Paper presenter name(s) Title Summary
Mukhlis Abu Bakar Literacy at Home: Insights from a Study of a Bilingual Malay Family This paper describes the literacy practices in an English-knowing bilingual Malay family in multi-racial Singapore. It examines how Malay children get to practice reading and writing as these occur in the home and how certain kinds of literacy practices are associated with certain notions of self and identity.
Sarah Bailey Yiddish-language Heritage and Teaching in the 21st Century Yiddish carries many of the same characteristics as Heritage Languages but is often overlooked by researchers. Once taken into consideration, teaching Yiddish two generations after the Holocaust challenges not only to the way Heritage Languages are conceptualized, but also the pedagogies which seek to address Heritage Learners’ specific needs.
Deborah Bryant Intercultural Learning: Potential and Challenges of a Malaysian Off-shore Program This presentation describes the experiences of a group of academics from an Australian University teaching in a new off-shore program in an Islamic College in Malaysia. It examines their preconceptions, assumptions and expectations prior to teaching and explores the complex intercultural learning taking place through their involvement in the program.
Julie Byrd Clark Labyrinths of Social Meanings: Community Member Attitudes toward Foreign Languages This ethnographic study examines the nature of community member attitudes and perceptions toward a foreign language program at a public elementary school in the US, as well as exposes the challenges in meeting the needs of a diverse community. It also reveals complexity in the discourse of the Community Member and how these individuals see such a program.
Jenny Castillo Challenges and Intricacies in the Spanish Heritage Language Class This study examines the different intricacies and challenges that exist in the teaching of Spanish as a heritage language in the 21st century United States. In addition, a close analysis of how the integration of students' diverse dialectal forms of communication serves as a another possible medium in the acquisition of the standard form. This article takes into account the most current knowledge regarding strategies and methods in teaching Spanish as a heritage language across the curriculum, presented with a process for incorporating the acquisition and maintenance of the Spanish language into an adequate and complete program that lies precisely with the goals and realities of our school programs. This paper considers the heterogeneous characteristics of the Hispanic population in the United States.
Paul Michael Chandler Assisting Diverse Foreign Language Learners: Classroom Applications We will examine several factors that impinge upon foreign language learning (aptitude, motivation, anxiety, language learning difficulties, learning and teaching styles and strategies. Ways of helping students of varied abilities will be drawn from the audience and proposed by the researcher.
Li-chun Chang Taiwanese Parent Attitudes and Reasons for Bilingual Education in Kindergarten A survey was conducted to assess Taiwanese parents’ attitudes and their reasons for early bilingual education. Most parents supported early bilingualism. Parents also gave reasons for their choices of bilingual models. Reasons for supporting different language models were analyzed. Results will be discussed regarding to Taiwan’s language policy history.
Sarah Cohen & Lisa Leoni Identity Texts: Bringing Students' Culture to the Fore of Literacy This presentation reports on a collaborative case study between a grade seven teacher and a researcher. The study looks at the use of identity texts as a writing strategy that amplifies students' identity and increases their cognitive engagement and affective investment in the literacy work of the classrom.
Shartriya Collier Voices of Power: Immigrant Women Entrepreneurs, English Use, and Identity This study examines the daily linguistic practices of one Senegalese woman entrepreneur and her workers within the context of a hair braiding shop in Philadelphia. The findings identify hair braiding as a community of practice and investment and motivation as tools that supplement or hinder the acquisition and use of English.
Judy Cortes Heritage Learners Writing Skills Assessments: Preparing Bilingual Elementary School Teachers I will examine the preparation of Spanish speaking heritage learners as they embark on the journey to become teachers in California's bilingual elementary schools. I will share the results of a brief survey that examines the preparation of these future teachers. Best practices in our multiple subjects teacher preparation program will be presented as they relate to Spanish writing proficiency. Areas of continued concerns for these heritage speakers and future educators will be heighlighted.
Helena Curtain Language Sensitive Content Teaching in the Immersion and Bilingual Classroom Balancing the integration of language, content and culture is at the heart of the complex instructional decisions that immersion and bilingual teachers face every day. This workshop will provide frameworks and strategies for insuring that both language and content are addressed within a culturally rich framework so that participants will be able to provide a balanced immersion experience.
Grazyna Dudney Teacher Development in an Intensive Multi-cultural FL Teaching Environment The presenter introduces a collaborative “knowledge-based” FL teacher development model that integrates multiple forms of in-service development (classroom observations, portfolios, classroom research, etc.) while using individual teachers’ values, beliefs, and experience as a springboard for professional inquiry and reflection. She examines the role of teachers, supervisors, peers, and teacher trainers in the new approach. Handouts.
Kat Dziwirek Cultural Diversity in Expressions of Emotions: Teaching and Research One part of the curriculum often overlooked in teaching foreign languages is how their speakers express and react to emotions. I discuss my research into parts of speech and complement clauses and its consequences for teaching Polish emotions, with examples of exercises practicing expressing joy, anger, disappointment, negation, anxiety, etc. I briefly report on a linguistic class I teach called “Ways of Feeling: Expression of Emotion Across Cultures”.
Lori Fredricks & Yesim Ozbarlas Moslem “Middle Eastern” Students in the American Public School System The researcher conducted ethnographic interviews with American public high school ESOL instructors and Moslem “Middle Eastern” students regarding their views of culture in the classroom. The goal of the research is to add to the scarce body of literature on working with Iranian and Afghani Moslem students.
Chie Fukuda Language Variation in JSL/JFL Teaching: The Case of Regional Dialects The present paper will address the dominance of standard Japanese and the marginalization of regional dialects in JSL/JFL. Utilizing a variety of data (previous JSL studies, Japanese TV programs, interviews with JSL learners), the paper will critically examine what is behind this practice and delve into implications for JSL/JFL teaching.
Maria Teresa Garreton Dual Language Programs: A View from Within Discussion of characteristics of effective dual language (two-way immersion)programs, academic and linguistic gains documented by research and a report on the experiences and recommendations made by teachers and administrators in three dual language programs in Illinois (Spanish/ English and Japanese/English).
Phebe Gray, Jo Ann Higginbotham, & C. Michael Sturgeon Today’s Literacy Education: Linguistics, Culture and Technology This presentation approaches literacy education and English education from an interdisciplinary perspective. The presenters overview research and demonstrate effective practices in light of applied linguistics, first and second language acquisition, multicultural education and computer-assisted language learning environment. The presentation is made up of three components: Understanding Language Acquisition and Development; Enhancing Cultural Literacy through the Creative Arts; and Applying Technology in the Multi-lingual and Multi-cultural Classroom.
Joan Gross Teaching Indigenous Languages in Oregon This paper documents the teaching of Oregon Native languages over the past 50 years. Much of the information comes from interviews with tribal administrators, teachers and students of Oregon’s Native languages. It also examines shifting language policy in the state and the recent efforts to facilitate the teaching of Native languages in public schools.
Martin Guardado Spanish-speaking Parents’ Perspectives on L1 Loss and Maintenance in Canada This presentation reports on an exploratory study focusing on the loss and maintenance of Spanish in an English dominant context (Canada) and its implications for further research. A larger ethnographic project that is being developed based in part on the findings of this pilot study is also described.
Barbara Hawkins Is Academic Language the Whole Story in the Mainstream Classroom? This paper re-examines assumptions underlying research on ELL achievement in mainstream classrooms. It argues that treatment of ELL achievement primarily as one of understanding the associated academic language is inadequate, and that our research needs to understand more deeply the nature of instruction for native speakers as well as ESL students.
Younghee Her Academic Discourse in L2 and Identity: A Case Study of Three Korean Graduate Students in a North American TESOL Program How are power and identity constructed, challenged and negotiated discursively through academic literacy in an L2? How do L2 graduate students encounter academic discourses and map out positionality in the L2? In this presentation, I will report on a case study of three Korean graduate students in an American program conducted for two years.
Jennifer Herrera, Renee Arakaki, & Wences Herrera Language Planning and Education in Aruba: Contexts and Contradictions This study is an investigation of issues of language planning and education in Aruba and how language policy facilitates change on the island as the heritage language is embraced in schools. The Aruban Department of Education has developed various plans for innovative change for their education system.
Kyoko Hijirida Recent Developments on Okinawan Language Teaching in Hawai'i This paper discusses some recent developments on Okinawan language teaching in Hawai'i. It focuses on the curriculum development process of the Okinwan Language and Culture course to be offered in fall 2004 by the EALL Department at HU, the first such undertaking planned at the college level in the US.
Young Wha Hong The Trinity of a Heritage Language: Culture, Language, and Motivation The primary purpose of this paper is to expand our understanding of the role of culture as a motivational variable to affect learning a heritage language.
Sally Hood Cisar Understanding Cultural Diversity in Francophone Regions of the South Pacific Speaker will report on the cultural diversity among youth living in Francophone regions of the South Pacific and challenges these youth face. Presenter will outline programs working to improve youth development in the region. Audience will participate in the exploration of solutions and the role foreign language educators should play.
Faizah Idrus & Nor Yasmin Jamaluddin SURVIVORS - The Influence of Culture in Foreign Language Learning This paper presents how cultural diversity affects students' performance in the English Placement Test(EPT) at the Centre for Languages, The International Islamic University Malaysia. It is also aimed at analyzing their achievement motivation towards learning the English Language which is a foreign language to them and the relationship between motivation and their performance in the EPT.
Gretchen Jude What Difference Does “Culture” Make? (Re)imagining the Japanese EFL Context This paper will critique the image of Japan as a homogeneous culture, present examples of intracultural diversity and inequality in Japan, and explore how stereotypes of Japanese identity limit language students’ success. Can EFL teachers encourage students’ exploration of their identities through critical, creative understanding of “other” languages and cultures?
Kimi Kondo-Brown How Different are Heritage Language Learners from Foreign Language Learners? Using both proficiency tests and self-assessment measures, this study investigated (a) whether three subgroups of Japanese heritage language (JHL) learners would demonstrate language behaviors distinctively different from traditional Japanese as a foreign language (JFL) learners and (b) which domains of language use and skills would specifically identify such differentiation.
Tess Lane Efforts to Implement a Mayan Education Model in Guatemala This presentation describes efforts to develop and promote a new bilingual-bicultural model for Mayan Education by Consejo Nacional de Escuelas Mayas (CNEM), which incorporates Mayan cosmology and values. The presenter will describe efforts in materials development and bilingual indigenous teacher training in the K’iche’ speaking region of the Guatemala highlands.
Jeong-ah Lee Metalinguistic Development of Bilingual Children This presentation introduces an empirical study to explore the role of proficiency on cognitive attainment. The presentation is informative for those who are interested in the theoretical explanation of bilingual proficiency and metalinguistic development. True advantages of bilingual experience beyond threshold levels are explored with implications for bilingual education.
Jamie Lepore Chinese School Attendance and Its Effect on Language Maintenance Attitudes: An Exploratory Case Study in Two Minnesota Schools Classroom observations and interviews in two Chinese heritage language schools in Minnesota measured enrollment reasons, language attitudes and language maintenance motivation. Parents valued language as a cultural and practical tool for their children. Students valued language study for cultural reasons but did not have uniformly positive attitudes toward learning Mandarin.
Charla Lorenzen The “Spanish for Native Speakers” Experience in the Rural Midwest Understanding the experiences of diverse heritage language learner groups contributes to our knowledge base on effective heritage language instruction. Virtually nothing is known about the Spanish language learning experiences of Spanish-English bilinguals in the rural Midwest, and this qualitative, descriptive case study helps to fill that void.
Marylin Low, Rodrigo Mauricio, & Kanchi Hosia "Lost in Translation": From English to Pacific Language(s) Early Reading Assessments ‘Translating’ English early reading assessments into Micronesian languages raises difficult questions of language, culture, and literacy relations. Using Pacific language examples, we explore linguistic and cultural issues in, for example, phonics, fluency, and text comprehension. In doing so, we invite participants to join us in complicated conversations around early reading assessments in culturally and linguistically diverse educational settings.
Kristen Luetkemeyer "Teaching" Vocabulary Acquisition in Two-Way Immersion Classrooms In this session, I present a study paper based on a survey conducted on Two-Way Immersion teachers and their diverse classrooms. Two-Way Immersion teachers encourage bilingual vocabulary acquisition and cross-cultural understanding within their classrooms. The paper presented here details how teachers develop this understanding and simultaneously teach useful bilingual vocabulary.
Susan Martin Organizing and Guiding Writing Activity in Three Urban Classrooms Theories of Vygotsky (1999, 1978) and others suggest the importance of guidance and support to children’s development. Analyses of teacher practices revealed how three elementary writing teachers effectively organized for and guided learning activity in their diverse urban classrooms. Complex units of study unfolded across a variety of activity settings.
John Mayer Samoan as a Heritage Language in the State of Hawaii The Samoan language is spoken to various degrees by approximately 16,000 members of the Samoan community in Hawaii. Since initial migrations in the 1920's successive waves of Samoan migrants have witnessed a steady deterioration of Samoan language competency of their children each generation. While no hard data is yet available, anecdotal observations indicate that younger generations of Samoans in Hawaii, just as in New Zealand, California, and American Samoa are becoming more dominant in English and more alienated from the linguistic and cultural practices of their parents and grandparents from Samoa. This paper looks at the status of Samoan as a heritage language in the State of Hawaii .
Gerald McCain Getting An Education or Only Getting English? This article is a portion of a two-year study that examined how seven Mexican immigrant students perceive the pedagogical politics surrounding the issues of language, culture, and ethnicity within a U.S. school context. Seven secondary aged Mexican immigrant students were interviewed three times each over an academic semester. The purpose was to provoke, incite, and open new spaces for understanding education through the voices of students who make up our diverse society of schools.
Jennifer McCormick Poetic Sanctuary in Public School This session looks at the significance of poetic language, or language that resonates with the unconscious. Participants will discuss questions regarding the relationship between literacy and our aesthetic sensibilities; read student poetry and consider extant theoretical distinctions between poetic language and more “academic” language, or what poet Stanley Kunitz refers to as the language of explication.
Grace Park McField & David Ramon McField A Meta-analysis of Asian Language Bilingual Education Programs This session will examine, using meta-analysis, the development and outcomes of various Asian language bilingual education programs in the United States. It was the intent of this review to examine the outcomes of primary studies of Asian bilingual education programs with varying levels of program quality using meta-analysis.
Grace Park McField & David Ramon McField The Many Faces of Structured English Immersion What is the relationship between California’s current policy on language education and the current theoretical research base on language programs? How have local schools and districts interpreted the state-mandated program, “Structured English Immersion (SEI)”? Does the wide variation in the interpretation and implementation of SEI render the research on program outcomes virtually meaningless?
John McLaughlin Migrant ESL: Bilingual Approaches to Service Learning and Community Collaboration This paper presents a university-community collaboration to develop a migrant ESL program using bilingual materials, including a bilingual arts and literacy component for children, and how a more critical TESOL can serve the migrant farmworker population in the Midwest.
Paula Meyer & Victoria Arancibia Success with Enriched Two-Way Bilingual Immersion in Middle School We will share how we started and are successfully implementing a genuine two-way bilingual immersion program in a middle school. Our students are successfully taking rigorous classes, three classes in English and three in Spanish each semester. They show an increased respect for and acceptance of students of different races, cultures, abilities and backgrounds. We look forward to a dialogue with participants about this exciting experience.
Savitha Moorthy Taking Students Seriously: Negotiating Curriculum and Instruction in an Adult ESL Program This paper draws on a classroom-based study of a participatory adult ESL program that describes the successes and challenges of one attempt at implementation. Here, I use student encounters with language learning to address how do classroom events and the behavior of students influence the development of curriculum.
Rahat Naqvi Family Cultural Values Relating to Heritage Language Education This ethnographic study carried out from June 1997 to March 1999 focused on Pakistani immigrant families living in Montreal. The key questions were as follows:
• How do the participating children’s native language literacy practices develop over time?
• How do the families use their various languages?
• What are their family cultural values relating to literacy and language education?
Bonny Norton Critical Literacy and the Youth Millennium Project in Pakistan Drawing on research conducted in a Pakistani school in 2001, the presenter addresses students’ complex conceptions of literacy and the English language. She suggests that current conceptions of literacy should not neglect the exigencies of the material world, and that a “politics of location” helps to explain the research findings.
Martha Nyikos & Eun-Hee Lee Korean Families’ Language and Culture Maintenance in the U.S. The relationship between Koreans’ heritage language maintenance in the U.S. as it relates to culture maintenance and identity shifts is analyzed in the present research. Five families were interviewed to explore reasons and strategies for maintenance based on their culture, identity, plan of residence in the U.S. and stances on these issues.
Takayuki Okazaki Critical Language Teaching in an ESL Academic Preparation Course This paper describes the theories, implementation, and teaching/learning outcomes of a critical approach to academic preparation in an Intensive ESL Language Program in Hawaii. Using examples of lessons from a course on Cultural Issues, I describe the challenges and rewards of engaging in critical consciousness-raising activities.
Mariya Pachman Language Policies and High Stakes Testing: Double Vision of ESL Students This paper explores the effects of high stakes testing at National (No Child Left Behind) and state (Florida Comprehensive Assessment Test) levels on the image of ESL (English - Second Language) student population. Current language policies reflect the English-only reality leaving little space for diverse students or learning English.
Carla Paciotto An Ethnography of Slovenian-Italian Bilingual Education High School Programs This paper will present the preliminary results of a comparative ethnography of two high school programs – one located in a Italian-Slovenian border town and one in a Slovenian-Italian border town – developed in the last two decades for the maintenance and promotion of the minority language, respectively Slovenian in Italy and Italian in Slovenia.
Gretchen Papazis & John Baker Life in the Fast Lane: Accelerating Learning for Older Recent Immigrant High School Students
This paper examines the impact of the Spring Branch ISD Newcomer Program on non-English speaking, recent immigrant students, age 17-21, enrolling in U.S. schools for the first time. Data on program participation and a description of the accelerated program and intensive English language component are presented.
Peter Petrucci & Katsuyuki Miyahira Going "Home" to Study Abroad: Perspectives of the Heritage Sojourner This paper discusses language and identity issues of heritage sojourners, heritage language speakers studying in their ancestral homeland. It considers others' research on speakers of Spanish as a heritage language in Mexico and the authors' work on speakers of Japanese as a heritage language in Japan.
Ekaterina Protassova Teaching Russian as a heritage language in Finland Consisting about 1% of the population in Finland, speakers of the Russian language in Finland have the right to maintain the Russian language of their children. The paper discusses the ways to organize and to teach Russian to these bilinguals, illustareted by a typical lesson and a new manual.
Parul Raval Culturally Relevant Curriculum in an Urban Gujarati-English Bilingual Program This research analyzes the impact of a culturally relevant social studies curriculum in an urban eighth grade Gujarati-English bilingual program that meets the needs of South Asian students. Further this conversation by exploring effective instructional strategies for teaching both content and language for culturally and linguistically diverse (CLD) bilingual students.
Katherine Richardson Bruna, Roberta Vann, & Moisés Perales Escudero What's Language Got To Do With It?: "Academic Language" in Science Teaching and Learning This paper presents the findings of a study that examined explicit academic language instruction within the context of science at the 4th-, 7th-, and 11th-grade levels. Using videotaped classroom observations and audiotaped interviews, it explains not only the technical aspects of academic language instruction in science classrooms but also explores the implications of understanding the relationship between language and content in science education for educators’ understandings of pedagogical responsibility in multilingual schools and society.
Scott Saft & Yumiko Ohara Promoting Dialogue about Gender in EFL Classes at a Japanese University This presentation reports our efforts to develop pedagogical practices that would allow EFL students in a Japanese university: 1) to appreciate the complex and diverse character of gender; and 2) to reflect on expectations and attitudes toward women and men in Japanese society.
Jennifer Sanders Bridging cultures: Examples from the "Serbo-Croatian" classroom Teachers dealing with “rival” cultures in one language class, e.g., Serbo-Croatian classes, face special difficulties in fostering a tolerant attitude in the classroom. I will discuss some general strategies available to all language teachers to address these issues as well as some specific implementations of these strategies in Serbo-Croatian classrooms.
Asha Sarangi Language Education in Multi-Cultural India: Lessons for Multilingual Societies In this paper, I argue how multilingual education and plural social strucutre can co-exist. I explore this question further by critically analyzing the language planning processes and policies of the Indian State of the last five decades since independence to propose suggestions for a more viable multilingual educational policy in contemporary India.
Christiane B. Schoernig The Impact of English on the German Language and Schools English has become a very influential language in Europe. Some countries consider this influence as positive while other countries feel endangered by the spread of English. Using Germany as an example, these attitudes towards English will be discussed and the influence of English in schools will be shown.
Joyce Silva Challenges and Strategies of Teachers Targeting Crosscultural Understanding in Classes Culturally responsive teaching, recognizing the learners' own cultural perspectives, is crucial to successful language learning. The teachers' role is to study learners culture, attitudes and inherant inhibitions to learning about diverse cultures, help sensitize and smoothen the transition to the 'different' ways of thinking, studying, speaking, reading and writing, with empathy.
Peter Silver "Our Spiritual Center": Becoming a Person at a Chinese Heritage Language School This paper describes ethnographic research conducted at a Chinese community heritage language school in New England. Through documents, photographs, teacher narratives, and other ethnographic data, I show how practices surrounding language instruction establish versions of what it means to be a Chinese person and how these are negotiated through classroom interaction
Danko Sipka Content and User Diversity: A Case Study of Program Development The author summarizes and generalizes the problems encountered and the problem-solving strategies employed in establishing a Serbo-Croatian program at the Arizona State University as they relate to diversity of the program content and its student population. The presentation includes a demonstration of distributed e-learning objects developed within the project.
John Staczek & Carmen Vega-Carney Spanish Heritage Language Development in a U.S.-based MBA Program We report on a continuing curricular effort to improve the Spanish of heritage users in an MBA environment where language and culture intersect with global business and international studies. Heritage language students acquire higher level oral, written, and representational and negotiating skills for business purposes.
Anat Stavans & Elite Olshtain Literacy Patterns in Ethiopian Immigrant Families in Israel This study describes the home literacy patterns in parent-child interaction in the homes of 60 Ethiopian immigrant families in Israel. The purpose of the study is to sketch the "developmental profile" of these children, from kindergarten onwards, in terms of their literacy load and support upon entering the formal educational framework. For these children, the task of bridging the gap between linguistic literacy at home and at school hinders a smooth societal integration and a normative literacy development.
Anne Swan Developing Intercultural Relations in Malaysia: An Australian Perspective This paper describes the experience of setting up a new program from an Australian university in an off-shore location in Malaysia. It focuses on the developing intercultural relationship between all participants over the 2-year period since the program began.
Steven Talmy Reading between the Decimal Point: Reappraising “Generation 1.5” This paper considers a population growing fast in schools: generation 1.5 ESL learners. Beginning with definitional issues, the paper goes on to describe the backgrounds, classroom behavior, and academic performance of several high school generation 1.5 ESL students. It concludes with discussion of how educators might approach teaching these learners.
Machiko Tomiyama EFL Education in the Framework of Liberal Arts Education This paper aims to present a successful attempt of an EFL program at a university level in Japan whose specific goal is to lay a solid foundation of liberal arts education. It discusses the importance of positioning English language education programs within the overall framework of the institutional objectives.
Feng-Yi Wang What Did Grandma Say?: Parents’ Attitude Toward Heritage Language Maintenance Studies on language maintenance have been conducted; however, parents’ attitude has not been addressed much. This study illustrates the nature of two bilingual families and compares parents¡¦ attitude toward language maintenance. An attempt is made to compare first generation immigrant parents’ view toward language maintenance between mono-cultural and intercultural families.
Tamara Warhol Reassessing Literacy Assessment in an Adult ESL Program Using data collected through a 2 ½ year ethnographic study of an adult ESL program, this paper suggests that standardized testing is an inadequate marker of achievement in adult ESL programs. Instead, it proposes that the case study method effectively demonstrates how adults define their educational goals and recognize outcomes.
Lionel Wee & Christopher Stroud Identity and Literacy: The Role of Peer Orientation Recent treatments of style as persona management can offer valuable insights into educational linguistics. Here, we analyze the tensions faced by some Singaporean students as they negotiate the demands of the official multilingual language policy and that of their own sociolinguistic profiles.
Yan Xie Motivation and Ethnic Identity: A Socio-cultural Perspective in the Teaching of Chinese This paper attempts to illustrate that motivations correlate to ethnic identity, and demonstrates that socio-cultural mediations should be considered to better understand learners’ motivation and build up their positive attitudes toward the other group which lead to the development of intrinsic motives and persistence of learning another language.
Ok Kyoon Yoo Discourses of English as an Official Language in a Monolingual Society: The Case of South Korea This study critically investigates recurring proposals to establish English as an Official Language in South Korea. Arguments and counter-arguments of the issue will be weighed to demonstrate a linguistic dilemma that the country is faced with under the demands of globalization, and to search for ways to conceptualize an alternative language policy.
Michael J. Zambon Exhibition of Cultures in Schools: From Performance to Postcolonial Performativity For many schools and communities, one-day events referred to as “Diversity Days” or “International Days” have become the primary forum to address issues related to cultural diversity. Using photographs generated from three events in the US Mid-West, the presentation will analyze the “performance” by members of various ethnic groups from a postcolonial performative framework.
Wei Zeng Applying CBI into learning Chinese as a foreign language Based on the theories of Content-Based Instruction and its practice in ESL context, this paper reports a case study on the application of CBI into an advanced Chinese language course in an American university. Analysis of strengths and weaknesses is carried out in syllabus design, classroom activities and assessment.