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<DIV align=center><FONT face="Times New Roman" color=#1f1a70 size=+3>FOREIGN
LANGUAGE PEDAGOGY WORKSHOP</FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#1f1a70 size=+1>(<A
href="http://bingweb.binghamton.edu/~sundy/events.htm">http://bingweb.binghamton.edu/~sundy/events.htm</A>)</FONT></DIV>
<DIV><FONT face="Times New Roman" color=#000000 size=+1><BR></FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#de1b54
size=+1>Organized </FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#de1b54
size=+1>by</FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#000000
size=+1><BR></FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#de1b54 size=+1>Sungdai
Cho </FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#de1b54 size=+1>(Associate
Professor, German, Russian and East Asian Languages)</FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#000000
size=+1><BR></FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#de1b54
size=+1>Co-Sponsored </FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#de1b54
size=+1>by</FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#000000
size=+1><BR></FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#231b82 size=+1>Classical
and Near Eastern Studies</FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#231b82 size=+1>Romance
Languages and Literatures</FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#231b82 size=+1>Center for
Teaching and Learning</FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#231b82 size=+1>Languages
Across the Curriculum</FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#231b82
size=+1>Translation, Research and Interpretation Program </FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#231b82 size=+1>Asian and
Asian American Studies Program</FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#231b82 size=+1>Harpur
College Dean</FONT></DIV>
<DIV><FONT face="Times New Roman" color=#000000 size=+1><BR></FONT></DIV>
<DIV><FONT face="Times New Roman" color=#535316>In line with the Binghamton
Universityâs new foreign language requirement which will take effect in 2004, we
are designing a workshop that will focus on critical reflection on 1) effective
foreign language teaching and learning, 2) pedagogy, and 3) cross cultural
communication. The critical nature of the issue was driven home by
September 11, which led the US Department of Education to put greater focus on
the role of critical languages in strengthening the American security and
economy. The critical languages taught at BU include Arabic, Chinese,
Japanese, Korean and Russian. For each of these, as well as for German and
Spanish, we will bring a language specialist to our university who has markedly
affected research on foreign language teaching and pedagogy in the US. This
workshop will be co-sponsored with the departments, programs and centers listed
above. Since high school foreign language teachers will also be invited to
this workshop, articulation with high schools will improve and they will also
benefit from this important workshop series. It is our intention to invite
six outside lecturers, but to involve local faculty active in pedagogy in the
workshop series</FONT><BR></DIV>
<DIV align=center><FONT face="Times New Roman" color=#de1b54 size=+1>Detailed
Schedule</FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#000000
size=+1><BR></FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#de1b54 size=+1>The
workshop will be conducted on Thursdays in October and November in Fall
2002. Internationally-renowned language pedagogists/scholars from Chinese,
German, Japanese, Korean, Russian, and Spanish are invited to
speak.</FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#000000
size=+1><BR></FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#de1b54 size=+1>Time:
Thursday at 5:00-6:15.</FONT></DIV>
<DIV align=center><FONT face="Times New Roman" color=#de1b54 size=+1>Location:
SL 212</FONT></DIV>
<DIV><FONT face="Times New Roman" color=#000000 size=+1><BR></FONT></DIV>
<DIV><FONT face="Times New Roman" color=#de1b54 size=+2> Oct. 3:
Chinese,</FONT><FONT face="Times New Roman" color=#0000ff size=+2><U> Galal
Walker</U></FONT><FONT face="Times New Roman" color=#de1b54 size=+2>, Ohio State
University<BR> On Being Apparently Intelligent in the Other Culture:
Lessons from China Internships</FONT></DIV>
<DIV><FONT face="Times New Roman" color=#000000 size=+1><BR></FONT><FONT
face="Times New Roman" color=#1340a4 size=+1>This presentation focuses on the
endgame in foreign language study. It suggests how the value of the knowledge of
a foreign language and culture is determined in society and discusses how we can
identify elements of that value as a pedagogical resource. The cultural
relativity of intelligence is discussed along with strategies for designing
culture-based instruction for equipping our students to act intelligent when
communicating in the studied culture. This presentation challenges many
common assumptions in foreign language study and proposes some radical
instructional solutions. </FONT><BR></DIV>
<DIV><FONT face="Times New Roman" color=#de1b54 size=+2> Oct. 10:
German,</FONT><FONT face="Times New Roman" color=#0000ff size=+2><U> Heidi
Byrnes</U></FONT><FONT face="Times New Roman" color=#de1b54 size=+2>, Georgetown
University</FONT></DIV>
<DIV><FONT face="Times New Roman" color=#de1b54 size=+2> Collegiate
Language Study and Collegiate Language Departments</FONT><FONT
face="Times New Roman" color=#000000 size=+1><BR><BR></FONT><FONT
face="Times New Roman" color=#1340a4 size=+1>In my talk I will explore issues
that arise in conjunction with the study of languages in higher education from
three perspectives: (1) from the perspective of language learning and teaching;
(2) from the perspective of the intellectual foundations and institutional
configurations of departments and programs; and (3) from the perspective
of professional fidelity and accountability toward students and society at
large. I will argue that all three areas invite us to make discerning
choices, a demand that presupposes the collaborative creation of encompassing
frames of reference and their collaborative realization in an academic
community. The challenges this entails also afford unusual opportunities. In
particular, I will suggest that the foreign language field might thereby be able
to accomplish two important goals, to recover its position in the academy as an
ideational and moral enterprise in the tradition of the humanities and to
address creatively the increasing demands for accountability that higher
education confronts as it faces considerable shifts in a globalized
environment.</FONT></DIV>
<DIV><FONT face="Times New Roman" color=#000000 size=+1><BR></FONT><FONT
face="Times New Roman" color=#de1b54 size=+2> Oct. 17:
Japanese,</FONT><FONT face="Times New Roman" color=#0000ff size=+2><U> Yasu-Hiko
Tohsaku</U></FONT><FONT face="Times New Roman" color=#de1b54 size=+2>,
University of California, San Diego</FONT></DIV>
<DIV><FONT face="Times New Roman" color=#de1b54 size=+2>Roles of Critical
Thinking Skills in Learning Foreign Languages and Cultures</FONT></DIV>
<DIV><FONT face="Times New Roman" color=#000000 size=+1><BR></FONT><FONT
face="Times New Roman" color=#1147ac size=+1>This presentation focuses on what
roles critical thinking skills play in foreign language and culture learning. I
will argue that the promotion and use of critical thinking skills will enhance
the efficiency of language and culture learning and learners' motivation for
learning new languages and cultures. We will be able to incorporate them not
only in upper-level literature courses, but even in beginning-level language
courses. I will present several examples of classroom activities and materials
incorporating higher level thinking skills and demonstrate how such activities
and materials provide students with rich curricular experiences and new
perspectives on language and culture learning.</FONT><BR></DIV>
<DIV><FONT face="Times New Roman" color=#de1b54 size=+2> Oct. 31:
Korean,</FONT><FONT face="Times New Roman" color=#0000ff size=+2><U> Ho-min
Sohn</U></FONT><FONT face="Times New Roman" color=#de1b54 size=+2>, University
of Hawaii at Manoa</FONT></DIV>
<DIV><FONT face="Times New Roman" color=#de1b54 size=+2>Why is Korean a
"Category 4" language?:What should we do about it?</FONT><BR></DIV>
<DIV><FONT face="Times New Roman" color=#1147ac size=+1>The U.S. Foreign Service
Institute has classified Korean (together with Chinese, Japanese, and Arabic) as
belonging to "Category 4", the most difficult group of languages for adult
Americans to learn for oral communication. The primary aim of this presentation
is to identify essential linguistic, sociolinguistic, and cultural features that
cause the difficulty. This will be done by looking into: (a) structural
complexity of Korean in terms of phonology, morphology, and syntax; (b)
interlingual differences between Korean and English; and (c) cross-cultural
distinctions between Koreans and Americans as reflected in respective
communication patterns. The secondary aim is to briefly discuss the kinds of
pedagogical measures that will help American students acquire higher levels of
proficiency in Korean more effectively and expeditiously.</FONT><FONT
face="Times New Roman" color=#000000 size=+1><BR> </FONT></DIV>
<DIV><FONT face="Times New Roman" color=#de1b54 size=+2> Nov. 7:
Russian,</FONT><FONT face="Times New Roman" color=#0000ff size=+2><U> Patricia
Chaput</U></FONT><FONT face="Times New Roman" color=#de1b54 size=+2>, Harvard
University</FONT></DIV>
<DIV><FONT face="Times New Roman" color=#de1b54 size=+2>Why Some Techniques Work
and Others Don't: Understanding the Mechanics of Motivating Dialogue and
Discussion</FONT><FONT face="Times New Roman" color=#000000
size=+1><BR><BR></FONT><FONT face="Times New Roman" color=#1147ac size=+1>We are
all familiar with the pressures to develop high levels of proficiency in the
limited hours of our language courses. In most of our courses a high
priority is placed on getting students to talk, both in practice dialogues and
in discussion. As they progress, we expect our students to use speaking
practice in order to learn to speak more, to develop more sophisticated forms of
expression, to express their own thoughts, eventually to engage in genuine
discussion. But how do we go about this task? In the beginning,
through dialogues in everyday situations, in restaurants, cafes, in
conversations about family and friends, in dialogues that do not stray far from
"the self" and imagined experiences in a foreign culture. In this workshop
we will question the efficacy and efficiency of this kind of oral practice by
analyzing the structure and objectives of some traditional forms of oral
activities in order to try to determine what we can expect students to acquire
from them.</FONT></DIV>
<DIV><FONT face="Times New Roman" color=#1147ac size=+1> We will also
consider alternatives to these standard kinds of activities, exploring ways to
structure oral practice to address the development of discourse competence and
the ability to "encode personal meaning" that is required by the inherent
unpredictability of most natural dialogue. While the sample dialogues of
standard textbooks prepare students for the social rituals and formulas of
specific situations, by focusing on formulaic situations and social talk they do
not prepare students for the more complex task of encoding personal meaning that
is required for genuine dialogue on a meaningful topic. Learning to
function in unpredictable speech situations requires different kinds of
activities that give students practice in interpreting messages, responding
spontaneously, relating present situations and past actions that have led to
them, making future predictions, and using the discourse conventions that allow
speakers to play appropriate roles in the give and take of natural
dialogue. Such activities are normally part of advanced language study but
they have not been prominent at the introductory level. Yet it is
desirable, perhaps even essential, that preparation for unpredictability and
interpretation be an integrated part of language study from the very beginning,
something that develops together with students' developing language knowledge
and competence. This workshop will explore approaches to developing these
capabilities at the introductory level, and how they might be further expanded
and extended in more advanced study.</FONT></DIV>
<DIV><FONT face="Times New Roman" color=#000000 size=+1><BR></FONT><FONT
face="Times New Roman" color=#de1b54 size=+2> Nov. 14: Spanish,</FONT><FONT
face="Times New Roman" color=#0000ff size=+2><U> Donna Long</U></FONT><FONT
face="Times New Roman" color=#de1b54 size=+2>, Ohio State
University</FONT></DIV>
<DIV><FONT face="Times New Roman" color=#de1b54 size=+2> Pedagogy and
Service Learning in a Second Language Context</FONT><FONT face="Times New Roman"
color=#000000 size=+1><BR><BR></FONT><FONT face="Times New Roman" color=#1340a4
size=+1>It is said that service learning promotes development of cognitive
complexity, citizenship skills, and social responsibility, through engagement in
learning activities that respond to community issues. Service learning within a
second language learning/teaching context provides unique opportunities for
pedagogical exploration. This talk will focus on pedagogical approaches from
within the field of second language learning/teaching, as well as those
ìborrowedî from other disciplines. Such approaches are not only useful in
service-learning contexts, but also have implications for other types of
language and culture courses at many levels.</FONT><FONT face="Times New Roman"
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