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Saturday, April 1
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9:00 - 9:15
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Opening Remarks
Angelina Craig-Flórez
NEALLT President, Columbia University
Michael Jones
Director of Language and Media Centers/MakerSpace
Swarthmore College
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SESSION 1
9:15
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Breakout 1
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Podcast as Supplemental Listening Material: The diverse Design and Application
Jingjing Ao (Yale University)
This conference session will explore the design of a Chinese radio/podcast for college students. The podcast is designed to provide students with additional opportunities to access the Chinese language, and is customized according to the learning progress in the class. It consists of diverse topics chosen from student surveys, as well as different forms, such as narrations, interviews, and dialogues. Native Chinese speakers of different ages and accents are featured, allowing students to experience real-life Chinese. The audio is posted on multiple platforms, including Spotify, Canvas media library, email, and Google Drive. This session will discuss the development of the podcast, its benefits to students, and the challenges that arise when creating it.
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Breakout 2
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A PBL Approach to Language Acquisition
Gonzalo del Real (Lafayette College)
The presentation will demonstrate how a PBL (Project-Based Learning) approach, with proper ACTFL standards scaffolding and various uses of technology as vehicles of demonstration of learning, can be far more effective than the traditional language classroom, specifically ALM and TPRS methodologies. The presentation will include samples of projects created with technological tools, including Digital Texts, Website Design, Escape Room Design and others.
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Breakout 3
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Motivating students language proficiency with Project-Based Learning and the 21st Century Skills
ThuyAnh Nguyen (University of Michigan)
The presentation will focus on Project Based Learning in the new context of Virtual Exchange after the pandemic. In addition to the fundamental elements and the 21st century skills for successful PBL, I will share how various technology applications at University of Michigan has enhanced the virtual exchange and collaboration of students learning Vietnamese with PBL.
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SESSION 2
9:50
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Breakout 1
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Collaborative Videogame Play as a Driver and Object of L2 Learning
Eric Johnson (Carnegie Mellon University)
This presentation examines the learning opportunities afforded by collaborative interaction around a commercial off-the-shelf videogame between two learners of Italian as a second language, demonstrating the interconnected nature of videogame playing and language use and learning.
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Breakout 2
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Using a Digital Tool to Promote Studying using Spaced and Retrieval Practice
Leyre Alejaldre Biel (Columbia University), Dolores Barbazán (Columbia University) Capeans and Aurora Collado (Columbia University)
The purpose of this presentation is to explain the design, development and implementation of a classroom research project that studies the impact of spaced practice in Spanish Intermediate II students. Using a digital tool that is designed with an algorithm that regulates spaced practice for each learner, and considering the elements of the Science of Learning such as, interleaving, and elaboration, we created customized flashcards that were given to the students. In this presentation we will demonstrate how the digital tool was used to promote spaced practice.
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Breakout 3
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The flipped classroom: how to overcome student resistance
Koji Tanno (University of Kentucky)
In this presentation, I will share how beginning and intermediate level Japanese courses at the University of Kentucky improved their flipped classroom design to overcome students’ resistance.
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SESSION 3
10:25
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Breakout 1
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Opening the Language Classroom: Public-facing courses and podcasts for diversity, equity, and inclusion
Michael DeSalvo (Carnegie Mellon University)
Online courses and Open Educational Resources have promised to democratize education for everyone with an internet connection. How can we take advantage of the broader accessibility afforded by open courses and podcasts to broach topics of diversity, equity, and inclusion as they relate to the languages and cultures we teach?
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Breakout 2
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Extensive Reading in Japanese Class by Using a Blog
Naoko Ikegami (Lafayette College)
Using an open educational resource and having the students read outside of the classroom gives them less pressure, without using hard-copy materials. I would like to introduce a blog made by a Japanese textbook publisher and share my experiences and students’ thoughts with other instructors.
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Breakout 3
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Virtual Tour - Swarthmore Language Center and Learning Spaces
Michael Jones & John Word (Swarthmore College)
This session will introduce you to the Swarthmore Language Center a dynamic and flexible teaching and learning space that supports digital initiatives and encourages technological exploration.
We'll also touch on our Video Viewing room, a PodCast Studio, a prototyping IdeaLab space as well as the MakerSpace which is also managed by our group. We're happy to answer questions and hear your ideas.
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10:55
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BREAK (optional networking in the Main Room) |
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11:15
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KEYNOTE
Timothy Laquintano
Large Language Models:
What We Need to Know Before Our Students Adopt Them
Artificial intelligence engineers still have a number of significant issues to address before large language models like ChatGPT experience mass adoption. However, some early evidence suggests that multilingual learners will adopt LLMs in enormous numbers to write more like native speakers as they learn languages, seek higher education, and participate in the world of international business. What will it mean, then, to be assisted in writing, learning, and thinking by a machine that has been trained on heavily biased data—to the extent that the AI has adopted a “hegemonic worldview”? Big Tech has already begun human-based reinforcement learning to prevent LLMs from spewing racist and misogynistic language, but they have been reluctant to share the intricacies of these methods with researchers. This talk will argue that if we look at patterns of content moderation on social media sites over the last fifteen years, we will have a tentative understanding of the approach Big Tech might take to training the politics of AI. This will provide us with a more critical understanding of the tools that many of our students are poised to adopt to assist their learning experiences in higher education.
Timothy Laquintano holds a PhD in English with a specialization in writing studies from the University of Wisconsin-Madison. He is associate professor of English and director of the College Writing Program at Lafayette College. Laquintano is a qualitative internet researcher who studies how people adopt digital communication technologies. He’s completed studies of self-publishing authors who achieved bestseller status, elite poker players who wrote and monetized instructional ebooks, Twitter bots that circulated propaganda, and professional writers who worked in toxic social media environments. His book “Mass Authorship and the Rise of Self-Publishing” (U of Iowa Press) won the 2016 Computers and Writing Distinguished Book Award. Laquintano is currently at work on two projects: a qualitative study of writers who use large language models at work; and a co-edited collection of pedagogical resources that will help faculty teach with large language models.
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12:15
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LUNCH |
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SESSION 4
1:30
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Breakout 1
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Integrating ChatGPT into Language Education: Personalized and Interactive Language Practice for Students
Shiva Rahmani (University of Chicago)
ChatGPT is a new technological wave known as generative artificial intelligence which was released on November 30, 2022, by the artificial intelligence lab OpenAI to mimic human-like conversation based on user prompts. The chatbot is a powerful language model that generates eerily articulate and nuanced text in response to short prompts. It has been trained on a large dataset of text, making it capable of understanding and responding to a wide range of natural language inputs. This makes it an ideal tool for language education, as it can provide personalized and interactive language practice for students.
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Breakout 2
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TV series in the language classroom
Anna Iacovella (Yale University)
This panel aims to integrate contemporary Italian television series productions in the language classroom curriculum in order to promote Italian culture and linguistic awareness.
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Breakout 3
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Escape the Ordinary: Escape Rooms as Pedagogical Tools
Gonzalo del Real (Lafayette College)
Participants will see how an escape room can be designed to practice and use a variety of linguistic skills, including lexical, grammatical, and oral proficiencies, as well as cultural and literary knowledge, Handouts with resources will be provided for participants, including a list of materials and how to use them effectively for language practice. Project sheets will also be made available with rubrics and instructions for students to also create an escape room as a class project.
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SESSION 5
2:05
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Breakout 1
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Berlin & Beyond: An experiment in virtual conversations and discussion of future perspectives
Christopher Schnader (Swarthmore College)
Many of us have contacts who not only live in communities that speak the language we instruct, but who are connected with places that have the potential to spark interest in language learners and provide opportunities for cultural insights. This session is an opportunity to explore together how we can enable our students to effectively interact with off-campus guests and places of interest through technology. To open the discussion, I'll briefly share my experience with the Berliner Talks, a virtual series designed during the pandemic to temporarily replace our traditional language table. Through Zoom, students, colleagues, and others from the college community were able to converse with a variety of guests as I led our German table from Berlin. Motivated to offer more than a variety of talking heads, I experimented with on-site interactive Zoom sessions with the guests where they live and work, including cafes, clubs, schools, offices, museums, and centers of government. The success and pitfalls of these will lead to an open discussion of how we can make the best use of technology to connect our students with off-campus interlocutors and sites. Session participants are invited to share their experiences and best practices in an investigation of what productive role Zoom and Co. could play in post-pandemic language instruction, as well as what perspectives newer technologies offer.
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Breakout 2
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Using AI to increase live conversation practice
Anthony Spadafino (Lingostar.ai)
I would like to do a demo of the Lingostar.ai tool. It leverages cutting-edge Large Language Models (LLMs) - which have now entered the mainstream with ChatGPT - to provide live conversation practice for language learners. Access to applied learning like this is unaffordable & unaccessible for most language learners globally. We believe a tool like this in the hands of Educators is the next phase of a technological revolution in education.
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Breakout 3
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Picture Perfect: New Rules for Navigating Copyright Authorization and Fair Use of Images, with the Help of Dall-e
Mary Toulouse (Lafayette College)
In today’s digital age, the use of images and other visuals has become essential for communication and connecting with audiences. Unfortunately, copyright laws are evolving and often restrict the use of such images, making it difficult to find the right image without infringing copyright. This presentation will discuss the changes in copyright authorization for the use of images in academic settings and how the new AI-based image generator Dall-e can perhaps help organizations navigate these new rules.The presenter will discuss her surprise upon receiving a cease and desist order and response..
Participants will gain a better understanding of the changing copyright landscape and learn how to determine what images they can use without breaking the law. They will also gain insight into how organizations can take advantage of AI-based image generators like Dall-e to create unique visuals that are free from copyright restrictions. This presentation will be beneficial for anyone interested in learning more about copyright authorization, fair usage, and the ethical considerations when using these new tools to generate visuals for their projects.
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2:40
Plenary Panel
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Designing Four new Undergraduate Certificates in Spanish for the Professions
Ann Warner-Ault (The College of New Jersey), Isabel María Kentengian (The College of New Jersey), Regina Morin (The College of New Jersey)
Our presentation will discuss how we developed new classes and combined existing classes to create four new undergraduate certificates in professional Spanish. We will provide an overview of the certificates as well as more detail on the most salient features of each certificate, and how we have incorporated technology, including students’ mini-presentations, and online intercultural and language exchanges.
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3:25
Closing
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Your Turn ... Closing Remarks ... Business Meeting
Question and discussion period
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