carla summer institutes 2010

Summer Institutes • p. 1

Immersion 101 for Chinese and JapaneseAn Introduction to Immersion TeachingJune 21–25, 2010

A must for new Chinese or Japanese immersion teachers and administrators, this institute provides a research-based introduction to the challenges, options, and issues in the unique world of immersion education (K-12). Targeted institute participants include one-way (foreign language) and two-way immersion educators who teach subject matter through Chinese or Japanese for 50 to 100% of the school day and promote continued development of English (amount of instructional time in English varies by grade level).

On the first two days, the focus will be on issues of interest to new immersion teachers and administrators. Administrators and district personnel will have an opportunity to identify key issues in immersion program design and implementation for character-based languages and discuss strategies for meeting those challenges with an experienced immersion administrator. During the following three days, novice teacher participants will be introduced to effective practices that inform language and literacy-attentive curriculum development and instruction with non-cognate, character-based languages whose writing system differs from English.

PresentersTara Fortune, Ph.D., is the immersion projects coordinator at CARLA. She facilitates professional development of immersion educators across the nation and oversees research initiatives in immersion.

Molly Wieland, Ph.D., is the world language curriculum coordinator for Hopkins Public Schools in Minnesota and is the FLAP grant director for the Global Literacy through Mandarin Immersion and STEM Project.

Mary Patterson is principal of Woodstock Elementary School in the Portland Public Schools system. She oversees the school’s K-5 Mandarin Immersion program and coordinated the expansion of that program.

During this institute, you will:

y Become familiar with the theory, research, and practices of immersion education as well as the distinguishing characteristics and goals of various program models;

y Connect with colleagues and strengthen your professional network;

y Discuss the unique role immersion education plays in public education and explore leadership strategies for addressing immersion issues at the program and district level;

y Examine effective instructional strategies for the Chinese or Japanese immersion context; and

y Collaboratively develop content-based curriculum that systematically attends to growth in language and literacy.

This institute is designed for pre-service and novice K-12 immersion teachers, administrators, district personnel or policy makers, and specialist teachers in immersion schools. It is not meant for experienced immersion teachers.

Mary Patterson, Tara Fortune, and Molly Wieland

Program Schedule (9 a.m.–4 p.m.)

Day 1 All Participants • Immersion Philosophy, Principles, and Goals • Types of Immersion Programs • Research Benefits and ChallengesDay 2 All Participants • Parent and Student Panel • Administrator Perspectives • Demonstration Lesson • Teaching Strategies Checklist Day 3 Teacher Participants Only • Content-Based Curriculum Design • Language Curriculum Framework • Integrating and Eliciting LanguageDay 4 Teacher Participants Only • Character-Based Literacy Instruction • Instructional Scaffolds • Web-Based Activities and ResourcesDay 5 Teacher Participants Only • Mentor Teacher Panel • Classroom Community Building • Essential Program Practices

p. 2 • Summer Institutes

Knowing the basics of second language acquisition can help language teachers better meet the needs of their students. This summer institute will help teachers gain skills in the analysis of learners and learners’ language output with an in-depth look at the following key questions:

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yy Whatyareypossibleyimplicationsyofythisyunderstandingyforywhatyneedsytoybeytaught?

Participants will expand their repertoire of tasks and activities useful in gathering samples of learner language, and practice analyzing those samples to identify the language features that learners do and do not know. The week will end with an examination of second language acquisition through content-based instruction and critical thinking in a foreign language. Institute participants will work together to consider the implications for their own classroom teaching. Participants should bring a lesson plan or unit to the institute; they will be able to revise this based on what they learn about second language acquisition.

During this institute, you will: y Examine current research on students’

second language use and discuss implications for teaching and learning;

y Learn how to obtain and analyze samples of learner language and discuss ways of using these in your own classroom in Exploratory Practice to improve understanding of your students’ language development;

y Expand your ability to bring students to advanced levels of proficiency through the development of critical thinking in a second or foreign language; and

y Apply this knowledge to Exploratory Practice, action research, and curriculum development with your colleagues.

PresentersElaine Tarone, CARLA director and professor of Second Language Studies at the University of Minnesota, has been actively involved in research and teaching on the topic of second language acquisition for more than 35 years.

Maggie Broner, associate professor of Spanish at St. Olaf College, Minnesota, will be a co-instructor at the institute. She has presented and published her research on second language learning and teaching in a wide range of national professional venues.

Invited guests Mike Anderson (University of Minnesota) and Gwen Barnes-Karol (St. Olaf College) will join the institute to share their expertise.

This institute is designed for K-16 ESL and foreign language teachers and curriculum coordinators.

Maggie Broner and Elaine Tarone

Focusing on Learner Language:Second Language Acquisition Basics for TeachersJuly 12–16, 2010


Day 1 • Taking the Learner’s Perspective

Day 2 • Looking at Learner Language • Stages of L2 Acquisition

Day 3 • Finding Out What Learners Know • Designing Classroom Activities and Tasks

Day 4 • What Learners Learn from Each Other • Research on Classroom Interaction

Day 5 • Critical Thinking in a Foreign Language to Attain Advanced Proficiency • Implications for Pedagogy


Intended for experienced and new teachers alike, this institute will help participants examine, evaluate, and apply the use of technology in teaching second languages. Through hands-on exploration, demonstration, readings, mini-lectures, and discussion, participants will learn how to use technology resources for language teaching. They will also examine the role of technology in enhancing language instruction, and the theoretical and methodological justifications for its use. All participants will have access to computer labs for extended practice inside and outside of class.


y Gain systematic knowledge of the uses and resources for language-teaching technology;

y Explore various technological tools in a multimedia computer lab setting;

y Gain hands-on, practical experience in finding, examining, and evaluating multimedia materials for use in language teaching; and

y Design activities using technology to incorporate multimedia and promote student interaction.

PresentersMarlene Johnshoy, CARLA

Beth Kautz, Department of German, Scandinavian and Dutch, and College of Liberal Arts (CLA) Language Center

Alyssa Ruesch, CLA Language Center

Dan Soneson, CLA Language Center

Rick Treece, Department of French and Italian, and CLA Language Center

Pablo Viedma, Department of Spanish and Portuguese, and CLA Language Center

Zhen Zou, Department of Asian Languages and Literatures, and CLA Language Center

This institute is designed for K-16 ESL and foreign language teachers, curriculum coordinators, teacher educators, and language lab staff.

Using Technologyin Second Language TeachingJuly 12–16, 2010

Program Topics (9 a.m.–4 p.m.)

• Technology and Language Teaching• Using Authentic Materials, Project-Based

Language Learning• Finding, Saving, and Sharing Web Resources• Web 2.0 Concepts and Tools• Web Tools for Digital Storytelling• Working with Wikis• Using Digital Audio and Video• Google Maps, Docs, and Forms• Creating Online Activities: Hot Potatoes,

Jeopardy, and Quia• Synchronous and Asynchronous Telecollaboration

Tools• Putting It All Together: Course Tools and Other

Delivery Methods

Special Sections

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Choose Group A if you have basic knowledge of using e-mail, word processing, and a web browser but would like more step-by-step instruction with structured hands-on time with the computer. You prefer slower-paced instruction with more time to practice. You prefer a more in-depth experience with technology tools and resources.Choose Group B if you are very comfortable with web browsing and searching, you have started doing web-based activities with students, and you feel comfortable jumping in and exploring new programs and web utilities with minimal guidance. You prefer a broader exposure to technology tools and resources, working with the details later.

Technology Institute instructors


PresentersTara Fortune, Ph.D., is the immersion projects coordinator at CARLA. She facilitates professional development of immersion educators throughout the U.S. and oversees research initiatives in immersion. Recent projects target struggling immersion learners and oral proficiency assessment. Her own research examines the dynamics of language use and peer interaction in immersion classrooms.

Several immersion educators and specialists will share insights and expertise during the week.

Over the course of two week-long summer institutes, more than seventy professionals with experience in language immersion education gathered to engage issues relevant to educating the struggling immersion learner. Participants came from one-way and two-way immersion programs and included classroom teachers, special education teachers, administrators, social workers, speech language pathologists, and school psychologists. While together, they examined research, exchanged ideas, and learned from specialists. The practitioner-oriented document, Language and Learning Disabilities: Immersion Educators’ Top Ten Questions, Research-Based, Practitioner-Informed Responses, began to take shape during this time.

This summer’s Meeting the Challenges institute, designed for the veteran immersion educator, will re-examine the topic of the struggling learner. Using the above-named document as a guide, institute participants will collaboratively explore relevant research findings and best practice recommendations that inform classroom instruction as well as program implementation.

Participants at this institute will: y Enjoy a professional forum for the

exchange of ideas and practices with other immersion educators and specialists interested in this topic;

y Examine research and practice and discuss implications for addressing the needs of struggling learners in immersion settings;

y Discuss a range of intervention procedures and assessment practices that can provide useful information about students’ language and literacy development;

y Explore instructional adaptations known to be effective with struggling immersion learners and discuss how to integrate these strategies both at the classroom and program level;

y Consider implications of Response to Intervention for educators in language immersion settings.

This institute is designed for veteran K-12 immersion teachers and curriculum coordinators.

Meeting the Challenges of Immersion EducationLanguage and Learning Disorders and the Struggling Immersion Learner

July 12–16, 2010


Day 1 • Project History and Development • “Experiencing” Disability • Yes/No Pre-testDay 2 • Program Suitability • Delay or Disability? • Language Minority vs. Language Majority LearnersDay 3 • Initial Literacy Challenges • Response to Intervention and Assessment • In Which Language?Day 4 • Instructional Adaptations and Strategies • Making Effective Use of Support Teams and Specialists • Vancouver’s Peer Tutoring ProgramDay 5 • “Stories of Experience” • Parent Communication

Tara Fortune

Meeting the Challenges of Immersion Education


Immersion 101An Introduction to Immersion TeachingJuly 19–23, 2010

PresentersTara Fortune, Ph.D., is the immersion projects coordinator at CARLA. She devotes most of her professional time to the preparation and continuing education of immersion educators throughout the U.S. and abroad. Her current research interests include immersion students’ oral language proficiency development and the struggling immersion learner and literacy development in early total immersion programs.

Maureen Curran Dorsano has been a French immersion teacher at the Normandale French immersion program in Edina, MN, for 18 years. She has served as an immersion teacher mentor and educator locally and nationally.

Several immersion educators and families from immersion programs will share insights and expertise during the week.

During this institute, you will: y Become familiar with the theory,

research, and practices of immersion education as well as the distinguishing characteristics and goals of various program models;

y Connect with colleagues to strengthen your professional network;

y Discuss the unique role immersion education plays in public education and explore leadership strategies for addressing immersion issues at the program and district level;

y Examine effective instructional strategies for the immersion context; and

y Collaboratively develop content-based curriculum that systematically attends to growth in language and literacy.

This institute is designed for pre-service and novice K-12 immersion teachers, administrators, and district personnel or policy makers, and specialist teachers in immersion schools. It is not meant for experienced immersion teachers.

A must for new immersion teachers and administrators, this institute provides a research-based introduction to the challenges, options, and issues in the unique world of immersion education (K-12). Targeted institute participants include one-way (foreign language) and two-way (bilingual) educators who teach subject matter through an immersion language for 50 to 100% of the school day and promote continued development of students’ first language (amount of instructional time in first language varies by grade level).

On the first two days the focus will be on issues of interest to new immersion teachers and administrators. Administrators and district personnel will have an opportunity to identify key issues in their respective school settings and discuss strategies for meeting those challenges with an experienced immersion administrator. The following three days, novice teacher participants will be introduced to effective practices that inform language-attentive curriculum development and instruction in immersion classrooms.

Maureen Curran Dorsano and Tara Fortune


Day 1 All Participants • Immersion Philosophy, Principles, and Goals • Types of Immersion Programs • Research Benefits and ChallengesDay 2 All Participants • Parent and Student Panel • Administrator Perspectives • Demonstration Lesson • Teaching Strategies Checklist Day 3 Teacher Participants Only • Content-Based Curriculum Design • Language Curriculum Framework • Integrating and Eliciting LanguageDay 4 Teacher Participants Only • Character-Based Literacy Instruction • Instructional Scaffolds • Web-Based Activities and ResourcesDay 5 Teacher Participants Only • Mentor Teacher Panel • Classroom Community Building • Essential Program Practices


Instructors of less commonly taught languages (LCTLs) are often challenged by the lack of quality instructional materials. This institute will provide LCTL teachers with practical tools and hands-on experience in developing a wide range of materials to fit the needs of LCTL students and improve their ability to use the language for communicative purposes. Grounded in the latest research on effective language pedagogy and second language acquisition, this institute will focus on proficiency-oriented approaches to teaching. Institute participants

will engage in a highly interactive program that features hands-on materials development in small groups and in the computer lab.

Working together, you will:

y Explore the latest research on second language acquisition and its implications for LCTL material development;

y Create new materials for teaching and improve materials currently available for your LCTL;

y Adapt materials and activities from other languages;

y Use technology in appropriate and effective ways; and

y Incorporate current authentic resources and visual elements into your materials.

PresentersBill Johnston, associate professor of Second Language Studies at Indiana University, specializes in language teaching methods and materials, and teacher development for ESL and LCTLs. He is the author of Values in English Language Teaching and numerous publications in the field of language pedagogy.

Louis Janus, Ph.D., is the coordinator of the LCTL Project at CARLA and has taught Norwegian for many years. He has authored software, a workbook for elementary Norwegian, and a Norwegian grammar book. Dr. Janus has led many workshops throughout the country on using technology in the LCTL classroom.

CARLA offers a special rebate incentive for participants in the institute Developing Classroom Materials for Less Commonly Taught Languages to encourage them to share their materials through the CARLA website. Participants must submit their curricular material for consideration by December 15, 2010. If the submission is accepted, CARLA will issue a $150 rebate to these LCTL teachers for their contribution.

Special Opportunities for LCTL Teachers

Developing Classroom Materialsfor Less Commonly Taught LanguagesJuly 19–23, 2010

This institute is designed for K-16 LCTL instructors.

Louis Janus and Bill Johnston


Day 1 • Second Language Acquisition, Pedagogy, and Materials • Principles of Materials Design • Using Literature in the Second Language Classroom • Principles for Active Reading

Day 2 • Principles of Integrated Materials • Reinvigorating Outdated Materials • Internet Resources for LCTLs

Day 3 • Working with Video, Pictures, and Photographs • CARLA’s Virtual Picture Album and Virtual Audio-Video Archive

Day 4 • Designing Listening Materials • Using Songs and Music • Making Your Own Recordings • Designing Computer-Based Activities

Day 5 • Creating Integrated Skills Packets


Enhancing students’ ability to learn a foreign/second language through styles- and strategies-based instruction (SSBI) is the focus of this institute. SSBI is a learner-focused

approach to teaching that enables students to become more effective and efficient foreign language learners by helping them understand and make the most of their own learning styles and strategies.

Participants will create materials and lessons and explore ways to incorporate strategies into their own language curricula. During the institute, participants will have an opportunity to apply SSBI according to their own interests—whether directly for classroom instruction, conducting SSBI workshops for teachers, or doing SSBI research. This institute draws extensively from the CARLA publication, Styles-and Strategies-Based Instruction: A Teachers’ Guide. Each teacher will receive a copy of the Guide as part of the institute.

In this highly interactive course, you will:

y Review and discuss learning style and language strategy classifications;

y Consider the benefits and limitations of currently available style and strategy measures;

y Apply style and strategy theory to specific classroom tasks and lessons;

y Gain a deeper awareness of your strengths both as a learner and as a teacher; and

y Design your own SSBI project (e.g., a set of classroom activities, a plan for conducting SSBI workshops, or a research project).

PresenterMartha Nyikos, professor of language education at Indiana University, has worked for many years on issues related to teacher professional development and language-learning strategies. She has published on large-scale research with Rebecca Oxford on learning strategies used by language students and is currently conducting a study with inner-city high school students in foreign language classrooms.

This institute is designed for K-16 ESL and foreign language teachers, administrators, curriculum coordinators, teacher educators, and researchers.

Improving Language Learning:Styles- and Strategies-Based InstructionJuly 19-23, 2010


Day 1 • Defining and Working with Styles and Strategies • Resolving Style/Strategy ConflictsDay 2 • Assessment of Styles and Strategies • Intersection of Style, Strategy, and Task • Hands-On SSBI ActivitiesDay 3 • Frameworks for SSBI • Teaching vs. Learning Strategies • Teacher and Student RolesDay 4 • Motivation for Language Learning • Creating SSBI Lesson Plans • More Hands-On SSBI Activities • Review of SSBI Research and ImplicationsDay 5 • Group Presentations of SSBI Lessons and Project Design • Style/Strategy Review and Debate • Goal-Setting for the Future

Martha Nyikos

“Martha is a wonderful teacher. She is knowledgeable with a sense of humor, making the class at ease. I’ll try to adapt her style for my students.”

–Strategies Institute Participant


Effective assessments support teaching and learning and belong at the center of curriculum design and instructional planning. To help students achieve higher levels of proficiency, the assessments must be purposeful, authentic, and aligned to standards, curriculum, and instruction. Beginning with an examination of assessment fundamentals and a variety of topics including assessment frameworks, performance assessment models, guidelines, and the national Standards for Language Learning, this institute is designed to help teachers create a repertoire of learning checks, formative, and summative assessments. Participants will also explore technology to develop speaking assessments and examine the role of student self-assessment.

During the following three days, Donna Clementi will lead participants in the use of backward design to develop rating criteria and rubrics, and a standards-based performance assessment unit that integrates interpersonal, interpretive, and presentational modes of the Communication Standard. The week will conclude with consideration of the impact standards-based assessment has on instruction, curriculum design, and student performance.

During the institute, you will:

y Gain a sound theoretical and practical foundation in learner-centered and performance-based approaches to effective assessment;

y Explore a variety of assessment models;

y Discuss how national standards impact assessment, curriculum, and instruction at all levels;

y Develop meaningful and practical scoring and evaluation tools for your assessments;

y Create an integrated performance assessment and evaluation criteria; and

y Link your assessments to classroom practice and with national and regional performance standards.

PresentersDonna Clementi, director of education and research at Concordia Language Villages, is a frequent presenter at CARLA summer institutes. She was a member of the ACTFL Performance Assessment Unit Pilot Project and was on the Wisconsin Guide to Curriculum Planning team.

Ursula Lentz is the coordinator of the Assessment Project at CARLA. She served for four years as the coordinator of the Quality Teaching Network for World Languages for the Minnesota Department of Education and is a member of the ACTFL Standards Impact Project.

Marlene Johnshoy, CARLA Web manager, will lead a special presentation on technology use for assessment.

This institute is designed for K-12 ESL and foreign language teachers, teacher educators, and assessment developers working on the integration of standards into their local curriculum and assessment.

Developing Assessmentsfor the Second Language ClassroomJuly 19–23, 2010


Day 1 • Basic Assessment Concepts and Models • Assessing Speaking and Writing Proficiency • Applying Speaking Rating Criteria • Issues in Performance AssessmentDay 2 • Assessing Reading and Listening: Frameworks and Thinking Skills • Intro to Assessment Units • Using Technology in AssessmentDay 3 • Evaluating Student Progress: Identifying Goals and Appropriate Tasks • Communication Evaluation: Interpretive, Interpersonal and Professional • Group Work: Assessment Tasks and RubricsDay 4 • Developing Interpersonal Rubrics and Tasks • Designing Integrated Performance Assessments: Group WorkDay 5 • Designing Integrated Performance Assessments, cont’d • Impact on Curriculum and Proficiency Levels

Ursula Lentz and Donna Clementi


This institute has been specifically designed for K-16 foreign language teachers who want to familiarize themselves with and implement Content-Based Instruction (CBI) in the second language classroom.

During this institute, teachers will learn how to create CBI materials and tasks to enhance students’ language proficiency and content learning. Participants will also learn how to expand their own existing curricula by weaving in varied academic/cultural content, navigating and utilizing the Content Based Language Teaching with Technology (CoBaLTT) online resources, and planning appropriate assessments for CBI.

During the institute, you will:

y Understand the theoretical principles that underlie CBI;

y Develop skills for CBI curriculum development;

y Learn content-based teaching strategies;

y Become familiar with the national Standards for Foreign Language Learning as well as the National Educational Technology Standards;

y Become familiar with integrated performance assessments for CBI; and

y Build skills in using available online resources to support CBI.

PresenterLaurent Cammarata received his Ph.D. from the Department of Second Languages and Cultures Education in the College of Education and Human Development at the University of Minnesota and will serve as the lead instructor for this institute. Currently, he is an assistant professor in the department of Language and Literacy Education at the University of Georgia where he is in charge of the undergraduate and graduate foreign language education programs.

This institute is designed for foreign language teachers who have an interest in content-based language teaching. It is not intended for ESL or immersion teachers.

Content-Based Language Instruction and Curriculum DevelopmentJuly 26–30, 2010


Day 1 • Introduction to CBI • National Standards and CBI • National Educational Technology Standards and CBI • An Introduction to the CoBaLTT Resource CenterDay 2 • CBI Curriculum Development • Planning for Integrated Language and Content InstructionDay 3 • CBI Curriculum Development cont’d • CBI Instructional Strategies • Using the CoBaLTT Graphic Organizer Templates Day 4 • CBI Instructional Strategies cont’d • Creating Effective CBI UnitsDay 5 • Integrated Performance Assessment • Effective Summative Assessment • Pulling It All Together

Laurent Cammarata

“This summer institute was a gold mine of resources, theory, and hands-on practice. I would take it again to learn even more. I would definitely recommend it to other teachers!”

–CBI Institute Participant


The national Standards for Foreign Language Learning state that students “cannot truly master...language until they have also mastered the cultural context in which the language occurs.” Cultural

learning helps students discover there are multiple ways of viewing the world, which is the first step toward developing the intercultural competence necessary to participate fully in an increasingly global community. Weaving together theory and practice, this interactive institute will help teachers develop instructional strategies for integrating language learning into a systematic culture curriculum, as well as tools and techniques for assessing growth in intercultural understanding.

Through presentations, group discussions, and activities, you will:

y Explore the theoretical and research underpinnings of culture and culture learning;

y Create objectives for culture learning based on the national standards;

y Examine curricular models for integrating language and culture;

y Investigate techniques and materials for teaching culture;

y Explore traditional and alternative methods of assessing language and culture learning; and

y Develop and apply criteria for evaluating the cultural content of teaching materials.

PresentersWendy Allen, professor of French at St. Olaf College, has been teaching French language and culture for more than 30 years. She has worked extensively in second language acquisition, with particular emphasis on languages across the curriculum, and wrote the only first-year university-level French text organized around culture.

Francine Klein earned her Ph.D. from the Department of Second Languages and Cultures Education in the College of Education and Human Development at the University of Minnesota. She teaches at the University of Wisconsin-La Crosse.

This institute is designed for K-16 foreign language teachers.


Day 1 • Challenges of Culture Teaching and Learning • What is Culture? • Frameworks for Culture and Culture Learning • National Standards: Products, Practices, and Perspectives • Culture as Content

Day 2 • Moving from Proficiency to Culture and Proficiency • What is Intercultural Competence? • Refining Objectives for Culture Learning

Day 3 • Pedagogical Models for Integrating Language and Culture • Approaches to Hypothesis Testing, Ethnography, and Cultural Self-Awareness

Day 4 • Texts and Techniques for Teaching Culture • Using Authentic Texts and Literature • Evaluating and Adapting Textbook Content

Day 5 • Assessing Culture Learning • Traditional and Alternative Forms of Assessment • Assessing Knowledge, Skills, and Critical Cultural Awareness • Devising an Action Plan

Culture as Corein the Second Language ClassroomJuly 26–30, 2010

Francine Klein and Wendy Allen


A truly daunting challenge for second language learners is to adjust their language use so it is appropriate for a variety of socio-cultural contexts. How, for example, are learners supposed to address strangers, close friends, or people of higher social status in that culture? While acquiring culturally appropriate discourse practices can take learners many years, research has shown that the process can be facilitated through explicit instruction.

This institute provides practical insights for teachers on how to enhance the learning of pragmatics. Participants will have hands-on opportunities to develop activities and materials for the classroom.


y Review and discuss socio-cultural aspects of the learning, use, and teaching of a second language;

y Examine learners’ pragmatic use and potential causes of pragmatic failure;

y Become familiar with current approaches to teaching pragmatics;

y Develop a pragmatics-focused lesson plan by incorporating research-based information; and

y Gain a deeper awareness of your own instructional practice with regard to the teaching of pragmatics.

PresenterNoriko Ishihara, Ph.D., is an assistant professor of English as a Foreign Language at Hosei University, Japan. She has designed and researched pragmatics-focused instruction and classroom-based assessment in ESL, EFL, and Japanese. She has recently written about instructional pragmatics in TESOL Quarterly and Language Awareness, and co-authored a teachers’ guide with Andrew D. Cohen, Teaching and Learning Pragmatics: Where Language and Culture Meet, to be published in 2010 by Pearson/Longman.

This institute is designed for K-16 ESL and foreign language teachers, material developers, curriculum coordinators, teacher educators, administrators, and researchers.


Day 1 • Terms and Definitions • Teachers’ Beliefs about the Learning and Teaching of Pragmatics • Recording and Studying Pragmatic Use of Language • Bridging Research and Pedagogy: The Structure of Speech Acts Day 2 • Learners’ Pragmatic Use of Language • Second Language Acquisition Theories and Instructional Pragmatics • Modeling the Teaching of Pragmatics Day 3 • Classroom Assessment of Pragmatics • Exploring Instructional Resources • Students’ Strategies for Learning and Performing Speech Acts Day 4 • Developing Lesson Plans • Textbook Analysis and Adaptation • Incorporating Technology into the Teaching of Pragmatics Day 5 • Lesson Plan Presentations • Goal-Setting for the Future

Language and Culture in Sync:Teaching the Pragmatics of a Second Language July 26–30, 2010

“This institute provides an excellent opportunity to improve your language teaching (no matter what level) and meet and discuss important issues with like-minded colleagues.”

–Pragmatics Institute Participant

Noriko Ishihara

How to Register

RegistrationAs a special incentive for early registration, the

cost for each institute is $50* less if registration is postmarked on or before May 31, 2010 (*doesynoty applyy toy specialy Uy ofy MNy studenty rate). Many of the institutes fill to capacity early so do NOT purchase airline tickets until you have received confirmation of your registration.

All registrations must include payment. Payment options include: check payable to the University of Minnesota, a purchase order from your institution, or credit card charge (VISA, MasterCard, Discover, or American Express). Register by mail, by fax with a credit card, or online at: www.carla.umn.edu/institutes/.

Refunds can be issued up to 10 working days prior to the institute (minus a $25 processing fee). Refunds minus $75 can be issued if a written request is made by the Wednesday before the institute begins. Refunds will not be granted after the Wednesday before the institute. The University of Minnesota (U of MN) reserves the right to cancel any institute if necessary, in which case participants will receive a full refund for that institute. Note: a change fee of $15 will be charged to switch from one institute to another.

If you have special needs, contact the CARLA office at least 3 weeks prior to your institute.

Clock Hours & CreditParticipants can earn certificates for up to

30 clock hours at any of the week-long summer institutes. Students can register for two semester graduate-level credits for most institutes at an additional cost through the College of Education and Human Development or the College of Liberal Arts.

Tuition for graduate-level credits depends on your status at the U of MN. For those not matriculated in degree programs at the U of MN, the tuition is $446.83 per credit PLUS approximately $200.00 in registration fees for two credits. More detailed information is available on our website. Registration for credit will take place on the first day of the institute and payment will be due shortly after. International participants may not register for credit.

Students who are currently enrolled in degree-seeking programs at the U of MN and want to take any of these summer institutes for credit are eligible for a discount on the initial, non-credit registration/materials fee. Currently enrolled U of MN students will pay only $150 per institute, but must also register AND pay for credits. To receive this discount, registrants must include their U of MN ID #. Those who receive a discount, but do not register for credit on the first day of the institute, will be billed the balance of the registration cost.

LocationThe institutes will be held on the East Bank of the University of Minnesota’s Minneapolis campus. A map will be sent with your confirmation. Information and maps are also available online.Web: www.carla.umn.edu/institutes/

AccommodationsAll options listed below are within walking distance of the institutes and the East Bank campus of the University of Minnesota. For each of them you will need to identify the CARLA summer institutes to receive a discount. There are many activities around the University in the summer, so book your accommodations early! For more information on housing options, please contact the CARLA office. Web: www.carla.umn.edu/institutes/accommodations.html

Wales Guest HouseThis delightful cooperative guest house is within walking distance of the campus. Prices range from approximately $65–$75/night plus tax; lower rates for weekly stays. Breakfast is included and a kitchen is available for guest use. Some rooms have private bathrooms and others are shared. The deadline is April 1, 2010, but earlier reservations are highly recommended.Phone: 612-331-3931 • E-mail: [email protected] Web: www.waleshouse.com

Days Inn UniversityThe Days Inn is a popular and modestly priced housing option for institute participants. It includes continental breakfast, a shuttle van service, and high-speed internet connections. Approximately $72-79/night plus tax. Must book at least 30 days prior to institute and ask for CARLA group rate.Phone: 612-623-9303E-mail: [email protected]

Radisson University HotelThe Radisson University Hotel is a four-star hotel located on the U of MN campus. It is a short walk to the institutes. Includes complimentary high-speed internet connections and hotel shuttle. You must make reservations up to three weeks prior to the institute to receive the best possible rate. Ask for the CARLA summer institute rate.Phone: 1-800-822-6757 • FAX: 612-379-8682 Web link to Radisson reservations is available: www.carla.umn.edu/institutes/accommodations.html

University of Minnesota DormitoriesThe most economical and basic housing option near campus. Cost is approximately $47/single occupancy room. Rooms do not include private baths and parking is additional. More info: www.carla.umn.edu/institutes/accommodations.html

For questions, contact the CARLA Office Phone: 612-626-8600 E-mail: [email protected]: www.carla.umn.edu/institutes/

Send registration form and payment to:CARLA Summer Institutes Event # 183780U of MN College of Continuing Education20 Coffey Hall1420 Eckles Avenue, St. Paul, MN 55108-6069

• Paying by credit card or PO? You may fax this form to (612) 624-5359.• Register online! Go to the CARLA website: www.carla.umn.edu/institutes/


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Your professional role: ❐ Teacher ❐ Administrator ❐ Other:________________________________Language(s) you teach: ❐ Spanish ❐ French ❐ ESL/EFL ❐ Other: _______________________________

Level(s) you teach: ❐ Postsecondary ❐ H.S. ❐ Middle/Elementary ❐ Other: _______________________

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Institute Fees and RegistrationRegistrations must include payment in U.S. dollars. Save $50 if you register by May 31, 2010 (not valid for currently enrolled U of MN students registering for credit and receiving reduced student price).

Please Check Institute(s) and Fees

❐ Immersion 101 (Tchrs-5-day) Chn/Jpn • June 21-25 ❐ $400 ❐ $350 ❐ $150 (must register for CI 5674*)

❐ Immersion 101 (Admin-2-day) Chn/Jpn • June 21–22 ❐ $200 ❐ $150 (Non-credit only) ❐ Technology (Group A) • July 12–16 ❐ $400 ❐ $350 ❐ $150 (must register for LgTT 5110*)

❐ Technology (Group B) • July 12–16 ❐ $400 ❐ $350 ❐ $150 (must register for LgTT 5110*)

❐ Second Language Acquisition • July 12–16 ❐ $400 ❐ $350 ❐ $150 (must register for CI 5622*)

❐ Challenges of Immersion Ed • July 12-16 ❐ $400 ❐ $350 ❐ $150 (must register for CI 5660 s. 2*)

❐ Immersion 101 (Tchrs-5-day) • July 19-23 ❐ $400 ❐ $350 ❐ $150 (must register for CI 5673*)

❐ Immersion 101 (Admin-2-day) • July 19–20 ❐ $200 ❐ $150 (Non-credit only)

❐ LCTL Material Development • July 19-23 ❐ $400 ❐ $350 (Non-credit only)

❐ Styles and Strategies (SSBI) • July 19-23 ❐ $400 ❐ $350 ❐ $150 (must register for CI 5623*)

❐ Assessments • July 19-23 ❐ $400 ❐ $350 ❐ $150 (must register for CI 5625*)

❐ Content-Based Instruction • July 26–30 ❐ $400 ❐ $350 ❐ $150 (must register for CI 5624*)

❐ Pragmatics • July 26–30 ❐ $400 ❐ $350 ❐ $150 (must register for CI 5626*)❐ Culture as the Core • July 26–30 ❐ $400 ❐ $350 ❐ $150 (must register for CI 5621*)

* I am a University of Minnesota student. I understand that I must register for credit specified above on the first day of the summer institute and will be billed the appropriate tuition amount, which is in addition to my payment of the enclosed non-credit registration fee. My official U of MN student ID# (don’t use SS#) is ________________________ . I understand that I will be billed the balance of the non-credit registration fee if I fail to register for credit.

Method of Payment(Registrations will not be processed without payment, PO, or credit card billing. We do not accept wire transfers.)

❐ Check or money order made payable to the University of Minnesota

❐ Institutional purchase order (must be attached): PO#__________________________________________

❐ Credit card (check one): ❐ VISA ❐ MasterCard ❐ Discover ❐ American Express for $ _____________

Card no. ____________________________________ Expiration date: _________________________________

Name on card: ________________________________ Signature: _____________________________________

Early Registration U of MN Students Institute Cost (on or before May 31) who register for credit

I am registered for ____ institute(s). I have enclosed total payment of $ _____________

Signature

CARLA Summer Institutes 2010Registration Form • Event # 183780


Advanced Practices in Second Language Teaching


New Professional Development Certificate for Language TeachersThe Department of Curriculum and Instruction in the College of Education and Human Development at the University of Minnesota announces an exciting opportunity for teachers of foreign languages and English as a second/foreign language to showcase their professional development work through the CARLA summer institute program.

The new Advanced Practices in Second Language Teaching Certificate provides teachers with tangible recognition of their successful completion of a coordinated set of internationally recognized, graduate-level summer institutes focused on cutting-edge language teaching practices and methodologies.

Flexible and RelevantThis unique certificate offers a great deal of flexibility for teachers to gain relevant knowledge and skills to improve their instruction. The institutes are conveniently offered in a one-week intensive format during the summer and are taught by faculty and staff at the University of Minnesota, along with leaders in the field who come from around the U.S. and even from other countries! The institutes may be taken in any sequence, and institutes taken for credit previously can be applied to the certificate. Teachers seeking the certificate must complete at least 12 credits of the following coursework:

Required courses (6 credits):

y Culture as Core in the Second Language Classroom (2 cr.) y Second Language Acquisition Basics for Teachers (2 cr.) y Using Technology in Second Language Teaching (2 cr.)

Three elective courses chosen from the following options (6 credits):

y Improving Language Learning: Styles- and Strategies-Based Instruction (2 cr.) y Content-Based Language Instruction and Curriculum Development (2 cr.) y Developing Assessments for the Second Language Classroom (2 cr.) y Teaching the Pragmatics of a Second Language (2 cr.)

It will take at least two years of part-time summer study to complete the certificate and the institutes must be taken within seven years to be acceptable for use toward the certificate. The program does not lead to a state teaching certification or licensure, rather it provides in-depth and current professional development for busy teachers.

More InformationMore information about the certificate, admission criteria, and application materials can be found on the web at: www.cehd.umn.edu/students/Certificates/Advanced-SLT.html

Special Opportunitiesfor Teachers of Less Commonly Taught Languages

TEACHER STIPENDSTo support the improvement of instruction of Less Commonly Taught Languages (LCTLs), the University of Minnesota’s National Resource Centers offer a limited number of $600 stipends for LCTL teachers to help defray the cost of attending any of the CARLA summer institutes. The University NRCs—the Consortium for the Study of the Asias (CSA), the European Studies Consortium (ESC), and the Institute for Global Studies (IGS) —are funded by the U.S. Department of Education and sponsor this program as part of their mission to support LCTL teachers.

Information about the Stipends• Registration for the CARLA summer institutes prior to the application deadline is

highly recommended to ensure a place in any of these popular institutes. Almost all of the institutes filled to capacity last year.

• Per Title VI funding regulations, stipends can only be awarded for less commonly taught foreign languages, and not U.S. indigenous languages unless those languages are also indigenous to countries outside the U.S. LCTLs do not include English, French, German, or Spanish.

• Stipends may not be awarded to foreign nationals as per Title VI funding regulations; however, a foreign national who possesses a green card and is teaching a LCTL in the U.S. may apply for a stipend.

• Stipends cannot be awarded to applicants who live in the Twin Cities area; however, applicants may apply for a waiver of the cost of the institute ($350) rather than a full $600 stipend.

• Stipends are processed once the summer institute begins and take 3–4 weeks to send out to recipients.

To ApplyCandidates who wish to apply for a LCTL Teacher Stipend (or waiver for those who are in the Twin Cities metro area) will be required to submit an application form, a one-page letter of introduction, and a one-page résumé. Applications are due by April 9, 2010, and stipend recipients will be announced by May 1, 2010. Details are available at: www.carla.umn.edu/institutes/stipends.html.

REBATE OPPORTUNITY FOR LCTL TEACHERSCARLA offers a special rebate incentive for participants in the institute Developing Classroom Materials for Less Commonly Taught Languages to encourage them to share their materials through the CARLA website. Participants must submit their curricular material for consideration by December 15, 2010. If the submission is accepted, CARLA will issue a $150 rebate to these LCTL teachers.


carla summer institutes 2010

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