Oscar 2024

Focus of this research presentation is a peer-mentoring model in which advanced-level language students serve as “Learning Assistants” (LAs) in beginning-level language courses. Language LAs provide assistance in first-year language courses by modeling tasks, facilitating collaborative learning, and inspiring students to continue language study. Following a brief summary of relevant “curricular peer-mentoring” scholarship, the presenter analyzes the results of an empirical study examining participants’ perceptions of a pilot “Language LA” program. Session participants gain knowledge of peer-mentoring research, consider implications of the study, and get advice and resources for starting a Language LA program.

Our presentation examines the correlation between student performance on formal written exams and active, explicit vocabulary recall activities performed at the beginning of class in the Intensive Intermediate Spanish classroom. Our study derived from a need to address the overall lack of foundational vocabulary for students who take a placement exam and begin their postsecondary language study at the Intermediate level. In the Intermediate Spanish course at our institution, vocabulary, historically, is not taught explicitly. Beginning Fall 2022, we propose the use of physically engaging ("active") recall activities to improve student vocabulary knowledge. We measure their performance on the vocabulary portion of exams between Fall 2021 and 2022 to demonstrate positive correlation.

Research that addresses the needs of heritage speakers of Spanish as in-service teachers is required as they incorporate into the teaching profession as world language teachers of their own heritage language. This research used a qualitative multiple case study design to explore the experiences as teachers of eight Latina heritage speakers. The methods of data collection included interviews, classroom observations, and a focus group. The study sought to answer these research questions: What motivates heritage speakers to stay in the profession? What challenges do they experience as teachers of Spanish? What are their professional development needs? How do their perceptions and attitudes about their use of Spanish evolve from pre to in-service teachers?

This session will be interactive, incorporating presentation and dialogic discussion based on findings from an online international English Language teacher program in UZ. This study highlights how teacher engagement was achieved through the application of multimodal approaches for WL educators allowing them to contextualize their learning; data allowed researchers to understand the development of teachers’ authentic applications of instructional methods in global contexts. Attendees will be invited to participate in discussion about teachers’ engagement in bichronous PD. Attendees will have a greater understanding of how effective online WL teacher PD can be implemented domestically and internationally in changing world environments.

This interactive research roundtable will focus on 'Learning from the Past and Projecting to the Future of English Language Learners." Issues specific to ELLs during the pandemic will be discussed. New ways of envisioning and scaffolding our ELLs will about be considered. The foundation of this roundtable discussion is rooted in my previously published researches. However, the discussion will be focused on my new but continuous, non published research. The research discussed at the conference will be published after the conference.

This presentation aims to find out how and to what extent it would be desirable to educate advanced learners about the Korean regional and social dialects. The research has focused on the necessity of regional language and culture and social dialects for immigrants and international students. And, it is meaningful in that it considered how far and best for advanced Korean learners to learn the various dialects and discussed the direction in which Korean language and culture education for the dialects should go. Therefore, in this presentation, presenters will investigate how advanced learners perceive the dialects of the Korean language and culture curricula by implementing multimedia and technologies and how they think about the practical needs in order to enhance their multiliteracies.

Students approach to learning languages has evolved significantly from a face-to-face setting to fully synchronous/asynchronous online or hybrid platforms. My research centers on the development of Spanish asynchronous language courses and the advantages and obstacles faced by students and instructors as they learn how to navigate learning and teaching respectively, on an online setting. The presenter will share and discuss effective and ineffective strategies from her own classroom experience.

To develop high levels of language proficiency, students must be able to move from secondary to post-secondary language programs and continue building their language skills. Effective K-16 articulation is facilitated by state-level policies, incentives including the Seal of Biliteracy, and the policies and practices of institutions and language programs.

The purpose of this study is to explore world language teacher perceptions of inclusion in online instructional practices. Data were collected from semi-structured interviews conducted with six world language teachers in one large public school district during the 2020-2021 academic year. Four of six teachers described practices that incorporate racial and ethnic diversity in curricula, and five teachers expressed uncertainty about how to integrate diverse gender and sexual identities in their practices. Teachers found the support of world language colleagues instrumental in adapting their practices to be delivered online. Findings hold practical implications for teachers and teacher educators who aim to develop inclusive instructional practices in online settings.