr Ana Carvalho, Ms. Kristy Doran, Ms. Verônica
Fernandes, Ms. Selene Moreno, Ms. Marcela Otterson, and
Mr. Antonio B. da Silva, University of Arizona Department
of Portuguese |
| |
Abstract:
This session will report on a monthly extra-curricular
activity held by the Portuguese instructors at the Department
of Spanish and Portuguese. The activity consists of a
Songfest named Cantarolando, an event which gathers teachers
and students of Portuguese of all levels to listen to
Brazilian music, learn the lyrics, sing along, and play
games. This activity has proven to be very well received
by the students: it promotes interaction among students
of different levels and enhances exposure to the target
language and culture through the best and most popular
expression of the Portuguese language: Brazilian music. |
| |
Title:
Bavarian Masks
By: Ashley Shafer, Tucson High Magnet School and Pima
Community College
|
| |
Abstract: This
unit focuses on teaching culture in the foreign language
classroom. The topic of the unit is Bavarian Masks. It
focuses on how to present the purposes of the masks in
a historical content and the importance of masks in Bavarian
society. In this session, you will learn how to teach
this unit in the classroom and how to organize the construction
of some of the masks with your students. |
| |
Title:
Bilingual Range Expansion: The Professional Language Development
Project
By: Ms Olivia Escobar Trujillo and Ms Lolin Cervantes-Kelly,
University of Arizona |
| |
Abstract: This
session will review the success results (both quantitative
and qualitative measures) on the pre and post testing
instruments of the Professional Language Development Project
and then focus on the translation and interpretation curriculum,
materials, methods, and techniques used to expand higher-level
registers in Spanish and English for Spanish heritage
language learners. An example lesson plan will be presented. |
| |
Title:
Teaching Chinese for Young Children
By: Andrea Valenzuela, Tucson International Academy |
| |
Abstract:
Chinese is usually taught at the university level and
rarely in elementary or high schools. Most people think
of Chinese as a very difficult language to learn. In reality,
Chinese is a very child friendly language, provided the
instruction goes hand in hand with the linguistic development
in the child's brain. The approach needs to be different
in 1st grade than in 4th grade. In this presentation I
will share my experiences teaching K - 8. Those experiences
might spark a discussion about teaching foreign language
to very young children in general. |
| |
Title:
They think it's fun and you have control!
By: Ms Estela Ene, Senta Görtler, Kara McBride, Ene:
English Department; Görtler: German Studies Department;
McBride: Spanish Department - University of Arizona |
| |
Abstract:
First we will show chat programs, transcripts and analysis
that can be generated. Students tend to stay on task and
in the target language. We will discuss features of different
chat programs available and in use at the UA and their
usefulness for controlling the class. Then we will demonstrate
some activities and do them as a workshop. In the end
participants will receive a handout with chat activities
for German, Spanish, and Italian classes. |
| |
Title:
The "Art" of Language
By: Ms Stevie Mack, President of CRIZMAC, Art and Cultural
Education Materials, Inc. |
| |
Abstract:
This session begins with a brief introduction highlighting
the role of art in language development. Participants
will better understand the power of the image to convey
meaning and subsequently be used as a tool for language
development. Following the introduction, participants
will divide into small groups, each of which will receive
a collection of post card sized art images. The presenter
will facilitate a variety of classroom "games"
that promote vocabulary development and the use of descriptive
language in speaking and writing. Participants will discuss
the benefits of the activities and share additional ideas
for classroom implementation. For all languages and level
and presented in English. |
| |
Title:
El Día de los Muertos
By: Dr. Dolores Durán-Cerda, Pima Community College-Downtown
Campus |
| |
Abstract:
This will be a cultural/historical presentation on the
up-coming holiday "El Día de los Muertos."
The first part will consist of background information
on this unique holiday and the second part will be an
interactive workshop on decorating "calaveras"
(sugar skulls). Participants will go home with their own
"calavera" and with ideas to share in their
classrooms. Limited participation. Please sign-up at the
registration table. |
| |
Title:
"Max's Critical Languages"
By: Julie Rackow, Media Specialist, University of Arizona,
Critical Languages |
| |
Abstract:
MaxoAuthor is the user-friendly program by which CD-ROMs
in six languages were created for Beginning Brazilian
Portuguese, Cantonese, Chinese/Mandarin, Kazakh, Turkish,
and Beginning/Continuing Korean.
This presentation will demonstrate the applications of
the aforementioned CDs and of the forthcoming DVDs in
Beginning Ukrainian, Intermediate Turkish and Cantonese,
and Advanced Kazakh being produced under a U.S. Department
of Education Title VI
Instructional and Research Studies award. |
| |
Title:
"Help, I'm Being Acronymed!"
By: Dr. Alex Dunkel, University of Arizona, Director,
Critical Languages
|
| |
Abstract:
There is a real--not virtual--alphabet soup, of language
teacher-oriented organizations and government agencies
"out there." Who and what are they, how do they
assist the classroom language teacher-and what more can
and should they do?
Some of the acronymic groups to be examined are: ACTFL,
AZLA, FIPSE, JNCL/NCLIS, NCOLCTL, NASILP, PAL, and Title
VI.
Q & A: What other urgent issues should these groups
address? |
| |
Title:
You can use authentic texts with intermediate-level students
By: Mr Robert Young, University of Arizona, International
School of Tucson |
| |
Abstract:
An intermediate-level language learner may be ready to
begin reading authentic texts, yet both s/he and the teacher
can lack the confidence to begin doing so. This session
covers one effective method of using literature in second-language
acquisition, allowing for teaching language, literature
and language through literature. Exemplar texts will be
in English, although this approach works with all languages
and literatures. Aimed at HS teachers, however the approach
can be adapted to MS teaching |
| |
Title:
Cross-cultural Understanding through Visual Representation
By: Ms. Susan N. Smith & Ms. Kristina Beckman-Brito,
University of Arizona, Department of English |
| |
Abstract: Using drawings
made by ESL students, Beckman-Brito and Smith analyze
expectations for writing assignments in various cultures.
Students tend to fill in any blanks with the material
they know best, and sometimes the difference in culture
accounts for some puzzling writing. Observation of the
patterns in writing assignments will help ESL students
(and others) better understand teacher expectations. Participants
will leave the workshop with a set of their own personal
criteria for a writing assignment
|
| |
Title:
Following the clues: Juvenile Detective Fiction as Motivating
Authentic Material for Second Language and Culture Development
By: Dr. Beatrice Dupuy, Department of French and Italian,
University of Arizona |
| |
Abstract: In this
interactive session, presenter introduces participants
to a selection of French juvenile detective novels, which
can strongly stimulate FL learners' interest in pursuing
actively the acquisition of the target language and culture
as they explore this fictitious world of adventure in
search for clues.
Participants learn about the 1) benefits of introducing
emerging FL readers to juvenile detective fiction; 2)
steps involved in implementing a framework in which carefully
designed activities foster cooperation among learners
and enrich the reading experience, and 3) assessments
favored to demonstrate that acquisition is occurring.
Participants get hands-on experience with activities and
keep materials used. |
| |
Title:
La Pétanque - Pourquoi et Comment
By: Clara Estey and Nancy Smith, French, Salpointe and
St. Augustine Catholic High Schools |
| |
Abstract: Pétanque,
a very popular sport in France with variations in both
Spain and Italy, is coming to Tucson this fall! In celebration
of National French Week, and in an effort to involve all
facets of the Francophone and Francophile communities,
a Pétanque league with once or twice a year tournaments
will begin this fall. To prepare for this event, the history
of Pétanque will be explained during this presentation.
In addition, the equipment, rules and strategy for play
will be discussed and demonstrated. All participants in
this session will have the opportunity for some hands
on practice at the game! |
| |
Title:
Concrete Poetry in Beginning Language Instruction
By: Dr. Stephanie Duisberg, German, Spanish, French, Amphitheater
High School |
| |
Abstract:
Entering
the session, participants will experience a day-one lesson
in beginning German, based upon a concrete poem. Other
activities that combine TPR with concrete poetry will
be role-played with participants as learners. Other topics
I will cover are: use of concrete poetry for vocabulary
development and as a window to culture. We will also look
at examples of grammatical poetry and its impact. This
session is appropriate for K-HS and will include examples
from mostly German, some Spanish, some French |
| |
Title:
Project: Voyage! Or, how to answer the student question
“Why do I need to know this?”
By: Karen Philabaum-Maginnis, French, Sabino High School |
| |
Abstract:
Explore “reality” learning! Discover
a unit in which students use traditional and electronic
resources to plan a trip to a region where the target
language is used, and then give a multi-media presentation
on their voyage. Features hands-on walk through &
exploration of an online lesson. Project outline and online
references provided. No French? No problem. Easily adaptable.
Students love this unit, and leave it feeling prepared
to travel. Come see why. |
| |
|
Title:
The Migration Simulation
By: Robin Zenger, Center for Latin American Studies, University
of Arizona |
| |
Abstract:
Level: Grades 5 to adult. Language: English and/or
Spanish. Why does a seemingly endless flow of humans from
Mexico and beyond come to the U.S. to look for low-wage
work? Experience the underlying reasons people choose
to migrate across Arizona's desert, with documents or
without. This simulation game and the discussion it generates
will help you and your students gain some understanding
of the factors that lead many to leave their families
and homes and make the difficult and often risky, even
life-threatening, choice to migrate. Follow-up discussion
allows teachers/students to comment on their observations,
develop critical thinking, and ask questions for further
research, discussion and writing. Free materials included:
Copy of the simulation game, discussion questions and
extension exercises . |
| |
|
Title:
Activities for promoting student-to-student communication
By: Mr. Kevin Keating, Center for English as a Second
Language (CESL), University of Arizona |
| |
Abstract:
In this interactive English demonstration, participants
will walk through several classroom-proven activities
that promote effective communication among students in
any language class. These highly practical exercises,
mainly for young adult and adult learners but easily adaptable
to all levels, include information gap, picture description
and narrative retelling. The activities provide students
with ample opportunities to speak and really require the
others in the class to comprehend. A handout detailing
all the activities will be provided. |
| |
|
Title:
Using Advertisements to Teach German Language and Culture
By: Peter Ecke, Department of German Studies, University
of Arizona |
| |
Abstract:
This session provides suggestions on how advertisements
(from German journals and newspapers) can be used to teach
aspects of German language and culture in beginners’
and intermediate level classes of German. The presenter
and participants will analyze the attributes of potentially
useful advertisements, determine what kind of advertisements
can be used with learners at the novice and intermediate
levels of proficiency, and discuss activities that can
be used to work with advertisements in foreign language
classes. |
| |
|
Title:
Low-tech and High-tech Adaptations of Two Writing Activities
By: Cheri Boyer, Center for English as a Second Language
(CESL), University of Arizona |
| |
Abstract:
I will demonstrate two writing activities that
I have used with adult ESL students first with materials
available in any classroom; then adapted for use with
a course website and discussion board. The first activity
allows students to practice descriptive writing. A clear
and precise description is necessary so that a classmate
can identify a selected piece of art from among many similar
items. The second gives students the opportunity to practice
giving advice to one another regarding real life dilemmas.
This requires sensitivity to the reader and knowledge
of appropriate grammar structures. |
| |
|
Title:
Good, Better, Best – The Art of Comparison
By: Ellen Shenkarow, Center for English as a Second Language
(CESL), University of Arizona |
| |
Abstract:
This presentation is designed to provide specific
strategies and techniques to ESL teachers that will aid
in introducing or reinforcing the use of adjectives in
the comparative and superlative forms. The presentation
includes: 1- demonstration of three activities which involve
whole class participation, pair work and small group discussion;
2- discussion of rationale; 3- discussion among participants
on how to adapt the activities to specific classrooms. |
| |
|
Title:
Using Sign Language to Teach Children Spanish Songs
By: Peggy Patterson, Spanish, Waldorf Enchanted Desert
School |
| |
Abstract:
During this session the participants will pick
up their hands and learn the sings for several children’s
songs in Spanish. Copies of the songs with sings will
be distributed. The last ten minutes we will discuss the
experience and how it may be generalized to teach in any
language. |
| |
|
