American Association of University Supervisors, Coordinators, and Directors of Language Programs

100 years of the Modern Language Journal

  • 09 Jan 2016
  • 8:45 PM - 10:00 PM
  • JW Grand 1, JW Marriott

Heidi Byrnes, Georgetown University, Editor-in-Chief, The Modern Language Journal, organizer

Anticipating the centenary of the MLJ in 2016, presenters will: introduce a platform paper for researching language learning and teaching in the 2st century; consider diverse conceptualizations of the learner; and discuss a sociocognitive pedagogy that views language and language learning as both cognitive and social phenomena.

Heidi Byrnes, Georgetown University
A Transdisciplinary Framework for SLA in a Multilingual World

A member of the Douglas Fir Group, which is proposing a new platform for researching language learning and teaching in the 21st century, the presenter will describe the framework and discuss its major components.

Amanda Kibler, University of Virginia
Conceptualizing Language Learners: Socio-Institutional Mechanisms and their Consequences

This presentation examines conceptualizations of language learners over time, with formal instruction both creating and requiring categorizations that are shaped by theoretical perspectives, educational policies, instructional materials, pedagogical traditions, and accountability requirements. These often have life-impacting consequences for individuals.

Paul Toth, Temple University, and Kristin Davin, Loyola University Chicago
The Sociocognitive Imperative of L2 Pedagogy

The presenters will argue that highly effective pedagogy requires viewing language and language learning as both cognitive and social phenomena. They will begin by considering theory-neutral nonnegotiable boundaries for teacher decision-making and then discuss such negotiable elements as learning goals, learning means, and instructional support. Taken together, their sociocognitive view of pedagogy is intended to offer a ‘meeting of minds within social worlds’ that is intended to illuminate the iterative cycles that characterize the dynamic relationship between teaching and learning.

SCHEDULE FOR THE SESSION

8:45 – 8:55      Heidi: Very brief introduction of the session; origin, purpose, sequence of presentations

8:55 – 9:15      Heidi: Douglas Fir Group paper: 20 minute presentation

9:15 – 9:30      Amanda
9:30 – 9:45      Paula and Kristin
9:45 – 10:00    Open discussion 

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