Languages, Literatures, & Cultures Research Works

Permanent URI for this collection

http://hdl.handle.net/1903/1623

Browse

Now showing 1 - 4 of 4

Multiliteracies and Multimodality in the SHL Classroom. A Workshop
(2020) Gironzetti, Elisa; Belpoliti, Flavia
This workshop is organized to engage participants in the four stages (experiencing, conceptualizing, analyzing, and applying) of the “Learning by Design” multiliteracy pedagogy, with a focus on Spanish heritage language education. In the first part of the workshop, participants are introduced to the main principles of a pedagogy of multiliteracies (The New London Group 1996; Kalantzis & Cope 2008; Allen & Paesani, 2010; López-Sánchez, 2014; Kalantzis et al. 2016; Zapata & Lacorte 2016) through examples, reflection on teaching practices, and guided discussions. In this initial stage, the focus will be on discovering the tenets of a multiliteracies approach to language learning, as well as exploring different multimodal discourses and their suitability to teaching SHL student populations in a variety of educational contexts. In the second part of the workshop, participants will experience and analyze a sample set of teaching materials that have been successfully implemented in a Spanish HL university course. The experience phase of the workshop engages participants as students who learn within a multiliteracies framework. The analysis phase, on the other hand, promotes critical reflection on the student experience as well as a discussion of the design process of these teaching materials, from conception to implementation and assessment. In the final section, participants work in small groups to brainstorm and apply multiliteracies principles to design a learning unit that considers the specific needs of learners in their heritage and mixed classrooms.
Cognitive testing of physical activity and acculturation questions in recent and long-term Latino immigrants
(Springer Nature, 2010-08-13) Berrigan, David; Forsyth, Barbara H; Helba, Cynthia; Levin, Kerry; Norberg, Alicia; Willis, Gordon B
We ascertained the degree to which language (English versus Spanish), and residence time in the US influence responses to survey questions concerning two topics: self-reported acculturation status, and recent physical activity (PA). This topic is likely to be of general interest because of growing numbers of immigrants in countries worldwide. We carried out qualitative (cognitive) interviews of survey items on acculturation and physical activity on 27 Latino subjects from three groups: (a) In Spanish, of those of low residence time (less than five years living in the U.S.) (n = 9); (b) In Spanish, of those of high residence time (15 or more years in the U.S) (n = 9); and (c) in English, of those of high residence time (n = 9). There were very few language translation problems; general question design defects and socio-cultural challenges to survey responses were more common. Problems were found for both acculturation and PA questions, with distinct problem types for the two question areas. Residence time/language group was weakly associated with overall frequency of problems observed: low residence time/Spanish (86%), high residence time/Spanish (67%), and English speaking groups (62%). Standardized survey questions related to acculturation and physical activity present somewhat different cognitive challenges. For PA related questions, problems with such questions were similar regardless of subject residence time or language preference. For acculturation related questions, residence time/language or education level influenced responses to such questions. These observations should help in the interpretation of survey results for culturally diverse populations.
German Cinema in the Age of Neoliberalism
(Amsterdam University Press, 2021-11-03) Baer, Hester
This book presents a new history of German film from 1980-2010, a period that witnessed rapid transformations, including intensified globalization, a restructured world economy, geopolitical realignment, and technological change, all of which have affected cinema in fundamental ways. Rethinking the conventional periodization of German film history, Baer posits 1980-rather than 1989-as a crucial turning point for German cinema's embrace of a new market orientation and move away from the state-sponsored film culture that characterized both DEFA and the New German Cinema. Reading films from East, West, and post-unification Germany together, Baer argues that contemporary German cinema is characterized most strongly by its origins in and responses to advanced capitalism. Informed by a feminist approach and in dialogue with prominent theories of contemporary film, the book places a special focus on how German films make visible the neoliberal recasting of gender and national identities around the new millennium.
Raspberry, not a car: context predictability and a phonological advantage in early and late learners’ processing of speech in noise
(Frontiers, 2014-12-19) Gor, Kira
Second language learners perform worse than native speakers under adverse listening conditions, such as speech in noise (SPIN). No data are available on heritage language speakers’ (early naturalistic interrupted learners’) ability to perceive SPIN. The current study fills this gap and investigates the perception of Russian speech in multi-talker babble noise by the matched groups of high-and low-proficiency heritage speakers (HSs) and late second language learners of Russian who were native speakers of English. The study includes a control group of Russian native speakers. It manipulates the noise level (high and low), and context cloze probability (high and low). The results of the SPIN task are compared to the tasks testing the control of phonology, AXB discrimination and picture-word discrimination, and lexical knowledge, a word translation task, in the same participants. The increased phonological sensitivity of HSs interacted with their ability to rely on top–down processing in sentence integration, use contextual cues, and build expectancies in the high-noise/high-context condition in a bootstrapping fashion. HSs out performed oral proficiency-matched late second language learners on SPIN task and two tests of phonological sensitivity. The outcomes of the SPIN experiment support both the early naturalistic advantage and the role of proficiency in HSs. HSs’ ability to take advantage of the high-predictability context in the high-noise condition was mitigated by their level of proficiency. Only high-proficiency HSs, but not any other non-native group, took advantage of the high-predictability context that became available with better phonological processing skills in high-noise. The study thus confirms high-proficiency (but not low-proficiency) HSs’ nativelike ability to combine bottom–up and top–down cues in processing SPIN.

Browse

Recent Submissions