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.
A dual-language pen pal project in foreign language learning
An Innovative Approach: Content and Language Integrated Learning (CLIL)
An Outsider's Perspective: Differentiated Instruction in the Content-based LCTL Classroom
Arabic learning in the U.S.: first year experiences and perspectives from a small liberal arts college
Beyond language learning in Korean classroom: Early awareness of social justice for young learners
Career-Focused Arabic Instruction
Communicative and Inter-cultural Competence: L2 Hindi-Urdu in Study Abroad
DEVELOPING PROFICIENCY BASED MATERIAL FOR TEACHING URDU AS A FOREIGN LANGUAGE
Embracing Diversity and Inclusion in a New Haitian Creole Textbook Project
Ethnographic study of Yoruba language use in southwestern Nigeria: Implication for the development of the standard dialect for African language instructions.
Extensive reading in the beginning and intermediate Arabic FL classroom – effects on reading anxiety and attitudes towards reading
Flipping the Foreign Language Classroom— What is it, How to do it, and How Web 2.0 Tools can help
Increasing Access to Less-Commonly-Taught-Languages in Small Liberal Arts Colleges through Consortial Course Sharing
Innovation through the LCTL Partnership and Online Asynchronous Courses
Introduction to Smart Activities
Investigating teachers’ teaching experiences in Chinese heritage language courses in college settings
Khallina: A window to Arab culture(s)
Korean language learners’ experiences, perceptions, and attitudes toward using Quizlet (online vocabulary learning tool) as a part of a flipped classroom
Other-heard Voices in Classroom: Active and Passive Listening as an Effective Method of Learning Second Languages
Production-oriented Approach to Chinese Writing Tasks on Chinese Culture-specific topics
Promoting Diversity and Inclusion through the Less Commonly Taught Languages (LCTLs)
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
The speech act of apology by NNSs of Korean
Title: Enhancing Learning with Gaming by Flipped Classes
Transcription, Critical Thinking Skills, and Teaching Listening to Higher Levels
Tutoring a Foreign Language (TFL) Certificate Program as Professional Development for LCTL Tutors
Understanding Chinese learners’ motivation in U.S. college settings
Using maps to enhance cultural understanding in the L2 pedagogy – the case of Kiswahili.
Wijnie de Groot
Using poetry in the foreign-language classroom
Using Wechat in teaching Advanced Chinese
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
African Languages and the Global Curriculum
An auto-narrative analysis of what learning Swahili taught me about intrinsic motivation in the foreign language classroom.
Approaches for Incorporating Language, Content and Context in the Teaching of African Foreign Languages
‘Tulikula Uturuki’: Matatizo ya tafsiri za moja kwa moja
Beta-Testing Online Second Language Learning with End-Users
Cultivating Value for Diversity while Harvesting Happiness through Students’ Reflections in an African Language Class
Developing a Bilingual Thematic Dictionary: an innovative way to maximize teaching and enhance African language learning
Developing Online Materials for Advanced Swahili: Lessons from a LCTL Project
Embracing Diversity and Inclusion Through Use of Multimedia to Teach Less Commonly Taught Languages (LCTLs)
Fasihi-Simulizi na Kiswahili kwa wageni – tuangazie methali
Fostering Inclusion and Diversity in Yoruba Language Teaching through CALL
Heritage Learners in African Language Classrooms
Implementing Standards in the design of a Wolof online course: implications for practioners
Inclusive Pedagogies: Digital Story telling in Swahili Classrooms
Language Instruction for STEM students and researchers visiting Africa
Language learning in A Context of Linguistic Bricolage: A case of the Yoruba Study Abroad Program.
Language Pedagogy for the Afropolitan: Exploring the Goal-Based Approach to African Language Instruction for the Heritage Learner
Lexical gaps in Swahili dictionaries
Mbinu za Kufundisha Kiswahili kama Lugha ya Kigeni katika viwango vyote kwa Kutumia vyombo vya Habari
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
Story-telling as a Pedagogical tool in the Language Class
Swahili Learning and Motivation
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
The role of Bongo Flava in the foreign language classroom
The Role of Intercultural Communication in African Language Classrooms
The Student As Teacher: Building Student Confidence at the Elementary Level
Umuhimu ya kutumia picha kufundisha Kiswahili
ỌGBỌ́N ÌKỌ́NI ÌMỌ̀ ABÍNIBÍ NINU ÒWE YORÙBÁ
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.
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
The Why, What and Hows of Inclusive Pedagogy in the LCTL Classroom
Tracking Proficiency Progress in Less Commonly Taught Languages: A Longitudinal Study at the University of Notre Dame
While they are not here, how to engage students in online and hybrid courses?
Language Projects with a Purpose
Promoting African languages in the entrepreneurial university era: A global competence approach
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.
Dynamic Assessment of Grammar: New Module on Online Diagnostic Assessment
Integrating Culture into Creative Writing Activities
Social Justice in the Language Classroom (poster session)
Teaching and Learning Korean Benefactive Forms
What Can Be Covered Beyond the Textbooks: Teaching Modules to Prepare Students for Real-World China