Hackpads are smart collaborative documents. .

Linnea Hanell

925 days ago
methodological diversification to capture different temporalities 
Steve P I "loved" Adam Jaworski's reference to C.S. Peirce in his talk this afternoon!  I think that discussions on symbols, index, and referents may expand our idea of what a "sign" actually is, how individuals interact with signs and how they shift in interpretation and meaning when they bounce back and forth between the producers and recipients.
Facilitators and note-takers: Steve Przymus , Dave Malinowski
Notes on ROP Round 1:
Maxim: "Raising methodological awareness among study abroad participants: 
  • Foreign language dept. Emory University-Study abroad program in Austria.  
  • German for these students was not seen as an academic discipline, ...drove one of the goals of this course-use ll to explore methodology with these students
  • how to understand the public manifestation of Vienna 
Sebastien D
  • Using linguistic landscape as a way to explore methodology/-ies of literary-cultural studies
  • Using LL as ways to enage with multiculturalism, alterity, using Vienna as a point of departure
Steve P
  • Students chose one specific thoroughfare: Questions: What is the role of English, minority discourses, graffiti
  • Problems  with quantitative analysis,  students realized that there were limitations with what they had to deal with, but were able to conduct a quantitative analysis of public manifestation of minority representations of ll
  • What could they do that is more qualitative, multimodal 
Dave M
  • Diachronic approach with future groups - how to get successive groups of learners visiting/studying in a given place to share the results of their work over time, so that newer 'generations' can build on the data, observations, findings of the past? 
Dave M
  • This is fascinating!
Steve P Abraham: "integrating the ll in technology-mediated environments
  • project embedded in existing course
Sebastien D
  • complex methodologies to make the project a learning opportunity and not just take "pretty pictures" and talk about them
Steve P
  • Technology affords students time to reflect (blog-photo in blog becoming discussion in classroom)
  • 2nd semester Spanish students finding artifacts (mostly museum art) in NYC
  • Pedagogical change in subsequent semester to take the museum piece out of the option for students-team focused on public art
Sebastien D
  • Reflections on the blog occur in English because it was the language best suited for the task at hand (involving discussing issues of identity, migration, immigration, gentrification, etc.)
  • Remaining question of the role/place of the community in the project (e.g., engaging students in/with the community but also making sure the community is being properly represented)
Steve P
  • Scaffold with inquiry based approach framework allowing students to produce the questions?  What is their background knowledge regarding immigration, diaspora communities, etc. 
  • LL of discovery (view the LL as organic-changing over time)
Sebastien D
  • Tying the L2 classroom to other disciplines and other courses students have taken at Columbia.
Steve P
  • Blogging allows students to draw upon their own cultural, linguistic knowledge
Sebastien D
  • How to serve student communities coming from institutions where access to the type of (super)diverstity that NYC offers is not there
Steve P Burton: "English as a street language: Teaching ESL with the LL"
  • American culture in the media course: 3hr sessions (only 3 weeks) 29 students-ESL conversation class focused on fluency
  • Research reflects one module embedded in the course
  • Students, but also tourists-how to tap into what they are experiencing anyway?
  • Explore American culture and multicultural awareness, but not exclusively-monolingual LL also affords valuable conversation topics
  • viewed LL photos, shared and discussed in small groups, included LL photos from home countries in one class
  • Students took photos, discussed in small groups, reported back to large group
  • read article about language access ordinance in San Francisco and Tagalog
  • discussed graffiti  vs. vandalism
  • tourist language v immigrant language; power dimensions 
Sebastien D
  • Interesting contrast from previous two presentation in that the language taught to the students in the class is the language of the country in which the language is spoken (the US)
Steve P
  • students became language investigators-researchers, fresh for students, something different, real lessons based on their current context
  • examples shared: landfill (why use landfill? why is this meaningful-great vocabulary lesson)
Sebastien D
  • another great example: "this restroom is only for people who identify as women"
  • "allergic to water need alcohol" as a conversation starter
Steve P
  • advertising v graffiti
  • how to scaffold discussions in English with ELLs?
  • How to grade LL module of study abroad course?-students wrote a written report posted to website, rubric was provided for students - provide student produced or instructor produced models of rigorous work to help guide students
Dave M
  • resistance from students? Do you get buy-in from students if you want to do a language learning activity based on or in the LL? Do students think they'll be able to actually learn language? 
Steve P
  • frame project as linguistic input, frame LL projects as specific language learning activities if resistance arises? 
Sebastien D
  • Importance of scaffolding the activity when doign it in an L2
Dave M
  • How to incorporate and scaffold interviews as part of their work/studies?
Steve P
  • What neighborhoods do we send students to and how do we direct their gaze-should we direct their gaze?  Allowing the methodology  to be organic and dynamic, inquiry based-to not limit what students could do and just see what happens-may produce just that, a limitless potential of learning 
  • A guide (theme, topic,-needed to deal with tension
  • Allow students to drive the topics or themes based on what they have already discovered and are interested in
  • Start early in the semester and see what transpires
  • students need to understand the discourse of the local context to be productive researchers
  • What kind of tasks were given to analyze art in NYC?-grammar to report on biographies of artists
Dave M
Steve P
  • What did the Spanish language students, researching LL in art in NYC, take away from the project?-Students were left with unanswered questions that motivate them for the future 
Sebastien D Questions:
  • How did you select the places students examined?
Dave M
  • How to have students doing multimodal analyses of the environments they're in? and focus more on qualitative aspects of their experiences in place?
Sebastien D
  • How can we reconcile the short duration of such a program with the time constraints of the analytical tools and the objectives of an L2 learning program?
  • These presentations pose the questions of framing the methodologies to structure them as a way to ascertain how "useful" they are in the sense of what do students gain or lose by just being "let loose" in the environment to document what they see, especially in the light of Dave's comment of possibly having the luxury of successive generations/groups of students going back to the same locations.
  • How to guide students' gaze?
Dave M
  • Regarding the bullet point on Lee Abraham's handout on the back page that suggests teachers who live in settings where the language/s aren't visible in public spaces using inquiry-based learning make assignments where language learners analyze virtual LLs and artifacts from peers...It might be productive to think about how they can work in person in their local communities, too, to investigate English and/or other languages that are present there, to practice 'seeing' and observation and interviewing and descriptive and other types of exercises that familiarize them with methods of research/inquiry that would also help them when they DO go abroad, or go online, etc. So much of the value of LL work is in being there on the street, in the community (I feel)
Sebastien D
  • Really interesting comment here because it looks at the educational experience in a much more holistic kind of way.
Dave M
  • :) I was also thinking about your work pairing French and German classes together..what about class-to-class (language-to-language) partnerships, where one that isn't as represented in the local LL pairs with one that is?
Sebastien D
  • That would just be COOL! 
Dave M
  • I'm looking for the "Like" button here...
Sebastien D
  • I know--it would seem there is a flaw in hackpad... 
  • Round 2 (4:00 - 5:00): Hayashi-Takakura, Callahan, Choi & Lee
Facilitators and note-takers: Jhonni Carr, Will Amos, Dave Malinowski
Jhonni C Asako Hayashi-Takakura: "A sample of teaching Chinese characters (kanji) with linguistic landscape for heritage language learners of Japanese"
  • Students learning Chinese (hiragana, katakana, kanji)
  • LL of Japan
  • Road signs only in Kanji + English translation: easier for students
  • Students take photos of LL in Los Angeles
  • High SES families can afford a print rich environment: more input/experience with language from start
  • Children see repetitions in the LL (e.g. street) which facilitate learning
  • How does first language/L1 affect a student's ability to master another language/L2? 
Dave M
  • Semiotic environment is 'constrained' in LA as compared to Japan
Jhonni C
  • Motivation/active input more important than passive environment/LL
  • Importance of meaningful experiences for students
  • Counted number of examples of kanji in LL of LA, compared with LL of Japan
Dave M Questions, discussion
  • What particular literacy challenges are posed in environments where Chinese characters are used, when people need to have facility with over 1,000 characters as part of their "basic literacy"? 
  • Would there be any difference in terms of long-term vocabulary retention between learning a word from a vocabulary list and learning a word from a picture of a sign with that word? 
Jhonni C
  • Written in a decontextualized manner vs. in person/"real life"

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