Workshops
"Re-designing the Basic Language Curriculum for the 21st Century: Why and How"
Dr. Claudia Fernandez, University of Illinois at Chicago
Abstract: With the publication of the 21st Century Skills Map (2011), ACTFL established the goals of language learning for the new century, identified the nature and characteristics of the classroom of today, and compared it with those of the traditional classrooms. This document, along with the World Readiness Standards, and other publications on the changing students’ needs, contexts, and situations of language programs in higher education (e.g., Brown and Thompson, 2018) laid the ground to look at our own basic language curricula and determine whether it is time to revise them. It is well-known, for example, that the curriculum in most language programs is dictated by whatever the pedagogical framework(s), scope and sequence of the selected textbook follows. And, although many of us are aware of the limitations and disadvantages of letting the textbook dictate the curriculum, we also feel like there is no alternative or the alternative may seem too difficult to adopt. This workshop’s premise is that all of us as instructors have a vision and objectives of our language programs and although they may not be explicitly stated, are indeed bigger than the limiting nature of our textbooks. Based on this premise, the presenter will share the process she went through to first assess the situation of her basic language program and, based on the nature of the 21st classroom as well as the characteristics of her context, situation, and students’ needs, brought all the stakeholders together to identify the program’s objectives and purpose as reflected in its mission statement. The presenter will also show how the re-designed curriculum is currently perceived by its instructors and students, and the areas still in need of improvement. It is hoped that at the end of the workshop, participants will be able to explain the advantages and long-term benefits of a re-designed curriculum, to re-gain the power given to textbooks, and in general be more prepared to create a program that reflects language teaching and learning for the 21st century.
"Working Towards Perspective Transformation: Fostering Critical Reflection in the Language Classroom"
Dr. Cori Crane, Duke University
Abstract:
Over the past ten years, the adult learning model of transformative learning (Mezirow, 1991) has gained increasing attention among world language educators for its ability to explain moments of perspective-shifting, a process that involves deep, conscious decentering of the self from existing beliefs and values (Clifford & Reisinger, 2019; Crane & Sosulski, 2020; Johnson, 2015; Johnson & Mullins Nelson, 2010; King, 2000; Leaver, Davidson, & Campbell, 2021; Randolph & Johnson, 2017; Sosulski, 2013). A key tool in perspective transformation is critical reflection by which an individual develops new and deeper interpretations of experience by examining their taken-for-granted assumptions that constitute their particular worldview. As reflective practice in language instruction becomes more mainstream, it is important that educators understand the diverse learning outcomes associated with different critical reflection activities, as well as the learning conditions and type of instructional scaffolding needed to support students’ ability to critically reflect on their learning experiences.
This workshop introduces collegiate language instructors to the adult learning framework of transformative learning, focusing specifically on the role of critical reflection within the process of perspective transformation. In the workshop, we will discuss the role of reflection in the language learning process (how it benefits both learners as well as instructors) and how it figures into current leading frameworks of collegiate language learning. We will learn about different reflection types and prompts that can be used with language learners at different instructional levels and for different purposes, e.g., staging written structured reflection across courses and curricula, integrating frequent low-stakes reflection into one’s class, and considering how to connect student reflection to practitioner research and program assessment. Workshop participants will have the opportunity to begin designing their own critical reflection activities, as well as reflect on common issues that emerge when integrating reflective practice into one’s teaching, e.g., in which language to conduct the reflections, how to evaluate and provide feedback on students’ reflective work, and how to stage reflective practice in a course or program without leading to ‘reflection fatigue’.
"Conflict Resolution: A Guide to Crucial Conversations"
Cherise Marks, Illinois Leadership Center
Description: This is a workshop designed for language program directors, but everyone is welcome to attend. During the workshop, participants will learn how to identify components of high-stakes conversations (conflict), assess their own “style under stress,” and implement conflict resolution techniques.