Accepted Proposals

2019 NCOLCTL Conference

Embracing Diversity and Inclusion through LCTL Education


We have recieved many strong proposals this year, spanning a wide range of topics and languages. 


We are continuing to review submissions on a rolling basis.

For more information on how to apply, please visit the paper submission website.


There are 3 kinds of proposals : presentations, panels, and posters. Each section is divided between NCOLCTL and ALTA submissions.




Each presentation is allotted a total of 30 minutes: 20 minutes for presentation and 10 minutes for questions and discussion. A paper should focus clearly on issues related to the main conference theme. Papers may be based on original research or practical experience.




Teresa Lee
A dual-language pen pal project in foreign language learning
Consuelo Quijano
An Innovative Approach: Content and Language Integrated Learning (CLIL)
Holly Raynard
An Outsider's Perspective: Differentiated Instruction in the Content-based LCTL Classroom
Brahim Oulbeid
Arabic learning in the U.S.: first year experiences and perspectives from a small liberal arts college
Sehyun Yun
Beyond language learning in Korean classroom: Early awareness of social justice for young learners
David DiMeo
Career-Focused Arabic Instruction
Rajiv Ranjan
Communicative and Inter-cultural Competence: L2 Hindi-Urdu in Study Abroad
Muhammad Asif
Benjamin Hebblethwaite
Embracing Diversity and Inclusion in a New Haitian Creole Textbook Project
Adeola Agoke
Ethnographic study of Yoruba language use in southwestern Nigeria: Implication for the development of the standard dialect for African language instructions.
Gergana Atanassova
Extensive reading in the beginning and intermediate Arabic FL classroom – effects on reading anxiety and attitudes towards reading
Esra Predolac
Flipping the Foreign Language Classroom— What is it, How to do it, and How Web 2.0 Tools can help
Gabriele Dillmann
Increasing Access to Less-Commonly-Taught-Languages in Small Liberal Arts Colleges through Consortial Course Sharing
Emily Heidrich
Innovation through the LCTL Partnership and Online Asynchronous Courses
Bo Park
Introduction to Smart Activities
Pei-Shan Yu
Investigating teachers’ teaching experiences in Chinese heritage language courses in college settings
Laila Familiar
Khallina: A window to Arab culture(s)
Sorin Huh
Korean language learners’ experiences, perceptions, and attitudes toward using Quizlet (online vocabulary learning tool) as a part of a flipped classroom
Emrah Sahin
Other-heard Voices in Classroom: Active and Passive Listening as an Effective Method of Learning Second Languages
Shen Yang
Production-oriented Approach to Chinese Writing Tasks on Chinese Culture-specific topics
Peter Mwangi
Promoting Diversity and Inclusion through the Less Commonly Taught Languages (LCTLs)
Pritesh Chakraborty
Spare the comics and spoil the fun: Comic books as pedagogic tools for language instruction.
Asma Ben Romdhane
Student Engagement in Social Networking Context: Using Arabic Facebook Project as Part of the Net Generation Curriculum
Lex Michael Guiritan
The Adobo Meal Altering Doubts to Bolder Meaningful Learning: Affective Filter – Focused and Culture – Based Teaching Strategy for Commonly Less Taught Languages
Sangkyung Han
The speech act of apology by NNSs of Korean
Ayman Elbarbary
Title: Enhancing Learning with Gaming by Flipped Classes
Hyunsoo Hur
Transcription, Critical Thinking Skills, and Teaching Listening to Higher Levels
Jieun Ryu
Tutoring a Foreign Language (TFL) Certificate Program as Professional Development for LCTL Tutors
Chuan Lin
Understanding Chinese learners’ motivation in U.S. college settings
Jessica Mushi
Using maps to enhance cultural understanding in the L2 pedagogy – the case of Kiswahili.
Wijnie de Groot
Using poetry in the foreign-language classroom
Yuhua Wen
Using Wechat in teaching Advanced Chinese
Rachel Maina
What is in a Name? Diversity and Inclusion in a Swahili Class
An Chung Cheng
Professional development for teachers of diverse backgrounds: A STARTALK experience



Mariame Sy
African Languages and the Global Curriculum
Mor Gueye
An auto-narrative analysis of what learning Swahili taught me about intrinsic motivation in the foreign language classroom.
Ibrahim Odugbemi
Approaches for Incorporating Language, Content and Context in the Teaching of African Foreign Languages
Alwiya Omar
‘Tulikula Uturuki’: Matatizo ya tafsiri za moja kwa moja
Anitra Butler-Ngugi
Beta-Testing Online Second Language Learning with End-Users
Dainess Maganda
Cultivating Value for Diversity while Harvesting Happiness through Students’ Reflections in an African Language Class
Hannah Essien
Developing a Bilingual Thematic Dictionary: an innovative way to maximize teaching and enhance African language learning
Deo Ngonyani
Developing Online Materials for Advanced Swahili: Lessons from a LCTL Project
Malimi Kazi
Embracing Diversity and Inclusion Through Use of Multimedia to Teach Less Commonly Taught Languages (LCTLs)
Charles Bwenge
Fasihi-Simulizi na Kiswahili kwa wageni – tuangazie methali
Yetunde Alabede
Fostering Inclusion and Diversity in Yoruba Language Teaching through CALL
Leonard Muaka
Heritage Learners in African Language Classrooms
Brenda Wawire
Implementing Standards in the design of a Wolof online course: implications for practioners
Anne Jebet
Inclusive Pedagogies: Digital Story telling in Swahili Classrooms
Mohamed Mwamzandi
Language Instruction for STEM students and researchers visiting Africa
Kazeem Sanuth
Language learning in A Context of Linguistic Bricolage: A case of the Yoruba Study Abroad Program.
Tolulope Akinwole
Language Pedagogy for the Afropolitan: Exploring the Goal-Based Approach to African Language Instruction for the Heritage Learner
Beata Wójtowicz
Lexical gaps in Swahili dictionaries
Samuel Mukoma
Mbinu za Kufundisha Kiswahili kama Lugha ya Kigeni katika viwango vyote kwa Kutumia vyombo vya Habari
Purity Wawire
Morphological Awareness and Word reading in Swahili
Beatrice Ng'uono Okelo
Nafasi ya Vipimo-Bainifu-3 vya Uwasilianaji katika Ufundishaji na Ujifunzaji wa Sarufi katika Darasa la Kiswahili
Rose Lugano
Story-telling as a Pedagogical tool in the Language Class
Esther Lisanza
Swahili Learning and Motivation
Itoro Michael
The development of materials for the teaching of Anaañ, Ibibio and Efik tones
Beatrice Ng'uono Okelo
The Role of 5Cs in the Teaching and Learning of Culture in a Foreign Language Classroom
Beatrice Mkenda
The role of Bongo Flava in the foreign language classroom
Bayo Omolola
The Role of Intercultural Communication in African Language Classrooms
Elaine Mshomba
The Student As Teacher: Building Student Confidence at the Elementary Level
Jonathan Choti
Umuhimu ya kutumia picha kufundisha Kiswahili
Ayoola Aransi



Each panel allows for extensive discussion on a distinct topic. There are two different blocks of time: 1 hour and 30 minutes (typically 3-4 presenters/discussants) or 3 hours (e.g., 5-6 presenters/discussants). Colloquium organizers are to address topics that will foster dialogue among attendees and also address the conference theme.




Tawakalitu Lasisi
Embracing Diversity and Inclusion through LCTL Education: An Integration of Language and Content in Curriculum Development Using the Multiliteracies approach
Gabriela Nik. Ilieva
Real-Life Contexts and 21st Century Skills in the Language Classroom
Gautami Shah
The Why, What and Hows of Inclusive Pedagogy in the LCTL Classroom
Margaret Vosters
Tracking Proficiency Progress in Less Commonly Taught Languages: A Longitudinal Study at the University of Notre Dame
Jihye Moon
While they are not here, how to engage students in online and hybrid courses?


Abdul Nanji
Global Swahili
Rachel Dwyer
Language Projects with a Purpose
John Muchira
Promoting African languages in the entrepreneurial university era: A global competence approach
Mahiri Mwita
ROUNDTABLE: Paralinguistic, digital orality and visualization of language: Implications to teaching African Languages and culture to Second language learners



A poster session may focus on completed work or work in progress related to the teaching and/or learning of less commonly taught languages. They may be in either the traditional poster format (e.g., presentation of materials, or of research completed or in progress) or demonstrations of instructional or information technology.

Sun-Kwang Bae
Dynamic Assessment of Grammar: New Module on Online Diagnostic Assessment
Peeriya Pongsarigun
Integrating Culture into Creative Writing Activities
Haniyeh Barahouie
Social Justice in the Language Classroom (poster session)
Lan Kim
Teaching and Learning Korean Benefactive Forms
Juichien Wang
What Can Be Covered Beyond the Textbooks: Teaching Modules to Prepare Students for Real-World China