30.3594, Confs: Applied Linguistics, Language Acquisition/Italy

Mon Sep 23 19:40:09 UTC 2019

LINGUIST List: Vol-30-3594. Mon Sep 23 2019. ISSN: 1069 - 4875.

Subject: 30.3594, Confs: Applied Linguistics, Language Acquisition/Italy

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Date: Mon, 23 Sep 2019 15:39:31
From: MICHAEL Ennis [mennis at unibz.it]
Subject: International Symposium on Intensive Language Teaching and Learning in Higher Education

International Symposium on Intensive Language Teaching and Learning in Higher Education 

Date: 25-Oct-2019 - 25-Oct-2019 
Location: Bozen-Bolzano, Italy 
Contact: Michael Ennis 
Contact Email: LanguageCentreEvents at unibz.it 
Meeting URL: https://www.unibz.it/en/events/132728 

Linguistic Field(s): Applied Linguistics; Language Acquisition 

Meeting Description: 

The Language Centre is organizing this symposium in order to stimulate
reflection on best practice in intensive language teaching and learning, with
a particular eye to curriculum design, teaching methods, efficacy, and effects
on motivation in this and similar contexts. Are “intensive” language programs
as effective as traditional “extensive” language courses in terms of fostering
language acquisition? How and when can intensive courses best be organized?
Which pedagogical approaches are the most effective for an intensive course?
How do teachers and students perceive intensive courses in comparison to
extensive courses? The symposium aims to stimulate discussion on these and
other questions by bringing together university language instructors and
researchers in order to share and explore approaches, methods, and practices
which have emerged within diverse contexts of intensive language teaching and
learning.

Programme:

8:45 – 9:15:
Registration

9:15-9:30:
Introduction and Welcome

9:30-10:30: 
Keynote Address: Susan Gass (Michigan State University) - To do intensive or
not to do intensive:  That is the question

10:30-11:30: Coffee Break/Poster Session/Book Exhibition

11:30 – 13:00:
Parallel Session 1

13:00-14:30: Lunch Break

14:30-16:00: 
Parallel Session 2

16:00 – 17:00: Coffee Break/Poster Session/Book Exhibition

17:00-18:00:
Parallel Workshops

18:00-18:30:  
Roundtable Discussion

Parallel Sessions 11:30 — 13:00:

1) Course Design and Teaching Approaches in Intensive English Programs 

A pilot course with project-based learning in an intensive English program.
Kim Anne Barchi (University of Padua, Italy), Michael Ennis (Free University
of Bozen-Bolzano, Italy), Alfonso Merello Astigarraga (University of
Innsbruck, Austria), & Andrew Wimhurst (Free University of Bozen-Bolzano,
Italy) 

Weekly syllabus and assessment for a two-month program for A2 level. Zeynep
Rana Turgut & Siray Lengerli Aydemir (Atılım University, Turkey) 

2) Deutsch im Studium – Kompetenzen und curriculare Vorgaben Anstrengend, aber
effektiv? 

Empirische Einblicke in intensives vs. extensives Deutsch als L2 Lernen und
Lehren an der Hochschule. Birgit Simschitz, Ingrid Unterhauser, Eva Seidl
(treffpunkt Sprachen,  Graz)  

Arbeitstechniken für Studierende ohne Vorkenntnisse im studienbegleitenden
Deutschunterricht – eine Herausforderung für Lehrende? Karmelka BariĆ , Silvia
Serena (Univerzitet u Novom Sadu, Università Bocconi Milano)  

3) Uso delle tecnologie in corsi intensivi di italiano L2/LS 

Le tecnologie nei corsi intensivi di lingua straniera: come utilizzarle
consapevolmente? Alessandra Giglio, Dalarna University (Libera Università di
Bolzano) 

Corsi di lingua intensivi in modalità blended. Potenzialità e sfide secondo
uno studio esplorativo all’università di Erlangen-Norimberga. Daniele Polizio
(Friedrich-Alexander-Universität Erlangen-Nürnberg)

Parallel Sessions 14:30 — 16:00:

1) Intensive Programs for German, Polish and Spanish as a Foreign Language 

An examination of the reactions of FL Spanish instructors and teaching
assistants to hybrid teaching training for intensive courses. Ana Capanegra
(Cleveland State University, United States) 

Peer interactions as progress predictors in intensive language courses. Michał
B. Paradowski (University of Warsaw, Poland), Andrzej Jarynowski
(Interdisciplinary Research Institute, Poland), Jeremi Ochab (Jagiellonian
University, Poland), Chih-Chun (University of Cambridge, England), Karolina
Czopek (University of Warsaw, Poland), Magdalena Jelińska (University of
Warsaw, Poland), & Agnieszka Cierpich (Jagiellonian University, Poland)  

2) Intensives Sprachenlernen an der Freie Universität Bozen 

Qualitätssicherung im handlungsorientierten Unterricht durch
Onlineplattformen. Marjan Asgari, Brigitte Widmann (Freie Universität Bozen)

Sprachtandem – aber wie? Erfahrungen, Strategien und Herausforderungen. Renata
Cavosi, Laura Cont, Alessandra Giglio (Freie Universität Bozen) Die Variable
Motivation in (unibz-) Intensivkursen Daniel Gallo, Michaela Gindl (Freie
Universität Bozen, Universität Klagenfurt) 

3) Scelte didattiche in corsi intensivi di italiano L2: università a confronto
Il corso intensivo di italiano L2 in ambito universitario: un contenitore o un
laboratorio? Katia Raspollini e Maurizio Sarcoli (Università per Stranieri di
Siena, Libera Università di Bolzano) 

Un confronto tra didattica per task o progetto e studio autonomo guidato.
Clara Piovaccari e Teresa Anna Pellegrino (Libera Università di Bolzano,
Università di Bologna) 

Applicabilità del Task-based language learning nei corsi intensivi Marco
Polo/Turandot. Creazione di una web radio e sviluppo della prosodia. Gaia
Napoli, Emanuela Paterna (CLA Università degli Studi di Torino)

Parallel Workshop 17:00 — 18:00:

1) On informal versus formal learning and effects on motivation. Rosmarie De
Monte Frick (Free University of Bozen-Bolzano, South Tyrolean German Education
Department, Italy)

2) Motivation und didaktische Ansätze in den Intensivkursen der Freie
Universität. Bozen Sabine Stricker (Freie Universität Bozen)

3) Un’attività didattica motivante e completa: il quiz. Annalisa Iannelli
(Libera Università di Bolzano)

Poster Session:

“Guilty as Charged!” – Mock Trials in IEP.   Anita Selec (University of Banja
Luka, Bosnia and Herzegovina)

Cameroon’s bilingual degree under the BMD system in Cameroon: Challenges,
stakes, and exigencies of professionalization. Herbert Rostand Ngouo
(University of Maroua, Cameroon) 

Curriculare Rahmenbedingungen als Anforderungs- und Hilfsmodell bei der
Gestaltung des studienbegleitenden Deutschunterrichts. Karmelka BariĆ, Silvia
Serena (Univerzitet u Novom Sadu, Università Bocconi Milano)

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