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DTSTART;TZID=America/Los_Angeles:20150225T170000
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DTSTAMP:20260419T091213
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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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BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20150128T170000
DTEND;TZID=America/Los_Angeles:20150128T183000
DTSTAMP:20260419T091213
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:20260419T091213
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:20260419T091213
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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