The Emerging Role of Language Resource Centers in Developing, Implementing and Sustaining International University Partnerships through Videoconferencing, E-Partnering, Virtual Learning Environments and Social Networking
Anton Brinckwirth, Virginia Commonwealth University
Audience: K-12 teachers, Higher education faculty, Graduate students, Lab managers/instructional technologists
Languages: Portuguese, Spanish
White Gravenor 202
This presentation aims to explain how and why language learning centers are poised to empower universities in their internationalization efforts through E-partnering, videoconferencing and distance education. The presenters will identify key conditions for the successful integration of technology-enhanced teaching and research within the context of international university partnerships. The World Studies Media Center at Virginia Commonwealth University (VCU) has been active in strengthening relationships with Universidad de Córdoba (Spain) and Universidade de São Paulo (Brazil) and exploring creative uses of technology to open up new opportunities for language immersion and practice through international cooperation.

Cloud computing, language, and academic achievement: the Technology preferences of successful international graduate students
Brendan Downey, University of Mary Washington; Jenny Knighting Eppard, University of Virginia
Audience: K-12 teachers, Higher education faculty, Graduate students, Lab managers/instructional technologists
Languages:Chinese, Italian, English
White Gravenor 201a
As computing technology and telecommunications continue to advance, an ever-greater array of resources for autonomous language assistance continues to emerge. In this study, international graduate students were interviewed. Students demonstrated their preferred technology resources and described them in terms of their individual academic contexts. In this presentation, preliminary data and initial interpretations will be shared and discussed.

Creative Collaboration: Bringing Art and Technology in the Foreign Language classroom
Fulvia Musti, Georgetown University; Rose Debenedetti, Montgomery College
Audience: Higher education faculty , Graduate students
Languages: Italian, Spanish
White Gravenor 208
This session will provide participants with information about integrating art and technology with foreign language teaching. The presenters will describe the benefits of creating materials which use art as a springboard for language exploration, and explain how teachers can enhance student learning and motivation through technology. Moving beyond the more traditional methods of teaching a language, presenters will demonstrate the potential for using art as a tool for language development and enrichment. Through this content-based approach, students will be encouraged to develop their cultural and linguistic competence while learning about art. Artworks by Giorgio Morandi and Juan Gris will be used in lesson samples delivered in Italian and Spanish, and will focus on the theme of still life painting. Each lesson will be presented in PowerPoint and will explore how to use technology effectively in art-related language projects.

Is Arabic without walls? An assessment of instructional podcasts
Yehia Mohamed, Georgetown University SFS-Qatar
Audience: Higher education faculty, Graduate students, Lab managers/instructional technologists
Languages: Arabic
Telepresence Classroom
Mobile Assisted Language Learning technologies such as podcasts provide another resource for teaching less commonly taught languages like Arabic. This presentation offers a critical review of instructional podcasts for Arabic, a discussion of the possibilities for addressing the various linguistic issues specific to Arabic in regards to orthography, phonetic and phonological characteristics, and its regional varieties and concludes with suggestions for creating skill-oriented podcasts for the Arabic language classroom at the university level via the utilization of mobile learning platforms such as iTunes U.

Online Chatrooms for Cultural Understanding: A Task-based Approach
Hsin-chou Huang, Insitute of Applied English, National Taiwan Ocean University; Mark R. Freiermuth, Gunma Prefectural Women's University, Japan
Audience: Higher education faculty, Graduate students
Languages: Chinese
White Gravenor 202
This study investigates the potential role of communicative problem-solving tasks in online chatrooms towards fostering a deeper sense of cultural understanding and promoting language learning. Twenty EFL university students from Taiwan chatted online across the ocean with 23 Japanese EFL counterparts to complete a problem-solving task in small groups of three or four students. Participants’ perceptions, the process of reaching consensus in task-focused communication, and students’ patterns of communication in the online chatrooms were investigated. The data and a posttest questionnaire provided evidence that the use of online chatrooms is suitable towards increasing learners’ cultural competences and their communicative abilities.

e-Portfolio: How to Prepare Arabic Students to Best Promote their Careers
Natalie Khazaal, Georgetown University
Audience: K-12 teachers, Higher education faculty, Graduate students, Lab managers/instructional technologists
Languages: Arabic
Telepresence Classroom
Addressing the need for digital-age innovation in teaching and practicing critical languages, this presentation will focus on the benefits of web 2.0 tools like e-Portfolios as emerging applications for promoting Arabic students’ careers. The presenter will discuss how the e-Portfolio motivates Arabic students to find gainful applications of language learning, and helps them seek publication of their second-language work in the Arabic paper and digital press.
Note: In addition, N. Khazaal will present a session on "Blogging and Wikiing: Social Tools for Arabic Classrooms" at the GURT conference.

A model for online foreign language courses
Katharine Nielson, University of Maryland; Megan Masters, University of Maryland
Audience: K-12 teachers, Higher education faculty, Graduate students, Lab managers/instructional technologists
Languages: Chinese
White Gravenor 203
Institutions are increasingly moving toward online foreign language instruction, often choosing this instructional format to solve problems of limited resources. This presentation will begin with a framework for the creation of the ideal online foreign language course, reviewing principles of course design based on research in SLA and distance education. The discussion will then focus on concrete examples from a model distance Chinese course currently being developed and taught by a team from the University of Maryland and Hunter College. Topics will include course content, technology, learning goals, and assessment as well as strategies for implementing the principles of effective online course design in different educational settings, including a discussion of potential technological tools and resources.

Enhancing Self-Assessment Practices through the Social Web
Esperanza Roman-Mendoza, George Mason University
Audience: K-12 teachers, Higher education faculty, Graduate students
Languages: Spanish
White Gravenor 208
This presentation describes the use of two social web services, a wiki and an e-portfolio application, as tools for self-assessment in three upper-level Spanish courses. First, it describes a series of available technologies that can be used by students to store, reflect on, and present their own course work. Then, it discusses the results of the implementation of two specific tools in two advanced writing courses and one methodology course. Last, it analyzes the advantages and disadvantages of social web-based self-assessment practices and provides some recommendations for future work in this area.

Le Site: Photography and the teaching of contemporary Belgian Culture
Pierre Taminiaux, Georgetown University
Audience: Higher education faculty, Graduate students, Lab managers/instructional technologists
Languages: French
White Gravenor 208
I will study a set of color photographs taken in a small town in Wallonia named Frasnes-les-Anvaing, near the French border. I plan on using these photographs for my advanced course: “20th Century Belgian Culture: Literature and the Arts” in the near future. In this course, I deal in particular with modern art movements in Belgium, from Surrealism to Cobra and beyond. But I also reflect upon the cultural identity of Wallonia, the French-speaking part of the country where I come from and where I go back regularly. These pictures define therefore for me a home, or at least roots and a sense of origin. ‘Le Site’ represents the site of a sugar factory that recently closed down, a casualty of both global competition and the disappearance of Wallonia’s industrial base. ‘Le Site’ speaks thus for a contemporary socio-economic reality that is both painful and inevitable. Finally, I will analyze the meaning of the word: ‘site’ for our own experience of both technology and culture. Sites, indeed, do not only belong to the almighty world of the Internet: they also express the absence of a certain space, of a certain location that was and is no more. They tie us in this sense to the past and a perception of our own history. This perception is essential in the teaching of any culture and its profound understanding.

The Theatricality of Distance Learning
Tim Cook, University of Alabama at Birmingham; Douglas Cook, Council of Churches of Greater Washington
Audience: K-12 teachers, Higher education faculty, Graduate students, Lab managers/instructional technologists
Languages: Japanese
White Gravenor 201A
Just as in the days of satellite instruction, video is once again becoming evermore ubiquitous in distance learning. This session will introduce theatricality as a productive stance that instructors can take toward on-camera instruction. Video samples as well as a live and interactive videoconference with remote students will be presented, along with a facilitated discussion that mingles theoretical notions of Brechtian theater and entertainment with practical considerations of equipment and logistics.

Personalized Provision in Instructor-led Digital Audio Labs
Thomas Plagwitz, Loyola University
Audience: K-12 teachers, Higher education faculty, Lab managers/instructional technologists
Languages: German, Italian, Spanish
White Gravenor 203
This paper will present activities for face-to-face classes in the so called language “lab”, or rather smarter classroom. These activities are based on a set of standardized (MS-Windows XP and up for text-to-speech and proofing support, Sanako digital audio Lab 300, but similar language lab software, and to a certain even more basic extend classroom management software). These platforms have been integrated and extended through custom-made add-ons (Word quiz and PowerPoint templates, Excel-based collaborative timelines, movie subtitles transformed into listening comprehension exercises, paper-based textbook material like vocabulary and grammar learning activities transformed into model-imitation/question-response audio exercises, automated time-stretching software for integration of authentic materials and customization of self-made or textbook based). Their application leads towards more comprehensible input of level "i+1" in a more personalized language learning provision and towards more tracking, feedback-based learning and evidence-based instruction in SLA.

Three Prizes – Many More Rewards: Using YouTube for a student speech competition
Astrid Weigert, Georgetown University
Audience: Higher education faculty, Graduate students, Lab managers/instructional technologists
Languages: German
White Gravenor 202
Georgetown University’s German Department organized a student project week in November 2009 to celebrate the 20th anniversary of the fall of the Berlin Wall. As part of this “Freedom without Walls” week, 16 students participated in a speech competition in German on the significance of this historic event. All speakers were filmed and their speeches made public on YouTube. The decision to use this public electronic medium had significant implications on task design, preparation process, student motivation and student achievement. This presentation highlights the benefits and challenges of using Youtube for this and similar projects in the FL classroom.

revMedia: a Revolution in Interactive Web Design?
Curtis Ford, University of South Carolina
Audience: K-12 teachers, Higher education faculty, Graduate students, Lab managers/instructional technologists
Languages: Russian
White Gravenor 208
RevMedia is an emerging technology that provides unprecedented simplicity for the creation of interactive web exercises with rich media. Based on the English-like scripting language revTalk, revMedia is an extension of the Rev platform for cross-platform programming. RevMedia projects are delivered through a browser plug-in; both the authoring environment and the plug-in are free to end users and developers. This presentation will cover working in the desktop and web delivery environments, using Sona Vocabulary Assistant and other projects as examples. We will discuss the pros and cons of revMedia as compared to Flash and JavaScript.

“Wikis, and Vokis, and Blogs, Oh My!” – Changing the Delivery of Language Learning Curriculum in Today’s Schools
Frank Kruger-Robbins, Pine Crest School
Audience: K-12 teachers, Higher education faculty
Languages: Spanish
White Gravenor 203
“Toto, we are definitely not in Kansas anymore!” Come take a magical journey through Blackboard to see how juniors and seniors at a wireless school use wikis to create online newspapers, avatars to be downloaded to web pages, blogs to collaborate, digital story-telling, and much more! Task-based instruction has truly changed the way in which language learning is evolving. Participants of this session will receive a notebook of student project handouts, rubrics, and access to the presenter’s Blackboard courses, as well as a K-16 Blackboard Language Resource Site! After taking this magical trip, you will no longer be saying, “There’s no place like home.”

Teaching Vocabulary through Corpora
Attila Lantos, Foreign Service Institute; Marsha Kaplan, Foreign Service Institute
Audience: Higher education faculty, Graduate students, Lab managers/instructional technologists
Language: Italian
White Gravenor 201a
Presenters will report on a demonstration project aimed at familiarizing foreign language teachers with a corpus-based approach in classroom instruction. Familiarization involves individual coaching, hands-on practice, and experimentation using readily available online text analysis tools.

What can be learned by a "click"?
Gilda Socarrás, Auburn University
Audience: Higher education faculty
Language: Spanish
White Gravenor 202
Student response systems or clickers have been available for over twenty years but only until recently they have been adopted in foreign language classrooms at the university level. Reseach in second language acquisition points to the importance of student engagement and instructor feedback in the learning process. The present study explores the pedagogical value that this technology could have as a mean to provide immediate feedback to students’ responses and what their responses tell us about the learning process. In particular, the study analyzes first-year Spanish student responses to 13 clicker quizzes over a period of a year.

Making the Connection: An effective methodology and a Sound Pedagogy of Teaching and Learning Arabic.
Ben Johnston, Princeton University; Hebatalla Elkhateeb-Musharraf, Princeton University
Audience: Higher education faculty, Lab managers/instructional technologists
Languages: Arabic
White Gravenor 202
This presentation aims to describe a unique methodology that was piloted and used in all levels of Arabic instruction at Princeton University to facilitate the teaching and learning of Arabic and had a positive impact on students' learning outcomes. This method seeks to find and exploit the commonalties between the English, Arabic and other languages. It starts with the commonalities between the Arabic and Latin alphabets for strong reading and writing skills; then, the commonalities between English, Arabic and other languages are introduced at the earliest stages of vocabulary acquisition. The accompanying website and teaching materials will also be presented.

Using a virtual world for writing skills development
Regina Kaplan-Rakowski, Southern Illinois University; Daria Mizza, Johns Hopkins University
White Gravenor 208
Audience: K-12 teachers, Higher education faculty, Graduate students
Languages: Arabic, Chinese, French, German, Italian, Japanese, Portuguese, Russian, Spanish
This presentation focuses on the possibilities that a virtual world, Second Life, provides for writing skills development. This virtual world offers communication tools that include Local Chat and Instant Messaging, as well as logging features allowing for further feedback facilitation. We demonstrate and examine these affordances in detail, paying special attention to how they may help learners enhance their writing skills. We further address the concept of situated-cognition that, we argue, provides ways for a more meaningful writing activity. Finally, we demonstrate a sample foreign language activity that features the written communication tools.

Computer Mediated Learning Tools in the Beginner Level Classroom
Farima Mostowfi, Georgetown University; Minoo Razavi, Georgetown University
Audience: Higher education faculty, Graduate students
Languages: Persian/Farsi
White Gravenor 204
Computer mediated learning tools are increasingly used in today's language learning classroom. Our session will present findings from four semesters of trials in the beginner level Persian language lab classroom. One often hears that such technology can be easily manipulated to teach intermediate and advanced language learners. However, our applied findings showed that in-class computer mediated language learning tools are ideal for the basic learner. (The higher the level, the more independently students can utilize CM technology.) The presentation will identify ideal CM tools (from word-processors to Web 2.0 platforms) for language learning at the basic level. We will present a few specific activities which have yielded results in our classes. We will also demonstrate the utility of CM tools for specific languages such as Persian, which involve a different script.

Electronic journals: Taking L2 writing to the next level
Rosalba Scott, Davidson College
Audience: K-12 teachers, Higher education faculty, Graduate students
Languages: Spanish
White Gravenor 201A
Keeping a blog in a foreign/second language allows students to revisit their writing samples and make improvements as language skills are learned. This medium gives students the oportunity to share text, video and pictures and gain feedback from the instructor and fellow classmates.Topics given are relevant to the students' lives and experiences and motivate them to go beyond the basic grammar points. As the semester advances, students are asked to continue improving their blogs by correcting mistakes they find and introducing more advance sentences not only in regards to vocabulary but to grammar complexity as well.

Providing Quantitative and Qualitative Research Assistance to Linguistics Students
Rusan Chen, Georgetown University
Audience: Graduate students, Higher education faculty
White Gravenor 204
As a part of professional training, Linguistics students at Georgetown University are required to collect their data for empirical research. In this presentation, I will discuss how I provided assistance to Linguistics students to facilitate their quantitative and qualitative research projects. Specifically, I will describe the courses, seminars, and short training classes I offered to help Linguistics students for their dissertations, theses, and conference presentations. Personal consultation for Linguists students during their process of conducting research will be emphasized as an important and effective practice. Commonly used software for the projects will be discussed in the presentation.

Hosting Virtual Cultural Events: Using Emerging Technology to Facilitate Live Interaction with Global Experts in Your Classroom
Colleen Coffey, Marquette University
Audience: K-12 teachers, Higher education faculty, Graduate students, Lab managers/instructional technologists
Languages: Spanish, English, any
White Gravenor 201b
Learning language through participating in intercultural virtual events with experts from different parts of the world, reflecting the culture and society in which they live, can be pivotal opportunities for students to embark on a lifelong commitment to intercultural discovery and language learning. Session attendees will learn new approaches to facilitating intercultural exploration for their students using AIR methodology, Expert Guest Speakers and social software programs.

Single Subjects - Multiple Media: Developing Multimedia Course Modules
Brad Marshall, George Washington University
Audience: Higher education faculty
Languages: French
White Gravenor 208
This presentation will be on multimedia modules that focus on a single item of significant symbolic cultural value. Using the example of French wines, I hope to demonstrate how a brief two or three week series of classes using a variety of media can effectively promote the four main communication skills while introducing students to important linguistic, artistic and historical aspects of the target culture. A discussion will follow allowing attendees to share ideas on how to improve and expand upon such modules.

Online Communities of Practice and Language Activism
Esperanza Roman-Mendoza, George Mason University; Lisa Rabin, George Mason University
Audience: K-12 teachers, Higher education faculty, Graduate students
Languages: Spanish
White Gravenor 202
This presentation describes the use of collaborative technologies in an online community of practice consisting of university heritage language (HL) speakers of Spanish in a critical service-learning program. In the program, university students teach an after-school HL Spanish class at a local elementary school, thus building upon their own classroom-based critical language awareness, enacting and strengthening identities as language experts and simultaneously contributing to positive social change. We demonstrate how the use of blogs and wikis has served to promote regular discussion, interaction and collaborative learning among participants, while also providing additional opportunities for the development of literacy.

Learning on the Move: Mobile Quizzes for the Language Classroom
Tomas Bevia, Cornell University
White Gravenor 201B
Audience: K-12 teachers, Higher education faculty, Graduate students, Lab managers/instructional technologists
Languages: Spanish
This session will discuss recent developments in Mobile Assisted Language Learning (MALL) and present a project that explores the usability of mobile quizzes in the first-year Spanish classroom. It will demonstrate how to create custom quizzes using gFlash+, a free application for the iPod Touch, iPhone, and BlackBerry. These quizzes incorporate multimedia components and are created without any programming knowledge. This presentation will introduce the work in-progress, discuss delivery and implementation issues, as well as the reasons for selecting a mobile learning environment as an effective delivery medium

The Effects of Authentic Audience on ESL Writers: A Task-Based, Computer-Mediated Approach
ChengChiang Chen, University of Maryland; Kimberly Brown, University of Maryland
White Gravenor 202
Audience: K-12 teachers, Higher education faculty, Graduate students, Lab managers/instructional technologists
Languages: English as a second language
This study examines the impact that targeting an authentic audience within a task-based, computer-mediated environment may have on L2 learner motivation and writing quality. A mixed methods design was employed to investigate the effects of authentic audience through analysis of process writing, semi-structured interview, and an online questionnaire. Students’ gain scores in pre-and-posttests show that their writing improves in the presence of an authentic audience. The qualitative results also validate the quantitative finding in that students’ awareness of audience and sense of ownership were raised by this new approach, which was in turn conductive to their overall writing quality.

Technology for CARE (Continuity, Accountability, Reflection, Engagement) in Study Abroad
Sharon Scinicariello, University of Richmond; Stacey Powell, Auburn University; Patricia Early, Georgia State University
White Gravenor 202
Audience: Higher education faculty , Lab managers/instructional technologists
Study abroad experiences provide students with valuable opportunities to acquire language and culture, but culture shock and the overwhelming sense of distance may keep them from benefitting fully from these opportunities. For the home institutions, study abroad experiences pose problems of program accountability and continuity. This session describes how the thoughtful use of technology can be used to increase students' engagement in and reflection upon their learning abroad, to connect students' experiences abroad more closely with their programs at home, and to improve the institution's ability to assess both student achievement and the quality of the study abroad programs themselves.

Elluminate Session: Student Interactivity and Engagement in an On-line French Class
Ayana Murphy, Teaching & Learning Consultant, Elluminate; Glenn Cake, E-Teacher, Core French, Center for Distance Learning and Innovation
White Gravenor 204
Audience: K-12 teachers; Higher education faculty
Languages: French
This session will feature a host of effective techniques, methods and activities to engage students in learning French in the virtual classroom. Session participants will be shown activities using Elluminate Live! tools such as polling, application sharing and multimedia presentations.

McGraw-Hill World Languages Focus Group: Today’s Digital Reality (3:15-5:15)
Sarah Hegarty, Director of Digital MH Higher Education, McGraw-Hill; Jorge Arbujas, WL Marketing Manager, McGraw-Hill
Audience: Higher education faculty, graduate students
Languages: Spanish
White Gravenor 202
As publishers have produced increasingly sophisticated online tools for Introductory Spanish in recent years, instructors have been presented with an expanding set of choices when it comes to their digital materials. This session will give participants a glimpse into the future of digital content based on our ethnography research as well our plan to launch a brand new experience in Spanish by January 2011. There will be a 15 minutes general discussion at the beginning of the focus group about course needs, followed by a show and tell of initial prototypes and designs. The focus group will be run as a discussion (no questionnaires, surveys, or interviews) and a release form for privacy and confidentiality will be requested to sign. This session is for graduate students and faculty who have prior experience teaching Spanish. If you would like to participate in this focus group please contact Erin Blaze at erin_blaze@mcgraw-hill.com to R.S.V.P. (10 participants maximum)
Note: A Friday morning session of this focus group is hosted by the GURT conference from 9 to 11am in ICC 107. That session also welcomes MAALLT-SEALLT participants.

Im-"Prezi" Your Students: An Investigation of Tools to Foster a Non-Linear Classroom Environment
Felix Kronenberg, Rhodes College; Douglas Canfield, University of Tennessee
Intercultural Center 227
Audience: K-12 teachers, Higher education faculty, Graduate students, Lab managers/instructional technologists
Informal learning, regardless of age, is almost universally non-linear and multimodal. Unfortunately, the current constraints of our educational system at all levels (in diametrical opposition to our learning habits and personality traits) impose a formal learning model that emphasizes linear learning. This session will present a battery of tools (Prezi, Twitter, Dropbox and others) that lend themselves to non-linear applications in the language classroom, allowing for more flexible, open learning environments as we adapt our ability to use mental and pedagogical capital appropriately to foster the ability of our students to transfer target language knowledge to novel situations.

Gorilopolio: An interactive alternative for language vocabulary acquisition
E. Giovanni Vizcardo L., Foreign Service Institute
White Gravenor 203
Audience: Higher education faculty, Graduate students
Languages: Spanish
Much has been written about today's "millenial" students who have been raised with technology and are comfortable with lively, gamingenvironments. Gorilopolio blends this ludic reality with emerging gadgets and web 2.0 tools to convert the inanimate classroom in an interactive learning atmosphere. The presenter will demonstrate how this innovative activity offers a different perspective for vocabulary acquisition and review, all of which uses the touch screen. This in turn leads the students through links to new challenges with exercises such as crosswords,virtual thesaurus maps, or word clouds.

Oral Computer-Mediated-Interaction and lexical acquisition
Iñigo Yanguas, San Diego State University
White Gravenor 208
Audience: K-12 teachers, Higher education faculty, Graduate students, Lab managers/instructional technologists
Languages: Spanish
This task-based study has two main goals: first, to assess possible differences between oral CMC and traditional face-to-face (FTF) interaction; second, to address the effects of negotiated interaction on vocabulary development. A within groups pretest–posttest–delayed posttest design was employed in this study in which fifty-eight third semester college students of Spanish participated. The models developed by Varonis and Gass (1985) and Smith (2003) were utilized to analyze the interactions of 29 conversational dyads assigned to one of three different groups: Face-to-face, video, and voice. Repeated measures ANOVA analyses were conducted to investigate production, recognition, and aural comprehension scores.

Interaction and Collaborative Language Learning: Research and Practice. Can interactive whiteboard be exploited for the implementation of interactive and collaborative approaches to language teaching?
Daria Mizza, Johns Hopkins University; Regina Kaplan-Rakowski, Southern Illinois University Carbondale
White Gravenor 203
Audience: K-12 teachers, Higher education faculty, Lab managers/instructional technologists
Building on the theories and research-based knowledge about the interactive potential of digital whiteboards, this paper aims to explore how this tool can be used as a useful resource for engaging language learners through interactive and collaborative activities. In many foreign language classrooms, language educators found the use of the digital whiteboard contributing to more interaction in the classroom, but the literature is divided about this potential. By drawing upon the findings of research and practice literature, this paper argues that this interactive potential can be realized by taking into account specific factors related to the whiteboard’s users: educators’ pedagogical views, knowledge, as well as experience and training to technology.

Tour of Georgetown's English as a Foreign Language Lab
Donette Artenie, Georgetown University; David Golden, Logik Electronic
Intercultural Center 222
In this session, the presenters will provide a tour of the English as a Foreign Language Program's digital teaching lab. Utilizing the Sanako Lab 100 system, they will provide a brief demonstration of stimulating and authentic communication activities for a range of instructional purposes and discuss the impact a digital lab can have on teaching and learning.

Hello-Hello: Integrating social networking, peer-collaboration, live connection with native speakers and online lessons with a one-stop free website solution
Sarah Gontijo, Hello-Hello
White Gravenor 201A
Audience: K-12 teachers, Higher education faculty, Graduate students, Lab managers/educational technologists
This presentation is focused on how to integrate social networking, peer-based exchange and live connection with native speakers through the Hello-Hello.com’s one-stop website solution with lessons developed in collaboration with ACTFL. Case study will be presented by a teacher that used the website with a peer class outside the US.

Free Internet Multimedia Resources for the Teaching and Learning of Spanish as a Second Language
Ana Martínez, Education Office, Embassy of Spain
White Gravenor 208
Languages: Spanish
In this session, Internet sites that offer videos, texts, live radio, etc. in Spanish will be presented as well as activities that can be used in the classroom with these free resources and using free software to improve all the basic skills students should develop to be able to communicate effectively in a foreign language. This presentation and all the examples will be in Spanish.

The Extended Classroom: 2nd Life and the Global Identity Project
Ed Dixon, University of Pennsylvania; Fulvia Serra, University of Pennsylvania
White Gravenor 208
Audience: Higher education faculty, Lab managers/instructional technologists
Languages: German, Italian
Presenters will demonstrate the 2nd Life project at the University of Pennsylvania, which was designed to provide language students of German, Italian, Japanese, Persian and Turkish with online collaborative spaces for extra language practice outside the classroom. Secondly, they will use a case study to show how Italian has used a non-didactical tool for didactical purposes to promote communicative competency and develop a second language identity.

Active Learning and Technology in the Foreign Language Curriculum
Felix Kronenberg, Rhodes College
White Gravenor 202
Audience: K-12 teachers, Higher education faculty, Graduate students, Lab managers/instructional technologists
Languages: Arabic, Chinese, French, German, Italian, Japanese, Portuguese, Russian, Spanish, any
How can we help instructors make successful use of the many new technologies that expand active learning in the language curriculum? I will discuss several strategies that lead to increased faculty acceptance of new communicative tools and a willingness to experiment with technology. To highlight and support these arguments, I will show various active learning projects from two liberal arts colleges and discuss their role in the curriculum. Special focus will be given to their integration into the curriculum, the feasibility of their implementation, as well as their pedagogical and technical framework.

The SmartBoard goes global
Elizabeth Anne Rivera-Arocha, Carrollton School of the Sacred Heart
White Gravenor 203
Audience: K-12 teachers
Languages: French, Spanish
The goal is to present a simple approach to start integrating technology in language classes. I intend to present samples of activities that I have created using the SmartBoard and how one can progress and create more sophisticated activities with students in mind. I would like to inspire language teachers to start taking steps to understanding and participating actively in the design of activities using the new technologies available. We need to connect with our students and with the world.