Faculty Resource Blog

Entries Tagged as 'Uncategorized'

L2 Identity, Discourse, and Social Networking in Russian

February 20th, 2013 · Comments Off on L2 Identity, Discourse, and Social Networking in Russian

“With the emergence of Web 2.0, networking in online environments has become an increasingly popular form of social interaction that allows participants to express themselves, build profiles, form online communities of common interests, and interact socially with others (McBride, 2009). This phenomenon of social networking, made possible by the invention of new communicative technologies, reflects a changing attitude towards the Internet as a social platform and a greater trust in its possibilities as a social medium. Participants of online social networks engage in relationships, form friendships, collaborate with others, and, while doing all that, enact and fashion distinct identities (Lomicka & Lord, 2009).
Social interactivity, as well as an increased popularity among students, has made social networking sites an attractive environment for language learning and a potential platform for Internet-based cultural tasks in second language (L2) classes. This instructional use of modern communication technologies has been brought into a narrow focus with the birth of a new generation of students, often labeled as the Net Generation (Tapscott, 2009) or digital natives (Prensky, 2001). This generation has grown up depending on technology, and because of that, Prensky argues, their mental functions are mediated by technology, at least to the extent that they process information in a fundamentally different fashion than previous generations of learners did.”
To learn more about how the internet is changing language learning, click here.

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Using a Radical-Derived Character E-learning Platform to Increase Learner Knowledge of Chinese Characters

February 20th, 2013 · Comments Off on Using a Radical-Derived Character E-learning Platform to Increase Learner Knowledge of Chinese Characters

“The rise of China to international prominence in recent years has made learning Chinese extremely popular, and increasing numbers of non-native Chinese students have begun to choose Chinese as their second language of study. Though learners when learning a second language may attempt to applytechniques used when acquiring their first language (cf. Cook, 2003; Dulay, Burt, & Krashen, 1982; Larsen-Freeman & Long, 1991; Jiang, 2008), learners of Chinese who have alphabetic first languagestend to find Chinese writing difficult to learn. This is because in alphabetic writing systems, the orthography of a phrase typically has a specific relationship with its pronunciation, which is known as the grapheme-phoneme correspondence (GPC) rule. Chinese orthography, on the other hand, is logographic and composed of radicals in two-dimensional squares. As specific characters do not necessarily correspond to specific phonemes, one cannot know a character’s pronunciation simply by observing its representation. International students or heritage Chinese learners whose learning strategies may rely on phonemes probably are accustomed to determining a word’s pronunciation by simply reading the representation; thus, the absence of the GPC rule for Chinese characters may become one of the major obstacles when these students learn and memorize characters (Shi & Wan, 1998).”

The rest of the study can be found here.

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Content-Based Language Teaching with Technology

February 13th, 2013 · Comments Off on Content-Based Language Teaching with Technology

The University of Minnesota’s Content-Based Language Teaching with Technology Web Resource Center is  full of useful information for teachers of many languages. You can find teaching and asssessement strategies, as well as lesson plans that incorporate Content-Based Teaching and technology. To check out the center follow this link: Content-Based Teaching with Technology

Here are some excerpts about Content-Based Instruction from the resource center’s site:

Content-Based Second Language Instruction:
What is it?

CBI is “…an approach to language instruction that integrates the presentation of topics or tasks from subject matter classes (e.g., math, social studies) within the context of teaching a second or foreign language” (Crandall & Tucker, 1990, p. 187).


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The Economist, “Higher Education: Not what it used to be”

December 6th, 2012 · Comments Off on The Economist, “Higher Education: Not what it used to be”

Greetings all,

Today we would like to pass along an article shared to use by Professor Gaetano DeLeonibus of the French Department.

On Dec 1, The Economist published an article on the declining economic value of higher education titled: “Higher Education: Not what it used to be” which can be read HERE. The article details how the American university system has changed and morphed over the last half-century, focusing closely on the economics of the university system and the financial value of a college degree. As a recent graduate myself, I found this article to be very informative and we at the World Languages Studio feel it worth passing on even though it does not focus on language education.

Tantalizing quotes to peak your interest:

“The cost of university per student has risen by almost five times the rate of inflation since 1983… making it less affordable and increasing the amount of debt a student must take on. … dept per student has doubled in the past 15 years.”

“At the same time, universities have been spending beyond their means.”

“Another issue is that the salary gap between those with only a high-school diploma and those with a university degree is created by the plummeting value of the diploma, rather than by soaring graduate salaries.”

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Felix Kronenberg from Rhodes College

November 13th, 2012 · Comments Off on Felix Kronenberg from Rhodes College

Another warm thank you for all your support in bringing Dr. Felix Kronenberg on campus and attending his small sessions and main talk. We’ve received such positive feedback and excitement to implement some of these ideas in the near future!

If you missed his visit or were looking forward to his follow-up as promised, Felix provided great presentations and information about the resources he talked about specially for us.


To further explore and follow Felix’s his ongoing research more closely, check out his nationally recognized blog titled “Language Technology Boot Camp.” His blog incorporates an array of his studies and interests.


In one of his recent posts Felix talked about his visit to Willamette and the World Languages Studio and some of the design elements which stemmed from his work which was incorporated in the Studio. He outlines the various aspects of the Language Learning Center and touches on some of his material from the main talk. Check out the article!

We would also like to draw your attention to our link to Felix’s page to the right. Now you can have his blog handy, and ready for you to save and bookmark on your own computers! Check it often, he always has interesting posts about a variety of topics which could serve your interests and purposes!

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Developing Students’ Translingual and Transcultural Competence: The Cultura Project

October 4th, 2012 · Comments Off on Developing Students’ Translingual and Transcultural Competence: The Cultura Project

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Video Games for Language Learning: A Mission for Language Centers?

October 4th, 2012 · Comments Off on Video Games for Language Learning: A Mission for Language Centers?

IALLT October Webinar
Video Games for Language Learning:
A Mission for Language Centers?

Wednesday October 10, 2012 3:00 pm ET (2:00 pm CT/1:00 pm MT/12:00 pm PT)

Presenter: Felix Kronenberg, Assistant Professor for Modern Languages and Literatures and Director of the Language Learning Center at Rhodes College

The rising interest in video games for language learning and teaching purposes poses the question whether this area will be of growing importance concerning the offerings and support that language learning centers provide. In this presentation Dr. Kronenberg will outline the current state of research, and discuss advantages and disadvantages of games for L2 learning. He will also talk about the pedagogy behind the use of games for L2 learning, and provide an overview of successful projects and curricular integration at Rhodes College (and previously at Pomona College) as well as other universities and colleges. This will be followed by a discussion of how to best support the use of video games in the language center, including practical considerations such as hardware and software acquisitions, installation and support issues, professional development, as well as course integration topics, such as scaffolding and debriefing.

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25 Handy Words That Simply Don’t Exist in English

July 30th, 2012 · 1 Comment

1 Age-otori (Japanese): To look worse after a haircut

2 Arigata-meiwaku (Japanese): An act someone does for you that you didn’t want to have them do and tried to avoid having them do, but they went ahead anyway, determined to do you a favor, and then things went wrong and caused you a lot of trouble, yet in the end social conventions required you to express gratitude

3 Backpfeifengesicht (German): A face badly in need of a fist

4 Bakku-shan (Japanese): A beautiful girl… as long as she’s being viewed from behind

5 Desenrascanço (Portuguese): “to disentangle” yourself out of a bad situation (To MacGyver it)

6 Duende (Spanish): a climactic show of spirit in a performance or work of art, which might be fulfilled in flamenco dancing, or bull-fighting, etc.

7 Forelsket (Norwegian): The euphoria you experience when you are first falling in love

8 Gigil (pronounced Gheegle; Filipino): The urge to pinch or squeeze something that is unbearably cute

9 Guanxi (Mandarin): in traditional Chinese society, you would build up good guanxi by giving gifts to people, taking them to dinner, or doing them a favor, but you can also use up your gianxi by asking for a favor to be repaid

10 Ilunga (Tshiluba, Congo): A person who is ready to forgive any abuse for the first time, to tolerate it a second time, but never a third time


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