Schedule Grid: 2020 HALT Online Spring Conference – Saturday, May 2
New to online conferences or Zoom? Check out our Guidelines for Attendees to know what to expect and how to interact.
To enter a Virtual Room, click on the room link. Then enter your name, email address, and passcode (emailed to registered attendees a couple days prior to the conference). NOTE: Links will not be active till right before the conference date and will be deactivated after the conference)
To view the abstract summary for a particular presentation, see the bottom of the page.
If a presenter has provided us with their presentation slides to share, it will be linked below; just click on the presentation title.
| VIRTUAL ROOM 1 (Zoom Webinar room) | |
| 8:15-8:45 | Welcome & Announcements Excellence in Teaching Awards |
| 8:45-9:45 | KEYNOTE: Myths and Facts in Language Acquisition and Multilingualism (Dr. Bill VanPatten) |
| 9:45-10:00 | Break |
| VIRTUAL ROOM 1 (Zoom Webinar room) | VIRTUAL ROOM 2 (Zoom Meeting room) | VIRTUAL ROOM 3 (Zoom Meeting room) | VIRTUAL ROOM 4 (Zoom Meeting room) | |
| SESSION I: 10:00-10:45 | Teacher’s Role in Multicultural Foreign Language Online Learning (Hsiao Fang Kung) | Teaching for ROBUST Language Using TPRS (Evelyn Coffey & Jeenna Canche) | Incorporating Culture into Korean Language Curricula (Sumi Chang, Hye Seung Lee, & Hyunsun Chung) | Getting the Most Out of Every Minute with Student and Teacher Created Content (Natalie Lalagos) |
| SESSION II: 11:00-11:45 | Focus on Form in Second Language Online Chat: Opportunities for Language Learning in the Wild (Parvaneh Rezaee) | Kamaliʻi ʻIke ʻOle i ka Helu Pō: Culture and Grammar Through Comprehensible Input in Our Hawaiian Language Class (Kapōmaikaʻi Stone) | Beyond Brain Breaks: Input-Rich Collaborative Games for all Ages and Languages (Jingwoan Chang & Diana Cristina Williams) | Curricular Options and Goals for Foundational Courses in Multilingual Multicultural Matters: Where One Size Doesn’t Fit All (Graham Crookes, Dina Yoshimi, & Patricia Halagao) |
| SESSION III: 12:00-12:45 | Application of Augmented Reality in Language Classroom (Jay Ka & Lee Yu) | Exploring Classroom Interactional Competence (CIC) for Language Teacher Education (Reed Riggs) | Digital Storytelling in the World Language Classroom (Maria Jose Torres Duarte) | Actividades Diarias: Getting High Repetition of Common Structures and Vocabulary Through Games and Routines (Natalie Lalagos) |
| SESSION IV: 1:00-1:45 | Use Playful Narration Feature in S.C.A.P. Project: An Enabler to Improve Discourse Skills and Literature Appreciation in Target Language Study (Hanmiao Knight) | Importance of Measuring Intercultural Competence (ICC) in Improving Global Competence (Misug Park, Soojin Jung, & Lee Seunghye Yu) |
We won’t be having a Publishers’ Exhibit or nonprofit/government tables this year, but we have invited them to electronically share theirs ads and flyers here.
EVALUATION FORM: Before you leave the conference, please fill out our conference evaluation form. If you wish to receive a certificate for attendance, you will receive a link to the request form after completing the conference evaluation form. (NOTE: The conference evaluation form link will not be added until just prior to the conference.)
HALT gratefully acknowledges the support of the National Foreign Language Resource Center in making this event possible.
Abstract Summaries
SESSION I
Teacher’s role in multicultural foreign language online learning
Hsiao Fang Kung, DLIFLC Hawaii Learning Center
This presentation is an application of open architect foreign language teaching, which will reflect on the teacher’s role in online learning design regarding content and instruction. It starts with the needs of online learning, teacher role transformations, and samples of informative technology use. Finally escalates learners’ multicultural perspectives.
Teaching for ROBUST language using TPRS
Evelyn Coffey, University of Hawai‘i at Mānoa, & Jeenna Canche, Maui High School
Robust means strong and healthy. In this workshop session, learn how to get your students strong and healthy in the target language. Come learn the basics of TPRS circling & triangling, including a new technique that Blaine Ray shared at his recent TPRS Workshop in Honolulu, HI
Incorporating culture into Korean language curricula
Sumi Chang, Hye Seung Lee, & Hyunsun Chung, University of Hawai‘i at Mānoa
Despite the strong interest in Korean culture, Korean as a foreign language (KFL) pedagogy lags behind in promoting culture education. To address this issue, this presentation, based on language instructors’ experiences, describes how one Korean program at a university treats culture as an integral part of its whole curriculum.
Getting the Most Out of Every Minute with Student and Teacher Created Content
Natalie Lalagos, Kealakehe High School
Come to this session ready to move, draw, and talk! This session focuses on comprehensible input strategies to get students a high number of repetitions with target vocabulary. Participants will engage with teacher created content as well as create their own that will facilitate the interactive and collaborative learning process.
SESSION II
Focus on Form in second language online chat: Opportunities for language learning in the wild
Parvaneh Rezaee, University of Hawai‘i at Mānoa
Computer-mediated communication (CMC) is a significant form of social interaction throughout world. CMC has been investigated in language teaching and learning. This study draws on text-based electronic chat to investigate how participants use conversational repair as an authentic resource for social interaction and transform them into practices for learning.
Kamaliʻi ʻIke ʻOle i ka Helu Pō: Culture and Grammar Through Comprehensible Input in Our Hawaiian Language Class
Kapōmaikaʻi Stone, University of Hawai‘i at Mānoa
We learn culture, grammar & vocab through traditional & modern practices, & moʻolelo while engaging in our experiences bilingually or entirely in the target language. We will look at the foundational aspects of these methods & experience one of these traditional practices in this workshop, observing the moon phases.
Beyond Brain Breaks: Input-Rich Collaborative Games for all Ages and Languages
Jingwoan Chang, Hanahau’oli School, & Cristina Williams, Waipahu High School
Join us for fun, collaborative, input-rich activities you can use immediately for any age, proficiency, or language. Experience student-friendly Mandarin and Spanish demos of a social deduction game (sometimes known as “mafia”). Then, enjoy music, culture, and teamwork in a movement activity that goes beyond brain breaks.
Curricular options and goals for foundational courses in multilingual multicultural matters: Where one size doesn’t fit all
Graham Crookes, Dina Yoshimi, & Patricia Halagao, University of Hawaiʻi at Mānoa
How should we prepare non-language majors and professionals to be part of a multilingual multicultural society? In this workshop-format session, presenters will engage the audience, sharing perspectives and soliciting input to establish goals and content for courses of this kind with a Hawaiʻi base and focus
SESSION III
Application of Augmented Reality in Language Classroom
Jay Ka & Lee Yu, Defense Language Institute Continuing Education, Hawaii Learning Center
This presentation will show how AR helps students: i) to understand and to analyze authentic discourse through grammatical patterns and colloquial expressions from various drama cuts covering a variety of cultures in the target language. ii) to identify unfamiliar situations, including those involving emotionally-charged subjects, and compare, reflect native language.
Exploring Classroom Interactional Competence (CIC) for Language Teacher Education
Reed Riggs, Brigham Young University–Hawaiʻi
Classroom Interactional Competence (CIC) is a teacher’s “ability to use interaction as a tool for mediating and assisting learning” (Sert, 2019, p. 217-218). Effective CIC includes: maximizing interactional space, shaping learner contributions, and more. This presentation explores how teachers can look for, and learn from, CIC in classroom teaching videos.
Digital Storytelling in the World Language Classroom
Maria Jose Torres Duarte, Kapolei High School
The purpose of this professional workshop is to provide World Language Educators information, resources and ideas to use Digital Storytelling tools.
Actividades Diarias: Getting High Repetition of Common Structures and Vocabulary Through Games and Routines
Natalie Lalagos, Kealakehe High School
Practicing numbers, days of the week, directions and other common structures while keeping it interesting and exciting doesn’t have to be overwhelming for teachers to plan. In this interactive session participants will play games they can adapt to their classroom in order to achieve high repetition of target structures.
SESSION IV
Use Playful Narration Feature in S.C.A.P. Project: An Enabler to Improve Discourse Skills and Literature Appreciation in Target Language Study
Hanmiao Knight, Defense Language Institute Foreign Language Center
This presentation draws data from intermediate to advanced students who created SCAP (Spoken Chinese for Academic Purposes) project in a class by utilizing playful narration features through self-making literary works. The project reflects the students’ improvement and understanding of discourse skills and appreciation for language authenticity.
Importance of Measuring Intercultural Competence (ICC) in Improving Global Competence
Misug Park, Soojin Jung, & Lee Seunghye Yu, Defense Language Institute Foreign Language Center
Participants will learn three useful instruments to measure Intercultural Competence (ICC): i) A survey of “Can-Do statements,” ICC descriptors (Shiri, 2015); ii) “Intercultural knowledge and competence VALUE rubric”; and iii) Intercultural Development Inventory (IDI). They will check their own level of ICC using one or more of these instruments.
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