MWALLT 2024 Conference Program and Abstracts

The conference will be conducted at three locations and live streamed between institutions. 

Click the Session number to jump down to the abstracts for that session.

	Stream A (Stream Host: Wisconsin)	Stream B (Stream Host: Kansas)	Stream C (Stream Host: Iowa)
9:00 CST	Welcome
Keynote  9:15 CST	Keynote Address Lauren Rosen University of Wisconsin
Session 1 10:10 CST (15 min)	Harnessing ChatGPT for Innovative Language Education: Personalized and Interactive Language Practice for Students & instructors Shiva Rahmani (University of Chicago)	Designing a Language Portfolio for Assessment Tracie Whiting Kipper (Kansas City Art Institute)	Digital self-presentations: Promoting learners’ L2 creativity and self-expression Anastasia Izmaylova (Grinnell College)
Session 2 10:30 CST (30 min)	Exploring Cascade: Using linguistically-driven automated text formatting in the classroom Jack Dempsey (Cascade Reading, Inc.)	Talking and Exploding in Beginner Russian Classes: Gaming for Language Instruction Findings and Suggestions A. Jakob Johnson (University of Kansas)	Online tools to develop students’ writing skills  Mariana Ruiz Nascimento and Dan Song (University of Iowa)
Session 3 11:05 CST (15 min)	Beyond Textbooks: Integrating Technology for Dynamic Language Learning Susana L. M. Antunes  (University of Wisconsin - Milwaukee)	Classroom Library in the 21st century Annie Gilliland (Circle High School)	Fundamentals of Artificial Intelligence for Language Teaching and Learning Asma Ben Romdhane (University of Iowa)
Session 4 11:25 CST (30 min)	Navigating the Virtual Frontier: Virtual Reality in High School Language Classrooms Tricia Thrasher (Immerse) Uliana Ovsiannikova (University of Illinois at Urbana-Champaign)	Teaching the Russian accusative case with data-driven learning Jordan Zaugg (University of Kansas)	Navigating Self-Assessment in Language Learning: My Language Level App Giovanni Zimotti (University of Iowa)
12:00 CST (45 min)	Lunch	Lunch	Lunch
12:50 CST	MWALLT Business Meeting (all are welcome/encouraged to attend)
Session 5 1:15 CST (15 min)	Take me to Switzerland: Exploring Cultural Reality through VR Budimka Uskokovic (The Ohio State University)	Metacognitive Small-Group Art: Constructivist Strategies in the Virtual Language Classroom EmilyTummons  (University of Kansas)	Amplifying Language and Creativity: Integrating Canva in the Spanish Classroom Emerson Craig (University of Iowa)
Session 6 1:35 CST (30 min)	Developing an OER for Language Instruction: From Concept to Delivery Elena Lanza and  Reyes Morán (Northwestern University)	Global Voices: Amplifying the Stories of International Scholars Through Podcasting Marina Greene (University of Kansas)	Beyond Coding: Enriching K-12 Curricula with Scratch Dan Song (University of Iowa)
Session 7 2:10 CST (15 min)	"You've Got to See This!": Peer Reviews of Streaming Videos Beth Kautz (University of Minnesota)	How To Use Storyjumper To create English-Chinese Books To Learn Chinese Jean Chen (Sunrise Christian Academy)	Revolutionizing Language Learning with ChatGPT: Innovative Strategies for Educators Luke Whitaker (University of Iowa)
Session 8 2:30 CST (30 min)	Keys to Writing Good Prompts for AI Lauren Rosen (University of Wisconsin)		Language Learning with the Metaverse Technology: Praxis Perspectives Mijeong Mimi Kim and Iva Youkilis (Washington University)
3:00 CST (15 min)	BREAK
Session 9 3:15 CST (15 min)	Internationalization at Home: Equity through eTandem Shannon Millikin (Northwestern University)	Learning Languages with LightBoard  (Presenting from Wisconsin) Jenny Davis and  Ryan Ammerman  (University of Wisconsin - Milwaukee)	Introduction to Genial.ly — platform to gamify your classroom Elizaveta Bukatina (University of Iowa)
Session 10 3:35 CST (15 min)	Empowering Learners to Become Better Readers through 'Actively Learn' Sooyeon Lee (University of Wisconsin - Milwaukee)	Maximizing Learning in Asynchronous Arabic Classes: The Power of Short Videos Amal El Haimeur (University of Kansas)	Engaging Students in Discussion with Perusall Yumiko Nishi (University of Iowa)
Session 11 3:55 CST (15 min)	Applied linguistics: using distributional platforms to teach word chunks Raghad Al Dirani  (Carthage College)		Encruzilhadas brasileiras: Literary Encounters for Critical Praxes of Education Gleisson Alves Santos (University of Iowa)
4:15 CST (30 min)	WRAP UP Conference Evaluation

*** Session Abstracts ***

A. Welcome  9:00 CST (15 min)

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Keynote Address  9:15 CST (45 min)

Session 1  10:10 CST (15 min)

1A. Harnessing ChatGPT for Innovative Language Education: Personalized and Interactive Language Practice for Students & instructors

Shiva Rahmani (University of Chicago)

Language education is constantly evolving, and the advent of advanced language models like ChatGPT has opened up new avenues for engaging students and enhancing their language proficiency. This workshop proposal aims to delve into the transformative potential of ChatGPT in language education, combining academic insights with practical applications. We will explore the basics of ChatGPT, its integration into language courses, practical applications that complement traditional teaching methods, acknowledge its limitations, and demonstrate how it can be a valuable resource for both students and educators. Attendees will leave with a comprehensive understanding of how to harness this powerful tool to engage students, and offer personalized language practice, enhancing writing, listening, and speaking skills. Through hands-on experience, attendees will interact with the model, gaining first hand insight into its capabilities.

1B. Designing a Language Portfolio for Assessment

Tracie Whiting Kipper (Kansas City Art Institute)

The Kansas City Art Institute is the only art college in North America with a Japanese language program, as indicated by the Japanese government's survey of Japanese language education abroad. In our role as an art college, we consider learning diversity on campus to be the norm. Explore the KCAI Language Portfolio template, designed for assessment and student encouragement in a diversified classroom. This template is created using Google Sites and includes elements from Google Docs, Blogger, and YouTube. Discover how this comprehensive tool contributes to the dynamic and inclusive environment at the Kansas City Art Institute

1C. Digital self-presentations: Promoting learners’ L2 creativity and self-expression

Anastasia Izmaylova (Grinnell College)

In the recent years, social media have become an indispensable part of our everyday lives. Today’s students are accustomed to creating and consuming content online, using the digital space as a way to curate and showcase their identity. This presentation will discuss a way to tap into students’ existing media skills and routines through a video self-presentation project. Students in a mixed-level L2 conversational Russian course created videos about themselves, their routines, and interests as a final project in the course. Constructed as short digital stories akin to social media videos, the project served as a showcase of students’ creativity and autonomy, while simultaneously providing a way to assess their speaking skills development. Presenter will describe how the project fit into the classroom activities and assessment. Students’ attitudes toward the project, their motivation, and confidence in their speaking skills will also be discussed.

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Session 2. 10:30 CST (30 min)

2A. Exploring Cascade: Using linguistically-driven automated text formatting in the classroom

Jack Dempsey (Cascade Reading, Inc.)

Linguistically-driven text formatting (LDTF) uses line breaks and indentations to visually cue the grammatical structure of sentences during reading. These line breaks and indentations denote grammatical constituent boundaries and how these constituents are related to one another, respectively. Previous research with 4th and 5th grade elementary students, adult EL1, and adult ELL readers has shown that this format, known as Cascade Reading, improves reading comprehension. Reading in Cascade Format is also associated with increased confidence in struggling readers.

We will briefly discuss the evidence-base for LDTF, including the linguistic principles that determine the format. The focus of the presentation will be demonstrating the Cascade Explorer - an educational tool for teaching grammatical structures and concepts to students via the Cascade Format. We show how teachers and students can automatically generate Cascaded versions of any text, underline parts of speech and grammatical elements, and highlight words in any way that fits their pedagogical needs. Next, we will discuss the freely available content library of Cascaded texts, aligned to 4th and 5th grade CKLA units. Finally, we will present Cascade Reading’s lesson plan series, titled “The Other Side of the Reading Rope,” and discuss why it’s important to focus on syntax after students have mastered word-level decoding. Discussion will emphasize how to best incorporate the Cascade Explorer tool, the Cascaded content, and Cascade Reading's lesson plans into ELA and/or ESL classroom to maximize reading comprehension gains. Reference to the Chrome plug-in, which can Cascade text on any website, will also be made.

2B. Talking and Exploding in Beginner Russian Classes: Gaming for Language Instruction Findings and Suggestions

A. Jakob Johnson (University of Kansas)

Students of foreign languages, especially of less-commonly-taught languages, often struggle with confidence in their language abilities and in finding opportunities to use the language naturally and authentically to solve communicative tasks. Learning via games and play has been proposed to add authenticity to Task-Based Language Teaching (TBLT) tasks (Poole et al., 2019), and to increase learner engagement (Reinhardt, 2019). Using a TBLT as a theoretical framework, I investigated the implementation of Keep Talking and Nobody Explodes (KTANE) with students of Russian from three separate classrooms (Novice High-Intermediate Mid), including a typical undergraduate classroom, a summer intensive program, and a first-year course for military officers.

Previous research into KTANE for L2 instruction found that the game is beneficial for language learning, enjoyed by the learners, and provides opportunities that promote language development, such as negotiation for meaning and increased willingness to communicate (Dormer et al., 2017; Wilson, 2019; Bengtson, 2022; Berkman et al., 2020; Kronenberg, 2020, 2022; Hofmeyr, 2020, 2021, 2023; Opheim, 2021; and Slethaug, 2022). However, there hasn’t been a focus on less-commonly-taught-languages or lower proficiency learners, implementation with consideration given to reflective learning (González-Lloret and Ortega, 2014), or investigating the specific effects of the game’s mechanics (Reinhardt, 2019).

In this presentation, I will discuss findings and suggestions relating to the classroom implementation of KTANE with low-proficiency students, both during and surrounding gameplay, while also including results on the effectiveness of KTANE in facilitating fluency development and discussion of the affordances for language instruction found in the game’s various mechanics.

2C. Online tools to develop students' writing skills 

Mariana Ruiz Nascimento and Dan Song (University of Iowa)

Writing is an essential skill to communication and the concern with the quality of student writing has been present in the educational landscape for a long time. Fortunately, there are many online tools that instructors and students can benefit from to help them develop their writing skills. We will present four tools that can be used for this purpose in different contexts: Snap&Read, CoWriter, Bookcreator, and Padlet. By the end of this presentation, participants will be able to identify the main features of these tools and discuss possibilities to use them in their teaching practices.

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Session 3   11:05 CST (15 min)

3A. Beyond Textbooks: Integrating Technology for Dynamic Language Learning

Susana L. M. Antunes (University of Wisconsin - Milwaukee)

Technology can significantly enhance language acquisition through different approaches to the learning process. Student-centered learning involves shifting the focus from the teacher as the primary source of knowledge to the students as active participants in their own learning process. Technology can play a crucial role in facilitating student-centered learning by providing tools and resources that empower students to take advantage of interactive learning that allows them to be participants instead of observers. In this presentation, I will share examples of specific materials for Portuguese classes designed in collaboration with the Language Resource Center and Portuguese students at the University of Wisconsin-Milwaukee.

3B. Classroom Library in the 21st century

Annie Gilliland (Circle High School)

This presentation focuses on utilizing QR codes as a versatile tool to support students in new ways. Discover how they can be utilized to connect students to web-based audio and video resources to enhance your classroom library, facilitate lesson plans for substitute teachers, and even improve traditional worksheets. Discover how to quickly create QR codes that will connect your students to multimedia content on sites like flip.com and YouTube.

3C. Fundamentals of Artificial Intelligence for Language Teaching and Learning

Asma Ben Romdhane (University of Iowa)

In this presentation, you will learn a few tips on how to apply Artificial Intelligence (AI) in language learning and develop personalized content that accelerates your students’ progress. We will also discuss the benefits and challenges of using AI in second and foreign language classroom settings.

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Session 4   11:25 CST (30 min)

4A. Navigating the Virtual Frontier: Virtual Reality in High School Language Classrooms

Tricia Thrasher (Immerse)
Uliana Ovsiannikova (University of Illinois at Urbana-Champaign)

Despite virtual reality gaining in popularity, many language educators are still unsure how to incorporate this technology into their classrooms. This presentation will introduce attendees to Immerse, a VR platform specifically created for language teaching and learning, and present data on how it is being used in 12 high schools throughout the U.S.

Immerse is a social VR language education platform that allows students to take language lessons with highly trained language teachers in English, Spanish, and French. Students can also participate in instructor-led conversation groups, converse with ai-powered avatars, and play learning games. As part of a large-scale Meta-funded grant project, we have been working with 12 high schools located throughout Illinois, California, and Texas to integrate VR and Immerse into their language classrooms. Specifically, each school has received a set of VR headsets and students have been using these to complete a variety of activities on the Immerse platform designed to improve their Spanish, French, and English-speaking skills. Students have also been completing a battery of questionnaires about their experiences.

This presentation will begin by providing an overview of the project and a demo of the Immerse platform. Then, attendees will be shown examples of the types of activities that students have been completing in VR. Finally, student and teacher feedback on how VR has impacted their learning will be presented with the aim of discussing the advantages and challenges that accompany using this technology in K-12 classrooms.

4B.Teaching the Russian Accusative Case with Data-driven Learning

Jordan Zaugg (University of Kansas)

The Russian language features differential object marking, which causes noun phrases expressing animate masculine and animate plural objects to have endings different from other objects in the accusative case. This makes the accusative case of Russian more difficult for learners, as the correct declension requires decisions about gender, number, and animacy for both adjectives and nouns, which follow different paradigms. This presentation is about the execution and outcomes of a lesson that uses data-driven learning (DDL) to teach the Russian accusative case. DDL in the language classroom makes use of data from a corpus—a large collection of real-life examples of the language—to teach various aspects of the language, with the instructor taking the role of a facilitator as students use the data and inductive reasoning to form their own knowledge (Johns, 1991; Römer, 2011). For this lesson, the learners are second term graduate students at a military institute who meet twice per week for 80 minutes. The lesson uses a worksheet with keyword in context lines from the Russian National Corpus to provide examples of how each form of this case is used. The examples are followed by questions designed to get students to think about the form and compare it to others, as well as guided production of simple sentences. In this presentation, I will showcase the lesson plan and materials as well as share my reflection on its effectiveness after implementing it at the beginning of the spring semester 2024.

4C. Navigating Self-Assessment in Language Learning: My Language Level App

Giovanni Zimotti (University of Iowa)

Assessment tools play a critical role in shaping pedagogical strategies and learner self-awareness. Using the NCSSFL-ACTFL Can-Do Statements as a self-assessment tool, learners can track their progress and set new goals on their language and culture learning journey. This presentation will provide a snapshot of our journey of developing and integrating this tool into the Spanish Program at the University of Iowa. We went from pen and paper to develop our own app called My Language Level. This presentation will unveil our preliminary findings from a still ongoing longitudinal study we are conducting. This research encompasses the experience of thousands of Spanish language students and compares the learners' self assessment with their performance in formative and summative assessments.

Participants will gain knowledge on various ways the Can-Do Statements can be used in a language classroom/program, how to engage students in metacognitive exercises to foster ownership of their learning journeys, and how to help learners in set and recognize language learning goals. The last part of our talk will offer guidance on how to integrate similar strategies and the app we developed in your own institution.

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Lunch Break  12:00 CST (45 min) 

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BUSINESS MEETING  12:50 CST (20 min)

(all welcome/encouraged to attend)

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Session 5  1:15 CST (15 min)

5A. Take me to Switzerland: Exploring Cultural Reality through VR

Budimka Uskokovic (The Ohio State University)

This practice-based research explores the integration of Virtual Reality (VR) technology to transform the learning experience for third-semester German students by immersing them in the cultural richness of Switzerland. The aim is to cultivate a deeper connection between language acquisition and real-world application, ultimately increasing enrollments in German language courses. The study involves the creation and implementation of VR modules that simulate authentic Swiss environments, enabling students to virtually navigate through Swiss cities, engage with local communities, and participate in immersive cultural activities.

The practice-based methodology incorporates iterative design, development, and evaluation cycles, integrating VR modules into the existing curriculum. The impact of these virtual cultural experiences on student engagement, motivation, and language proficiency is assessed through qualitative and quantitative measures, including pre- and post-experience surveys, observational data, and student reflections.

By focusing on the third semester, a critical juncture where language attrition tends to occur, this research seeks to address the challenges associated with maintaining student interest and commitment to German language studies. The anticipated outcomes include increased cultural competency, enhanced language retention, and a positive influence on enrollment numbers.

Through this practice-based approach, the study contributes practical insights and best practices for educators seeking to incorporate VR into language instruction. The findings are expected to inform pedagogical strategies that not only captivate students' interest but also establish a compelling case for the broader adoption of VR technologies in language education, promoting a dynamic and experiential learning paradigm.

5B.  Metacognitive Small-Group Art: Constructivist Strategies in the Virtual Language Classroom

Emily Tummons (University of Kansas)

This session offers a scaffolded metacognitive activity that can be used in the moments after completing a group language-learning activity. After the group activity is finished, students take time to reflect on the Set 1 reflective prompts I provide them, which invite them to reflect on their individual role in the collaborative learning they just experienced. Next, using only pen and paper, they create a drawing that expresses some component of their individual reflection. Students then snap a digital photo of that drawing and upload it to Google Jamboard. In Zoom break-out rooms, students explore one another’s artwork on their group Jamboard page, noticing patterns and asking one another questions. Together as a small group, they respond out loud to the Set 2 reflective prompts. These prompts invite students to chat with their peers about patterns they notice across the patchwork of reflective art on their group’s Jamboard, drawing conclusions together about their experiences, and collectively setting a vision for their next season of collaborative language-learning activities.

Both sets of prompts were written with constructivist learning theories in mind (e.g., cognitive apprenticeship, CSCL, etc.), helping students reflect on their strengths and approaches to language-learning in groups, their level of use of “collaborative scripts,” and their ability to work together to co-create student-designed language tools. Step-by-step details of the Google Jamboard activity, sample prompts, practical tips, learning goals, and student feedback will be shared in this session.

5C. Amplifying Language and Creativity: Integrating Canva in the Spanish Classroom

Emerson Craig (University of Iowa)

n the modern language classroom, fostering creativity and cultural engagement among students is crucial for their holistic development. The effective integration of Canva, a user-friendly graphic design platform, can be a powerful tool for encouraging creative expression, collaboration, and language refinement in the context of Spanish language and literature education. By leveraging Canva’s versatile features, educators can facilitate dynamic and interactive learning experiences that not only enhance students’ language proficiency but also foster a deeper understanding of the diverse cultures within the Spanish-speaking world.

Through the utilization of Canva’s customizable templates and multimedia resources, students are empowered to actively participate in creative projects, such as designing multimedia presentations, infographics, and digital storytelling, which not only solidify their language skills but also encourage them to explore and engage with various cultural nuances and traditions. I will outline the practical strategies and methodologies that educators can employ to effectively integrate Canva into their curriculum, promoting a student-centered learning environment that emphasizes collaboration, critical thinking, and cross-cultural communication. By embracing Canva as a versatile tool for creative expression, educators can cultivate a more engaging and immersive learning experience that nurtures students’ linguistic proficiency and fosters a deeper appreciation for the richness and diversity of the Spanish-speaking world.

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Session 6  1:35 CST (30 min)

6A. Developing an OER for Language Instruction: From Concept to Delivery

Elena Lanza and Reyes Morán (Northwestern University)

In this presentation, presenters will showcase an OER (Temas de hoy en Latinoamérica: Advanced Spanish) that has been successfully used since September 2022 at Northwestern University. The OER is used in a language course that follows the content-based approach, and structures all its materials around the Flipped Classroom model. The presentation will outline the creative process of the OER, which included the development of a Google Site, as well as the many instructional tools included in it (i.e. homework assignments, PPTs with lesson plans and in-class activities, instructor notes, assessments, supplemental materials, etc.). All instructional materials can also be adapted and modified based on term specifications and demands (i.e. quarters vs. semesters). This OER model could also serve as a blueprint for other instructors and institutions to create not only their own OER but to design new and appealing courses in their programs.

6B. Global Voices: Amplifying the Stories of International Scholars Through Podcasting

Marina Greene (University of Kansas)

his presentation will delve into the experiences of engaging international scholars in two short-term programs who were tasked with creating podcasts to showcase their research interests and experiences. The presentation will explore the practical aspects of incorporating podcasting into the university ESL classroom, highlighting the benefits of this creative approach to presentation skills development. By utilizing podcasting as a pedagogical tool, we can empower international scholars to effectively communicate their knowledge and perspectives, while simultaneously providing ESL learners with engaging and authentic opportunities to practice their listening, comprehension, and presentation skills.

6C. Beyond Coding: Enriching K-12 Curricula with Scratch

Dan Song (University of Iowa)

As the educational landscape continually evolves, the significance of programming as a critical skill becomes more apparent. This session aims to illustrate how programming, especially through the user-friendly platform of Scratch, can be seamlessly integrated into a diverse range of subjects within the K-12 curriculum. Over the course of a 30-minute presentation, attendees will discover effective methods for incorporating Scratch programming into subjects such as English, Mathematics, World Languages, and Art. The session will emphasize not only the enhancement of computational thinking and creativity through programming but also its vital role in nurturing young learners' problem-solving skills. Interactive demonstrations of Scratch projects will be a cornerstone of this session. These demonstrations will reveal how programming can be interwoven with various subjects, supporting and extending the current curriculum. Alongside the practical demonstrations, the session will also present valuable student feedback. These insights will underline the positive effects of integrating programming on student engagement and educational outcomes. By the session's conclusion, educators, from classroom teachers to academic staff, will have acquired actionable strategies. These can be applied to programming techniques in their teaching environments, aiming to transform classroom dynamics into more engaging, interactive, and technologically enriched experiences.

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Session 7   2:10 CST (15 min)

7A. "You've Got to See this!": Peer Reviews of Streaming Video

Beth Kautz (University of Minnesota)

For language learners and professionals alike, the internet offers a wealth of target language listening texts. It's possible to find short videos for beginners, full-length feature films, political podcasts, and even live streams from online gamers. These real-life, authentic texts can motivate students to practice listening in the target language and develop interests that lead to life-long learning. In this presentation, I will describe an independent listening assignment, in which students explore a variety of genres and difficulty levels in search of a program or series that is appropriate for them. I will then share how I recycle and review vocabulary from this independent assignment into the final course project that brings together students from all sections of the same course. Using the online tool Flip, students summarize, evaluate, and recommend listening texts for their peers to watch or listen to in the future. During the "final exam", students gather in person to discuss their common interests, react to each other's recommendations, and encourage each other to use their language skills outside the classroom. Through both the online and in-person events, students practice expressing their own opinions, strengthen their interpersonal skills, and see themselves as part of a language community.

7B. How To Use Storyjumper To create English-Chinese Books To Learn Chinese

Jean Chen (Sunrise Christian Academy)

After reading the title , you might think how could it be possible. It is very possible with the high technology and students' own creativity. I have had the frustration of trying to find the age and language level-proper English-Chinese books for my beginner leaners. I would like to present my successful experience helping students learn Chinese through their own English-Chinese story books by using Storyjumper.

7C. Revolutionizing Language Learning with ChatGPT: Innovative Strategies for Educators

Luke Whitaker (University of Iowa)

The integration of AI tools in language education presents educators with the opportunity to quickly create personalized activities for their students that can foster an efficient, collaborative, and productive language learning experience. When leveraged correctly, these tools can shift the language learning classroom away from a focus on summative assessments to a more formative, student-centered classroom. This proposal introduces pioneering methods for leveraging ChatGPT in language classrooms, aiming to enhance interactive learning, cultural immersion, and language proficiency among students.

In this session, we will explore how educators can effectively employ ChatGPT to create engaging, interactive scenarios that mirror real-life conversations, enabling students to hone their language skills in a safe, responsive environment. We will delve into the tool's potential in facilitating diverse linguistic exercises - from basic vocabulary drills to complex dialogue composition.

Additionally, the presentation highlights ChatGPT's role in cultural education and critical thinking. By simulating conversations with AI modeled on various dialects and cultural contexts, students gain exposure to the nuances of the target language, enriching their language learning beyond textbook knowledge. With the understanding that an AI’s output can be flawed, this portion of the workshop focuses on navigating students through the process of fact checking the cultural information that is produced by ChatGPT.

This session promises to equip language educators with innovative strategies, harnessing the power of AI to foster an immersive, interactive, and enriching learning experience. As we navigate the future of education, ChatGPT stands as a pivotal tool in bridging technology and language pedagogy.

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Session 8  2:30 CST (30 min)

8A. Keys to Writing Good Prompts for AI 

Lauren Rosen (University of Wisconsin)

In this session, participants will engage in practical insights and actionable strategies to elevate their AI chatbot conversations. Together we will build a series of prompts that becomes increasingly complex and addresses common needs of language educators. We will put to test a traditional chatbot and compare its output to that of a tool specifically designed for educational use. Participants leave with ideas for saving time in their daily tasks thus freeing up time to devote directly to student needs. Get ready to reshape the way you approach dialogue in your AI-powered environments.

8B.  No session

8C. Language Learning with the Metaverse Technology: Praxis Perspectives

Mijeong Mimi Kim and Iva Youkilis (Washington University)

This proposal seeks to explore the integration of metaverse technology into language learning through a praxis perspective. As the metaverse reshapes digital experiences, understanding its potential in language education becomes of paramount importance. The presentation will begin by touching upon theoretical frameworks and strategies for metaverse integration, offering insights into its place in today's educational landscape. Some real-world examples and demonstrations will illustrate successful implementations and lessons learned, emphasizing the practical application of language learning methodologies and technologies in metaverse environments. The session will also look into pedagogical approaches tailored for the metaverse era, adapting traditional teaching methods to enhance interactivity, motivation, engagement, and immersion. Addressing challenges and opportunities, the presentation will outline potential obstacles and some innovative approaches. The anticipated outcomes include valuable insights into effective metaverse-enhanced language education, practical implementation strategies, and a collaborative platform for sharing experiences and ideas. The session's interactive components, including an exploration of AR/VR app and discussion forum, aim to engage participants actively and foster a collective exploration of language education's future within the metaverse technologies. This proposal envisions a dynamic and collaborative space for educators to exchange ideas, experiences, and assumptions to further contribute to the ongoing advancement of language education in the digital age.

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Session 9  3:15 CST (15 min)

9A. Internationalization at Home: Equity through eTandem 

Shannon Millikin (Northwestern University)

The benefits of study abroad are well documented but remain out of reach for many students due to financial limitations, personal and professional responsibilities, and mobility. Internationalization at home supports the development of intercultural competencies without having to travel abroad (Joris et al., 2000) and allows for the exploration of different ways to see and understand the world (Casallas, 2021.) The case study presented here aimed to internationalize the curriculum by developing an egalitarian eTandem collaboration between the U.S. and Colombia. The presenter will share concrete steps to create a virtual, intercultural exchange from scratch, important considerations when incorporating it into the curriculum, as well as quantitative and qualitative data gathered from both institutions after 400 hours of student contact. Study results support the linguistic, intercultural and accessibility goals of the project.

9B. Learning Languages with LightBoard

Jenny Davis and Ryan Ammerman (University of Wisconsin - Milwaukee)

This presentation will cover using LightBoard in language classrooms, especially for teaching Portuguese and German. A LightBoard is a large piece of glass that instructors write on with neon markers that glow under special lighting. A camera records the instructor writing, and the instructor can include graphics and PowerPoints in the video. Ryan uses the LightBoard to teach his students Portuguese grammar and culture. For example, he has used the LightBoard to help students make sense of Portuguese and Spanish cognates. He also created a video about national parks in Portuguese speaking countries and what types of animals live there. Jenny uses the LightBoard to teach students about the cases in German. Students often need a lot of practice to understand why each case is used and how they affect articles and adjective endings.

9C. Introduction to Genial.ly — platform to gamify your classroom

Elizaveta Bukatina (University of Iowa)

This presentation will provide an introduction to an interactive online tool called Genial.ly. It is a powerful ed-tech platform that can revolutionize traditional teaching methods.

As educators, we understand the importance of fostering an engaging learning environment. Genial.ly provides a gateway to achieve this by seamlessly integrating gamification into your classroom. This platform is a versatile online tool for creating presentations, interactive images (posters), video presentations, games, quizzes, and tests. The possibilities of using the service for language learning are multifaceted: for introducing new material, for practicing the material, and for conducting quizzes.

Join us for the exploration of how this platform goes beyond conventional teaching approaches, offering innovative ways to captivate students and enhance their educational experience. The best part about Genial.ly is that it adapts to various subjects, making it a valuable tool for educators across disciplines.

The presentation unfolds with an overview of Genial.ly, showcasing its user-friendly interface and versatile features. After that, you will be guided through practical examples of how to implement gamification in your classroom, from creating interactive presentations to designing immersive learning experiences like escape rooms or quests.

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Session 10  3:35 CST (15 min)

10A. Empowering Learners to Become Better Readers through 'Actively Learn' 

Sooyeon Lee (University of Wisconsin - Milwaukee)

In this presentation, the presenter will introduce an interactive online instructional technology called 'Actively Learn.' Actively Learn is an adaptive platform that is designed to enhance students' learning and foster engagement. The presentation will provide an overview of Actively Learn's key features and show how the presenter integrated the platform into a second year Korean language class as a supplementary tool. The goal was to enrich students' reading comprehension skills and help students understand Korean culture with authentic articles.  Through this presentation, attendees will gain practical ideas that they can apply to their own teaching practices in the future.

10B.  Maximizing Learning in Asynchronous Arabic Classes: The Power of Short Videos 

Amal El Haimeur (University of Kansas)

In this presentation, I will discuss the efficacy of videos as a key technological tool to enrich students' learning experiences in asynchronous Arabic classes. I will focus on short videos as powerful tools in replacing a traditional classroom. Research has consistently highlighted the educational benefits of utilizing videos. To maximize the effectiveness of recorded videos in achieving the desired outcomes of Arabic classes, certain elements, as suggested by Brame (2016), should be considered. These include managing cognitive load by integrating audio and visual elements, sustaining engagement through short video content, and fostering active learning. This entails incorporating follow-up questions and integrating videos into comprehensive homework tasks embedded on VoiceThread. Such integration serves to evaluate and enhance various modes of learning, including the interpersonal, interpretive, or presentational aspects.

10C. Engaging Students in Discussion with Perusall 

Yumiko Nishi (University of Iowa)

This presentation reports the impact of integrating Perusall, a collaborative reading platform, in two discussion-based sociolinguistics courses. Drawing on both instructor experiences and an end-of-semester student survey, this report demonstrates various ways in which Perusall has proven instrumental in enhancing student learning and optimizing teaching efficiency.

The incorporation of Perusall allowed students to seamlessly embed comments and discussion questions directly within assigned articles, fostering a dynamic and interactive reading experience. The platform's collaborative features not only facilitated engagement with the material but also encouraged peer-to-peer discussions, enriching the overall learning environment. From an instructor's perspective, Perusall emerged as an invaluable tool. The ability to pinpoint students' comments and questions within specific sections of the articles provided crucial insights into their comprehension challenges. This granular understanding enabled instructors to address misconceptions effectively and tailor class discussions to students' needs.

Furthermore, Perusall significantly streamlined preparation and grading processes, offering an array of features designed to facilitate in-class discussions. While acknowledging a slight learning curve for instructors during initial implementation, the presentation will share insights gained from the experience, including valuable tips to ease the adoption of Perusall for those considering its integration into their courses.

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Session 11  3:55 CST (15 min)

11A.  Applied Linguistics: Using Distributional Platforms to Teach Word Chunks

Raghad Al Dirani (Carthage College)

Using the user-friendly platform Sketch Engine, students will be able to acquire new word formations by entering one word as a node and discovering all the possible combinations or collocations with other words. The method will take for example some collocations with certain verbs in French, but can be generalized to other words such as nouns, adjectives, adverbs, or prepositions. Students will be exposed to an idiomatic level of language and will participate in the acquisition process.

11B. 

11C.  Encruzilhadas brasileiras: Literary Encounters for Critical Praxes of Education

Gleisson Alves Santos (University of Iowa)

This presentation aims to provide an overview of an educational project called “Encruzilhadas Brasileiras: Literary Encounters for Critical Praxes of Education” created using Google Sites. This project creates a virtual space to promote encounters of non-hegemonic Brazilian literary works with readers with intermediate and advanced proficiency levels of Portuguese. Literary works produced by people who are part of non-hegemonic groups in Brazil make up a huge and important part of the Brazilian Literature; however, they are still not well-recognized nationally and internationally. In consequence, these works and writers are still not substantially represented in many Portuguese textbooks and other Portuguese teaching materials. Thus, this project is an attempt to help increase access to non-hegemonic Brazilian literary works. In addition, it aims at providing readers with an opportunity to produce critical knowledge about Brazilian society. Therefore, it produces a virtual space with encounters of some literary works to promote virtual meetings with literature, culture, people, and social issues that compose an important part of the country. The readings happen through “Reading Routes”, a sequence of Google Sites links and pages, that guide the reader to one of the encounters and reflections. That way, through this experience, readers can learn and reflect critically about aspects of Brazilian culture in addition to practicing Portuguese. This presentation shows the main steps of the project creation process to promote a dialogue about the use of more accessible technology tools in educational projects.

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Wrap Up  4:15 CST (30 min)