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CFP: MLA 2019, LSL Second-Language Teaching and Learning
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Language Teaching and Learning in the Trump Era. This session explores the impact of structural and conceptual changes resulting from the current political climate on our perceptions of speaking, teaching, and learning languages. Reaching Second Language Learners Through Gamification of the Curriculum. How do language programs incorporate gaming philosophies in ways that move beyond discreet ludic elements to instead encompass entire courses and curricula?

 Export to Your Calendar 3/15/2018
When: Thursday, March 15, 2018
Where: Chicago, Illinois 
United States

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MLA 2019 Session CFPs: Chicago, 3-6 Jan. 2019

Forum Executive Committee: LSL Second-Language Teaching and Learning  (D047)

Session organizer: Lunden MacDonald, Chair mannl@msudenver.edu

 

Short versions

Language Teaching and Learning in the Trump Era.

This session explores the impact of structural and conceptual changes resulting from the current political climate on our perceptions of speaking, teaching, and learning languages.  

 

Reaching Second Language Learners Through Gamification of the Curriculum.

How do language programs incorporate gaming philosophies in ways that move beyond discreet ludic elements to instead encompass entire courses and curricula?

 

Long versions

Language Teaching and Learning in the Trump Era.

Apart from zeroing out federal funding in education for everything from the arts to the sciences, mental health, and after-school programs, President Trump’s budget proposal of 2017 included eliminating support for foreign-language and international education programs. This is just one policy manifestation, part of a public discourse of often outright rejection of the “foreign” in the U.S., aggravating long-standing and insidious hindrances to U.S. participation in the world as the multilingual country we are. In college and university courses across the U.S., many language professionals have worked to offset or minimize the damage of these public discourses and policies through curriculum and teaching, awareness-raising, critical engagement, and intensified concern with social justice aspects of education in general and language education in particular. Proposals are invited that describe such initiatives, with the aim of sharing strategies and/or best practices, as well as fostering the crucial professional dialogue needed to meet the challenges of the Age of Trump.

 

Please send abstracts (maximum 200 words to Lunden MacDonald mannl@msudenver.edu by March 15, 2018.

 

Reaching Second Language Learners Through Gamification of the Curriculum.

21st-century learners benefit from curricular adaptations that reflect contemporary learning styles and interests. By applying game-design elements and principles (e.g., “leveling up,” gratification through competition, group engagement and simultaneous individual skill building and motivation) to the curriculum, the language classroom can be an exciting and relevant space. While discreet ludic elements have long been used in the classroom to engage and foster skills, communication, and successful learning strategies (e.g., vocabulary games, dramatic play to teach cultural competence, etc.), the gamification of the curriculum is much broader in scope and typically encompasses the structure of an entire course or departmental curriculum. It also often entails the uses of digital media and social networking. In this session, presenters will explore the gamification of the foreign and second language curriculum and provide examples and outcomes.

 

Please send abstracts (maximum 200 words to Lunden MacDonald mannl@msudenver.edu by March 15, 2018.

 

 

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