University of Wisconsin-Madison Language Institute
by Audio Podcasts of Lectures
To listen to an audio podcast, mouse over the title and click Play. Open iTunes to download and subscribe to iTunes U collections.
Description
A series of invited lectures sponsored by the Language Institute at the University of Wisconsin-Madison. Available lectures are from the 2009-10 series, The Pain of Language: Language and Migration; the 2010-11 series, Immersion and Language Learning: Contexts and Challenges; and the 2010-11 Talk Series for the Doctoral Program in Second Language Acquisition (SLA). Our 2011-12 series is Cosmopolitanism and Language. Stay tuned for audio podcasts of these lectures over the course of the 2011-12 academic year.
| Name | Description | Released | Price | ||
|---|---|---|---|---|---|
|
1 |
Developing Foreign Language Literacy Through Literature | Kate Paesani, Wayne State University. Workshop for Language Instructors presented by the Department of French and Italian and the Language Institute. This talk explores the role of literature in the foreign language curriculum and its contribution to students’ foreign language literacy by first establishing a working definition of literature and identifying goals of literature instruction at all levels. Next, to facilitate integration of literature across the foreign language curriculum and bridge the gap between the more language-oriented goals of lower level courses and the more content-oriented goals of upper level courses, a multiliteracies approach to literature instruction is proposed. Within this approach, literacy is defined broadly to include the complex and contextually sensitive linkages among readers, writers, texts, culture, and language (Kern & Schultz, 2005). A multiliteracies approach therefore not only develops students’ abilities to interpret literature through reading, it also encourages contextualized language use and analysis, critical thinking, and language production through writing. Specific instructional strategies for developing students’ foreign language literacy through interpretation, reflection, problem solving, and collaboration regarding the cultural, stylistic, and linguistic features of literary texts will be discussed and a sample lesson plan will be provided. Introduction by Heather Willis Allen (Department of French and Italian). | 10/14/11 | Free | View In iTunes |
|
2 |
Language, Identity and Post-Nationalism | Monica Heller, University of Toronto. Public lecture for the 2011-12 series, Cosmopolitanism and Language. Recorded on September 19, 2011. This talk draws on long-term fieldwork in francophone Canada to examine the impact of the globalized new economy on heretofore dominant ideas about language, identity, culture, nation and state. It shows how globalization and the commodification of language and culture connected to the new economy challenge dominant ideologies, producing malaise alongside creativity in re-imagining new ways of connecting and belonging. It examines some specific attempts to move beyond nationalism, which tend to come from former peripheries and to draw heavily on irony as a discursive trope, as well as attempts to, in Bourdieu's terms "save the (national) market". Introduction by Heather Willis Allen (Department of French and Italian); comments from Jane Zuengler (Department of English). | 10/17/11 | Free | View In iTunes |
|
3 |
Learning English Immersion Style: Lessons from Two Programs in Japan | Yasuko Kanno, Temple University. Public lecture for the 2010-11 series, Immersion and Language Learning: Contexts and Challenges. Recorded on April 28, 2011. This lecture examines two immersion programs in Japan in which Japanese children learn English by learning subject context in English. One is Nichiei Immersion School, a partial English immersion program housed in a private Japanese school; the other is Hal International School, an international school where both Japanese children and Western expatriate students learn together. Observations suggest that each program has its own power dynamics, which has a strong impact on the L2 acquisition of immersion students. Introduction by Junko Mori (Department of East Asian Languages and Literature); comments from Mariana Pacheco (Department of Curriculum and Instruction). A transcript of this lecture is available as the lyrics of the track. | 8/9/11 | Free | View In iTunes |
|
4 |
Metrolinguistic Landscaping: Talking in the City | Alastair Pennycook, University of Technology, Sydney, Australia. Public lecture for the Doctoral Program in Second Language Acquisition. Recorded on March 21, 2011. This lecture starts by discussing the idea of the city, and in particular port cities and their longstanding multiplicity and cosmopolitanism. Research on linguistic landscapes has shown the complexity of reactions between people and the urban signs around them. Of particular importance is an understanding of the dynamics of movement (walking and talking in the city are related): people move to and within cities, producing constantly changing linguistic configurations. Drawing on metrolinguistic studies of hip hop, graffiti, multilingual workplaces and early urban literacies, this presentation seeks to expand the possibilities for thinking about talking (and writing) in (and on) the city. A transcript of this lecture is available as the lyrics of the track. | 8/8/11 | Free | View In iTunes |
|
5 |
Blessings of Babel: Principles for Code Choice in the Foreign Language Classroom | Glenn Levine, University of California-Irvine. Public lecture for the 2010-11 series, Immersion and Language Learning: Contexts and Challenges. Recorded on February 8, 2011. Following sociocultural theory and ecological perspectives of language and learning, this presentation lays out an approach to the language classroom as a multilingual social space, one in which learners and teacher study, negotiate, and co-construct code choice norms toward the dynamic, creative, and pedagogically effective use of both the target language and the learners’ first language(s). Introduction by Monika Chavez (Department of German); comments from Diana Frantzen (Department of Spanish and Portuguese). A transcript of this lecture is available as the lyrics of the track. | 7/21/11 | Free | View In iTunes |
|
6 |
L2 Gain, Time-on-Task, and Language Use in Arabic and Russian Overseas Flagship Programs | Dan Davidson, Bryn Mawr College. Public lecture for the 2010-11 series, Immersion and Language Learning: Contexts and Challenges. Recorded on October 26, 2010. Reports on a study of formal and informal language learning behaviors and activities that correlate with target language gains. Introduction by Sally Magnan (Department of French and Italian); comments from Karen Evans-Romaine (Department of Slavic Languages and Literature). A transcript of this lecture is available as the lyrics of the track. | 7/8/11 | Free | View In iTunes |
|
7 |
When the "Multilingual Subject" Goes Abroad | Celeste Kinginger, Pennsylvania State University. Public lecture for the 2010-11 series, Immersion and Language Learning: Contexts and Challenges. Recorded on September 20, 2010. This talk reviews research on the process of language socialization, presents findings on the outcomes of study abroad experiences, and considers implications for the use of study abroad programs involving language learning. Introduction by Richard Young (Department of English); comments from Rob Howell (Department of German). A transcript of this lecture is available as the lyrics of the track. | 6/24/11 | Free | View In iTunes |
|
8 |
"In the Name of Language": The Continuous Cost of Language Learning | Elana Shohamy, Tel Aviv University. Public lecture for 2009-10 series, The Pain of Language: Language and Migration. Recorded on March 22, 2010. The act of acquiring a new language, whether in the context of international migration or in inter-migration between home and school, demands a high price in terms of academic achievement, emotional dimensions, exclusion, rejection, discrimination and unrealistic expectations such as via language tests. Immigrants make various sacrifices when they are faced with these requirements; the costs are especially high given the high demands placed on immigrants by the host society, which is not aware of these difficulties and imposes various strategies 'in the name of language'. In this talk, Professor Shohamy addresses a number of cases of high demands enforced on immigrants with little awareness on the part of the host society regarding the costs involved or the feasibility of meeting the demands. The cases to be discussed are: 1) the cost of the need to acquire Hebrew in Palestine in the 1930's, when immigrants were 'forced' into Hebrew as part of national ideology; 2) the difficulties that immigrant students experience in terms of language discrimination and low academic achievement when testing is in the L2, following prescribed academic expectations; 3) adult immigrants who are forced to take language tests in the new language as a condition for continued residence, facing expulsion and deportation if they do not pass, but without opportunities to learn. Other cases include the learning of new languages by adults, even in cases when they are proficient in English, a language perceived to be of high prestige and status; and cases involving students in higher education, such as Arabs in Israel, who have no choice but to learn in Hebrew in institutions of higher education, while their school educational system is taught via Arabic. In all of these cases, the high costs render the policies difficult with which to comply. How these demands affect and relate to language rights, participation and justice will be discussed and elaborated, leading to proposals for more inclusive, considerate and less discriminatory policies. Introduction by Richard Young (Department of English); comments by Robin Worth (Department of English). | 10/17/11 | Free | View In iTunes |
|
9 |
Home Language: Refuge, Resistance, Resource | Mary McGroarty, Northern Arizona University. Public lecture for 2009-10 series, The Pain of Language: Language and Migration. Recorded on February 12, 2010. In this presentation, Professor McGroarty considers the roles and perceptions of languages other than English and their influence on the present environments of language policy and pedagogy. Relevant frameworks include texts in language policy and planning (e.g Kaplan & Baldauf, 1997; Ricento, 2006; Spolsky, 2009) and the typology of orientations set out by Ruíz (1984). These foundations, along with concepts drawn from work on linguistic ideology (McGroarty, 2008; in press) and findings of sociolinguistic research, offer several insights into professional and public discussions of languages other than English in the U.S. and elsewhere. Regarding categorization and function of home languages, recent research (Blackledge & Creese, 2009; McKay & Bockhorst-Heng, 2008; Zentella, 1997) suggests that, in some circumstances, categories used by governments and educational institutions may not be sufficiently fine-grained to capture varieties of language use accurately. Because language choices are closely connected to individual and collective identity, the degree to which they might represent any form of resistance can only be determined situationally, taking local and national history, relevant power relationships, and communicative needs and goals into account (Blommaert, 2008; Hornberger, 2009). Finally, the extent to which bilingual or multilingual skills represent resources for individuals or groups is partly a function of their salience in varied and dynamic communicative environments, temporal and geographic, (Lo Bianco, 2008; Wiley, 2005; Wolfram, 2009) only some of which are predictable far enough in advance to guide educational choices. Contemporary scholarship thus raises challenges of definitions, means, and goals for applied linguistics research and practice. Introduction by Jane Zuengler (Department of English). | 10/17/11 | Free | View In iTunes |
|
10 |
The Heritage Language Learner: Identities, Language Loyalties and Challenges | Olga Kagan, University of California-Los Angeles. Public lecture for 2009-10 series, The Pain of Language: Language and Migration. Recorded on October 19, 2009. This paper reviews the findings of an online survey of heritage language learners designed and administered by the National Heritage Language Resource Center (NHLRC) in 2006-08. The existing data of over 1,700 respondents from 22 languages offers a broad look at the linguistic proficiencies, identities and motivations of college age heritage language learners. It shows that while English is their language of education, in their everyday communications, heritage language learners continue to use both English and the home language. The data also reveals that many of the respondents have dual language and cultural loyalties that may create a challenge, or even a tension, both in the learner’s daily life and in the language classroom. Introduction by Dianna Murphy (Language Institute); comments by Karen Evans-Romaine (Department of Slavic Languages and Literature). | 10/17/11 | Free | View In iTunes |
|
11 |
Language, Literacy and Cultural Hybridity Among Somali Teens in Minnesota | Martha Bigelow, University of Minnesota. Public lecture for 2009-10 series, The Pain of Language: Language and Migration. Recorded on September 22, 2009. The perspectives of immigrant youth can reveal the powerful role society has in framing and forming the range of possibilities available to them. Immigrant youth often face mismatches between home and school in terms of values and language, but they sometimes encounter intra-cultural struggles as well. This presentation will a) explore immigrant cultural and linguistic adaptation using oral and written texts produced by Somali adolescents; and b) outline some of the cultural and linguistic issues involved in moving from a highly oral society to a hyper-literate one. By exploring Somali youth perspectives, language use, and identities, we can better understand the result of migration at school, at home, and in other public spaces. Introduction by Maggie Hawkins (Department of Curriculum and Instruction); comments from Deborah Brandt (Department of English). | 10/17/11 | Free | View In iTunes |
| Total: 11 Episodes |
Customers also subscribed to
