Pedagogy Workshops at AATSEEL 2011

[Alexander Burry]

Dear Colleagues,

AATSEEL would like to announce two pedagogy workshops that will be conducted at the 
upcoming conference in Pasadena, CA, Jan. 6-9, 2011. Richard Robin will lead a workshop 
entitled “Editing video for language purposes,” and William Comer will conduct “Between 
Learner and Text: Mapping out a Pedagogy of Reading at the Intermediate Level” (see the 
descriptions below). Space for these workshops is limited, so please contact Victoria 
Hasko (vhasko at uga.edu) to register.

We look forward to seeing you at the AATSEEL conference.

Alexander Burry
Chair, AATSEEL Program Committee

Editing video for language purposes
Richard Robin, George Washington University
 
In this workshop, participants will, as a group, shoot a one minute foreign language video 
and edit it for upload to a public site such as YouTube. Skills to be covered include: (1) 
assuring good sound and lighting; (2) language oriented subjects; (2) basic editing 
practices; (3) including material from the Internet; (4) optional captioning; (5) upload to 
Internet sites. In this workshop, we will be using Premiere Elements on the demo 
computer. But nearly all consumer video editing programs are similar. This is a group 
participation demonstration. Participants are welcome to bring laptops and cameras, but 
that equipment is not required for the actual workshop.
 
 
Between Learner and Text: Mapping out a Pedagogy of Reading at the Intermediate Level
William Comer, University of Kansas

What can a teacher do with reading in the intermediate classroom with learners who have 
already completed a basic language course, but who have a restricted vocabulary and a 
limited ability to process the target language syntax typical of organized written 
communication?  How central a place should reading occupy in the curriculum at this 
level? What claim on classroom time should reading instruction make? What texts are 
“readable” at this level? What reading strategies do learners use in working through 
texts?  What kinds of tasks and scaffolding can help learners process a text? What kinds 
of activities can push learners to incorporate aspects of the text’s language into their 
developing language system? What kind of activities can create an engaged classroom 
discussion following the reading of a text?
The presenter will argue for the centrality of 
reading to the curriculum and will layout materials for teaching reading with a range of 
texts (adapted, authentic, informational, artistic). The examples will mostly be drawn 
from Russian texts, but the approach can be used with any language.

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