[HERITAGE-LIST] CFP: Cultures & Languages Across the Curriculum -- DEADLINE FOR ABSTRACTS 14 JULY 2006

[Scott G. McGINNIS]

Call for Papers
 

Cultures and Languages Across the Curriculum: 
Building New Connections
 
October 10-12, 2006
Hosted by Portland State University
In collaboration with Baldwin-Wallace College, Binghamton 
University,

The University of Iowa & the American Council on Education 
(ACE) Internationalization Collaborative

 

INVITATION AND OVERVIEW 
The Cultures and Languages Across the Curriculum (CLAC) 
Movement intends to make global competence a reality for 
students and to create alliances among educators to share 
practices and find ways to incorporate an international 
dimension in curricula, and, more generally, to achieve 
internationalization goals. General principles of CLAC 
include 1) a focus on communication and content rather than 
grammar in language instruction and application, 2) an 
emphasis on meaningful content-focused language use, outside 
traditional foreign language classes, and 3) an approach to 
language use and cross-cultural skills as means for the 
achievement of global intellectual synthesis, in which 
students learn to combine and interpret knowledge produced 
in other languages and in other cultures. Within this large 
framework, CLAC can take many forms, depending on specific 
content and curricular goals within a discipline. Among 
areas of interest to CLAC educators are 1) alternative 
models of education that foster the acquisition of cross-
cultural competences, 2) frameworks that serve to build 
connections between comparative literature, cultural studies 
and area studies, 3) K-16 articulation models, 4) content-
based language instruction and the development of new 
content-based foreign language textbooks and discipline-
specific learning materials and technology, 4) study abroad, 
including programs focused on professional studies, 5) 
heritage learner programs, and 6) service learning models in 
cross-cultural contexts.

The specific focus of the 2nd annual conference on Cultures 
and Languages Across the Curriculum will be: 1) how to 
prepare students for CLAC through better K-16 articulation 
and 2) how to incorporate culture into language-focused 
models. The conference will be held in conjunction with the 
6th International Conference on Service Learning in 
Portland, Oregon, to allow participants to learn about 
incorporating CLAC into service learning experiences. These 
two events will overlap by one day to allow cross-conference 
participation.

 

TOPICS 
Papers are solicited concerning, but not limited to the 
following areas:

1)      CLAC and K-16 Articulation
How can we establish workable K-16 articulation models that 
promote international education?

2)   Content-Based Language Learning
What are the intersections between CLAC and content-based 
language learning theories and practices? 

3)   Culture and Cross-Cultural Communication
How can CLAC highlight culture to improve cross-cultural 
competence and promote language study?

4)   Business and Government Models of Internationalization
How can we meet the contrasting needs of business 
(the "metropolitan migrant" model) and academia, defense, or 
diplomacy (the "expert" model)?  How might we adapt CLAC to 
fulfill varying needs?

5) CLAC in the Context of Comparative, Cultural, and Area 
Studies
What are the intersections between Comparative Literature, 
Cultural Studies, Area Studies, and CLAC? Can these fields 
of study "meet" through the agency of CLAC?  

6)   CLAC and International Service Learning (ISL)
How can CLAC be used before, during, and after ISL 
activities to maximize acquisition of intercultural 
knowledge and skills?  How can ISL principles and practices 
inform CLAC to increase global learning?

7)      CLAC and Study Abroad Programs
How can CLAC principles be integrated into study abroad 
programs, including programs for professional studies? How 
can study abroad link better to non-foreign language 
disciplines?

8)      CLAC and Assessment 
How should we assess CLAC programs and learning? Are 
language proficiency and cross-cultural skills assessment 
tools (such as ACTFL standards and the IDI) appropriate to 
the goals of CLAC?

9)       CLAC and Heritage Learner Programs
How can the needs of heritage learners in foreign language 
instruction be addressed using CLAC principles? How can the 
knowledge of these learners be used as a resource in CLAC 
programs?

ABSTRACT FORMAT 
To offer a 30-minute paper or 90-minute panel presentation, 
please provide the following, in the form of MS Word 
documents attached to the email message:

1.                  A cover sheet including:
a.       Type:  Paper (30 minutes, including 10 minutes for 
open discussion) or Panel Presentation (90 minutes, 
including 30 minutes for questions and comments from the 
audience)
b.       Title of your paper or presentation and brief 
description (75-100 words)
c.       Names of Presenter(s) including, as appropriate, 
specification of their roles, contact information for each 
(titles and affiliations, email addresses, telephone and fax 
numbers), and brief biographical sketch (50-75 words) for 
each presenter
d.       Relationship to Conference Themes
e.       Target Audience(s), including what the audience(s) 
can expect to “take away” from your paper or presentation

2.         A one-page abstract (500 words) of your paper or 
presentation, clearly indicating what each presenter, if 
more than one, will contribute. 

3.         A list of needs for your paper or session 
(Internet access and on-site computers may be limited. Come 
prepared.)  

Proposals must be submitted by July 14, 2006 to: Kathie 
Godfrey, Portland State University at clacpdx at pdx.edu 
with "CLAC Conference" in the Subject line.  Tel: (800) 547-
8887, ex. 5294.  Fax: (503) 725-5276.  Mail: Foreign 
Languages & Literatures, P.O. Box 751, Portland, OR 97201-
0751.

For additional information see our website at: 
http://www.clas.pdx.edu/clac/