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SUMMARY:POSTPONED: Jason Martel - Stories to Not Begin By: A Spanish Teacher Candidate’s Identity  Deconstruction
DESCRIPTION:This colloquium will be rescheduled at a later date.  \nThe DEPARTMENT OF LANGUAGES AND APPLIED LINGUISTICS presents: \nJason Martel (Middlebury Institute of International Studies at Monterey) – “Stories to Not Begin By: A Spanish Teacher Candidate’s Identity Deconstruction” \nWithin the robust research literature on teacher identity\, there is a growing interest in “stories to leave by”––that is\, reasons for which language teachers experience weakenings in their role identities and ultimately exit the profession (Schaefer\, Downey\, & Clandinin\, 2014). As it turns out\, the majority of these studies involve in- service language teachers\, meaning that we do not yet have a sufficient understanding as to why pre-service teachers may experience similar weakenings in their role identities and thus choose to not enter the profession. Using a positioning theory lens (Davies & Harré\, 1999; Kayi-Adar\, 2018)\, the present study examined the identity construction of a Spanish teacher candidate who began her program strongly identifying with Spanish teaching and left it not seeing herself entering the profession\, citing several uncomfortable experiences. The study’s findings bring into focus important considerations for designers of language teacher preparation programs\, such as incorporating language development courses\, helping candidates cultivate identities as innovative change makers\, and structuring curricula in ways that serve candidates’ needs in a timely fashion.
URL:https://thi.ucsc.edu/event/jason-martel-stories-to-not-begin-by-a-spanish-teacher-candidates-identity-deconstruction/
LOCATION:Humanities 1\, Room 210\, 1156 high st\, Santa cruz\, CA\, 95060\, United States
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20190517T090000
DTEND;TZID=America/Los_Angeles:20190517T180000
DTSTAMP:20260416T213139
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LAST-MODIFIED:20190417T185351Z
UID:10006736-1558083600-1558116000@thi.ucsc.edu
SUMMARY:Monterey Bay Applied Linguistics Symposium
DESCRIPTION:Symposium Program \n9:00AM- Opening Remarks: Bryan Donaldson\, Mark Amengual\, Kimberly Adilia Helmer \n9:30-10:00 – Thor Sawin (Middlebury Institute of International Studies): From Serial Monolingualism to Polylingualism in the Field: Policy and Perspective Challenges in a Large NGO \n10:00-10:30 – John Hedgcock (Middlebury Institute of International Studies): Obstacles and Opportunities in Cultivating Teacher Language Awareness \n10:30-11:00 – Jason Martel (Middlebury Institute of International Studies): Enacting an Identity Approach in Language Teacher Education \n11:00-11:30 – Netta Avineri (Middlebury Institute of International Studies): Language and Social Justice in Practice: From Classroom Activities to Collaborative Advocacy \n11:30-1:30 – Lunch break \n1:30-2:00 – Laura Callahan (Santa Clara University): Symbolic Uses of Spanish in U.S. Film and Newspaper \n2:00-2:30 – Rebecca Pozzi (California State University Monterey Bay)\, Chelsea Escalante (University of Wyoming) and Tracy Quan (University of Delaware): The Meta-Pragmatic Awareness of Heritage Speakers Studying Abroad in a Non-Heritage Country \n2:30-3:00 – Avizia Long (San Jose State University): Intervocalic Rhotic Pronunciation by Korean Learners of Spanish \n3:00-3:30 – Ala Simonchyk (Defense Language Institute): Down the Rabbit Hole: From Separate Categories in Production to Fuzzy Phonolexical Representations in L2 \n3:30-4:00 – Coffee/Tea break \n4:00-4:30 – Magdalena Romera & Gorka Elordieta (University of California\, Santa Cruz): The Falling Intonational Contours of Polar Interrogatives in Basque Spanish and Their Correlation With Language Attitudes and Degree of Contact with Basque. \n4:30-5:00 – Stephen Fafulas (University of California\, Santa Cruz): Cross-linguistic Variation of Simple Present and Present Progressive Forms \n5:00-5:30 – Don Miller (University of California\, Santa Cruz): Beyond Coverage-Based Evidence of Word List Reliability \n5:30-6:00 – Bryan Donaldson (University of California\, Santa Cruz): Word Order and Discourse Structure in Early Old French: Clitic Position in Coordinated Declaratives
6:00- Closing Business Meeting and visit to Humble Sea Brewery \nSpeaker Bios: \nNetta Avineri is TESOL/TFL Associate Professor andIntercultural Competence Committee Chair atthe Middlebury Institute of International Studies at Monterey (MIIS). She is the Middlebury Social Impact Corps Scholars Program Director\, co-founded the MIIS Intercultural Digital Storytelling Project\, and teaches Service Learning and Teacher Education courses at CSU Monterey Bay. Netta is an applied linguist and linguistic anthropologist who teaches education\, intercultural competence\, applied linguistics\, research methods\, and service-learning courses. Her research interests include language and social justice\, critical service-learning\, interculturality\, and heritage and endangered language socialization. Netta’s individual and collaborative research has been published in various media outlets\, academic journals\, and books. Netta’s book Research Methods for Language Teaching: Inquiry\, Process\, and Synthesis was published in 2017 and she is one of the five co-editors of the 2019 volume Language and Social Justice in Practice. Netta is also the American Association for Applied Linguistics Public Affairs and Engagement Committee Chair. \nLaura Callahan\, formerly Professor of Hispanic Linguistics at The City College and Graduate Center-CUNY\, currently teaches courses in Spanish language and linguistics in the Department of Modern Languages and Literatures at Santa Clara University. Her areas of interest are: codeswitching; language\, race\, and identity; intercultural communication; heritage language maintenance; and linguistic landscapes. Recent publications have appeared in Spanish in Context\, Heritage Language Journal\, and L2 Spanish Pragmatics: From Research to Teaching. \nBryan Donaldson (PhD\, Indiana University) is an Associate Professor of French and Applied Linguistics at UC Santa Cruz\, where he currently serves as Chair of the Department of Languages and Applied Linguistics. His research focuses on word order and discourse structure in the acquisition of French as a second language (L2) and in Old French and Old Occitan. In second language acquisition\, his work primarily examines the highest levels of L2 attainment and has shown that near- native speakers frequently converge on native speaker performance benchmarks\, for example in their use of pragmatically marked word orders and variable structures. In Old French and Old Occitan\, he has examined the interplay between word order\, discourse structure\, and diachronic change. He has published in venues such as Studies in Second Language Acquisition\, Language Learning\, Lingua\, Applied Psycholinguistics\, Journal of Linguistics\, andCanadian Journal of Linguistics. \nGorka Elordieta (PhD\, University of Southern California\, 1997) is a Linguistics professor in the Department of Linguistics and Basque Studies at the University of the Basque Country (Spain). During the 2018-2019 academic year he is a Visiting Research Associate and Visiting Associate Professor in the Department of Linguistics of the University of California\, Santa Cruz. His area of specialization is phonology\, more concretely prosody\, intonation and the interface of phonology with syntax. He has been the principal investigator of a number of research grants in linguistics\, and has published articles in journals such as Phonology\, Language and Speech\, Journal of the International Phonetic Association or The Linguistic Review and in volumes of Oxford University Press\, John Benjamins and Mouton de Gruyter. \nStephen Fafulas is Assistant Professor at the University of Mississippi and director of the Study of Communities\, Involvement & Outreach and Linguistics (SoCIOLing) Laboratory. Currently\, he is conducting research on U.S. Spanish and teaching as a Lecturer in the Department of Languages and Applied Linguistics at the University of California\, Santa Cruz. His research incorporates work on Spanish\, English\, and Brazilian Portuguese as well as indigenous languages\, such as Yagua\, which is featured in his forthcoming volume Amazonian Spanish: Language Contact and Evolution. When not in the classroom or lab\, you are likely to find him with his family\, at the martial arts academy\, or at a local coffee shop. \nA Professor of Applied Linguistics\, John Hedgcock currently teaches in the MATESOL and MATFL Programs at the Middlebury Institute of International Studies at Monterey (MIIS). His recent research has focused on literacy development\, genre-oriented literacy instruction\, the socialization of foreign- and heritage-language learners in classroom settings\, and language teacher preparation. He is the co-author of Teaching Readers of English and Teaching L2 Composition. His other publications have appeared in the Journal of English for Academic Purposes\, Applied Language Learning\, and a number of edited volumes. \nJason Martel is an Associate Professor of TESOL/TFL at the Middlebury Institute of International Studies at Monterey\, where he teaches courses on foreign/second language pedagogy and directs the Summer Intensive Language Program (SILP). He is an active member of the American Association for Applied Linguistics (AAAL) and the American Council for the Teaching of Foreign Languages (ACTFL)\, for which he currently serves as Chair of the Teacher Development Special Interest Group. Along with Francis Troyan and Laurent Cammarata\, he is a co-recipient of the 2017 Stephen A. Freeman Award for Best Published Article\, conferred by the Northeast Conference on the Teaching of Foreign Languages (NECTFL). His publications can be found Foreign Language Annals\, Journal of Applied Language Learning\, and the French Review. \nAvizia Long (Ph.D. Indiana University) is an Assistant Professor of Spanish at San José State University. Her research interests include variation in second language Spanish\, the acquisition of Spanish by non- English-speaking learners\, second language Spanish pronunciation\, and pronunciation in task-based language learning and teaching. She is co- author of Sociolinguistics and Second Language Acquisition: Learning to Use Language in Context (Routledge\, 2014)\, and she has published research in Studies in Second Language Acquisition\, Studies in Hispanic and Lusophone Linguistics\, Hispania\, and several edited volumes. \nRebecca Pozzi (Ph.D.\, University of California\, Davis) is an Assistant Professor of Spanish Language and Linguistics at California State University\, Monterey Bay\, where she coordinates Lower Division Spanish\, including the Heritage Language Program\, and teaches courses in Spanish language\, linguistics\, and applied linguistics. Her research focuses on second and heritage language development\, sociolinguistics\, study abroad\, language pedagogy\, language policy\, and language technology. She has published in journals including Hispania and The CATESOL Journal and in edited volumes from Routledge and Multilingual Matters. \nAla Simonchykis Assistant Professor of Russian at the Defense Language Institute in Monterey\, CA. Her research interests focus on pronunciation instruction\, experimental phonetics\, and second language speech processing\, specifically on how various domains\, such as perception\, production\, lexical encoding and orthography interact with each other in the acquisition of L2 phonologies. \n  \nDon Miller is an Assistant Professor in the Department of Languages and Applied Linguistics at the University of California\, Santa Cruz\, where he teaches courses on second language acquisition\, L2 teaching\, and research in Applied Linguistics. His research interests focus on corpus- based approaches to examining academic vocabulary in published and learner writing. His work has appeared in the Journal of Second Language Writing\, the Journal of English for Academic Purposes\, and the International Journal of Corpus Linguistics. \nMagdalena Romera (PhD\, University of Southern California\, 2001) is a professor of Spanish Linguistics in the Department of Humanities and Education Sciences at the Public University of Navarre (Spain) and Visiting Research Associate at the Languages and Applied Linguistics Department at UC Santa Cruz for the current academic year. She has also been the Director of the Catedra de Patrimonio Inmaterial de Navarra for the past three years. Her research interests include Language Variation\, Language Contact and Discourse Analysis. She has participated in several research grants in her areas of expertise\, and has published articles in prestigious journals such as Linguistics\, International Journal of the Sociology of Language and Discourse and Society. \nThor Sawin is an Associate Professor in the Masters of Teaching Foreign Languages/Teaching English to Speakers of Other Languages program at Middlebury Language Schools. His research and teaching interests focus mainly on technology in language instruction\, grammar pedagogy\, and multilingualism in social impact settings. He also does consultancy on language policy and language acquisition support for several multinational organizations. His recent publications have appeared in Reconsidering Development\, Journal of Language\, Identity and Education\, and the CALICO Journal\, and he has authored chapters in several volumes published by Multilingual Matters and Cambridge\, as well as several field guides and reference articles. \nAbstracts: \nFrom Serial Monolingualism to Polylingualism in the Field: Policy and Perspective Challenges in a Large NGO\nThor Sawin (Middlebury Institute of International Studies)\nWestern NGOs\, in their trainings and policy documents\, often display language ideologies honed by years of their personnel’s formal language education. These tend to naturalize the so-called Herderian triad (one language\, one people\, one territory) by enforcing clear distinctions between reified language-as-systems supported by the tentpole of official written standards. Such ideologies endure even when NGO workers’ host communities are complexly multi- and translingual. This paper examines what did and did not shift in language ideology of NGO staff working with indigenous and displaced minority populations across the Middle East\, and the process of crafting new language policies. The NGO\, previously committed to rigidly serial language acquisition\, contacted the author for training on translingual practice. The needs of the organization favor a language-as-mobile-resource approach and contact zone orientation (Harrison\, 2007; Blommaert\, 2010; Canagarajah\, 2017). Data from the participant-authored blogposts before and conversations during the five-day training revealed narratives of vision and blindness\, and also of freedom through admitting that the language practices of their hosts were less separable and nameable than their training acknowledged. Resistance centered on felt implausibility of learning “more than one language” –a parallelism refuted by neurological and sociolinguistic research. Unless Western ideologies of language are adapted to the language life ways connecting rural-traditional and urban-migrant spaces\, organizations serving\, multilingual minority populations may ironically risk reinforcing nationalistic views through their policies on language acquisition (Ndhlovu\, 2018). \nObstacles and Opportunities in Cultivating Teacher Language Awareness \nJohn Hedgcock (Middlebury Institute of International Studies)\nIn a connected\, digitized world\, language teacher education must prepare teacher candidates to function in a dynamic world of work and communication. Drawing on critical incidents from a U.S. teacher preparation program\, the presenter will explore three obstacles to building teachers’ language awareness. These challenges include: (1) cultivating understanding of the naturalness of linguistic variation; (2) promoting the uptake of teaching skills; and (3) nurturing the ability to use and transform the language and genres of skilled educators. Reflecting on his work with developing teachers\, the presenter will share field-tested strategies and interventions designed to convert these obstacles into opportunities. \nEnacting an Identity Approach in Language Teacher Education \nJason Martel (Middlebury Institute of International Studies)\nScholars have called for an identity approach to language teacher education\, which involves employing identity as a lens for helping teacher candidates take ownership over their professional development and assert agency in becoming the types of language teachers they aspire to be. Although previous studies have examined specific identity-oriented tools used in language teacher preparation programs\, none has yet addressed a course in which a focus on identity is integrated throughout all assigned activities. The present study thus addresses the experiences of language teacher candidates enrolled in an identity-oriented capstone practicum course as part of a TESOL/TFL master’s degree program. Data were mined from course activities (e.g.\, teaching journals\, post-observation conferences)\, as well as two additional interviews. Findings include ways in which the participants not only processed identity positions they brought to the course\, but also explored new positions related to their experiences during the semester. \nLanguage and Social Justice in Practice: From Classroom Activities to Collaborative Advocacy \nNetta Avineri (Middlebury Institute of International Studies)\nHow can applied linguists mobilize their expertise\, experience\, and networks to engage in social justice efforts? This talk focuses on collaborations at the intersection of language\, social justice\, and advocacy\, highlighting how applied linguists’ participation in struggles over language are connected to broader justice struggles. First\, I present my model of “nested interculturality”\, a collective of dispositions and practices for ethical engagement in multilingual and intercultural interactions. Language teacher education and critical service-learning course examples will be shared. Next\, I discuss various collaborations in the AAAL Public Affairs and Engagement Committee around immigration and international exchange. Last\, case studies from the 2019 volume Language and Social Justice in Practice (Avineri\, Graham\, Johnson\, Riner\, and Rosa\, Eds.) of collaborative advocacy efforts around the “language gap”\, sports team mascot names\, immigration\, and the US Census will be explored. Overall\, the presentation provides applied linguists with multiple avenues for impactful social justice work. \nSymbolic Uses of Spanish in U.S. Film and Newspaper \nLaura Callahan (Santa Clara University)\nThis presentation will examine the use of Spanish in U.S. English-medium films and newspapers\, with data from over the past 20 years. Examples to be seen range from cases in which the objective seems to be a casual demonstration of the speaker’s power\, with Spanish used as a tool to accomplish that purpose\, to other instances in which the use of Spanish seems to function as a language display signaling the speaker’s claim to a Latinx identity. The corpus provides fodder for a discussion of various issues germane to the teaching of Spanish and Spanish linguistics\, such as Mock Spanish\, language and power\, pragmatics and second language users\, as well as codeswitching and other contact phenomena. \nThe Meta-Pragmatic Awareness of Heritage Speakers Studying Abroad in a Non-Heritage Country \nRebecca Pozzi (California State University Monterey Bay)\, Chelsea Escalante (University of Wyoming) and Tracy Quan (University of Delaware)\nAlthough the number of heritage speakers (HSs) studying abroad is projected to grow in the coming years (Shively\, 2018)\, little is known about the pragmatic choices and development of HSs in this context. This study investigates the impact of a 3-week instructional treatment related to requests\, apologies\, and the use of vos among three HSs of Mexican descent during study abroad (SA) in Mendoza\, Argentina. A written elicitation task was used as a pre/post measure of students’ meta- pragmatic awareness and their accommodation ofvoseo. Following explicit instruction\, HSs increased their meta-pragmatic awareness and their use of vos. Nevertheless\, variation was observed due to individual differences and HS identities. Case studies revealed that participants’ pragmatic choices aligned with their identities\, their interactions with Argentines\, and their future goals. These findings suggest that these HSs benefited from explicit pragmatics instruction\, increased their meta- pragmatic awareness\, and made pragmatic choices that reflected their identities. \nIntervocalic Rhotic Pronunciation by Korean Learners of Spanish \nAvizia Long (San Jose State University)\nPrevious research on the second language (L2) acquisition of Spanish rhotics has focused on the tap- trill distinction in production by native English-speaking learners (e.g.\, Face\, 2006; Major\, 1986; Olsen\, 2012; Reeder\, 1998; Rose\, 2010). There is a lack of research on rhotic pronunciation by learners who speak a non-English first language (L1)\, limiting the generalizability of attested findings. The present study addresses this gap in the literature by investigating the acquisition of Spanish rhotic production by adult learners whose L1 is Korean. Sixty-six adult Korean learners at four instructional levels of Spanish language study (Long\, 2016) completed an oral picture book description task (dePaola\, 1978) from which words containing intervocalic rhotics were extracted for acoustic analysis. This talk will present the findings of this analysis\, specifically the types of productions observed for the alveolar tap /ɾ/ and trill /r/ at each instructional level sampled. \nDown the Rabbit Hole: From Separate Categories in Production to Fuzzy Phonolexical Representations in L2 \nAla Simonchyk (Defense Language Institute)\nPrevious research suggests that accurate realization of L2 phonemes is not necessarily accompanied by learners’ accuracy in other domains of phonological acquisition. The current talk will investigate whether learners who produce a challenging contrast in their L2 store words with this contrast separately in the mental lexicon. Forty American learners of Russian were evaluated on their production and lexical encoding of highly familiar Russian words with palatalization. The results suggest that learners’ ability to accurately differentiate words with the plain/palatalized contrast in production developed independently of their phonolexical representations\, which appear to merge in the mental lexicon. Moreover\, leaners’ performance was strongly affected by the prosodic position of the target consonants. In intervocalic position\, learners made significantly fewer production mistakes than word-finally. However\, they accepted a substantially greater number of nonwords with the target consonants in intervocalic position than in word-final position on a lexical encoding task. \nThe Falling Intonational Contours of Polar Interrogatives in Basque Spanish and Their Correlation with Language Attitudes and Degree of Contact with Basque \nMagdalena Romera and Gorka Elordieta (Public University of Navarre and University of the Basque Country (UPV/EHU)/University of California\, Santa Cruz)\nThe main goal of this paper is to analyse the prosodic features of Spanish varieties that are in contact with Basque in Northern Spain (Basque Country and Navarre) and to observe to what extent social factors\, particularly the speakers’ attitudes towards the other language\, can determine the degree of linguistic convergence (Romera and Elordieta 2013; Elordieta and Romera in press). We recorded semi-directed conversations in Spanish of a total of 36 speakers (monolingual speakers of Spanish\, L1 Spanish-L2 Basque speakers\, and L1 Basque-L2 Spanish speakers)\, in urban and rural areas in the Basque Country and Navarre. In this talk\, we concentrate on information-seeking yes/no questions\, which present different intonation contours in Basque and in Spanish. In Basque\, yes/no questions end in a low or falling contour (cf. Elordieta and Hualde 2014)\, whereas in Castilian Spanish they end in a rising contour (Navarro Tomás 1918; Quilis 1981; Face 2008; Estebas-Vilaplana and Prieto 2008\, 2010; Hualde and Prieto 2015\, among others). Preliminary results from 24 speakers show that all of them present a majority of falling final contours in their Spanish\, regardless of their knowledge of Basque. Speakers differed in their frequency of occurrence of falling contours\, ranging from 66% to 100%. Interestingly\, in urban populations (Bilbao and San Sebastian) a correlation was found between attitudes to Basque among monolingual and L1 Spanish speakers and the degree of prosodic convergence towards Basque found in their speech. In other words\, the more positive the attitudes\, the higher the degree of prosodic convergence shown (i.e. the higher the percentage of yes/no questions ending in a falling contour). Prosody is a trait that strongly identifies Basque speakers; it stands as a fundamental identifying feature. The results indicate then that the adoption of the characteristic prosody of Basque allows these speakers to be recognized as members of the Basque community. In smaller towns\, however\, where the degree of contact with Basque is higher\, no correlation between language and ethnolinguistic attitudes and degree of convergence was found. In general\, a higher percentage of final contours in yes/no questions than in the two cities were observed. We conclude that in towns where the presence of Basque in everyday life is stronger\, the higher degree of contact with Basque is the main factor that can account for the higher frequency of Basque intonational features. Although this investigation is still in progress\, the results obtained so far in this study of a particular aspect of Spanish intonation in contact with Basque reveal the influence of social factors in the degree of convergence between the two languages. \nCross-Linguistic Variation of Simple Present and Present Progressive Forms \nStephen Fafulas (University of California\, Santa Cruz)\nAccounts of tense-aspect-mood systems hold that cross-linguistically there is a small set of prototypical functions that have followed similar evolutionary paths. For example\, in languages that mark progressive aspect obligatorily with the present progressive\, the simple present has been edged into habitual territory. However\, there are languages such as Spanish that allow for the use of simple present and present progressive forms to encode “action simultaneous with speech”. Still others\, like English\, show a clearer distinction between progressive and habitual form-function mapping. What is lacking in these accounts is abundant cross-linguistic empirical evidence to substantiate the claims. To address this\, the current study compares the distribution of simple presents and present progressives in an oral corpus of Spanish and English to test whether these languages and forms operate as suggested in the previous literature. \nBeyond Coverage-Based Evidence of Word List Reliability \nDon Miller (University of California\, Santa Cruz)\nOver the past two decades\, the greatest efforts in designing and validating corpus-based word frequency lists have gone into three areas: corpus design\, item selection criteria\, and coverage-based demonstrations of list robustness. Corpora are now often much larger and better balanced and\, as a result\, perhaps more representative than ever before; the application of additional distributional statistics allows for better targeting of items with desired distributions (e.g.\, Gardner & Davies\, 2014); and contemporary lexical frequency lists are proving increasingly efficient\, providing ever higher coverage of target texts or achieving such coverage with fewer words (e.g.\, Brezina & Gablasova\, 2015). In this talk\, I argue that researchers should go beyond coverage-based\, indirect evidence of reliability in order to better understand the representativeness of corpora and the generalizability of word lists based on them. \nWord Order and Discourse Structure in Early Old French: Clitic Position in Coordinated Declaratives \nBryan Donaldson (University of California\, Santa Cruz)\nThis talk examines clitic position in coordinated declaratives in early Old French. Prior to about 1200\, object and adverbial clitics are variably preverbal or postverbal in this context (Simonenko & Hirschbühler 2012)\, as in (1) and (2).\n(1) É li poples ápluvéit de tutes parz é fud é se teneit od Absalon.\n“And people came in large numbers from everywhere and were with and stood with Absalom.” (Li quatre livre des reis\, Curtius\, 1911: 86)\n(2) Or ne fera mes plus; trop a avant alé\, E pesot li que tant en aveit trespassé.\n“From now on\, he will not do more; he went too far\, and he regretted having gone that far.” (Becket\, v.\n1020)\nAn empirical study reveals that the choice of coordinate structure\, and clitic position\, is\nprincipled and reflects discourse structure. In particular\, cases like (1) occur within a single discourse segment\, whereas examples like (2) correspond to separate discourse segments.
URL:https://thi.ucsc.edu/event/monterey-bay-applied-linguistics-symposium/
LOCATION:Humanities 2\, Room 259
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20190220T171500
DTEND;TZID=America/Los_Angeles:20190220T171500
DTSTAMP:20260416T213139
CREATED:20190125T233335Z
LAST-MODIFIED:20190125T233705Z
UID:10005573-1550682900-1550682900@thi.ucsc.edu
SUMMARY:Gabriel Guillén: "¿Revolución o Candy Crush? Una conversación sobre y sus afines"
DESCRIPTION:La presencia de 691 “startups” del aprendizaje de lenguas en Angelist.co\, una plataforma de inversión\, debería alegrarnos como estudiantes de lenguas. Su lenguaje es\, sin duda\, prometedor. Sin embargo\, no es oro todo lo que reluce. En esta charla exploraremos la relación entre los eslóganes de estas empresas\, sus posibilidades reales y la teoría de la adquisición de lenguas. Del mismo modo\, reflexionaremos sobre los retos y las posibilidades del emprendimiento social en el campo del aprendizaje de lenguas. \nGabriel Guillén is Assistant Professor at the Middlebury Institute of International Studies (MIIS). In addition to his research on language learning and technology\, he worked as a web developer and a reporter with more than 300 published articles in Spanish. At MIIS he teaches content-based Spanish courses focusing on social entrepreneurship and the use of media in the Hispanic world. \nLight refreshments will be served.
URL:https://thi.ucsc.edu/event/gabriel-guillen-revolucion-o-candy-crush-una-conversacion-sobre-y-sus-afines/
LOCATION:Humanities 1\, Room 210\, 1156 high st\, Santa cruz\, CA\, 95060\, United States
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20180529T171500
DTEND;TZID=America/Los_Angeles:20180529T190000
DTSTAMP:20260416T213139
CREATED:20180515T210329Z
LAST-MODIFIED:20180515T210351Z
UID:10006635-1527614100-1527620400@thi.ucsc.edu
SUMMARY:Jeff Michno: "Nicaragua Y ¿Vos\, tú o usted?"
DESCRIPTION:  \nIn this talk\, I highlight variation in second-person singular pronoun use (vos\, tú\, and usted) by local residents of a rural Nicaraguan community experiencing linguistic and cultural contact driven by tourism. I demonstrate that pronoun selection can vary according to the amount of contact locals have with outsiders in their community\, providing evidence that locals use tú\, a variant reported as virtually absent from Nicaraguan Spanish\, with both outsiders and other locals. Utilizing local commentary\, I show that this practice coincides with a sense of prestige attributed to the tú form\, and stigma\, to vos\, the form reported as ubiquitous in Nicaraguan Spanish. In addition\, through an interactional analysis\, I identify several functions of pronoun switching (e.g. from vos to tú) by a given speaker with the same conversational partner\, including: flirting\, enhancing or reducing deference\, emphasizing youthfulness\, and negotiating identity status and stance in new relationships. Most notably\, I show how locals systematically switch pronouns to shift from direct address (e.g. ¿Cómo te llamas? ‘What is your[tú] name?’) to an impersonal stance (e.g. Tenés que trabajar para comer. ‘You[vos] have [one has] to work to eat.’). The evidence supports the view that impersonal use of second-person pronouns implies some type of generalization\, which can serve to create solidarity between conversational partners. \nJeff Michno is an Assistant Professor of Hispanic Linguistics at Furman University in Greenville\, SC. Professor Michno’s research focuses on language and culture contact\, examining both well-established contact settings\, such as the Texas-Mexico region\, as well as more recent scenarios rooted in migration\, globalization and tourism. He is currently investigating a rural Nicaraguan community experiencing linguistic and cultural contact due to tourism. His primary research goal is to highlight ways in which language varies according to the social characteristics of individuals as well as their moment-to-moment communicative moves (i.e. variation according to both social and pragmatic factors).
URL:https://thi.ucsc.edu/event/jeff-michno-nicaragua-y-vos-tu-o-usted/
LOCATION:Humanities 1\, Room 202
ATTACH;FMTTYPE=image/jpeg:https://thi.ucsc.edu/wp-content/uploads/2018/05/0001-21.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20180523T153000
DTEND;TZID=America/Los_Angeles:20180523T190000
DTSTAMP:20260416T213139
CREATED:20180509T222821Z
LAST-MODIFIED:20180509T222821Z
UID:10006634-1527089400-1527102000@thi.ucsc.edu
SUMMARY:Applied Linguistics Colloquia
DESCRIPTION:
URL:https://thi.ucsc.edu/event/applied-linguistics-colloquia/
LOCATION:Humanities 1\, Room 202
ATTACH;FMTTYPE=image/jpeg:https://thi.ucsc.edu/wp-content/uploads/2018/05/0001-17.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20180520T200000
DTEND;TZID=America/Los_Angeles:20180520T220000
DTSTAMP:20260416T213139
CREATED:20180423T210431Z
LAST-MODIFIED:20180423T214219Z
UID:10006631-1526846400-1526853600@thi.ucsc.edu
SUMMARY:Miriam Ellis International Playhouse
DESCRIPTION:The Department of Languages and Applied Linguistics\, Cowell\, and Stevenson Colleges at UCSC will present the 18th season of the (MEIP) from May 17th through May 20th at 8:00 PM at the Stevenson Event Center on campus. In this unique multilingual program\, students will be featured in fully-staged excerpts of short works in Punjabi\, French. German\, and Spanish\, with English super-titles. \nThere is no admission charge for the event; nearby parking is $4.00. \nThere are exciting innovations in the program this year\, with the first MEIP presentation of works in Punjabi\, including a short play and poetry\, directed by Arshinder Kaur\, and excerpts from Mozart’s opera\, The Magic Flute\, sung in German\, directed by Sheila Willey\, and performed by students of the University Opera Theater\, as a preview of their upcoming production of the opera\, which will take place from May 31 to June 3 at the UCSC Music Center Recital Hall. Students of French will portray scenes from Marcel Pagnol’s Fanny\, one of the plays in his trilogy about a group of serio-comic characters in Marseille\, directed by Miriam Ellis and Renée Cailloux. Spanish will offer a contemporary comedy\, Black and White\, by Ignacio Dominis\, directed by Carolina Castillo-Trelles\, which explores characters who live in two different worlds\, separated by a line never to be crossed. Over the years\, our multilingual theater presentations have attracted loyal audiences who look forward to hearing their native or acquired languages in this unusual format\, and we cordially invite the community to attend. \nFor more information\, please contact Lisa Leslie at lmhunter@ucsc.edu or (831-459- 2054).
URL:https://thi.ucsc.edu/event/miriam-ellis-international-playhouse-4/
LOCATION:Stevenson Event Center
ATTACH;FMTTYPE=image/jpeg:https://thi.ucsc.edu/wp-content/uploads/2018/04/JapaneseSweet-Poison-MEIP-XV.-.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20180519T200000
DTEND;TZID=America/Los_Angeles:20180519T220000
DTSTAMP:20260416T213139
CREATED:20180423T210128Z
LAST-MODIFIED:20180423T210557Z
UID:10006630-1526760000-1526767200@thi.ucsc.edu
SUMMARY:Miriam Ellis International Playhouse
DESCRIPTION:The Department of Languages and Applied Linguistics\, Cowell\, and Stevenson Colleges at UCSC will present the 18th season of the Miriam Ellis International Playhouse (MEIP) from May 17th through May 20th at 8:00 PM at the Stevenson Event Center on campus. In this unique multilingual program\, students will be featured in fully-staged excerpts of short works in Punjabi\, French. German\, and Spanish\, with English super-titles. \nThere is no admission charge for the event; nearby parking is $4.00. \nThere are exciting innovations in the program this year\, with the first MEIP presentation of works in Punjabi\, including a short play and poetry\, directed by Arshinder Kaur\, and excerpts from Mozart’s opera\, The Magic Flute\, sung in German\, directed by Sheila Willey\, and performed by students of the University Opera Theater\, as a preview of their upcoming production of the opera\, which will take place from May 31 to June 3 at the UCSC Music Center Recital Hall. Students of French will portray scenes from Marcel Pagnol’s Fanny\, one of the plays in his trilogy about a group of serio-comic characters in Marseille\, directed by Miriam Ellis and Renée Cailloux. Spanish will offer a contemporary comedy\, Black and White\, by Ignacio Dominis\, directed by Carolina Castillo-Trelles\, which explores characters who live in two different worlds\, separated by a line never to be crossed. Over the years\, our multilingual theater presentations have attracted loyal audiences who look forward to hearing their native or acquired languages in this unusual format\, and we cordially invite the community to attend. \nFor more information\, please contact Lisa Leslie at lmhunter@ucsc.edu or (831-459- 2054).
URL:https://thi.ucsc.edu/event/miriam-ellis-international-playhouse-3/
ATTACH;FMTTYPE=image/jpeg:https://thi.ucsc.edu/wp-content/uploads/2018/04/JapaneseSweet-Poison-MEIP-XV.-.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20180518T200000
DTEND;TZID=America/Los_Angeles:20180518T220000
DTSTAMP:20260416T213139
CREATED:20180423T205929Z
LAST-MODIFIED:20180423T210338Z
UID:10006629-1526673600-1526680800@thi.ucsc.edu
SUMMARY:Miriam Ellis International Playhouse
DESCRIPTION:The Department of Languages and Applied Linguistics\, Cowell\, and Stevenson Colleges at UCSC will present the 18th season of the Miriam Ellis International Playhouse (MEIP) from May 17th through May 20th at 8:00 PM at the Stevenson Event Center on campus. In this unique multilingual program\, students will be featured in fully-staged excerpts of short works in Punjabi\, French. German\, and Spanish\, with English super-titles. \nThere is no admission charge for the event; nearby parking is $4.00. \nThere are exciting innovations in the program this year\, with the first MEIP presentation of works in Punjabi\, including a short play and poetry\, directed by Arshinder Kaur\, and excerpts from Mozart’s opera\, The Magic Flute\, sung in German\, directed by Sheila Willey\, and performed by students of the University Opera Theater\, as a preview of their upcoming production of the opera\, which will take place from May 31 to June 3 at the UCSC Music Center Recital Hall. Students of French will portray scenes from Marcel Pagnol’s Fanny\, one of the plays in his trilogy about a group of serio-comic characters in Marseille\, directed by Miriam Ellis and Renée Cailloux. Spanish will offer a contemporary comedy\, Black and White\, by Ignacio Dominis\, directed by Carolina Castillo-Trelles\, which explores characters who live in two different worlds\, separated by a line never to be crossed. Over the years\, our multilingual theater presentations have attracted loyal audiences who look forward to hearing their native or acquired languages in this unusual format\, and we cordially invite the community to attend. \nFor more information\, please contact Lisa Leslie at lmhunter@ucsc.edu or (831-459- 2054).
URL:https://thi.ucsc.edu/event/miriam-ellis-international-playhouse-2/
LOCATION:Stevenson Event Center
ATTACH;FMTTYPE=image/jpeg:https://thi.ucsc.edu/wp-content/uploads/2018/04/JapaneseSweet-Poison-MEIP-XV.-.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20180517T200000
DTEND;TZID=America/Los_Angeles:20180517T220000
DTSTAMP:20260416T213139
CREATED:20180423T205846Z
LAST-MODIFIED:20180423T210241Z
UID:10006628-1526587200-1526594400@thi.ucsc.edu
SUMMARY:Miriam Ellis International Playhouse
DESCRIPTION:The Department of Languages and Applied Linguistics\, Cowell\, and Stevenson Colleges at UCSC will present the 18th season of the Miriam Ellis International Playhouse (MEIP) from May 17th through May 20th at 8:00 PM at the Stevenson Event Center on campus. In this unique multilingual program\, students will be featured in fully-staged excerpts of short works in Punjabi\, French. German\, and Spanish\, with English super-titles. \nThere is no admission charge for the event; nearby parking is $4.00. \nThere are exciting innovations in the program this year\, with the first MEIP presentation of works in Punjabi\, including a short play and poetry\, directed by Arshinder Kaur\, and excerpts from Mozart’s opera\, The Magic Flute\, sung in German\, directed by Sheila Willey\, and performed by students of the University Opera Theater\, as a preview of their upcoming production of the opera\, which will take place from May 31 to June 3 at the UCSC Music Center Recital Hall. Students of French will portray scenes from Marcel Pagnol’s Fanny\, one of the plays in his trilogy about a group of serio-comic characters in Marseille\, directed by Miriam Ellis and Renée Cailloux. Spanish will offer a contemporary comedy\, Black and White\, by Ignacio Dominis\, directed by Carolina Castillo-Trelles\, which explores characters who live in two different worlds\, separated by a line never to be crossed. Over the years\, our multilingual theater presentations have attracted loyal audiences who look forward to hearing their native or acquired languages in this unusual format\, and we cordially invite the community to attend. \nFor more information\, please contact Lisa Leslie at lmhunter@ucsc.edu or (831-459- 2054).
URL:https://thi.ucsc.edu/event/miriam-ellis-international-playhouse/
LOCATION:Stevenson Event Center
ATTACH;FMTTYPE=image/jpeg:https://thi.ucsc.edu/wp-content/uploads/2018/04/JapaneseSweet-Poison-MEIP-XV.-.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20180314T173000
DTEND;TZID=America/Los_Angeles:20180314T191500
DTSTAMP:20260416T213139
CREATED:20180307T215333Z
LAST-MODIFIED:20180307T215333Z
UID:10006601-1521048600-1521054900@thi.ucsc.edu
SUMMARY:IPAs are like a Hoppy Craft Beer: Acquiring a Taste for Task-based Language Teaching and Integrated Performance Assessments
DESCRIPTION:The Department of Languages and Applied Linguistics is pleased to present: \n“IPAs are Like a Hoppy Craft Beer: Acquiring a Taste for Task-based Language Teaching and Integrated Performance Assessments” \nJill Pellettieri\, Ph.D. \nThis workshop focuses on the Integrated Performance Assessment (IPA) as simply one specific model of task-based language learning and assessment. Like the hoppy beer\, it pairs well in some settings but not in others. We will critically examine the IPA with an eye towards identifying its strengths and weaknesses as a tool for assessment in university language courses and programs. Participants will learn general principles for designing authentic\, integrated language tasks and specific guidelines for modifying and adapting the ACTFL IPA for their language courses. It is unclear at this time whether we will actually be sampling craft brews. \n  \nJill Pellettieri is an Associate Professor of Spanish and chair of the Department of Modern Languages & Literatures at Santa Clara University. She received her Ph.D. in Spanish applied linguistics with a Designated Emphasis in Second Language Acquisition from the University of California\, Davis. Her areas of specialization include oral and computer-mediated interaction\, task-based language learning\, and community-based learning. Prior to joining the faculty at SCU\, she was an Associate Professor of Spanish\, Graduate TA trainer and supervisor\, and chair of the Dept. of World Languages at Cal State San Marcos. She has published several articles and book chapters in her areas of specialization\, and she has authored and coauthored several textbooks for the teaching of Spanish at the university level\, including Palabra abierta\, an advanced composition text\, and Rumbos\, a textbook for intermediate Spanish.
URL:https://thi.ucsc.edu/event/ipas-like-hoppy-craft-beer-acquiring-taste-task-based-language-teaching-integrated-performance-assessments/
LOCATION:Humanities 1\, Room 202
ATTACH;FMTTYPE=image/jpeg:https://thi.ucsc.edu/wp-content/uploads/2018/03/Colloquium-Flyer-Mar-14-2018.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20180221T173000
DTEND;TZID=America/Los_Angeles:20180221T193000
DTSTAMP:20260416T213139
CREATED:20180219T171235Z
LAST-MODIFIED:20180219T171522Z
UID:10006595-1519234200-1519241400@thi.ucsc.edu
SUMMARY:Film Screening: Io sono Li (Shun Li & the Poet)
DESCRIPTION:Crossings Film Series \nOver 2017-18\, the CLRC and the Department of Languages and Applied Linguistics is proud to present “Crossings\,” a quarterly film series about migration and the Mediterranean. We open with the 2014 documentary\, “Io sto con la sposa\,” winner of the Human Rights Nights Award at the Venice International Film Festival. All films are subtitled and screenings are free and open to the public. \nIo sono Li (Shun Li & the Poet\, 2013) \nTwo outsiders become unlikely friends in this drama from filmmaker Andrea Segre. Shun Li (Zhao Tao) is a thirtysomething single mother from China who has come to Italy in the hope of providing a better life for herself and her son. However\, Shun Li has partnered with an unscrupulous employment agency that shifts her from job to job and makes it difficult for her to pay her fees so she can make enough money to bring her son to Italy. She works as a barmaid in a shabby waterfront tavern in the fishing village of Chioggia; there\, she meets Bepi (Rade Serbedzija)\, an exile from Eastern Europe who has a fondness for poetry and pens doggerel verse himself. Shun Li shares with Bepi stories of Qu Yuan\, China’s most celebrated poet\, and the two strike up a friendship that has the potential to become something more. However\, the Chioggia natives make it clear that they don’t approve of Shun Li and Bepi’s budding relationship\, especially given their suspicions about her Chinese heritage. \nCo-sponsored by the Department of Languages and Applied Linguistics
URL:https://thi.ucsc.edu/event/io-sono-li-shun-li-poet/
LOCATION:Humanities 2\, Room 259
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20170518T200000
DTEND;TZID=America/Los_Angeles:20170521T220000
DTSTAMP:20260416T213139
CREATED:20170504T191533Z
LAST-MODIFIED:20170504T191533Z
UID:10005375-1495137600-1495404000@thi.ucsc.edu
SUMMARY:The Miriam Ellis International Playhouse
DESCRIPTION:Description:\nThis year’s program will feature fully-staged works in French\, Japanese\, Russian\, and Spanish. English super-titles will translate each of the pieces. The French segment will be devoted to scenes from Jean Giraudoux’s comic fantasy\, La Folle de Chaillot\, (The Madwoman of Chaillot) directed by Miriam Ellis\, while Spanish will present Fable\, by Samaniego\, with Marta Navarro directing her students in this study. Russian will be devoted to an original work\, Happy Dating\, Everyone\, directed by Natasha Samokhina\, who created the piece with her students and will direct. For Japanese\, we will present Music of Japan\, directed by Sakae Fujita. \nAdmission Details: \nThere is no admission charge for this unique multicultural event. Parking is available and attendants will be selling $4.00 permits in the Stevenson parking lots\, 109 and 110 from 7:15pm – 8:30pm all nights of production. \nDates:\nMay 18th – 8:00pm\nMay 19th – 8:00pm\nMay 20th – 8:00pm\nMay 21st  – 8:00pm
URL:https://thi.ucsc.edu/event/the-miriam-ellis-international-playhouse-2/
LOCATION:Stevenson Event Center
ATTACH;FMTTYPE=image/jpeg:https://thi.ucsc.edu/wp-content/uploads/2017/05/MEIP-17-Poster-Final-draft-8-1_2-X-14-optimized-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20170208T171500
DTEND;TZID=America/Los_Angeles:20170208T190000
DTSTAMP:20260416T213139
CREATED:20170206T172153Z
LAST-MODIFIED:20170206T172153Z
UID:10006458-1486574100-1486580400@thi.ucsc.edu
SUMMARY:Professor Emeritus Andrew Cohen: "Enhancing the Role of Pragmatics in Teacher Education"
DESCRIPTION:Department of Languages and Applied Linguistics Presents \nProfessor Emeritus Andrew Cohen\nEnhancing the Role of Pragmatics in Teacher Education \nWednesday\, February 8\n210 Humanities Bldg 1\n5:15PM \nLight refreshments will be served \nThe talk starts with the premise that for many target-language (TL) learners\, the actual learning process consists of the rote memorization of lots of vocabulary and grammar rules\, sometimes or even often without the knowledge of how to make appropriate use of this information in actual communicative situations. The talk will highlight certain specific areas in TL pragmatics that are teachable but often neglected in TL instruction\, as well as some of the challenges involved in teaching this information. The talk will also include brief comment regarding the assessment of the pragmatics that is taught and strategies for students in the learning and performance of pragmatics. The speaker has been studying his 12th TL (Mandarin) for the last five years\, so he can speak from experience about pragmatic failures. 
URL:https://thi.ucsc.edu/event/enhancing-the-role-of-pragmatics-in-teacher-education-2/
LOCATION:Stevenson Fireside Lounge\, Humanites 1 University of California\, Santa Cruz Cowell College\, Santa Cruz\, CA\, 95064\, United States
ATTACH;FMTTYPE=image/jpeg:https://thi.ucsc.edu/wp-content/uploads/2017/02/LAAL-colloquium-flyer-Feb-8.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20160603T180000
DTEND;TZID=America/Los_Angeles:20160603T180000
DTSTAMP:20260416T213139
CREATED:20160524T200324Z
LAST-MODIFIED:20160524T200324Z
UID:10005248-1464976800-1464976800@thi.ucsc.edu
SUMMARY:Inverting the Spanish Avant Garde: Transatlantic Negotiations in El Estudiante (Salamanca-Madrid 1925-26)
DESCRIPTION:UCSC Spanish Studies and the Department of Language and Applied Linguistics present: \nInverting the Spanish Avant Garde: Transatlantic Negotiations in El Estudiante (Salamanca-Madrid 1925-26)\nBy Vanessa Marie Fernandez (UC Santa Cruz and San Jose SU) \nFriday June 3rd\, 6:00PM\nHumanities 1\, Room 210 \nVanessa Marie Fernandez completed her PhD in Hispanic Langiages and Literatures form the University of Claifornia\, Los Angeles in 2013. She has been a lecturer at Rice University in Houston and an Assistant Professor of Spanish at Duquesne Univeristy in Pittsburgh. Currently\, she is a Visiting Assistant Professor in the Literature Department at the University of California\, Santa Cruz and will begin her new position as Assitant Professor of Spanish at San Jose State University in Fall 2016. Her book project “Bridging the Atlantic: Debating Modernity Across Argentine\, Mexican\, and Spanish Literary Magazines (1920-1930)\,” argues print culture generated a complex network o exchange amongst avant-garde movements that sheds new light on the development of Latin America and Spain’s post colonial relationship during the 1920s.
URL:https://thi.ucsc.edu/event/inverting-the-spanish-avant-garde-transatlantic-negotiations-in-el-estudiante-salamanca-madrid-1925-26-3/
LOCATION:Stevenson Fireside Lounge\, Humanites 1 University of California\, Santa Cruz Cowell College\, Santa Cruz\, CA\, 95064\, United States
ATTACH;FMTTYPE=image/jpeg:https://thi.ucsc.edu/wp-content/uploads/2016/05/UCSC-Spanish-Studies-Talk-Flyer-JPG.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20160219T120000
DTEND;TZID=America/Los_Angeles:20160219T130000
DTSTAMP:20260416T213139
CREATED:20160208T185850Z
LAST-MODIFIED:20160208T185850Z
UID:10006340-1455883200-1455886800@thi.ucsc.edu
SUMMARY:Allan Langdale: "Palermo: Travels in the City of Happiness"
DESCRIPTION:Please join us for a lecture and reading by Allan Langdale (History of Art and Visual Culture\, UCSC)\, author of Palermo: Travels in the City of Happiness (2015). Dr. Langdale will read from his new book\, show images of Palermo’s art and architecture\, and talk about the project and the city’s history.\n  \nThis event is co-sponsored by the Department of Languages & Applied Linguistics\, Italian Studies\, and History of Art and Visual Culture.
URL:https://thi.ucsc.edu/event/allan-langdale-palermo-travels-in-the-city-of-happiness-3/
LOCATION:Humanities 2\, Room 359
ATTACH;FMTTYPE=image/jpeg:https://thi.ucsc.edu/wp-content/uploads/2016/02/Italian-Studies-Talk-Reading.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20151123T170000
DTEND;TZID=America/Los_Angeles:20151123T190000
DTSTAMP:20260416T213139
CREATED:20151116T183435Z
LAST-MODIFIED:20151116T183435Z
UID:10006307-1448298000-1448305200@thi.ucsc.edu
SUMMARY:Stacey Katz Bourns: "Integrating Grammar Pedagogy within New Frameworks for Language Instruction"
DESCRIPTION:Foreign language programs in the 21st Century are in a period of transition. Many applied linguistics researchers now consider Communicative Language Teaching (CLT) to be antiquated and are initiating alternate approaches\, some more compelling than others. Central to the discussion is the always-controversial topic of grammar pedagogy. How should grammar be taught and learned? How can grammar pedagogy fit into new frameworks for teaching language that favor focusing on texts? Is metalinguistic competence a goal that should be pursued\, and\, if so\, at what level of instruction? At the core of the issue is the changing profile of students who enroll in language classes and the need to balance students’ pragmatic demands with broader programmatic goals. \nStacey Katz Bourns is Professor of Romance Languages & Literatures at Harvard University.\n  \nLight refreshments will be served.\n \n \n 
URL:https://thi.ucsc.edu/event/stacey-katz-bourns-3/
LOCATION:Stevenson Fireside Lounge\, Humanites 1 University of California\, Santa Cruz Cowell College\, Santa Cruz\, CA\, 95064\, United States
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20151106T140000
DTEND;TZID=America/Los_Angeles:20151106T153000
DTSTAMP:20260416T213139
CREATED:20151029T184506Z
LAST-MODIFIED:20151029T184506Z
UID:10006295-1446818400-1446823800@thi.ucsc.edu
SUMMARY:Joseph M. Pierce: "Writing Queer Sisterhood: The Diaries of Julia and Delfina Bunge and the Argentine Fin de Siglo (1890-1910)"
DESCRIPTION:This presentation focuses on a unique coincidence in Argentine fin de siglo (1890-1910): sisters who 1) simultaneously kept a diary for an extended period of time\, 2) actually shared\, read\, and commented on reading each other’s diaries\, and 3) though under quite different circumstances\, published these diaries subsequently. I read the diary as an interface through which textual form influences understandings of self and other in the early years of the 20th century\, arguing that it is\, in this sense\, a technology of self-making. This talk explores not simply what the diarist does\, but what discourses\, what possible modes of feeling and thinking are revealed through the process of writing and reading the diary. In particular the sister serves as critical nucleus for understanding relational subjectivity\, sibling rivalry\, and the queer potentials of lateral kinship. Examining both original manuscript notebooks and later published versions\, I show how writing and reading the diary plays a crucial role in shaping each sister’s ideological positions regarding courtship\, marriage\, and sisterhood\, and from this exploration I argue that the cultural anxiety over the division of public and private space\, and in particular women’s labor\, led each sister to stake a claim of individuality that emerges through the process of imagining herself as different\, but potentially the same as\, her sister.\n  \nJoseph M. Pierce is Assistant Professor in the Department of Hispanic Languages and Literature at Stony Brook University. His research focuses on discourses of kinship\, gender\, and sexuality in Latin America and on the intersection of Latin American and North American approaches to citizenship and belonging. He is currently drafting a book manuscript entitled Queer Kinship in the Argentine fin de siglo: La familia Bunge\, and is co-editor with Fernando Blanco and Mario Pecheny of Derechos Sexuales en el Sur: Políticas del amor y escrituras disidentes (Forthcoming\, Cuarto Propio).\n  \nLight refreshments will be served.
URL:https://thi.ucsc.edu/event/joseph-m-pierce-writing-queer-sisterhood-3/
LOCATION:Humanities 1\, Room 402
ATTACH;FMTTYPE=image/jpeg:https://thi.ucsc.edu/wp-content/uploads/2015/10/Pierce_colloquium_Fall2015-3.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20150514T200000
DTEND;TZID=America/Los_Angeles:20150514T220000
DTSTAMP:20260416T213139
CREATED:20150421T220126Z
LAST-MODIFIED:20150421T220126Z
UID:10006104-1431633600-1431640800@thi.ucsc.edu
SUMMARY:15th Annual Miriam Ellis International Playhouse
DESCRIPTION:FIFTEEN YEARS AND COUNTING… \nThe Department of Languages and Applied Linguistics\, Cowell College\, and Stevenson College\, will present The Miriam Ellis International Playhouse (MEIP)\, an annual multilingual program of fully-staged short theater pieces\, for its 15th season. Four public performances will be held on May 14\, 15\, 16\, 17\, at 8:00PM at the Stevenson Event Center\, UCSC\, and will feature works in French\, Italian\, Japanese\, Russian\, and Spanish\, with English super-titles. The program will be directed by Language lecturers and performed by Language students. There is no admission charge\, with nearby parking at $4.00. \nThis year’s works include: (in French) THE GAP\, by Ionesco\, and a scene from THE WOULD-BE GENTLEMAN by Molière\, directed by Miriam Ellis; (in Italian) BROTHER ATM and SERENDIPITY\, by Benni\, directed by Giulia Centineo; (in Japanese) SWEET POISON\, traditional\, directed by Sakae Fujita; (in Russian) THE PATIENT\, by Dovlatov\, directed by Natalya Samokhina; (in Spanish) MISERY\, by Güiraldes\, directed by Marta Navarro. The pieces range in time from medieval and classical periods to modern-day theater\, with emphasis on their comic elements. \nOver the years\, the IP presentations have represented an important annual event for UCSC and have attracted a loyal following. In addition to those on campus\, many community members\, as well as faculty and students from high schools and Cabrillo College\, attend regularly. The English titles make the material easily accessible to audiences\, who are afforded a rare multicultural experience by the diversity of the programs. \nFor further information\, please contact lmhunter@ucsc.edu or ellisan@ucsc.edu. \nAbove: Scene from LE MALADE IMAGINAIRE (THE HYPOCHONDRIAC) by Molière\, (French) INTERNATIONAL PLAYHOUSE XIII\, Camille Charette as Angélique\, Zachary Scovel as Argan\, directed by Miriam Ellis. \nThe community is cordially invited to attend.
URL:https://thi.ucsc.edu/event/15th-annual-miriam-ellis-international-playhouse-2/2015-05-14/
LOCATION:Stevenson Event Center
ATTACH;FMTTYPE=:
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20150422T170000
DTEND;TZID=America/Los_Angeles:20150422T190000
DTSTAMP:20260416T213139
CREATED:20150414T194208Z
LAST-MODIFIED:20150414T194208Z
UID:10006073-1429722000-1429729200@thi.ucsc.edu
SUMMARY:Mark Amengual: "Living in Two Languages: Lexical Effects in Bilingual Production"
DESCRIPTION:In this talk I will present the results of an experiment that investigates voice onset times (VOTs) to determine if cognates enhance the cross-°©‐language phonetic influences in the speech production of a range of Spanish–English bilinguals: Spanish heritage speakers\, English heritage speakers\, advanced L2 Spanish learners\, and advanced L2 English learners. \nTo answer this question\, lexical items with considerable phonological\, semantic\, and orthographic overlap (cognates) and lexical items with no phonological overlap with their English translation equivalents (non-°©‐cognates) were examined. The results indicate that there is a significant effect of cognate status in the Spanish production of VOT by Spanish–English bilinguals. \nThese bilinguals produced /t/ with longer VOT values (more English-°©‐like) in the Spanish production of cognates compared to non-°©‐cognate words. It is proposed that the exemplar model of lexical representation (Bybee\, 2001; Pierrehumbert\, 2001) can be extended to include bilingual lexical connections by which cognates facilitate phonetic interference in the bilingual mental lexicon.
URL:https://thi.ucsc.edu/event/living-in-two-languages-2/
LOCATION:Stevenson Fireside Lounge\, Humanites 1 University of California\, Santa Cruz Cowell College\, Santa Cruz\, CA\, 95064\, United States
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DTSTART;TZID=America/Los_Angeles:20150410T170000
DTEND;TZID=America/Los_Angeles:20150410T180000
DTSTAMP:20260416T213139
CREATED:20150320T185846Z
LAST-MODIFIED:20150320T185846Z
UID:10006063-1428685200-1428688800@thi.ucsc.edu
SUMMARY:An Evening of Futuristic Musical Poetry with Luciano Chessa
DESCRIPTION:An evening with Italian composer\, performer\, and musicologist Luciano Chessa. Chessa will perform Piedigrotta (a Futurist musical poem). Chessa is the author of Luigi Russolo\, Futurist: Noise\, Visual Arts\, and the Occult (UC\, 2012)\, the first English-language monograph dedicated to Russolo and the art of Noise. He has been performing futurist sound poetry for well over 10 years. He has been active in Europe\, the U.S.\, Australia\, and South America as a practitioner of world avantgarde music; his scholarly areas include both 20th-century and late-14th-century music. Compositions include a piano and percussion duet after Pier Paolo Pasoliniʼs “Petrolio.” \nReception to follow.
URL:https://thi.ucsc.edu/event/an-evening-of-futuristic-musical-poetry-with-luciano-chessa-2/
LOCATION:Humanities 2\, Room 259
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DTSTART;TZID=America/Los_Angeles:20150225T170000
DTEND;TZID=America/Los_Angeles:20150225T190000
DTSTAMP:20260416T213139
CREATED:20150205T232229Z
LAST-MODIFIED:20150205T232229Z
UID:10005998-1424883600-1424890800@thi.ucsc.edu
SUMMARY:Stephanie Lain: "Content-Based Design Using Constructivist Connectionist Principles"
DESCRIPTION:In this	talk I discuss the challenges involved in designing content-based curricula for	foreign	language courses. I will illustrate the main concepts by focusing on the example of	a first-year Spanish course developed for The Middlebury Institute of International Studies	at Monterey (MIIS)\, whose Language Studies division follows an	exclusively content-based model	of instruction.	Though I	will be	speaking about	a strict interpretation	of content-based instruction (where only authentic target language materials are used)\, the information presented will be easily	applicable to any foreign language learning context where the instructor seeks	to incorporate authentic content as part of the curriculum. \nIn order to plan effectively for a content-­‐based course\, it is important to establish and clarify early on a set of guidelines for how the curriculum should be structured. I argue that an understanding of language as expressed through the perspectives of constructivism and connectionism not only lends support to the validity of content-­‐based methodology but also can provide clear directives for the kinds of activities instructors can use to engage students.
URL:https://thi.ucsc.edu/event/stephanie-lain-content-based-design-using-constructivist-connectionist-principles-2/
LOCATION:Stevenson Fireside Lounge\, Humanites 1 University of California\, Santa Cruz Cowell College\, Santa Cruz\, CA\, 95064\, United States
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DTSTART;TZID=America/Los_Angeles:20150128T170000
DTEND;TZID=America/Los_Angeles:20150128T183000
DTSTAMP:20260416T213139
CREATED:20150115T200129Z
LAST-MODIFIED:20150115T200129Z
UID:10005988-1422464400-1422469800@thi.ucsc.edu
SUMMARY:Julio Torres: "Individual Differences in Prior Language Experience:  The Heritage Language Bilingual"
DESCRIPTION:Individual differences play a key role in explaining variability in learning outcomes among adult second language learners. Researchers have begun examining the additional language learning experiences of learners with different profiles including bilinguals\, aging learners and learners with low literacy levels in their first language. In this talk\, I will present briefly data from three studies that address the prior language learning experience of adult heritage bilinguals\, or speakers who grew up speaking a non-English language (Spanish) at home and in their communities. These studies entertain the following general questions: (1). Are heritage bilinguals the true agents of language change?; (2). Do heritage bilinguals demonstrate an advantage in cognitive control?; and (3). Are task-based pedagogical interventions effective in promoting heritage bilinguals’ (re) learning of the heritage language? The results of these studies imply that the experience of heritage bilinguals lead to various learning and cognitive outcomes. \nJulio Torres is Assistant Professor of Spanish and Portuguese at UC Irvine.
URL:https://thi.ucsc.edu/event/julio-torres-2/
LOCATION:Humanities 1\, Room 202
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DTSTART;TZID=America/Los_Angeles:20141205T170000
DTEND;TZID=America/Los_Angeles:20141205T183000
DTSTAMP:20260416T213139
CREATED:20141121T203839Z
LAST-MODIFIED:20141121T203839Z
UID:10005006-1417798800-1417804200@thi.ucsc.edu
SUMMARY:Thor Sawin and Jason Martel: "Fostering foreign language learners’ speaking through ongoing feedback"
DESCRIPTION:It is now well accepted in foreign language pedagogy that assessment is not solely an end-­‐of-­‐unit activity. Rather\, it is important for teachers to monitor learners’ language development using a variety of techniques throughout the course of a unit of study. Among the many skills to be assessed in foreign language classrooms\, speaking presents unique challenges. First\, because spoken language samples immediately disappear\, it is harder for teachers to give meaningful feedback that can be immediately applied. Second\, speaking tends to be assessed formally and only a few times in a term\, resulting in unhelpful\, institutionally-­‐required grades that neither prompt learners to produce more language based on feedback nor motivate them by recognizing the progress they have made. With these considerations in mind\, our talk will: \n• Define speaking/oral proficiency \n• Distinguish between formative and summative assessment \n• Discuss the use of speaking portfolios as a motivational and developmental strategy \n• Discuss strategies for assessing speaking throughout and at the end of a unit of study\, in ways that learners are able to keep track of and take ownership over\n  \nLight refreshments will be served.
URL:https://thi.ucsc.edu/event/thor-sawin-and-jason-martel-2/
LOCATION:Stevenson Fireside Lounge\, Humanites 1 University of California\, Santa Cruz Cowell College\, Santa Cruz\, CA\, 95064\, United States
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DTSTART;TZID=America/Los_Angeles:20141029T170000
DTEND;TZID=America/Los_Angeles:20141029T183000
DTSTAMP:20260416T213139
CREATED:20141016T172933Z
LAST-MODIFIED:20141016T172933Z
UID:10005890-1414602000-1414607400@thi.ucsc.edu
SUMMARY:Bryan Donaldson: "Information structure and word order in medieval Occitan"
DESCRIPTION:In this talk\, I draw on elements of discourse analysis and information structure–specifically topic-marking–to address a long-standing problem in the syntax of Old Occitan\, a medieval Romance language spoken in what is now the south of France. In Old Occitan\, the position of object and adverbial clitic (weak\, atonic) pronouns remains incompletely understood (Wanner 2010). I analyze clitic position specifically in affirmative main declarative sentences that contain overt preverbal subjects. In this context\, clitics are either preverbal\, as in (1)\, or post verbal\, as in (2)\, with no apparent semantic distinction.\n  \n(1) E.N Constantis s’en anet.\nand.Sir Constantine himself.from-there went\n‘And Sir Constantine left.’ (Razo of 80\,20 & 80\,32 §8; Boutière 1964: 92) \n(2) E.N Guilhem anet. s’en.\nand.Sir Guillaume went himself.from-there\n‘And Sir Guillaume left.’ (Razo of 208\,1\, §34; Boutière 1964: 325)\n  \nPrevious analyses have concluded that this variation is random (Mériz 1978) or du to regional or dialectal variation (Hinzelin 2007). Neither approach satisfactorily addresses the underlying grammar or the principles underlying the distribution of the variants appears. The present analysis draws on the discourse-functional notion of topic (e.g.\, Reinhart 1981) as well as theoretical claims about the clausal left periphery in medieval Romance (Benincà 2006). I report empirical data from the complete troubadour biographies (vidas and razos; 13th-14th centuries) and the vida of Saint Douceline (early 14th century). Results from 470 subject-verb declaratives establish that the subject in (2) is left-dislocated\, albeit covertly so. I argue that (2) is one of several instantiations of subject left-dislocation in Old Occitan and that it is both functionally and formally distinct from (1). More precisely\, (1) signals topic continuity\, whereas (2) is a shifting topic.\n  \nBryan Donaldson is Assistant Professor of Languages and French Applied Linguistics at UC Santa Cruz.
URL:https://thi.ucsc.edu/event/bryan-donaldson-information-structure-and-word-order-in-medieval-occitan-2/
LOCATION:Stevenson Fireside Lounge\, Humanites 1 University of California\, Santa Cruz Cowell College\, Santa Cruz\, CA\, 95064\, United States
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