Upcoming Shows! (dates may change and if they do they will be noted here)
September 6: LLU #21: Language learners and Anxiety: Elaine Horwitz, University of Texas-Austin, on anxiety and second language learning as well as her recent book “Becoming a Language Teacher:A Practical Guide to Second Language Learning and Teaching” Dr Horwitz’ work was recently highlighted in Inside Higher Ed as well as on the UT-Austin website. Also joining us for this show will be Dr Dolly J Young from the University of Tennessee-Knoxville. Dolly authored the article “Creating a Low Anxiety Classroom Environment: What Does Language Anxiety Research Suggest?” (The Modern Language Journal, Vol 75, Number 4, Winter 1991)
September 20: LLU #22: Languages Across the Curriculum: case studies from different schools. The recent MLA recommendations outline the importance of teaching language and culture in our post 9/11 world. To quote one of the conclusions of the report: “The time is right for this transforming approach to language and culture study in higher education.” Please join us as we discuss different LAC programs, how they work, and what schools are seeing as an outcome of these initiatives. Participants from Drake University, Skidmore, and other schools will be joining us.
October 4: Our guest will be Dr. Andrea Lunsford, the Louise Hewlett Nixon Professor of English and Director of the Program in Writing and Rhetoric at Stanford University, author of “Writing Technologies and the Fifth Canon,” (Computers and Composition, 23, 169-177 (2006) Here is an abstract of her article:
Andrea Lunsford’s keynote address to the 2005 Computers and Writing Conference at Stanford University, Palo Alto, California, expands the definition of writing to include epistemic, multivocal, multimodal, and multimediated practices in the computers and writing classroom. The article describes the development and piloting of a new undergraduate course in Stanford’s Program in Writing and Rhetoric that applies these concepts to the undergraduate composition process. The address closes with a challenge to create classroom experiences that allow students to compose in “the most compelling discursive modalities of their generation”.
Please join us as (once again) we engage in a conversation with our Creative Writing colleagues and learn from them how as language teachers/technologists we can help language students find their second language voice using new approaches to writing.
