Professional
Development

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--- Call for Teacher Training Workshops ---▲

CERCLL offers teacher training workshops to K-16 foreign language teachers (K-12, community college, and college/university teachers) in the local area (including Tucson and Phoenix, as well as smaller cities in Southern Arizona) throughout the year. Teachers have indicated that they are most interested in obtaining hands-on training in pedagogical techniques and activities that they can incorporate directly into their classrooms without excessive modification.

We are therefore issuing a call for proposals to faculty and students interested in conducting this type of workshop. The workshops can be either half-day or full-day, and are usually held on Saturdays. Instructors for these workshops may teach alone or with co-instructors, and can be either faculty or students or any combination thereof. CERCLL will collect registration fees from workshop participants, and instructors will receive some financial remuneration (amount to be determined).

Please complete the online proposal submission form (linked below) describing your proposed teacher training workshop. Examples of past CERCLL workshops can be found in the Past Events section below. If you have further questions or would like more information, please contact us.

Click here to access the online submission form (on an external site).

--- Past Events ---▲

2010 Tucson Chinese New Year Festival (January 31, 2010) - The largest Chinese New Year's performance in Arizona's history. Over 200 Chinese & American performers on stage including winners of international competitions. The best opportunity to gather families and friends to experience Chinese culture and celebrate Chinese New Year here!

The Ecology of Assessment: The Use (And Misuse) of Student Performance Data (January 28, 2010) - Advances in technology and psychometrics make it possible to gather and analyze huge amounts of performance data from language learners. Properly employed, technology-mediated assessment tools can inform curriculum and instruction, enhance student motivation, and support effective program evaluation. Misapplied, this data can be punitive to instructors, confusing to students, and misleading to administrators. This presentation will examine the Standards-based Measurement of Proficiency (STAMP) as a case study of the potential good and harm that can come from the application of assessment data to pedagogic decision-making. Following a description of STAMP itself, examples of appropriate and inappropriate use will be presented. The presentation will conclude with a discussion of how STAMP and other assessment tools might be used at the University of Arizona to enhance student performance and improve decision-making. Carl Falsgraf is the director of the Center for Applied Second Language Studies (CASLS) at the University of Oregon. He has a doctorate in Linguistics and has published and presented widely on language acquisition and language assessment. He has overseen the development of the Standards-based Measurement of Proficiency (STAMP), an online assessment of proficiency available in thirteen different languages. Presented by Dr. Carl Falsgraf (University of Oregon)

Writings Out of Time: The University of Arizona's Cuneiform Collection - The Roots of Literacy in the Ancient Near East (September 14 - December 18, 2009) - The archaeological exhibit "Writings Out of Time: The University of Arizona's Cuneiform Collection" showcases the Arizona State Museum's extraordinary collection of cuneiform tablets dating from 2100-1800 BCE, unquestionably the oldest archive of literary materials in the State of Arizona and displayed here for the first time, as well as other inscribed and engraved artifacts from the ancient Near East. The exhibit will be open to the public from September 14 to December 18, 2009, in The University of Arizona's Special Collections Library. Co-Sponsored by CERCLL.

ACTFL 2009 Annual Convention and World Languages Expo (November 20-22, 2009) - The American Council on the Teaching of Foreign Languages (ACTFL) Annual Convention and World Languages Expo brings together more than 6,000 teachers, administrators, method instructors and students of foreign languages at all levels from across the world. The convention features over 600 educational sessions on such topics as: Assessment, Culture, Curriculum, Learner Variables, Literature, Materials, Methods/Techniques, Policy/Issues, Professional Development, Research, Specific Purposes, Standards and Technology. The University of Arizona CERCLL had a booth in the Exhibit Hall.

Global Lens 2009 Film - My Time Will Come (Cuando Me Toque A Mi) (November 20, 2009) - My Time Will Come (Cuando Me Toque A Mi), a Ecuardorian film by Víctor Arregui presented by CERCLL, Center for Latin American Studies, Center for Middle Eastern Studies, and International Affairs. This film is presented as part of International Education Week 2009. International Education Week, November 16-20, 2009, is a joint initiative of the U.S. Department of State and the U.S. Department of Education. This weeklong observance is part of a continuing promotion of programs that prepare Americans for participation in the global economy and attract future leaders from abroad to study in the United States.

Global Lens 2009 Film - Those Three (An Seh) (November 17, 2009) - Those Three (An Seh), a Iranian film by Naghi Nemati presented by CERCLL, Center for Latin American Studies, Center for Middle Eastern Studies, and International Affairs. The film and discussion will be facilitated by Ana Ghoreishian, MA candidate, and Julie Ellison, PhD candidate, Department of Near Eastern Studies. This film is presented as part of International Education Week 2009. International Education Week, November 16-20, 2009, is a joint initiative of the U.S. Department of State and the U.S. Department of Education. This weeklong observance is part of a continuing promotion of programs that prepare Americans for participation in the global economy and attract future leaders from abroad to study in the United States.

Global Lens 2009 Film - Getting Home (Luo ye Gui Gen) (November 16, 2009) - Getting Home (Luo ye Gui Gen), a Chinese film by Zhang Yang presented by CERCLL, Center for Latin American Studies, Center for Middle Eastern Studies, and International Affairs. The film and discussion will be facilitated by Dian Li, Ph.D., Associate Professor in East Asian Studies. This film is presented as part of International Education Week 2009. International Education Week, November 16-20, 2009, is a joint initiative of the U.S. Department of State and the U.S. Department of Education. This weeklong observance is part of a continuing promotion of programs that prepare Americans for participation in the global economy and attract future leaders from abroad to study in the United States.

Bridging the Online Gap between Digital Immigrants and Digital Natives (November 14, 2009) - This workshop will focus on integrating traditional language classroom teaching techniques with the use of technology for innovative activities in reading, writing, listening and speaking skills through oral tradition, literature, music and art. Workshop participants will engage in an overview of online resources, demonstration, discussion, sharing, and hands-on development of manipulatives.  These ideas are applicable to the teaching of any language for primary, secondary and post-secondary instruction. This presentation is second in a 2009-10 series of PAL-sponsored workshops for language teachers. Presented by Dolores Durán-Cerda, Department of World Languages, Pima Community College.

Podcasting Workshop: Teaching With Podcasting (November 12, 2009) - In this workshop, you will learn why nearly 50,000 people visit the UA's iTunes U site each week, what faculty and departments have contributed, and the different ways that you can take advantage of podcasting to enrich your students' learning experiences. UA faculty Scott Hessell, Lecturer, Family and Consumer Sciences & Suzanne Westbrook, Senior Lecturer, Computer Science will talk about their experiences and answer your questions. Organized by Stuart Glogoff, Learning Technologies Center & Gregory Anderson, Student Computing Resources

National Middle East Language Resource Center (NMELRC) Hebrew Seminar (October 31 - November 1, 2009) - The 2009 National Middle East Language Resource Center's Seminar for College and K-12 Teachers of Hebrew is hosted by the University of Arizona and chaired by Shmuel Bolozky and Anat Maimon. Co-Sponsored by CERCLL.

Eye Movements and Cognitive Processes in Reading (October 27, 2009) - Public lecture by Keith Rayner (University of California San Diego) on the basic characteristics of eye movements during reading will first be reviewed. Four key topics were discussed including: 1) what is the size of the perceptual span in reading, 2) what kind of information is integrated across saccades, 3) what determines where we move our eyes next, and 4) what determines when we move our eyes. This was the second of four public lectures sponsored by Linguistics and Language Reading and Culture this Fall, in collaboration with CESL, CERCLL, Cognitive Science, English, SLAT and SBS.  Additional speakers included William Watt and Stephen Strauss.

Panels for K-12 Chinese Language Teachers (October 22-24, 2009) CERCLL sponsored registration for Chinese several language instructors for two panels, "Integrate Communicative Approach into Chinese Grammar Teaching" with chairs Cindy Shih and Xia Zhang (University of Arizona), and "Resources for K-12 CFL Teachers" with chair Michael Paul (Brigham Young University).

Technology & Language Instruction: Web 2.0, Social Networking, Interactive Audio, & Video Explained! (October 21 & 22, 2009) - This workshop provides demonstrations and hands-on practice with technology tools for language teaching. We discuss choosing the right tool for each task, integrating curriculum requirements with technology use, and provide strategies for using technology to supplement the language learning experience. Two University of Arizona projects will be emphasized (COHChat and OLÉ). The workshop concentrates mostly on systems freely available over the internet. Sometimes referred to as Web 2.0 tools, there are many free online applications instructors can use. In these times of tight budgets it becomes even more valuable that we can use free web-based tools to enhance the language learning experience. Led by Garry Forger, Wayne Brent, and Justin LeBreck (University of Arizona).

Immersion and the Art of Conversing in your Language (October 10, 2009) - In this workshop, learn to successfully implement immersion methods in a regular middle or high school language class – right from day one of the beginning level. Workshop participants will engage with theory and practice in immersion methods and strategies. Demonstration, discussion, then development and practice of immersion lessons by participants are the pivotal activities for this workshop. Participants will not only develop and practice their own immersion lessons, but build their repertoire and networks through sharing and discussion. Presented by Stephanie Duisberg, Amphitheater Schools, Emerita.

Exploring Universals in the Reading Process (June 2-3, 2009) - This 2-day workshop focused on the reading process and comprehension of written texts in English, Chinese, Japanese, and Korean from a psycho-sociolinguistic, transactional point of view. Day 1 focused on drawing out general principles of literacy learning from a well-known theoretical model of reading developed initially for English speakers (applicable to instructors of all languages). In Day 2, through keynote presentations, small group discussion, and poster displays, workshop participants engaged with other K-16 language researcher/educators in exploring the development of L1 and L2 literacy in several major Asian language groups and the influence of differing linguistic structures, orthographies, rhetorical organization and culture upon the reading process. Workshop materials included a manual of reading strategy lessons and a bibliography of written materials, websites and other resources that can be used in the teaching of reading of Chinese, Japanese, and Korean.  Led by David Yaden, Kenneth Goodman, Yetta Goodman, and others.

Teaching Portuguese to Spanish-Speaking Learners (L1, L2 and Heritage): A Structured/Enhanced Input Approach (June 3, 2009) - Building on the language skills of Spanish speakers (native speakers, heritage speakers, FL/SL learners of Spanish), this workshop focused on teaching Portuguese through the early introduction of reading authentic texts. It provided a rich source of authentic materials for Portuguese teachers and learners through a website offering both classroom tasks and web-based language learning materials. By using learning tools available on the web, the tasks were designed so as to enhance learners’ exposure to authentic input in the target language and draw learners' attention to form and how structural aspects of the target language differ from Spanish. The project website also included a wide range of computer-assisted language learning (CALL) tasks for learners of Portuguese. This workshop aimed at familiarizing grade 9-16 teachers with these web-based products. The first part presented the theoretical framework on which this project is based, and the second part involved small-group activities and follow-up discussions about their application to the Portuguese classroom. Led by Ana Carvalho and Juliana Luna Freire (University of Arizona).

Developing Foreign Language Courses Using A Multiple Literacies Approach (June 4, 2009) - This workshop, designed for teachers faced with the challenge of developing integrated foreign language courses, featured an overview of key theoretical concepts related to New Literacy Studies and their relation to foreign language teaching and learning, an illustration of what a pedagogy of multiple literacies entails for designing classroom instruction and assessment of language-learning outcomes, and hands-on activities to guide workshop participants in designing (or re-designing) a foreign language course using a multiple literacies approach. Led by Heather Willis Allen (University of Miami).

Technology and Language Instruction: Web 2.0, Social Networking, Interactive Audio and Video Explained! (June 5, 2009) - This workshop provided demonstrations and hands-on practice with technology tools for language teaching. Participants learned about choosing the right tool for each task, integrating curriculum requirements with technology use, and were provided with strategies for using technology to supplement the language learning experience. The workshop concentrated mostly on systems that are freely available over the internet. Led by Garry Forger, Wayne Brent, and Justin LeBreck (University of Arizona).

Web 2.0 – Interactive Technologies in the World Language Classroom (June 15-16, 2009) - This 2-day workshop explored the learning possibilities in current Web 2.0 trends, and provided the opportunity to explore and (co-)create lessons using the most intriguing tools. Tools surveyed included blogs, virtual storytelling, social networking for teachers and for students, personalized web portals, socieal bookmarking, YouTube, TeacherTube and SchoolTube, podcasting (audio and video), and course (content) management software. By the end of the workshop, participants co-created and published one or more pedagogical use for each of the tools, as well as a whole or partial real-world lesson which incorporated one of more of the elements learned. All sites and steps were provided in reference materials. Led by Karen Philabaum-Maginnis (Tucson Unified School District).

Arabic Language "Mini School" (April 18 & 25, 2009) - Through interactive games and activities, children were introduced to basic greetings and vocabulary in MSA (Modern Standard Arabic) and colloquial dialects, and were also exposed to Middle Eastern cultures.

2009 Humanties Week (April 4-13, 2009) - A week of talks and panels representing the College of Humanities departments and programs. Presentations covered German, Mexican, and Spanish film, Dante, travelling medieval Europe, hip-hop poetry, and much more. CERCLL had a booth at the College of Humanities Information Fair on April 8.

2009 Southern Arizona Language Fair (April 4, 2009) - This annual event celebrates the achievements of southern Arizona K-16 language students and their instructors. Activities included competitions in poetry, drama and oral proficiency, art contests, opportunities to play games exclusively in a second language, multicultural and multilingual booths, lively world music, and activities for all ages. Certificates were awarded to all fair participants and their instructors, and there were prizes for the top winners in different categories. CERCLL had a booth at this fair, and also sponsored the Cultural Display Contest prize.

9th Annual Southwestern Graduate Conference in Middle Eastern Studies: Cross-Disciplinary Perspectives in Middle Eastern Studies (March 25-27, 2009) - This conference has a long history of bringing together graduate students working on the Middle East from all disciplines, and of providing an enriching forum for young scholars to present their work and to receive feedback from professors and their own academic peers on their scholarship and presentation skills. CERCLL co-sponsored this event.

8th Annual SLAT Interdisciplinary Roundtable (March 6-7, 2009) - "Crossing Borders: Interdisciplinary Approaches to Second Language Acquisition"

Introducing Children to the World: Exploring Middle Eastern Cultures and the Arabic Language through Children's Literature (January 24, 2009) - This workshop instructed participants in immersing their students in global cultures and languages through engagements around children’s literature. Literature can open the world for students and build a bridge to international understanding and global perspectives. This workshop highlighted Arabic language, Middle Eastern cultures, values, and practices, and many children’s books about the Middle East in both English and Arabic. Handouts and resources on Middle Eastern culture, language and children’s literature were provided for engaging students in inquiries of other cultures around the world. Led by Kathy Short (Professor in the Department of Language, Reading and Culture at the University of Arizona) and Seemi Raina (Doctoral Candidate in the Department of Language, Reading and Culture at the University of Arizona).

International Education Week Film Screenings (November 19-21, 2008) - Three films were selected from Global Lens 2008, a film series promoting cross-cultural understanding through cinema. "The Kite" (Le Cerf-Volant) from Lebanon, 2004. "Kept and Dreamless" (Las Mantenidas Sin Sueños) from Argentina, 2005. "Luxury Car" (Jiang Cheng Xia Ri) from China, 2006.

Heritage Language Learners in the Foreign Language Class: Recognizing Resources and Overcoming Challenges (October 18, 2008) - The number of heritage language learners is on the rise in today's classrooms. Many teachers are often at a loss as to how to properly identify these students, recognize their strengths, and address their different needs within the context of a traditional foreign language classroom. This workshop covered practical elements necessary for teachers to better meet the needs of these learners in the classroom, including: student identification, competence level, and key pedagogical and sociolinguistic issues necessary for a successful mixed heritage/foreign language class. Authentic examples from student work were used to illustrate the main points in this workshop.  Led by Sara Beaudrie (Assistant Professor in the Spanish and Portuguese Department at the University of Arizona).

2008 Developing and Assessing Intercultural Competence Conference (October 10-11, 2008) - A conference for K-16 educators and students in fields related to Foreign Languages, Social Sciences/Studies and Humanities, featuring experts in Intercultural Competence and Communication.

Building from the Ground-Up: Global Simulation and Foreign Language Teaching/Learning (June 19-21, 2008) - In this workshop, the presenters (re)-introduced participants to global simulation, an approach which allows for a natural integration of the National Standards' five goals with the support of established and emerging technologies. Participants 1) examined the rationale behind global simulation, 2) explored strategies for successful development and implementation, 3) surveyed software and materials, 4) became familiar with ways to assess students' language development and culture learning, and 5) experienced global simulation firsthand by participating in one. The format of the workshop varied between mini-presentations/lectures, discussions, and hands-on activities.  Led by Beatrice Dupuy and Helen Shishkin.

Technology and Language Instruction (June 18, 2008) - This workshop addressed tools for using technology to teach languages. It discussed choosing the right tool for each task, integrating curriculum requirements with technology use, and provided strategies for using technology to supplement the language learning experience. Two University of Arizona projects (MaxAuthor and OLE) were emphasized, as well as freely-available systems such as YouTube and iTunes.

Game to Learn (June 17, 2008) - Participants in this workshop learned how to inexpensively design and implement custom foreign language (FL) games using off-the-shelf computer game development tools. Techniques included in-game FL dialogues between game characters and the player, in-game FL texts (such as those found in documents, journals, maps, etc.), and FL puzzles the player must solve in order to advance the game. Led by Ken McAllister and Judd Ruggill (University of Arizona).

Writing Systems of the World (June 16, 2008) - This workshop provided participants with a brief introduction to the history of writing and the way that writing systems work. This material provided the necessary background to several individual modules on writing systems that are important in the world today.

Lesson Delivery in Student Centered Instruction: Putting Students First (June 13-14, 2008) - Participants learned strategies to encourage student-centered learning in an integrative learning environment in which students may self-learn and peer-teach one another. Student-centered learning is creative and enjoyable for all participants, stimulates higher-order thinking skills, and complements the multiple intelligences learning styles. Participants learned strategies to train students so they actively earn "seat time" by creating and delivering mini-lessons on instruction objectives during class. They role-played as students in order to create an integrative learning environment in the classroom, so that students may self-learn and peer-teach. Workshop participants received student-created sample materials. A portion of the workshop was dedicated to creating a plan of action to incorporate future students into lesson delivery. Led by Linda Landrum (Spanish and Italian instructor at Greenway High School and Glendale Community College).

2008 Southwest Institute for Learning with Technology @ Northern Arizona University (May 19-21, 2008) - A forum for educators, administrators, and students to learn practical technological applications in higher education learning environments.

Improvisation and Role Plays in the Foreign Language Classroom (May 10, 2008) - Although many students in EFL/ESL classes have difficulty overcoming shyness, insecurity and/or cultural prohibitions against active participation in the classroom, practice in real communicative situations is vital for achieving speaking proficiency. Through techniques based on acting improvisation techniques, students often find that they are more willing and able to immerse themselves in an English-related activity when they can pretend that they are other people with completely different backgrounds, age and/or gender. This workshop covers various ways in which role plays can generate active learning in the ESL/EFL classroom. Led by Burt Cureton.

Teach Foreign Language Students to Read More in the Target Language! (April 26, 2008) - As heterogeneous as a foreign language classroom can be, it is possible to use novels to teach L2 reading, culture and more. This workshop focused on the meaningful interpretive mode of communication through the use of Paule du Bouchet's Dans Paris occupé, Journal d'Hélène Pitrou, 1940-1945. This workshop demonstrated how multiple approaches to the same content facilitates students' comprehension and will provide language teachers with tools and techniques to keep students engaged and active in their discovery of a foreign language novel. Led by Virginie Dasse-Askildson (PhD candidate at the University of Arizona SLAT program).

Documentary Film: 'The Linguists: Documenting Vanishing Voices' (April 25, 2008) - Scientists estimate that of 7,000 languages in the world, half will be gone by the end of this century. On average, one language disappears every two weeks. The human dimension of endangered languages is brought to light in the NSF-funded documentary film, The Linguists. This film dramatizes the kind of work involved in reaching indigenous communities and documenting their languages. Producer-director Seth Kramer of Ironbound Films accompanied scientists David Harrison of Swarthmore College and Gregory Anderson of the Living Tongues Institute on a journey to record these languages and understand the cultural and political pressures threatening their existence. Program of the Arizona International Film Festival, co-sponsored by the American Indian Language Development Institute (AILDI), American Indian Studies (AIS), Department of English, Department of Linguistics, Learning Technology Center (LTC), and CERCLL.

2008 Southern Arizona Language Fair (April 12, 2008) - This annual event celebrates the achievements of southern Arizona K-16 language students and their instructors. Activities include competitions in poetry, drama and oral proficiency, art contests, opportunities to play games exclusively in a second language, multicultural and multilingual booths, and activities for all ages.  CERCLL had a booth at this fair.

Web 2.0: Tasty Technologies - Ten Tempting Tidbits for Technology in Teaching that your Students will Gobble up (March 29, 2008) - This workshop surveyed ten "Web 2.0" tools and their realistic applicability to today's World Language classroom. The afternoon development session provided the opportunity to explore and create a lesson using the most intriguing tools. Tools surveyed included: Blogs, Scrapblog, Virtual Storytelling, Netvibes, Del.icio.us, YouTube and School Tube, Podcasting (audio and video), Unitedstreaming video, Course (Content) Management Software, the 'Old Skool' sites - Quia and Conjuguemos. By the end of this workshop, participants had co-created one or more pedagogical uses for each of the ten tools, as well as a whole or partial real-world lesson incorporating one or more of the web elements. All sites and steps were provided in reference materials accessible online.  Led by Karen Philabaum-Maginnis (French teacher at University High School).

Lecture: Language and Education in the Arab Region (March 10, 2008) - Mohamed Maamouri, Associate Director of the International Literacy Institute (ILI) at the University of Pennsylvania, discussed the impact of Arabic diglossia on the quality of education in the Arab region. In his presentation, Dr. Maamouri made the claims that (a) the low levels of literacy in the Arab region are closely connected with the diglossic situation of the Arabic language and (b) the degree of difficulty which is experienced by the learner in the acquisition and retention of reading and other language-related skills in the Arab countries have a detrimental effect on the quality of education which requires an ambitious language planning policy and urgently needed language reforms. This was a free public talk co-sponsored by the UA Center for Middle Eastern Studies (CMES), Department of Linguistics, and CERCLL.

Lecture: Language Ecology in Multilingual Settings: Towards a Theory of Symbolic Competence (March 3, 2008) - Ecological approaches to language learning and teaching have captured the interest of language educators as both native and non-native speakers find themselves operating in increasingly multilingual and multicultural environments. Led by Claire Kramsch (Professor of German and Foreign Language Acquisition at the University of California-Berkeley).

Introducing Children to the World: Exploring Culture and Language through Children's Literature (January 26, 2008) - Have you ever wanted to introduce your students to children around the world? This workshop will help you to immerse your students in exploring global cultures and languages through engagements around children’s literature. Literature can open the world for students and build a bridge to international understanding and global perspectives. Korean culture will be highlighted and you will have an opportunity to explore Korean cultural values and practices, learn about the written language, and interact with many children’s books on Korea in both English and Korean. Handouts & resources on Korean culture, language, and children’s literature will be provided as well as a curricular model for engaging students in inquiries of other cultures around the world. Led by Kathy Short and Yoo Kyung Sung.

Online Language Environments (OLE) and Second Language Teaching (December 6, 2007) - This informal hands-on workshop illustrated different uses of OLE for second language teaching. Topics covered included OLE Board use for reading assignments, assessment, multiple speakers, oral practice, and pronunciation. Also demonstrated was the Breeze conferencing software and its application to language instruction.  Led by Garry Forger (Technology Manager for CERCLL, Project Director for the OLE Project).

Integrative Approaches to Second Language Reading and Language Development (November 17, 2007)- Participants were introduced to recent developments in L2 reading pedagogy. Bottom-up and top-down approaches were discussed and demonstrated within an integrative framework emphasizing both skill specific and whole language development in concert with one another. Strategies for reading materials development and adaptation as well as considerations for reading assessment also served as prominent themes in this workshop. Led by Lance Askildson (PhD candidate at the University of Arizona SLAT program).

Beyond Kimchi: Exploring Korean Culture & Language through Children's Literature (November 10, 2007) - Immerse your students in exploring Korean culture and language through engagements around children's literature. Literature can open the world for students and build a bridge to international understanding and global perspectives. Participants explored core values of Korean culture, learned about the written language, and interacted with many children's books on Korea in both English and Korean. Handouts and resources on Korean culture, language, and children's literature were be provided.

Dynamic Assessment: A Dialectical Approach to Instruction and Assessment (October 24, 2007)- Dynamic Assessment (DA) is a pedagogical framework for integrating assessment and instruction into a seamless, unified activity that promotes learner development through appropriate forms of mediation which are responsive to the individual's (or in some cases, a group's) current abilities. DA promotes development through communicative interaction in a learner's or learners' Zone of Proximal Development, defined by L. S. Vygotsky as the difference between solo and mediated activity. DA, as called for in Vygotsky's ZPD, assessment and instruction are dialectically integrated as the means to move toward an always emergent (i.e., dynamic) future. To paraphrase one of Vygotsky's most influential colleagues, A. N. Leontiev, the goal of DA is not to discover what students are capable of (as in traditional testing) but to help them achieve what they are yet capable of. Led by James P. Lantolf (Co-Director of CALPER at Pennsylvania State University).

Art Activities for the Language Classroom (October 13, 2007) - Participants engaged in art activities designed to facilitate language learning. They learned how to implement the creation of art techniques into their classrooms, to increase memory and retention of concepts, and create an engaging, stress-free learning environment. Led by Theresa Catalano (PhD candidate at the University of Arizona SLAT program).

Language Acquisition Workshop for World Language Educators (June 27-28, 2007) - Participants were involved in a variety of communicative strategies that help lift texts from the rather distancing medium of the printed page into the light of real life and significant language acquisition. These strategies can be adjusted to any level of language acquisition and can be taken immediately to the classroom. Several tests were worked with, including poetry, story, drama, and film. Participants also produced their own texts, and were encouraged to share ideas and voice challenges. Led by Dr. Natalie Hess (Bilingual/Multicultural Education at Northern Arizona University-Yuma).

ED-Media (June 25-29, 2007) - World Conference on Educational Multimedia, Hypermedia & Telecommunications is an annual international conference, organized by the Association for the Advancement of Computing in Education (AACE). This conference served as a multi-disciplinary forum for the discussion and exchange of information on the research, development, and applications on all topics related to multimedia, hypermedia and telecommunications/distance education.

Learn about CERCLL, the UA's new National Foreign Language Resource Center (April 5, 2007) - Recognizing the need for improved foreign language competence in the U.S., the federal government funded 15 national centers to conduct research and develop appropriate instructional materials. The University of Arizona was fortunate to have been awarded a major grant to establish such a center, the Center for Resources in Culture, Language and Literacy (CERCLL). Dr. Renate Schulz (Professor of German Studies at University of Arizona) discussed the goals and planned projects for the new CERCLL.

2007 Southern Arizona Language Fair (March 31, 2007) - This annual event celebrates the achievements of southern Arizona K-16 language students and their instructors. Activities include competitions in poetry, drama and oral proficiency, art contests, opportunities to play games exclusively in a second language, multicultural and multilingual booths, and activities for all ages. CERCLL had a booth at the fair, featuring two foreign language games. Click here to play 'Name That Language.'

15th Teaching and Technology Conference - Listening to Student Voices (January 27, 2007) - This K-12 conference was held at Pueblo High School in Tucson, Arizona. Alan November provided the keynote address for the conference, which featured hands-on workshops, a student digital essay contest, and a special event for administrators.

Lecture: Language Ecology in Practice in Multilingual Settings. Implications for FL Education (2008) - Claire Kramsch, Professor, Department of German, University of California, Berkeley. Language ecology is a convenient metaphor for the realization that language is a "nonlinear, relational human activity, co-constructed between humans and their environment, contingent upon their position in space and history, and a site of struggle for the control of social power and cultural memory" (Kramsch 2002:5). Learning and using language in the multilingual settings of our global economy requires more than communicative competence in one standard foreign language. It requires an understanding of the subjective, historical resonances associated with the use of this or that language and an ability to position oneself within and across symbolic systems, i.e., it requires "symbolic competence." The presentation examines interactions among multilingual Yucatecan Maya and other immigrants in the Mission District of San Francisco in an attempt to tease out what this symbolic competence is composed of and the implications for teaching foreign languages at the college level.

Teaching about the Middle East (2008) - Presented by the University of Arizona Center for Middle Eastern Studies (CMES). This institute included an overview of the Middle East with mini language lessons in Arabic, Hebrew, Persian and Turkish. It also included parallel programs for 30 K-12 teachers and 20 high school students.