New to online conferences or Zoom? Check out our Guidelines for Attendees to know what to expect and how to interact.
TO RETURN TO THE MAIN SPRING CONFERENCE PAGE, CLICK HERE.
To enter a Virtual Room, click on the room link. Then enter your name 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 provides us with presentation slides to share, it will be linked below after the conference.
| VIRTUAL ROOM 1 | |
| 8:00-8:15 | Welcome & Announcements |
| 8:15-9:30 | KEYNOTE PANEL: “Transformation of Teaching: Zooming Back to the Future” – ACTFL National Language Teachers of the Year Elena Kamenetzky (2021), Rebecca Aubrey (2019), Ying Jin (2018) |
| 9:30-9:40 | Break |
| 9:40-9:55 | Announcement of HALT Excellence in Teaching Award winner |
| 9:55-10:20 | Join Our “Wonder Room” – a fun virtual space to meet & talk story! Orientation at 9:55 inside the Wonder Room Open throughout the conference day for networking and socializing. Perfect place to go during break periods. |
| VIRTUAL ROOM 1 | VIRTUAL ROOM 2 | VIRTUAL ROOM 3 | VIRTUAL ROOM 4 | VIRTUAL ROOM 5 | |
| SESSION I: 10:20-10:50 | CANCELED: | Stay awhile… and Listen! How and why stories can be used in language classes of all levels (Will Smith) | Building a culture of aloha (ʻAlohilani Okamura & Kāhealani Sanborn) | What does “communicative” mean?: A research discussion for language teachers (Reed Riggs & Jeenna Canche) | Beyond Vocabulary: The Case for Global and Intercultural Competencies (Natalie Lalagos) [handout] |
| VIRTUAL ROOM 1 | VIRTUAL ROOM 2 | VIRTUAL ROOM 3 | VIRTUAL ROOM 4 | VIRTUAL ROOM 5 | |
| Lightning Sessions: 11:00-11:15 | Let’s talk! (Natalie Lalagos) | Language Learning: It’s More Fun with Bingo and Bitmojis (Imelda Gasmen) | Ka Hoʻomālō ʻana i ke Kino: Stretching the Body The Importance of Body Movement in our Learning Experience (Johanna Stone) | Explore Mini-novels through HyperDocs (Hanmiao Knight) | Collaborative writing with Google Doc via Zoom (Shayna Katz) |
| VIRTUAL ROOM 1 | VIRTUAL ROOM 2 | VIRTUAL ROOM 3 | VIRTUAL ROOM 4 | VIRTUAL ROOM 5 | |
| SESSION II: 11:20-11:50 | Designing a Chatbot for Korean Foreign Language Learners (Sujin Kang) | Find Collaborators! Decide a Task, Use Backward Design, and Split Your Workloads! (Aya Shehata, Yumi Kasukawa, & Mineko Todd) | Digital Breakout Games for Virtual Language Learning (Juan Villaflor) | Observing engagement in comprehension-based language classrooms (Diane Neubauer & Reed Riggs) | Lightning “Strikes Twice” Session: Using “The 4th Box” in the Language Classroom: A Primer for Discussions about Social Justice (Kevin Sledge) ¿Quién o Qué es Señor Wooly? (Jeenna Canche) |
| VIRTUAL ROOM 1 | VIRTUAL ROOM 2 | VIRTUAL ROOM 3 | VIRTUAL ROOM 4 | VIRTUAL ROOM 5 | |
| SESSION III: 12:00-12:30 | Connections to the Advanced Level: Vocabulary and Reading (Paul M. Chandler) | Yes We Can! Engaging Students in the Online Learning Environment (Andrew Scott) | He Kaʻina Aʻo Moʻolelo: A Sequence of Activities for Teaching and Learning Moʻolelo (Johanna Stone) | Doing the “5-Minute Challenge” (Ngan Ha Ta & Jennifer Stevens) | National Network for Early Language Learning (NNELL) Networking Session (Teresa Kennedy) |
| 12:30-1:30 | PAU HANA POTLUCK (Wonder Room): Bring your lunch and come talk story virtually |
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.
HALT gratefully acknowledges the support of the National Foreign Language Resource Center in making this event possible.
Abstract Summaries
SESSION I (10:20-10:50)
Take-Aways from Remote Learning During COVID: New Directions for the Defense Language Community – CANCELED
Julio Rodriguez & Stephen Tschudi, Center for Language & Technology
How will the “new normal” of technology use in world language instruction evolve? In what ways will the experience of remote instruction under COVID reshape practice in terms of professional development, learner support, instruction, and curriculum? The presenters share key takeaways and key recommendations from a Department of Defense summit. (Virtual Room 1)
Stay awhile… and Listen! How and why stories can be used in language classes of all levels
Will Smith, Waipahu High School
Everyone loves stories! Don’t believe me? How many hours of Netflix have you watched this year? In this session we will go over the basics of why stories are so powerful in a language class and share many old and new strategies to get more stories in your class! (Virtual Room 2)
‘Alohilani Okamura, University of Hawai‘i at Mānoa, & Kāhealani Sanborn, Waipahu High School
Explore ways to bring aloha to your world languages classroom through culturally responsive and place-based education learning. (Virtual Room 3)
What does “communicative” mean?: A research discussion for language teachers
Reed Riggs, Brigham Young University – Hawai‘i, & Jeenna Canche, Maui High School
We often hear about “communicative language teaching,” but how does this look in our day-to-day classroom practice? Join our dialogue about research that defines “communicative,” “input,” and “language” itself. We will discuss problems that arise from textbook-based instruction, and offer practical alternatives for your classroom. (Virtual Room 4)
Beyond Vocabulary: The Case for Global and Intercultural Competencies
Natalie Lalagos, Kealakehe High School
Our world is rapidly changing and we must prepare our students to be globally and interculturally competent. Learning a language, while important, is not enough anymore. In this session the presenter makes the case for Global Education and participants have the opportunity to engage with curated resources that are designed to help teachers and students see with a global lens. (Virtual Room 5)
Lightning Sessions (11:00-11:15)
Natalie Lalagos, Kealakehe High School
In this lighting session we will explore how to scaffold Novice level speaking tasks to help students retell stories or talk about specific topics in their own words. This protocol is applicable to the virtual or in person classroom. (Virtual Room 1)
Language Learning: It’s More Fun with Bingo and Bitmojis
Imelda Gasmen, University of Hawai‘i at Mānoa
Zoomed out with new tech tools? Learn to transform the good old bingo in an online setting. This presentation will show how to create bingo with tips on how to play online. It will also highlight a bit of bitmojis to make language learning more fun, exciting and engaging. (Virtual Room 2)
Ka Hoʻomālō ʻana i ke Kino: Stretching the Body The Importance of Body Movement in our Learning Experience
Johanna Stone, University of Hawai‘i at Mānoa
Increase attention and participation in learners through body movement aligned with breath. We will engage in a short stretching sequence in Hawaiian, to experience the benefits and importance of movement in our learning. We cultivate wellness, and quickly understand useful, everyday questions, words, and concepts through our stretching routine. (Virtual Room 3)
Explore Mini-novels through HyperDocs
Hanmiao Knight, Defense Language Institute Foreign Language Center
While various digital products dazzle teachers in language teaching, HyperDocs has proved to be highly useful. Teaching mini-novels with HyperDocs not only makes literature appreciation effective but also combines source exploration, critical thinking, discourse analysis, and collaboration seamlessly. It is truly a fun and beneficial platform for higher-order thinking construction. (Virtual Room 4)
Collaborative writing with Google Doc via Zoom
Shayna Katz, University of Hawai‘i at Mānoa
Discuss collaborative writing on Zoom using Google Doc for student-centered, interactive and synchronous classroom activities. While presenting a sample activity, tips will include opportunities for immediate positive and negative (i.e., corrective) feedback and for personal discourse in order to practice the target language and build community in a digital space. (Virtual Room 5)
SESSION II (11:20-11:50)
Designing a Chatbot for Korean Foreign Language Learners
Sujin Kang, University of Hawai‘i at Mānoa
This paper suggests that chatbots designed for L2 Korean learners can be applied as a preliminary means of supporting online education.The main motivation of this paper was to observe whether chatbots constructed as Korean language learning medium enhance learner’s language competence through user surveys. (Virtual Room 1)
Find Collaborators! Decide a Task, Use Backward Design, and Split Your Workloads!
Aya Shehata, Hilo High School, Yumi Kasukawa, Kamehameha Schools, Hawaii Campus, & Mineko Todd, Waiakea High School
We, teachers from different high schools, will share our collaborative work that leads students to engage in the activities with 90% target language. Our process includes Task Design and Backward Design. Our materials include Summative Task Sheets and our original TPRS slides. (Virtual Room 2)
Digital Breakout Games for Virtual Language Learning
Juan Villaflor, Defense Language Institute Foreign Language Center
Digital breakout games can be profitably integrated in virtual language learning to promote student engagement, problem solving and critical thinking. This workshop will introduce examples of digital breakout games, and demonstrate how to create these games for students of varying levels via WebQuest. (Virtual Room 3)
Observing engagement in comprehension-based language classrooms
Diane Neubauer, University of Iowa, & Reed Riggs, Brigham Young University – Hawai‘i
In what ways do students display engagement during comprehension-based instructional activities? Using a conversation analytic research lens (Seedhouse, 2004, 2019; Sert, 2015; Waring, 2016), we explore types of displays of student engagement in comprehension-based contexts. We will offer practical takeaways for language teachers, teacher educators, teacher evaluators, and researchers. (Virtual Room 4)
Lightning “Strikes Twice” Sessions (two in a row)
Using “The 4th Box” in the Language Classroom: A Primer for Discussions about Social Justice
Kevin Sledge, Waipahu High School
In this session, I will share how I use “The 4th Box” through Picture Talk to prime my students for explicit discussions about Social Justice; to help them begin to acquire language for concepts like “privilege”, “perspective”, “to have”, “to need”, etc. (Virtual Room 5)
AND
Jeenna Canche, Maui High School
In this session, Spanish teachers will be introduced to Señor Wooly videos and comic books, and learn how the site can be used for synchronous or asynchronous instruction. Please note that Señor Wooly is not free, but participants will receive a limited time access to browse the site. (Virtual Room 5)
SESSION III (12:00-12:30)
Connections to the Advanced Level: Vocabulary and Reading
Paul M. Chandler, University of Hawai‘i at Mānoa
After four years of high school language, learners are stuck at the novice-high or intermediate-low level. This session explores connections to get learners to advanced levels. Learners get to the intermediate level when they know between 2000-2500 words. Vocabulary and reading connections can help students move to the advanced level. (Virtual Room 1)
Yes We Can! Engaging Students in the Online Learning Environment
Andrew Scott, Kamehameha High School Maui
In this presentation, we will discuss several easy strategies for raising student engagement in the online/hybrid language classroom, relating to creating and maintaining a strong emotional foundation, designing success and barrier-free online tools, designing dynamic online lessons, and other tools you can use to enhance your instruction. (Virtual Room 2)
He Kaʻina Aʻo Moʻolelo: A Sequence of Activities for Teaching and Learning Moʻolelo
Johanna Stone, University of Hawai‘i at Mānoa
We will look at 14 different sequenced, engaging activities to learn moʻolelo (histories & stories), vocabulary, targeted grammar aspects, as well as values that give us a sense of place and a sense of our role in our space. All while strengthening our abilities to comprehend and produce language. (Virtual Room 3)
Doing the “5-Minute Challenge”
Ngan Ha Ta & Jennifer Stevens, ‘Iolani School
This session will introduce the “5-Minute Challenge,” a fun and meaningful activity that gives upper-level language students motivation to enhance their listening and reading skills and cultural knowledge by exploring various authentic resources of their choice. (Virtual Room 4)
National Network for Early Language Learning (NNELL) Networking Session
Teresa Kennedy, NNELL
Do you teach K-8th grade students? Then this is the session for you! Learn about NNELL, research related to early language learning, and the support offered by the NNELL network including News from across the U.S., monthly PD webinars, and more! (Virtual Room 5)
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