PROGRAM GUIDE - American Council on The Teaching of Foreign ...

DAILY PROGRAm FrIDAy, November 16, 2012
259-13 Effective TA Training Practices
This session reports on 16 French and Spanish graduate teaching assistants’ impressions
of the effectiveness of their university training to teach language courses
in the target language The training practices evaluated include pre-service TA
training, methods courses, observations, course meetings, peer support and student
evaluations
Presenter(s): Paula Garrett-Rucks, Georgia State University
259-14 English Discourse Transfer in the Spanish heritage
Language Classroom
This study presents a comprehensive understanding of how bilingual students transfer
English discourse knowledge to the Spanish writing process Through classroom
observations and student and instructor interviews, the author arrives at suggestions
for how to best utilize in-place literary knowledge to aid second register acquisition
in the L1
Presenter(s): Annalisa Corioso, University of California, Davis
259-15 Essential Steps to Start a Service-Learning Program
It is essential that a service-learning program provide students the opportunity to
have authentic experiences with native speakers, as well as opportunities to feel
responsible for their community Setting up a service-learning program is a complex
task Instructors and administrators need specific guidance to accomplish such a task
Presenter(s): Lucia Osa-Melero, University of Texas; Jane Ann Johnson, UT-Austin
259-16 Fashioning L2 Selves Online: Learner and Speaker
Identities in Tandem
This mixed-methods study presents an analysis of Russian learners’ L2 identitybuilding
strategies in Internet-mediated interactions with native speakers of Russian
The presenter will discuss the issues of native speaker ideologies and the role of
classroom assignments as primary factors in the learners’ choice of L2 speaker or L2
learner identity
Presenter(s): Lyudmila Klimanova, The University of Iowa
259-17 Grammar (Re)Acquisition by L2 Learners of Spanish
and Bilingual Students
This roundtable focuses on (re)acquisition of grammar structures by Spanish L2
learners and bilingual students in an implicit language instruction approach The
analysis reviews and compares eight structures, determines which structures each
group acquired, and how the structures compare considering their level of easiness
or difficulty
Presenter(s): Victoria Rodrigo, Georgia State University
259-18 Including haitian Creole in the French Language
Curriculum
Understanding the rudiments of grammar, vocabulary and pronunciation of a Frenchbased
Creole enriches the French learning experience in our classrooms Alongside
historical, geographic and cultural lessons, students gain an appreciation of language
formation and of languages in contact Comparison with Creole also greatly reinforces
students’ knowledge of French
Presenter(s): Diane Dansereau, University of Colorado
259-19 Japanese Classroom Instruction in Cohesiveness:
moving from Intermediate to Advanced
This study compares two groups of intermediate students who received classroom
instruction in cohesiveness for one semester and who did not The presentation will
discuss the differences of oral performance of these two groups and their pedagogical
implications on classroom instruction to push students from intermediate to advanced
level
Presenter(s): Koji Tanno, Eastern Michigan University
259-20 korean Classroom Attrition Rate and what to Do
About It
Attrition rate in the first four semesters of the Korean language courses at BYU
is 66% compared to 12% to 24% in languages such as Spanish and German This
presentation reveals motivations of students learning Korean, why they drop out, and
what educators can do to address high attrition
Presenter(s): Julie Damron, Brigham Young University
259-21 Learners’ views of Effective Arabic Language
Teachers
In an era of teaching standards and accountability, the need to re-examine what
is meant by teaching effectiveness increases This qualitative study explored the
learning experience of Arabic language learners at the college level, focusing on their
perception of effective and ineffective Arabic language teachers in relation to their
motivation
Presenter(s): Azza Ahmad, The University of Texas at Austin
259-22 Lowering the Stakes: writing to Learn and Learning
to write
High-stakes writing has always been part of academic requirements in second
language learning The presenters will propose that low-stakes writing can inspire
creativity, foster critical thinking, promote problem-solving and result in improvement
of high-stakes writing
Presenter(s): Lisa M. Merschel, Rebecca Ewing, and Liliana Paredes, Duke University
259-23 Novice Teachers’ Socialization into Proficiency-
Oriented Language Instruction
This presentation explores novice foreign language teachers’ socialization process
into proficiency-oriented instruction during the pre-service teacher education program
through examining lesson planning mentoring sessions between teacher trainers and
new teachers The study provides strong implications for creating better professional
development opportunities for new foreign language teachers
Presenter(s): Hyunsoo Hur, Defense Language Institute
259-24 Phenomenology of Cultural knowledge in the
Context of Second Language Education
The roundtable is devoted to a discussion of the results of the phenomenological
study aimed at the description and understanding of the conceptualization of cultural
knowledge by German-language teachers The data for the content-analysis study
was collected from the narratives generated by conducting individual and focus-group
interviews with teachers
Presenter(s): Alexander Pichugin
259-25 Reaching Out to a Bigger Community: A Program
Survey
This presentation reports the results of a Japanese program survey and discusses
its implications for other language programs As survey results suggest, the general
information about college programs would likely help bridge the communication gap
between K–12 and postsecondary levels, although detailed rubrics might differ from
language to language
Presenter(s): Teresa Mijung Lee; Tomoko Marshall, University of Virginia
259-26 Reality in Chinese writing Delayed Approach
Classroom
Whether to delay Chinese writing in Mandarin Chinese clasrooms has been discussed
but few examples have been shared This session will share a four-year writingdelayed
approach classroom in both teachers and students’ perspectives and present
what should be done to design a writing-delayed instructional curriculum
Presenter(s): Na Pan
ACTFL 2012 Program Guide | 77
FRIDAY November 16, 2012