"Developing an Open and Inclusionary Language Textbook for Portuguese"
Eduardo Viana da Silva
Associate Teaching Professor of Portuguese, University of Washington

This presentation describes the development of an e-textbook for first-year Portuguese classes. This pedagogical initiative strives to provide an inclusionary and open textbook for Portuguese, including the collaboration and feedback from Portuguese speakers of several economic and cultural backgrounds. In this context, "openness" means listening to the language of a given community and the commitment to reproduce it in a textbook format. Inclusion of minority groups in the textbook is perceived not as "curiosities," but as an integral part of the cultures being represented so that a wider range of communities and language registers (from formal to informal) is portrayed. While the example presented here is in Portuguese, the process of developing open and inclusionary language materials applies to all languages.

Bio: Eduardo Viana da Silva (Ph.D., University of California, Santa Barbara) is Associate Teaching Professor of Portuguese and Portuguese Program Coordinator at the University of Washington. Before joining the University of Washington in 2015, Eduardo taught language courses, Luso-Brazilian literature, and topics on Brazilian culture at UCSB, BYU, University of Utah, and the Salt Lake Community College. His main areas of interest are Applied Linguistics, Luso-Brazilian literature and culture, curriculum development with a focus on culture and task-based language teaching (TBLT), and Global Citizenship. Eduardo is currently working on a textbook for Portuguese - Bate-Papo: An Introduction to Portuguese - as an Open Educational Resource (OER).

Co-sponsored by the Language Resource Center and Latin American Studies Program.

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"Barriers to Innovation in Language Teaching"
Bill VanPatten

We have all heard about revolutions in language teaching - big leaps in thinking that offer insights and new methods for the classroom (e.g., The Direct Method, ALM, Communicative Language Teaching). Yet, such revolutions wither quickly and never really take root. It seems that innovation in language teaching is difficult if not impossible. Why is this? In this talk, I will first differentiate between what I call "real innovation" and "pseudo-innovation," suggesting that the vast majority of what people call innovation in language teaching is actually pseudo-innovation. I will then outline five interrelated barriers to real innovation: knowledge, personnel, institutionalized education, power, and time. Each barrier suggests radical reformation of how we view the profession, perhaps explaining why real innovation is so difficult. I will conclude with a discussion of what I call "incremental innovation," focusing on whether such a thing is possible in lieu of real innovation.

Bio: Bill VanPatten (Ph.D., University of Texas at Austin) is an award-winning international scholar and teacher in the field of second language research, having published ten books, eight edited volumes, and almost 200 articles and book chapters. His most recent publications include Key Questions in Second Language Acquisition (Cambridge University Press) and The Nature of Language: A Brief Guide to What’s in Our Heads (ACTFL). He is also well known for his language teaching materials in Spanish and French. Currently, he is writing fiction full time and getting ready for his one-man show "ASFW (Almost Suitable for Work)" coming to a conference or event near you beginning 2021. Check him out at www.aliasbvp.com.

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"Social Justice and the University Language Learner"
Cassandra Glynn (Concordia College), Pamela Wesely (University of Iowa), and Beth Wassell (Rowan University)

Teaching for and about social justice positively influences all students, yet integrating social justice education into the college language curriculum can be challenging. In this talk, Drs. Cassandra Glynn, Pamela Wesely, and Beth Wassell, the co-authors of Words and Actions: Teaching Languages Through the Lens of Social Justice (Glynn, Wesely & Wassell, 2018), will address the principles of social justice education, looking specifically at how those principles connect with the guidelines and standards in world language teaching and common instructional practices in language programs. Attendees will be provided with illustrations, examples, and models of how social justice can be integrated in the college language classroom, and they will be encouraged to reflect on their own interests and strengths in becoming language educators for social justice. Participants will leave this talk with clear ideas about how to integrate principles of social justice education into their language classes.

Bios:
Dr. Glynn is an Associate Professor of Education at Concordia College, Moorhead, MN. She also serves as Director of Graduate Education, overseeing the Master of Education in World Language Instruction in partnership with Concordia Language Villages and the Master of Education with a concentration in Teaching and Learning. She received her M.A. and Ph.D. in Curriculum and Instruction from the University of Minnesota with a focus in Second Languages and Cultures Education. Dr. Glynn's research interests center around the experiences of marginalized and underrepresented students in world language classes and on world language teachers' experiences as they take critical approaches to teaching languages and cultures. Her work has been published in journals such as the L2 Journal, The Modern Language Journal, Language Teaching Research, and the Journal of Curriculum and Pedagogy. She is co-author of Words and Actions: Teaching World Languages through the Lens of Social Justice (ACTFL, 2014, 2018). Prior to starting at Concordia College, Dr. Glynn taught middle school language classes and high school German, including dual credit, and worked in the German and French Villages at Concordia Language Villages.

Dr. Wesely received her Ph.D. in Curriculum and Instruction from the University of Minnesota in 2009, and she is currently an Associate Professor of Multilingual Education at the University of Iowa. She coordinates the World Language Teacher Education Program and serves as the Director of Graduate Studies and Associate DEO of the Department of Teaching and Learning. Dr. Wesely's scholarship and teaching examines K-12 world language education in the United States. Building on eight years of work as a middle school French teacher and 11 years working in the experiential learning environment of Concordia Language Villages in Minnesota, she studies the attitudes, motivations, perceptions, and beliefs of stakeholders in K-12 world language education using mixed methods, quantitative, and qualitative approaches to inquiry. Her work has been published in journals including Foreign Language Annals, The Modern Language Journal, Journal of Teacher Education, CALICO Journal, Language Teaching Research, and Journal of Mixed Methods Research. She is the co-author of Words and Actions: Teaching World Languages through the Lens of Social Justice (ACTFL, 2014, 2018). She recently (2018-2020) served as a member of the Board of Directors of ACTFL, and she is a former president of the Iowa World Language Association.

Dr. Wassell is a Professor in the Department of Language, Literacy and Sociocultural Education at Rowan University. Her research emphasizes the voices of students, teachers, and families and draws on critical and sociocultural frameworks to examine individuals' agency in reshaping the structures of teaching and teacher education in P-12 settings. She was a 2019 Fulbright Core Scholar to Spain and has published articles in journals such as Teaching and Teacher Education, Urban Education, TESOL Journal, Education and Urban Society, the Journal of Technology and Teacher Education, and Teacher Education and Practice. She is co-author of Words and Actions: Teaching World Languages through the Lens of Social Justice (ACTFL, 2014, 2018). Dr. Wassell received an Ed.D. in Teaching, Learning and Curriculum from the University of Pennsylvania, an M.A. in Spanish from the University of Central Florida, a graduate certificate in TESOL from the Pennsylvania State University, and a B.A. from Rowan University in Spanish and Secondary Education. Prior to coming to Rowan, she taught Spanish as a world language at the high school level in Florida and New Jersey and English as an Additional Language to adults in Philadelphia, PA.

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"Addressing Speech Comprehensibility in the Second Language Classroom: What 25 Years of Research Might Tell Us About Classroom Pedagogy"
Dustin Crowther
Assistant Professor of Second Language Studies, University of Hawaiʻi at Mānoa

In his 2005 publication, John Levis highlighted the importance of promoting intelligible rather than nativelike speech as a target for second language (L2) pronunciation learning (and, more broadly, L2 speaking development). Broadly speaking, intelligibility refers to how well listeners understand L2 speech (Levis, 2006). However, "understanding" has frequently been operationalized via two dimensions, firmly established in Munro and Derwing (1995). Intelligibility (here used in a narrow sense) refers to listeners' accuracy of understanding, frequently measured through learners' word- and sentence-level transcriptions. Comprehensibility refers to the effort required by listeners to understand L2 speech, primarily measured using Likert scale ratings. Though a focus on accuracy over effort may be initially tempting to L2 teachers and researchers, Kennedy and Trofimovich (2019) argue that L2 comprehensibility not only provides a practical and reliable approach to analyzing listeners' perception of L2 speech, it also takes into account listeners' in-the-moment understanding of and reactions to L2 speech. As such, it is not surprising that, in the 25 years since Munro and Derwing, we have seen an increased scholarly emphasis in L2 speech comprehensibility.

This presentation will provide a timeline of L2 comprehensibility research conducted in the 25 years since Munro and Derwing's (1995) seminal publication, with a strong emphasis on classroom implications. Though L2 comprehensibility research has focused primarily on L2 English speech, recent scholarship has extended to a range of world languages, including French, German, Japanese, Korean, and Spanish. To elaborate on recent scholarship, I will discuss four of my own studies (Crowther, 2020; Crowther et al., 2015, 2016, 2018), how they each fit into current trends in comprehensibility research, and how each can inform future pedagogical practices. Finally, I will consider how understanding comprehensibility can inform the larger practice of speaking instruction in the L2 classroom.

Bio: Dustin Crowther is an Assistant Professor in the Department of Second Language Studies at the University of Hawaiʻi at Mānoa. His primary research agenda emphasizes the attainment of intelligible speech for additional language speakers, inclusive of both speaker- and listener-based variables. Specifically, he takes into account the linguistic and intercultural considerations that define native-nonnative and nonnative-nonnative interaction. Given the increased global spread of English, much of his current research is informed by scholarship derived from Global Englishes. His research has been published in leading journals such as The Modern Language Journal, Studies in Second Language Acquisition, and TESOL Quarterly. As an experienced English language instructor, his long-term scholarly objective is to link research to pedagogy. Dr. Crowther additionally emphasizes the promotion of methodological rigor within applied linguistics research, as seen in recent publications in Language Learning and Studies in Second Language Acquisition. Dr. Crowther currently serves as the Editor for Research Dissemination for TESOL Quarterly.

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There's a crisis at the border. How did we get here? From conflicts in the Northern Triangle to US detention and asylum procedures, Professor Cordova will explore the geopolitical history and US foreign policy that continues to drive migrants north. With a focused look at El Salvador, Professor Cordova will examine the physical and psychological sequelae of migration through first hand accounts of her interviewees. For more information or Zoom details, email Reine Ibala: rwi4001@med.cornell.edu and Rinu Alakiu: gra4002@med.cornell.edu.

This talk examines how the financial realities of outmigration from Central America to the United States reinforce return attempts after deportation. Because of the nature of mortgage payments, liens, and debt terms, deported out-migrants often find themselves with little recourse except to try to emigrate North again to find employment. This talk, therefore, examines how prevailing narratives of migration ignore or work around a fundamental economic reality—not one principally of poverty and underemployment but one rather of indebtedness stemming from the significant costs of transnational migration itself.

John Kennedy, is a PhD student, Romance Studies, LASP Graduate Fellow, and a Public Humanities Fellow, Cornell University. John studies migration and its narratives, broadly conceived. He is a recipient of a Fulbright-Hays Fellowship and is currently at work on a project on the financial ecology of migration in Mexico and Central America; he is a first-generation Guatemalan American.

Register at: https://bit.ly/IEWlecture

This event is sponsored by Monroe Community College and the Cornell University Latin American Studies Program with funding provided by a grant from the US Department of Education. Co-sponsored by: MCC’s Department of Anthropology/History/Political Science/Sociology and Global Education & International Services.

Cristóbal Rovira Kaltwasser is Professor at Diego Portales University (UDP) in Santiago de Chile and an Associate Researcher at the Centre for Social Conflict and Cohesion Studies (COES). His main area of research is comparative politics and he has a special interest in the ambivalent relationship between populism and democracy. He will be discussing the Chilean Right Party.
Register at: https://cornell.zoom.us/webinar/register/WN_Ho0pEgPqQ5aQGbYszCMzzg 

In this CUSLAR and LASP Public Issues Forum, speakers from Asociacion Sembrando Semillas de Paz, or Sembrandopaz, will speak to the challenges of grassroots peace-building with a human rights framework in post-civil war Colombia. A large part of their work includes a focus on sustainability and agroecological farming practices.

This event will be in Spanish with interpretation into English.

Lillian Hall '84 is an agronomist by profession and currently serves as the international relations coordinator and manager for Sembrandopaz at the Villa Barbara farm in Sincelejo, Colombia. She is an alumna of Cornell University and lived for nearly 30 years in Nicaragua, where she developed her expertise in international public relations as director of a small NGO in Nicaragua and served as a leader of delegations for understanding and solidarity

Andres Ruiz is a community leader in Sucre, Colombia. He has worked with Sembrandopaz for more than 20 years. He has served as the leader of the victims division for more than 9 years, and has worked on the forefront of the group’s various reconciliation projects. He has also worked on the part of the Municipal government of Coloso, Colom-bia in the Familias en Accion (Families in action) as well as the Colombia Mejor (A Better Colombia) initiatives.

Register at: tinyurl.com/SowingSeedsNov2020

The Committee on U.S. Latin American Relations (CUSLAR), in partnership with the Cornell Latin American Studies Program and the Judith Reppy Institute for Peace and Conflict Studies, is sponsoring this event highlighting the role of community initiatives in constructing peace in Colombia. The event is sponsored in part by the Student Activities Finance Commission and funded in part by the LASP Undergraduate International Studies and Foreign Language (UISFL) grant from the US Department of Education.