FLANC 2023 Conference Agenda
Saturday, November 4, 2023
08:30-08:50 PDT All Welcome
09:00-09:50 PDT Concurrent Presentations 1
Presentation 1A
Building a Multi-Language School's Community of Learning; Promoting Faculty Development and Student Success through a Team of Teams
The session explores an approach to building a community of practice through a team of teams (McCrystal et al., 2015). Overcoming the isolation of different language programs, faculty collaboration was fostered through student in-school clubs and events, cross-language class observations, instructional practice forums, and cross-divisional partnerships to leverage resources.
Kara Mac Donald, Viktoriya Shevchenko, Ying Amatya, and Mirna Khater, DLIFLC
Session Chair: Hanan Khaled, DLIFLC
Presentation 1B
Addressing the Listening Input Deficit with ChatGPT
This presentation explores the reasons behind students' varying listening proficiency levels, outlines the essential components of listening materials that can consistently support students in achieving ILR Level 2+ or higher, and demonstrates how ChatGPT can be used to accelerate the development of such materials.
Ali Bolgun, DLIFLC
Session Chair: Wendy Tu, DLIFLC
Presentation 1C
Cultivating Learner Competence through Culturally Enriched Classroom Teaching
Culture is an indispensable element in language classrooms. Integrating culture in language learning can awaken and enhance learners' interests and motivation towards the target language. Presenters will demonstrate various effective and engaging activities used in different stages of students' learning process to build their cultural awareness and competence.
Minghua Wong, Liping Qin, and Chao Liu, DLIFLC
Session Chair: Minghua Wong, DLIFLC
Presentation 1D 🎥
Harnessing Artificial Intelligence in the Humanities Classroom
This talk centers around the use of generative artificial intelligence (AI) tools in a variety of methods of assessment. Presenters will emphasize how AI has been harnessed to outline its benefits and the attempts made to mitigate its potential disadvantages within the context of a second-year Culture Studies course at the University of Toronto Mississauga (Italian Food Studies; enrollment cap: 150). The place of AI in the classroom will be evidenced by anecdotal documentation and samples of student coursework. This presentation hopes to inspire discussions on how AI can be adapted in various multi-disciplinary courses at all levels.
Dellannia Segreti and Teresa Lobalsamo, University of Toronto
Session Chair: Branka Sarac, DLIFLC
Presentation 1E 🎥
Strategies for Developing Linguistic Intelligence and Pragmatic Competence in the Foreign Language Classroom
This presentation will approach specific linguistic and pragmatic knowledge for second language acquisition learners. The result of emerging these competencies: 1) improves the capacity to use words effectively, 2) analyzes information, 3) communicates, 4) solves problems, 5) interprets in a specific context, 6) develops a sense of humor, 7) expands the enthusiasm for the subject, and 8) increases students' confidence when using the language. This session offers concrete examples based on written overviews of previous research related to the ability to use words and their combination effectively. We will open up a forum with the audience on proposed lessons for implementation. There will be time for Q&A at the end of the presentation.
Tanya de Hoyos, DLIFLC
Session Chair: J. Francisco Zermeño C., Chabot College
Presentation 1F
Using Collocation to Accelerate Learning and Enhance Fluency
This presentation demonstrates the value of teaching students using collocation. This method allows students to absorb the target language more quickly and produce it with greater fluency. The presenters explain the integration of collocation in teaching materials and review case studies that confirm the method's efficacy.
Robin Berube and Pyong Gag Ahn, DLIFLC
Session Chair: Hsin-Yun Liu, City College of San Francisco
Presentation 1G
Let’s Talk about LGBTQIA+ Communities and Social Issues in Japanese Language Classrooms
This presentation examines and proposes ways to introduce social issues as discussion topics in Japanese language classrooms and to stimulate students' critical thinking and creativity. In particular, we examine the instructional steps to utilize a variety of readings about LGBTQIA+ communities in Japan in advanced Japanese language courses at the University of California, Davis, based on the data from the Winter Quarter of 2017 to the Winter Quarter of 2023.
Nobuko Koyama, University of California at Davis
Session Chair: Kazue Masuyama, CSU Sacramento
10:00-10:50 PDT Concurrent Presentations 2
Presentation 2A 🎥
Developing Deep-level Cultural Competence in Classrooms
The presenters will share best classroom practices for developing deep-level cultural competence that enhances superior language proficiency. In addition to presenting culturally relevant activities to enhance learners' interest in the target language culture, the presenters will also introduce effective usage of digital tools to develop learners' linguistic and cultural proficiency.
Kueilan Chen, Marilyn Chakwin, Ruiqi Ma, and Xiaohui Wu, DLIFLC
Session Chair: Kueilan Chen, DLIFLC
Presentation 2B
Leveraging ChatGPT’s Capabilities for Enhancing Inter-Cultural Competence
ChatGPT provides a unique and personalized experience by engaging learners in interactive dialogues full of cultural references and nuances, hence promoting the cultural competence of language learners. This presentation will demonstrate how to integrate ChatGPT capabilities in lesson plans to create an immersive language learning experience focusing on developing intercultural competence.
Michelle Omidi and Ivanisa Ferrer, DLIFLC
Session Chair: Ivanisa Ferrer, DLIFLC
Presentation 2C
Enhancing Language Proficiency by Teaching Intercultural Communicative Competence Using OSEE
In today's diverse world, language learners frequently interact with people from other cultures. Are these learners respectful in their exchanges with people from different cultures? In this interactive session, the participants and presenters will discuss OSEE (Observe, State, Explore, Evaluate) to teach intercultural communicative competence for students' understanding of culture.
Svetlana Davidek and Sumbal Ayaz, DLIFLC
Session Chair: Gaye Walton-Price, University of San Francisco
Presentation 2D 🎥
Fostering Critical Thinking: The Mission Possible
Though critical thinking (CT) is one of the essential 21st-century skills, little is known about the construct and the appropriate methods to foster it in language classrooms. Accordingly, this workshop aims to help teachers understand CT and how to teach it. To achieve this end, attendees will be provided with various activities and examples by which they can quickly introduce, foster, and accurately assess critical thinking in their classrooms.
Reem Desouky, The American University in Cairo (Gisèle Hart Membership Award 2023)
Session Chair: Tarek Elgendy, DLIFLC
Presentation 2E
Teaching Idioms and Proverbs to Promote Intercultural Competence
This presentation will introduce how Idioms and Proverbs can be effectively integrated into the existing language curriculum and help language learners learn how to use the language to function successfully in socio-cultural contexts through developing their awareness of cultural differences between L1 and L2.
Deborah Choi and Hae Seon Chung, DLIFLC
Session Chair: América Salazar, Harker School
Presentation 2F
The Japanese-American Experience in the Ethnic Studies Syllabus: New Perspectives from Recently Translated (and English) Texts
California Congress mandates that introductory Ethnic Studies classes must include the experiences of Native Americans, African Americans, Asian Americans, and Latinos. Consequently, instructors of Japanese-American history face a time deficit. A workable solution is integrating newly translated texts by early 20th-century Japanese visitors to the US into our reading list and graphic novels by Japanese Americans.
Presenter and Session Chair: Henri-Simon Blanc-Hoang, City College of San Francisco
Presentation 2G
Teaching Japanese Honorifics: How they can be taught better
In this talk, I will share my dissertation research on bringing the latest sociolinguistics research to language classrooms. The talk will cover 1) factors observed from real-life data that influence the diverse usages of Japanese honorifics and 2) a workshop that aims at implementing a new pedagogy in teaching Japanese honorifics. In an era that emphasizes language diversity and de-emphasizes teaching normative usages only, my research argues for including deviating usages in language classrooms. It provides thoughts on what matters in language teaching.
Taranee Cao, Earlham College
Session Chair: Manami Iwata, San Jose State University
11:00-12:00 PDT Announcements and Keynote Address
Getting Students Started on the Road to Cultural Competency, the Journey of a Lifetime
Ann Jordan has been a learner and a teacher for almost her entire life at every level, from elementary through high school, and now works with adults. She began her teaching career in the Salinas Valley and retired in 2018 from full-time teaching at Los Gatos High School to coach and train teachers across the U.S. in the Japanese Language Education Assistant Program (J-LEAP). She is a past vice-president and president of the American Association of Teachers of Japanese and has received the California Language Teachers Association Outstanding Teacher Award as well as recognition as a Santa Clara County Teacher of the Year and the California League of Middle Schools Teacher of the Year. She has also served as College Board Advisor on the AP Japanese Language Development Committee and is currently on the CLTA advocacy team.
Keynote Chair: Masahiko Minami, San Francisco State University
12:00-13:00 Lunch and Walk
12:55-16:15 CLTAC 2023 Virtual Fall Pedagogy Workshop - Keynote Speech and Featured Presentations
12:55-13:00 Welcome and Opening Remarks by Huazhi Wang, Stanford University
13:00-14:00 Telic Agreement of the Procedural Chinese Perfective 了 by Chaofen Sun, Stanford University (Chair: Zhiqiang Li, University of San Francisco)
14:05-15:00 Setting the PACE: Inductive and Collaborative Approaches to Grammar Teaching by Ying Jin, Cupertino High School (Chair: Mingjung Chen, Menlo School)
15:05-16:00 Enhancing Grammar Instruction through Construction Grammar Principles by Jincheng Liu, U of Notre Dame (Chair: Le Tang Singleton, Stanford University)
16:00-16:15 CLTAC Member Meeting by Yue Li, Defense Language Institute
13:00-13:50 PDT Concurrent Presentations 3
Presentation 3A
Assembling a Life: Assemblage in the World Language (L2) Classroom
This unit invites world language students to examine contemporary artworks and create their own assemblage artworks. Through note-taking, discussion, creation, and presentation, students examine the intersections of the political and personal through their L2. Students create and deliver an oral presentation in the target classroom language.
William (Billy) Heidenfeldt, Salesian College Preparatory
Session Chair: Henri-Simon Blanc-Hoang, City College of San Francisco
Presentation 3C
Self-compassion for Professional Growth
Burnout can lead to negative emotions and potential loss of productivity in our work environment. Self-compassion is a valuable tool to transform burnout into balanced productivity and joy. Discover how to identify and label your emotions without judgment and focus on yourself to be your best self at school (and outside of school)!
Jennifer Schwester, Brick Township Public Schools in New Jersey
https://drive.google.com/file/d/1cqFOddRohf_BnES9c38Whdv52l0zxBlB/view?usp=sharing
Presentation 3D
Stories that connect: Folktales, Proverbs, and Sayings
This presentation delves into the complex process of teaching a language's cultural characteristics by interpreting figurative meanings found in Folktales, Proverbs, and Sayings. The presenters will showcase practical strategies to enhance linguistic competence, foster cross-cultural communication, and promote cultural and linguistic competence in the Korean language classroom.
Yerie Han and Jeongsun Kim, DLIFLC
Session Chair: Gaye Walton-Price, University of San Francisco
Presentation 3E
Using Cultural Music with RACE and Socratic Seminar Discussions
This presentation delves into the complex process of teaching a language's cultural characteristics by interpreting figurative meanings found in Folktales, Proverbs, and Sayings. The presenters will showcase practical strategies to enhance linguistic competence, foster cross-cultural communication, and promote cultural and linguistic competence in the Korean language classroom.
Amy C. Waddell, Carver Middle School in South Carolina
Session Chair: América Salazar, Harker School
Presentation 3G
Exploring Student Engagement with Written Corrective Feedback: A Classroom Case Study of JFL Learners
This case study aims to explore student engagement with written corrective feedback (WCF) among learners of Japanese as a foreign language (JFL). This study also investigates the roles of individual and contextual factors in learners' engagement. Using Ellis's (2010) analytical framework, the study examines learners' cognitive, behavioral, and affective engagement with WCF. The focal participants are three learners of Japanese at a US university, and data is collected from interviews, retrospective verbal reports, and student essays. The results reveal that each learner's engagement differs due to individual and contextual factors. This study highlights the need to tailor WCF to individual learners for optimal benefits.
Jun Takahashi, Colby College
Session Chair: Naoko McHale, Davis Senior High School
14:00-14:50 PDT Concurrent Presentations 4
Presentation 4A
Assertive Communication in a Multi-Cultural Language Learning Environment
Building on a detailed study of the existing literature on assertive communication, the presenters will discuss a communication paradigm toward developing intercultural competence. Two real-life case studies will be presented to help participants further explore and apply the concept in a multicultural language learning environment.
Michelle Omidi and Rana Surinder, DLIFLC
Presentation 4B
Increasing the awareness of politeness in email requests with the assistance of Chat GPT
This presentation will introduce classroom activities to enhance students' awareness of politeness in Korean and French email requests. Utilizing Chat GPT, it will demonstrate how Chat GPT can serve as a sample generator and evaluator for students' email requests, providing valuable feedback for improvement.
Jean Young Chun and Sonia Perchaud, DLIFLC
Session Chair: Jean Young Chun, DLIFLC
Presentation 4C 🎥
Peer Teaching
In a Flipped Classroom, peer teaching plays a crucial role. The goals of peer teaching are to promote students’ self-regulated learning and to enhance student-student cross-learning. During these sessions, activities that can be used include identifying areas that need clarification/confirmation, gamification, text analysis, and deconstructing texts into meaningful independent ideas.
Presenter and Session Chair: Tarek Elgendy, DLIFLC
Presentation 4D
The Role of Pragmatics in Achieving Higher Proficiency Levels
Since pragmatic rules for language use are often subconscious, even native speakers of a language are often unaware of such rules until they are broken. The purpose of the presentation is to make participants conscious of what they already know about pragmatic language awareness and its implications for higher proficiency levels.
Ivanisa Ferrer and Oya Bolgun, DLIFLC
Session Chair: Ivanisa Ferrer, DLIFLC
Presentation 4E
Foreign Language Clubs as a Core Function in Exceeding Proficiency Goals
Drawing on published work on the value of foreign language clubs, the session shares a school-wide framework for offering a variety of foreign language clubs aligned with the curriculum to enhance learner proficiency and cultural competence.
Chia Ning Liu, Liyuan Liao, and Kara Mac Donald, DLIFLC
Session Chair: Hanan Khaled, DLIFLC
Presentation 4G
Expressing Subjective Judgments and Evaluative Feelings in Japanese: Japanese-language Learners' Acquisition of te-shimau for Implying Disappointment
This study focused on how learners of Japanese express their emotions and evaluative feelings, particularly regarding the acquisition of te-shimau to imply disappointment. Using storytelling data from the "International Corpus of Japanese as a Second Language (I-JAS)," we analyzed the actual use of te-shimau at the emotional culmination (high points) of narratives and the use of alternative expressions for disappointment by learners of Japanese who speak Chinese, English, and Korean as their mother tongues. The results revealed that the use of te-shimau was less common among learners of Japanese than among native speakers of Japanese, regardless of their native language, and that usage of te-shimau tended to increase at the intermediate level. Learners of Japanese also conveyed their feelings of disappointment using expressions other than te-shimau. However, they tended to use those expressions as predicates or modifiers rather than as components of the formulaic adverbial expressions more commonly used by native Japanese speakers. These results suggest that the acquisition of expressions for emotion and evaluation is not generally difficult for learners of Japanese, but they do not intuitively use them in the same ways as native speakers.
Presenter and Session Chair: Masahiko Minami, San Francisco State University
15:00-15:20 PDT Closing Circle
Our Poster Game
