Colloquium Title: Negotiating a New Normal: COVID-19 as Catalyst Towards Just, Sustainable, and Crisis-Prepared Language Education

Abstract: Have you already forgotten or perhaps gone into denial about the COVID-19 emergency remote language teaching and learning (ERTL) experience? While the COVID-19 virus still circulates among us, the ERTL crisis experience has opened up space for a "new normal" in language education (LE). In this presentation, we will take a closer look at the context of learning and teaching during COVID-19, the lessons learned from ERTL, and the opportunities created from a moment of crisis. In the beginning, we will summarize research from the forthcoming book on Technology-mediated Crisis Response in Language Studies to outline how COVID-19 served as a catalyst for innovation and growth in LE and provided opportunities to re-imagine LE. We make suggestions for moving forward based on the following five themes: (a) revisiting the state and purpose of LE and recommitting to LE; (b) reducing barriers to LE; (c) empowering people; (d) facilitating LE; and (e) building resilience and crisis-preparedness. More importantly, we hope to have fruitful discussions in relation to audience members' lived experiences and perspectives, as well as recent LE-related news (e.g., the West Virginia University case, the MLA enrollment report, and new legislation regarding LE in a U.S. context). 

Please register for this event at: https://arizona.zoom.us/meeting/register/tZctfuuqrzsvG91FatMBli01dBtiAcAO-cqf The Zoom link will be sent to you after registration. 

Dr. Senta Goertler (Ph.D. SLAT, University of Arizona, 2006) is an Associate Professor of Second Language Studies and German at Michigan State University. Her research focuses on program administration and language education in co-curricular contexts such as technology-mediated language learning and education abroad. She is the co-editor of “Technology-mediated Crisis Response in Language Studies” with Jesse Gleason (forthcoming 2024), in which they present lessons from the COVID-19 pandemic; and the co-author of “From Study Abroad to Education Abroad: Language Proficiency, Intercultural Competence, and Diversity” with Theresa Schenker (2021), where they argue for the revitalizing the Junior Year Abroad and diversification of education abroad. Currently, she is also the co-editor of the Second Language Research and Practice Journal and on the CALICO Journal editorial board. Her research is informed by her practice as a (language) educator and administrator: she has coordinated Basic Language Programs, led the year-long Academic Year in Freiburg program, and served as Associate Chair for Undergraduate Studies in the Department of Linguistics, Languages, and Cultures at Michigan State University.

Dr. Jesse Gleason is an Associate Professor of Spanish and Applied Linguistics at Southern Connecticut State University. She is co-editor of a Special Issue of the CALICO Journal on Promoting Social Justice with CALL, and recipient of the 2019 Promising Scholar Award from the North American Systemic Functional Linguistics Association.

Colloquium Title: Toward More Effective Technology Integration: The PICRAT Model

Abstract: Technology has a complicated history with education. At times, tech has shaped learning in positive and unexpected ways, and at other times, it has had serious negative impacts. Generally, though, most of the promises made by tech throughout history have had no effect on learning. As new technologies emerge, how should educators navigate them, determine what is worth their time, and discern what is beneficial for learners? This talk introduces the PICRAT model of technology integration, which can serve as a simple heuristic to help teachers, developers, and designers understand the actual benefits of technology for learning and how to improve teaching practices to practically leverage technologies to have a transformative effect on their students, schools, and communities.

Speaker Bio: Dr. Royce Kimmons is an Associate Professor of Instructional Psychology and Technology at Brigham Young University. His scholarly work focuses on open education, social media in education and society, and classroom technology use (e.g., PICRAT). He is also the founder of EdTechBooks.org, a widely-used open publishing platform that removes access barriers for learners across the world. More about his work may be found on his website at http://roycekimmons.com/. 

Please register for this colloquium at: https://arizona.zoom.us/meeting/register/tZMsfuutrDsiGNEZE084L-9fr9RUT-qGxMya The Zoom link will be sent to you after registration. If you don’t receive the Zoom information by the date of the event, please email GIDP-SLAT@arizona.edu.

Colloquium Title: Intersectionality in Critical Applied Linguistics

Abstract: Intersectionality draws upon the multiplicity, relationality, and complexity of identities in explaining how (in)equality, power, and (in)justice are formed in a particular context that faces the challenges and crisis of its time. In critical applied linguistics, intersectionality (e.g., Crenshaw, 1989, 1991) can be used as an analytic framework to understand intersecting forms of power in multicultural and multilingual contexts, as a reflexive approach for analyzing the complexity of an individual's experience, and "as a guiding structure for promoting new identities and new forms of democratic activities" among marginalized communities (Collins & Bilge, 2016, p. 43). One challenge of our time is increased global migration and displacements. Global migration and displacements not only change demographics but also significantly shape language access and use. This talk thus begins with an overview of 'intersectionality' and a discussion of global migration through an intersectionality lens. It then moves on to understanding intersectional identities in the context of global migration. The talk concludes with a critical intersectional agenda for applied linguists, as they continue to build a much-needed, critical, and vibrant scholarship through an intersectionality lens for a socially-just world.

References: 

• Collins, P.H., & Bilge, S. (2016). Intersectionality. Wiley.
• Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of discrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum (1), 139-167. http://chicagounbound.uchicago.edu/uclf/vol1989/iss1/8 
• Crenshaw, K. (1991). Mapping the margins: Identity politics, intersectionality, and violence against women. Stanford Law Review, 43(6), 1241-1299. https://heinonline.org/HOL/LandingPage?handle=hein.journals/stflr43&div…;

Dr. Hayriye Kayi-Aydar is an Associate Professor of English Applied Linguistics/TESOL and SLAT at the University of Arizona. Often using narrative inquiry and discourse analysis approaches, her qualitative research focuses on the professional/intersectional identities and agency of teachers in multilingual contexts. Her publications, in most of which she documents marginalized or minoritized identities, have appeared in various peer-reviewed journals, such as TESOL Quarterly, Teaching and Teacher Education, System, TESOL Journal, and Language Teaching. She is the author of the monograph Positioning theory in applied linguistics: Research design and applications (Palgrave MacMillan, 2019) and co-editor of three books.

To help us get an idea of how many people will be attending, please RSVP through this linked form.  Please email GIDP-SLAT@arizona.edu with any questions.

Colloquium Title: Teacher Digital Competence in Pre-service and In-service English Language Teachers: Reflections from a Doctoral Study guided by DigCompEdu Framework

Abstract: This colloquium presents reflections from a mixed-method PhD dissertation that examines the impact of teacher digital competence development programs tailored specifically for pre-service and in-service English language teachers. The study engaged two distinct groups: one comprised of pre-service English teachers at a university, and the other involving in-service English teachers participating in an online professional development series. The study found statistically significant improvements in the digital competencies of both sets of teachers over time. This colloquium will unpack these findings to provide a nuanced understanding of frameworks on teacher digital competence and how teacher digital competence evolves in teaching professionals. It will also offer valuable insights into the observed benefits, challenges, and opportunities for further research and program development.

Please register for this event at: https://arizona.zoom.us/meeting/register/tZMvc-2srTgiGNI3AxJpVb3_8vOyRSAIB8uf The Zoom link will be sent to you after registration.

Dr. Cemil Gokhan Karacan works as an Assistant Professor in the Department of English Language Teaching at Istanbul Medipol University in Turkey. A graduate of Istanbul University's Engish Language Teaching Department, he earned his MA and PhD in ELT from Bahcesehir University. His professional experience spans teaching English at various private and foundation institutions, and interpreting. His research interests include pre-service English language teacher education, pre-service and in-service teacher digital competence and emerging educational technologies, particularly educational augmented reality. He has published a number of research articles, book chapters and magazine pieces in international academic outlets.

Title of Colloquium: Adapting Language Education to the AI Landscape: Insights from the Center for English as a Second Language

Co-Presenters: Dr. Sumayya Granger (University of Arizona - CESL), Julianne Hammink (University of Arizona - CESL), Aziz Yuldashev (University of Arizona - CESL)

Abstract: In this panel, we will explore questions around the use of AI in teaching, learning, and assessment, specifically in the context of language programs. We will share our experiences with AI at the Center for English as a Second Language, including preparing students to be responsible and effective users of generative AI, the impact of AI on assessment practices, and overall questions of the role of language learning in higher education. 

Please see the attached flyer for speaker bios and more information about the colloquium. 

To attend this colloquium, please email GIDP-SLAT@arizona.edu. 

The 2024 ICC Conference will be on the topics of Intercultural Learning, Global Citizenship, and Peacebuilding. The conference will be organized by CERCLL, and more information can be found at the ICC website: https://icc.arizona.edu/. 

For questions about submitting a proposal or about the ICC Conference, email cercll@arizona.edu. 

This workshop will cover what to expect from the comprehensive exam process, when to start putting committees together, how to put together reading lists, how to tie in your dissertation proposal topic, and much more. All SLAT students in their 2nd and 3rd years (especially those who are taking comps during 2023-2024) are required to attend, but all SLAT students from any cohort are welcome.

Presenter: Dr. Suzanne Panferov Reese

First-year students will have the chance to meet with the SLAT Graduate Advisor and the Major/Minor Area Chairs, along with the SLAT Program Coordinator, to learn about how to transfer courses from their MA programs to the SLAT PhD program. 

Presenters: Dr. Chris Tardy (SLAT Graduate Advisor and TSLT Area Chair), Dr. Suzanne Panferov Reese (SLAT Chair and LPA Area Chair), Dr. Janet Nicol (Cognitive Dimensions Area Chair), Dr. Liudmila Klimanova (Sociocultural Dimensions Area Chair), Dr. Robert Henderson (Linguistic Dimensions Area Chair), Dr. Mahmoud Azaz (Instructional Dimensions Area Chair), Dr. Jill Castek (TSLT Area Chair), Debbie Shon Buhler (SLAT Senior Program Coordinator)

Welcome back, SLAT community! Come catch up after the long summer! All new SLAT students, continuing SLAT students, SLAT faculty, SLAT alumni, and SLAT visiting scholars are welcome.

This short event will give the new SLAT students the chance to meet their new faculty mentors. Welcome to our new cohort!