Our talks & events.Here you can find a list of the conference talks, webinars and events presented or organized by the members of the group.
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Weygandt, S., Kogan, V., Bondarenko, M. (2020)
Content/project-based approaches in Russian L2 instruction at the low proficiency level.
Roundtable at the AATSEEL 2020, February 6-10, 2020, San Diego (USA)
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At AATSEEL 2020 instructors from Middlebury’s Institute of International Studies (MIIS) at Monterey spoke at the roundtable about content-based learning (CBI), which is the pedagogical approach taken at the Summer Intensive Language Program (SILP MIIS) at Monterey.
Originating in socio-constructivist communicational paradigms, content-based learning represents attractive strategies for enhancing learning efficiency while maximizing learner autonomy and transformative learning effects. Traditionally, however, the principles of content- and project-based methodologies have been developed in the learning contexts of English as a second language for Roman languages (Spanish and French). To learn languages that are based on a strong inflectional structure (such as Russian language) requires developing strong procedural skills in the usage of grammar patterns which are most commonly taught using regular exercises. Is the content-based approaches compatible with Russian language, and specifically at low beginners’ levels? And if yes, how might instructors best adapt these approaches to this specific learning context? The roundtable invites to discuss theoretical foundations supporting content/project-based Russian instruction at different proficiency levels; Open Architecture Curricular Design (the modular structure of the curriculum, which is reflected in interchangeable self-contained units of instruction sequenced according to students’ level, interests, and needs (Krasner, 2018; Long, 2015; Campbell, 2018)), and technology use in content/project-based Russian instruction at low proficiency levels. |
Roundtable materials:
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Bondarenko, Maria (2020a). Content-based language learning: basic principles and implementation issues for Russian L2 instruction at beginners levels. Talk at the roundtable Content/project-based approaches in Russian L2 instruction at the low proficiency level. AATSEEL 2020, February 6-10, 2020, San Diego (USA) |
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Bondarenko, Maria (2020b). Learning Material Design Sample : Open Architecture Curricular Design (theme-based weekly planning) applied to Russian L2 instruction at beginners level 'Exploring housing conditions in Russia today'. Talk at the roundtable Content/project-based approaches in Russian L2 instruction at the low proficiency level. AATSEEL 2020, February 6-10, 2020, San Diego (USA) |
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Kogan, Vita (2020). Authentic texts for beginners. Talk at the roundtable Content/project-based approaches in Russian instruction at the low proficiency level. AATSEEL 2020, February 6-10, 2020, San Diego (USA) |
Weygandt, Susanna (2020). Content/project-based Approaches in Russian instruction of all levels: Practice and Theoretical reflection. Talk at the roundtable Content/project-based approaches in Russian iL2 Instruction at the low proficiency level. AATSEEL 2020, February 6-10, 2020, San Diego (USA) |
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More information: |
- About the Summer Intensive Language Program of the Middlebury Institute of International Studies (SILP MIIS) at Monterey. Link
- About the Content-based Instruction at the SILP MIIS (collection of videos including a Russian Content-based module taught by V. Kogan). Link - The Content-Based Instruction (CBI) bibliography compiled by The International Research Foundation for English Language Education. - The CoBaLTT Project hosted by the Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota. Link |
Bondarenko, M. (2019)
Semantic labels as an alternative strategy for learning the Russian verbs of motion.
Talk at AATSEEL 2019, February 7-10, 2019, New Orleans (USA).
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The traditional instruction of the Russian Verbs of Motion is based on the invariant concept of Directionality (uni- vs. multidirectional motion). However, the teaching practice shows that it is almost impossible for students exposed to the traditional approach to achieve satisfactory assimilation of this topic and to apply the provided rules to real contexts. This conference paper introduces the Semantic Labelling Method (Bondarenko, 2015, 2017) that is based on the description of a motion event through rephrasing in the target language.
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Bondarenko, M. (2019)
Modélisation de l'accent: activité de développement de la métaconsicence phonético-phonologique
Talk at 8th Meeting on Language Teaching (MeLT), May 21-22, 2019, Université du Québec à Montréal (Montreal, Canada)
Read the summary (in French)
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Bondarenko, M., Klimanova, L. (2019)
Social media writing and telecollaboration for Novice Russian L2 leaners
Talk at the AATSEEL annual conference. February 7-10, 2019, New Orleans. Stream 2A: Issues in teaching lower-level language courses: strategies and practices (II).
Read the summary
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Klimanova, L., Bondarenko, M., Vinokurova, V. (2018)
A Pathway to Digital Literacies through Telecollaboration: The Case of Novice Language Learners
Talk at the 4th UNI-Collaboration biennial congress Cross-Disciplinary Organisation for Telecollaboration and Virtual Exchange in Higher Education, April 25-27, 2018, Krakow, Poland.
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