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CARLA AND SUMMER INSTITUTES
FOR LANGUAGE TEACHERS
UPDATE 2018
CARLA Update
The CARLA Update is designed to provide you with information on the current initiatives
sponsored by the center. We also encourage you to check out the many resources offered
by each CARLA project on our website located at: carla.umn.edu
An Overview of CARLA
CARLA—the Center for Advanced Research on Language Acquisition—at the University
of Minnesota is one of the U.S. Department of Education’s Title VI Language Resource
Centers, whose role is to improve the nation’s capacity to teach and learn foreign
languages effectively. Launched in 1993, CARLA’s research and program initiatives have
centered on several key areas:
•• Articulation of second language instruction •• Learner language tools for teachers
•• Assessment of language proficiency •• Less commonly taught languages
•• Content-based language instruction •• Maximizing study abroad learning
•• Culture and language learning •• Pragmatics and speech acts
•• Immersion education and research •• Strategies for language learning
•• Language teacher education •• Technology and online language learning
Table of Contents
Greetings from the CARLA Director. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Language Resource Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Conferences and Conference Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Language Immersion Education and Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Language Immersion Education Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Learner Language: Tools for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6–7
Technology and Online Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Foreign Language Literacies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Second Language Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
CARLA Working Papers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Web-Based Resources for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Web-Based Resources for Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
CARLA Summer Institutes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14–28
CARLA By the Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Help CARLA continue to serve language teachers
by giving to the CARLA Directors’ Fund
Please consider financially supporting CARLA’s mission
through the CARLA Directors’ Fund or the CARLA Fellows
Fund, which is dedicated to promoting the scholarship of top
graduate students in second language studies. Both funds
support CARLA’s efforts to improve language teaching and
learning.
Learn about making a gift to CARLA at:
carla.umn.edu/about/donate.html
Greetings from the CARLA Director
The Center for Advanced Research on Language Acquisition
Greetings from CARLA, the Center for Advanced Research on Language Acquisition at the University
of Minnesota! CARLA is part of a network of 16 U.S. Department of Education Title VI Language
Resource Centers working together to expand the nation’s expertise in world languages and
cultures. We are glad you are reading this year’s CARLA Update, which reports on our contributions
to this national effort through a cutting-edge program of research-based professional development
and language teaching materials.
In this brochure, you will find a wealth of information about our resources and projects, such as
the 2018 summer institutes for language educators. This year, we are offering a new, online version
of our pragmatics institute, as well as some of our most popular past institutes in face-to-face and
online formats. We also feature two new projects, one on foreign language literacies research and
teacher professional development, and another on mentoring graduate students into the editing
and publishing side of language education. Other highlights include our ground-breaking research on
early total Mandarin immersion, tools for understanding learner language development, and various
resources for online and technology-enhanced language teaching and learning. Information on all of
CARLA’s resources and activities can be found at: carla.umn.edu
Finally, if you value CARLA’s offerings in support of world languages and cultures, please take the
time to let your legislators know. Ask them to support the U.S. Department of Education’s Title
VI Language Resource Center program, which makes CARLA’s work possible, and let them know
that CARLA’s resources and activities help you deliver high-quality language and culture learning
opportunities to your students. Of course, you can also support us directly by making a gift to
CARLA–every gift of any size counts.
Thank you for your support and for all that you do to build our nation’s reservoir of expertise in
world languages and cultures.
Sincerely,
Kate Paesani
CARLA Director
Kate Paesani (center) with CARLA staff
(from left to right): Marlene Johnshoy,
Liz Hellebuyck, Karin Larson, and Tara Fortune
2018 CARLA UPDATE
1Language Resource Centers
Dedicated to Improving Language Teaching and Learning
In 1990, the first Language Resource Centers (LRCs) were
established at universities in response to the growing national
need for expertise and competence in foreign languages, with
grants under Title VI of the Higher Education Act. Twenty-
seven years later, there are sixteen LRCs creating a national
network of resources to promote and improve the teaching
and learning of foreign languages. Led by nationally and
internationally recognized language professionals, LRCs create
language learning and teaching materials, offer professional
development opportunities for teachers and instructors, and
conduct research on foreign language learning.
While some centers concentrate on specific language areas
and others on foreign languages in general, all share the
common goal of developing resources that can be used
broadly to improve foreign language education in the United
States. Download the joint LRC
brochure at: nflrc.org
The highly competitive Department of Education LRC grants
are awarded to institutions that are nationally known
for excellence and leadership in the field of foreign language studies. The LRCs—based at
universities extending from Hawai‘i to the nation’s capital—include:
• AELRC—Assessment and Evaluation • NALRC—National African Language
Language Resource Center, Georgetown Resource Center, Indiana University
University • NEALRC—National East Asian Languages
• CALPER—Center for Advanced Language Resource Center, The Ohio State University
Proficiency Education and Research, • NFLRC—National Foreign Language
The Pennsylvania State University Resource Center, University of Hawai‘i at
• CARLA—Center for Advanced Research Mānoa
on Language Acquisition, University of • NHLRC—National Heritage Language
Minnesota Resource Center, University of California,
• CASLS—Center for Applied Second Los Angeles
Language Studies, University of Oregon • NRCAL—National Resource Center for
• CeLCAR—Center for Languages of the Asian Languages, California State University,
Central Asian Region, Indiana University Fullerton
• CERCLL—Center for Educational Resources • SEELRC—Slavic and Eurasian Language
in Culture, Language, and Literacy, Resource Center, Duke University
University of Arizona
• CILC—Center for Integrated Language
Communities, City University of New York
• CLEAR—Center for Language Education
and Research, Michigan State University
• COERLL—Center for Open Educational
Resources and Language Learning,
University of Texas at Austin
• CULTR—Center for Urban Language
Teaching and Research, Georgia State
University
2018 CARLA UPDATE
2 Check out the LRC Joint Website at: nflrc.orgConferences and Conference Resources
CARLA is well known for offering a wide range of conferences on immersion education,
language teacher education, culture and languages across the curriculum, and more!
Graduate Student Professional Development–NEW!
CARLA’s new graduate student professional development project focuses on academic
conferences and publishing. To continue the center’s long history of supporting teachers
building careers in foreign language education, CARLA created a website full of resources
designed to help developing scholars with all aspects of putting on a conference including:
Conference Planning
Read a sample call for conference proposals and listen to two experienced scholars review
abstracts using a scoring rubric.
Conference Proceedings
Read a sample call for proceedings manuscripts, explore sample manuscript reviews, and
learn how to use a review rubric and provide useful feedback on manuscripts submitted for
publication.
SLA Student Symposium Proceedings
Selected papers from the annual SLA Graduate Student Symposium are available for free
download.
Check out CARLA’s new conference planning resources: carla.umn.edu/conferences/organizing/
Upcoming Conferences Co-sponsored by CARLA
Foreign Languages and the Environment: Seed Projects for Sustainable
Humanities
March 1–2, 2018
University of Minnesota–Twin Cities
7th International Conference on Immersion and Dual Language Education
February 6–9, 2019
The Westin Charlotte
Charlotte, North Carolina
Find more information about upcoming conferences: carla.umn.edu/conferences/
CARLA Conference Archives
The CARLA website offers a rich archive of videos and publications from many of its conferences
to broadly share information with language educators nationwide.
Browse the CARLA Conference Archives at: carla.umn.edu/conferences/past/
2018 CARLA UPDATE
Opening session of the 2016 International Conference on Immersion and Dual Language Education in Minneapolis, MN
More information can be found at: carla.umn.edu/conferences/ 3Language Immersion Education and Research
CARLA’s Immersion Project is famous for its international conferences, unique summer
institutes, and cutting-edge research on key issues in immersion and dual language education.
Immersion Research-to-Action Briefs–NEW!
CARLA has two new Immersion Research-to-Action Briefs to keep educators informed about
ongoing research in the field of language immersion education and implications for practice.
Cultivating Complexity: Language-Focused Differentiation in Two-Way Immersion Education
Dr. Amy Young reports more extended and complex partner language use among Spanish and
English home language students following introduction of a variety of differentiation scaffolds
and strategies in the classroom.
Secondary Immersion Teaching and Learning: What Role do Classroom Materials Play?
Ph.D. student Corinne Mathieu’s research on immersion teacher use of classroom materials in a
Grade 8 social studies context shows that materials and the type of thinking skills they engaged
had an important impact on both the quantity and quality of student language production.
• Download the Research-to-Action Briefs at: carla.umn.edu/immersion/briefs.html
Research on Oral Proficiency of Early Total Mandarin Immersion Students
This ground-breaking research project builds on findings from CARLA’s initial study on academic
achievement in English and language/literacy development in Mandarin for students in early
total Mandarin immersion programs (in which students spend between 90–100% of their
K–2 instructional day learning in a new language). Results showed significant differences in
median scores between kindergarten and Grade 2 in all domains; however, no median score
differences were found between Grades 2 and 5. An exploratory complexity analysis of three
speech samples revealed increasingly higher
levels of grammatical complexity across
grades. Measures of lexical complexity for
the Grade 5 sample, while higher than those
in kindergarten, were lower than those of
Grade 2. Study findings question the efficacy of
existing proficiency assessments at capturing
the multidimensionality of oral proficiency
in the intermediate and pre-advanced range.
They also highlight the important role finely
grained complexity measures can play
in informing curriculum, instruction, and Immersion Project Director Tara Fortune with doctoral
assessment practices. student Zhongkui Ju presenting their research poster
Must-See Immersion Conference Videos–NEW!
The 6th International Conference on Immersion and Dual Language Education: Connecting
Research and Practice Across Contexts held October 20-22, 2016 in Minneapolis, MN, gathered
nearly 1,000 immersion educators and researchers from 39 states and Washington, D.C., and
20 countries! Conference participants took advantage of pre-conference school visits and
workshops and a rich program of five thought-provoking plenaries by internationally known
presenters, six invited symposia, and 120 paper/discussion sessions.
Check out the conference videos for first-rate professional learning experiences for preservice
2018 CARLA UPDATE
and inservice immersion educators:
• Plenary Videos: carla.umn.edu/conferences/immersion2016/speakers.html
• Symposium Videos: carla.umn.edu/conferences/immersion2016/invited_symposia.html
The 7th International Conference on Immersion and Dual Language Education will take place in
Charlotte, North Carolina, February 6–9, 2019. Find out more: carla.umn.edu/conferences/
4 More information can be found at: carla.umn.edu/immersion/Language Immersion Education Resources
CARLA’s Immersion Project website offers many free online resources targeted at the
specific needs of the growing immersion and dual language education community.
Online Resources for Immersion Educators
CARLA offers an extensive online archive of newsletter articles that address issues specifically
related to immersion education. The collection is easy to search and includes 189 articles
from newsletter features including The Bridge: From Research to Practice, Best Practices, and
Immersion ABCs.
• Find the immersion education article archive at: carla.umn.edu/immersion/acie/
The Immersion Teaching Strategies Observation Checklist was initially developed in 2000
during a CARLA summer institute facilitated by Tara Fortune at the University of Minnesota and
published as a newsletter article. Effective Immersion Pedagogy institute participants included
immersion researchers, teachers, curriculum specialists, and administrators. This collaborative
institute by-product was intended to support pre-service and practicing teachers with their
ongoing professional development goals. It can be also used to inform and focus classroom
observation for program leaders. In 2014, Dr. Fortune updated the checklist to include recent
research findings and practitioner feedback.
• Download a free copy of the checklist at: carla.umn.edu/immersion/checklist.pdf
Immersion educators will also want to check out our growing immersion research
bibliography that now houses over 1,570 entries! Searches can be targeted to key immersion
categories, including: one-way, two-way, indigenous, struggling learners, and character-based
languages.
• Find the immersion bibliographies at: carla.umn.edu/immersion/bibs/search.php
Global Literacy through Mandarin Immersion and STEM Project
This exciting project repurposed existing Engineering is Elementary® (EiE®) curriculum materials
to create an expanded interdisciplinary unit for a 3rd grade
Mandarin immersion classroom. Led by Immersion Program
Director Tara Fortune and Project Director Molly Wieland,
the curriculum development team worked to model best
practice in curriculum, instruction, and assessment for the
immersion and dual language setting given what has been
learned over decades of research.
The Just Passing Through: Designing Model Membranes
unit makes use of the EiE® focal narrative—Juan Daniel’s
Fútbol Frog—as a means for contextualizing the STEM
subject matter and cross-cultural content. The unit’s design
framework supports the teacher’s ability to integrate and
differentiate Mandarin language development within Illustration from Juan Daniel
the context of subject-based learning activities. The unit 的幸运蛙
(translated from the original
culminates in a summative Interdisciplinary Performance Juan Daniel’s Fútbol Frog)
Assessment that exemplifies curriculum-based evaluation
of subject matter, language, literacy, and cultural
2018 CARLA UPDATE
knowledge.
• Download free Mandarin immersion STEM materials at: carla.umn.edu/immersion/mmic/
To learn more about immersion research initiatives at CARLA and the University of Minnesota—
past and present––visit: carla.umn.edu/immersion/research.html
More information can be found at: carla.umn.edu/immersion/ 5Learner Language: Tools for Teachers
CARLA’s Learner Language: Tools for Teachers Project is designed to help teachers
understand learner language in order to maximize student achievement.
Background on Learner Language: Tools for Teachers
The goal of the Learner Language: Tools for Teachers project is to help teachers develop
the hands-on skills they need to monitor the growth of learner language in their own
classrooms so they can more effectively tailor their instruction to meet the evolving
learning needs of their students. Building on Exploring Learner Language, a book for ESL
instructors by Tarone & Swierzbin, and combining findings of second language acquisition
research with the theoretical framework of Exploratory Practice, teachers of Chinese,
Japanese, Korean, Persian, and Spanish learn to focus on learner language development
in their own classrooms. First, they view videos of learners doing unrehearsed
communication tasks. Then, aided by transcripts and interactive multimedia activities,
they analyze key features of the language produced and consider ways to fine-tune their
teaching to further support language growth.
These visual prompts are successfully used for communication activities
that promote collaboration, critical thinking, and language complexity
Why Focus on Learner Language?
Second language acquisition research has shown that adult learners have a “built-in syllabus”
that guides the development of a second language when the language is used in unrehearsed
communication. A similar process occurs when children acquire their first language. Just as the
growth of a plant is guided by its DNA, so the growth of the second language linguistic system
(or interlanguage) is guided by this built-in syllabus.
How Can Teachers Support the Process of Second Language Acquisition?
Teachers can nurture the growth of learner language by assigning engaging puzzle-solving
communicative tasks in which learners use that language in spontaneous and innovative ways,
often surprising their teachers and themselves with what they can do. Teachers support their
students’ second language acquisition by analyzing the accuracy, complexity, and fluency of
their learner language in order to shape ongoing instructional input, scaffolding, and corrective
feedback. Learn to use these processes at the summer institute described on page 26.
My understanding of how learners acquire language was challenged and I now see the
difference between learning, which refers to that which is explicit, and acquiring, which
“
2018 CARLA UPDATE
”
is implicit. My experience at CARLA this summer has really helped me to focus on the
learner and get to know them first, so I can then know what they need to know to be
more successful in the learning of languages.
–Growing Learner Language Summer Institute Participant
6 More information can be found at: carla.umn.edu/learnerlanguage/Learner Language: Web-Based Resources
CARLA’s Learner Language website offers multimedia materials that show teachers how
to analyze learner language from six perspectives.
Multimedia Resources for Teachers
Under the direction of Professor Elaine Tarone, project staff created a host of examples of
learner language and materials for world language teachers. In the first phase of materials
development, beginning/intermediate students of Chinese, Japanese, Korean, and Persian were
video-recorded as they worked in pairs on unrehearsed interactive puzzle-solving speaking
tasks with stimulating visual images as prompts. The videos were professionally edited and
transcribed and are posted along with the speaking prompts on the Learner Language: Tools for
Teachers website. Videos of learners of Spanish were recorded and added later in the second
phase of the project.
A series of interactive activities shows language teachers how to analyze learner language from
six different perspectives, and to consider ways to support its development:
• Learner Characteristics: Individual differences among learners that may affect their
success
• Error Analysis: Systematic errors in learner language and their typical patterns
• Interlanguage: Developmental sequences of the linguistic systems in learner language
• Learning in Interaction: Scaffolding, co-construction, and corrective feedback in
interaction
• Referential Communication: Use of language to identify things, actions, and locations
• Complexity: Simple measures of form and function in syntactic complexity and lexical
variety
Using the web-based Learner Language: Tools for Teachers materials, teachers can develop the
hands-on skills they need to monitor the growth of learner language in their own classrooms so
they can more effectively tailor their instruction to meet the learning needs of their students.
The materials are designed to be useful for self-study as well as in teacher development and
second language acquisition courses.
Check out the free resources at: carla.umn.edu/learnerlanguage/
Video segments show examples of learner language used in unrehearsed communication
Resources for Teachers of Spanish
The Learner Language website houses video materials featuring the oral and written learner
2018 CARLA UPDATE
language produced by two learners of Spanish–one a foreign language learner and one
a heritage learner of Spanish. In addition to videos of the learners, the website includes
transcriptions of their oral language, samples of their written language, and multimedia
activities that provide language teachers with a deeper understanding of the way the language
of such learners develops.
More information can be found at: carla.umn.edu/learnerlanguage/ 7Technology and Online Language Learning
CARLA provides in-depth teacher professional development on using technology in the
language classroom and offers a unique program on teaching languages online.
Transitioning to Teaching Languages Online
Although schools nationwide are rushing
to move their foreign language courses
online, those courses will not be effective
in promoting students’ ability to actually
use the language unless they are well
designed and well taught. At the same
time, most language teachers have little
or no experience with online teaching
or learning. To address this gap, CARLA
offers Transitioning to Teaching Language
Online—a unique online course that gives
teachers the experience of taking an
online course while giving them tools to
create their own online language lessons.
Originally developed for teachers of critical
languages through the STARTALK program,
this online course has launched teachers of
many languages into the brave new world Teaching Languages Online model
of online teaching with best practice tips, a set of practical tools, and experience as online
students. Find out more: carla.umn.edu/technology/tlo/
Using Technology to Improve Language Learning and Teaching
Over 650 language teachers have participated in CARLA’s annual summer institutes on
technology use in the second language classroom since they were first offered in 1999. Using
Technology in Second Language Teaching, a
popular one-week face-to-face technology
institute, is always well received by teachers
who want practical, hands-on training on
technology. To make the institute more
accessible, CARLA added an online option
for teachers who wish to participate
virtually. Using the Web for Communicative
Language Learning is a five-week online/
asynchronous summer institute on using
online tools to promote student language
proficiency by motivating their participation
Participants collaborating at the Using Technology in the and collaboration in the target language.
Second Language Classroom summer institute Both institutes will be offered again in 2018;
see details on pages 16 and 21.
Online Resources for Technology
Technology tools can inspire language students to express themselves, and to help them
collaborate with others on language learning projects. An extensive wiki site created for the
2018 CARLA UPDATE
CARLA technology summer institute provides information about many of these tools for
teaching and learning languages. The wiki is updated annually and is open to all teachers—
check it out at: carlatech.pbworks.com
8 More information can be found at: carla.umn.edu/technology/Foreign Language Literacies
CARLA’s Foreign Language Literacies Research and Professional Development project
helps teachers prepare students for the globalized communities of the 21st century.
CARLA’s newest project focuses on pedagogical approaches to foreign language literacies
development. This project, which includes both research and teacher professional
development, responds to the important need to equip teachers with tools, resources, and
experiences that help them effectively apply literacies pedagogy and engage students with
authentic texts in secondary and post-secondary classrooms.
Analyzing Literacies-Based Teaching Materials–NEW!
The goal of this research project was to understand how the four activity types from the
multiliteracies framework—experiencing, conceptualizing, analyzing, applying—are reflected
in lesson plans that target interpretive communication in beginning and intermediate
post-secondary Spanish courses. Analysis of 134 tasks from 25 lesson plans revealed
that experiencing activities predominated; very few tasks reflected the activity types of
conceptualizing, analyzing, and applying. The coding tool used for this analysis can help
teachers make informed decisions about applying multiliteracies pedagogy in their courses and
creating balanced lesson plans reflecting all four activity types. Stay tuned for a user-friendly
version of the coding tool on the CARLA website!
Implementing Literacies-Based Teaching Materials–NEW!
As a continuation of materials analysis study described above, this new research project
investigates teachers’ understandings and implementation of multiliteracies pedagogy in
intermediate Spanish courses. During the 2017-2018 academic year, the Foreign Language
Literacies research team is collecting a variety of data for qualitative and quantitative analyses:
questionnaire responses related to teaching
experiences and approaches; multiliteracies
lesson plans; classroom observations and
follow-up interviews; and recordings of
professional development meetings. The
goal of the project is to identify areas
where teachers struggle to understand
and apply multiliteracies pedagogy and
then, in response, to design professional
development tools and resources
(e.g., lesson plan checklist, typology
of multiliteracies activities, classroom CARLA Director Kate Paesani (center), faculty member
observation form) that will be freely available Mandy Menke, and doctoral student Russell Simonsen
on the CARLA website. Watch for details! share their research poster
Foreign Language Literacies: Professional Development
Interested in learning more about using multiliteracies pedagogy in your classroom? Then
attend the 2018 CARLA summer institute on Using Authentic Materials to Develop 21st Century
Literacies. This institute equips secondary and post-secondary language teachers with the
tools necessary to evaluate authentic materials appropriate for their instructional context;
analyze the effectiveness of existing lesson and unit plans; and create learning objectives and
instructional activities that incorporate literacies-based principles and engage students in
critical thinking, cross-cultural comparisons, and problem solving through authentic materials.
2018 CARLA UPDATE
Learn more about this popular summer institute on page 24.
“ ”
I would not have believed it was possible to change my thinking about teaching/
learning this much in one week!
–Using Authentic Materials Summer Institute Participant
More information can be found at: carla.umn.edu/literacies/ 9Second Language Assessment
CARLA offers a host of practical resources for teachers to create and use high-quality
classroom assessments that promote higher levels of student language proficiency.
Virtual Assessment Center: The Why and How of Classroom
Assessment
When faced with the challenge of creating
classroom-based assessments, teachers
can turn to CARLA’s user-friendly Virtual
Assessment Center. This set of web-based
learning modules provides background
information, step-by-step guidance, sample
assessments, and many practical resources on
developing second language assessments that
can improve instruction. The first section— Classroom teachers share their tips on using assessments
Why Assess?—focuses on gathering and
interpreting information that shows what learners know and can do. What am I Assessing?
covers the essential step of deciding what students need to know in order to create language
assessments aligned to standards, learning outcomes, and instruction.
In the Modes of Communication section, teachers learn how to maximize their students’
learning by integrating the interpersonal, interpretive, and presentational modes of
communication in their classroom assessments. Creating a Standards-Based Assessment Unit
outlines the process of creating a standards-based Integrated Performance Assessment (IPA)
unit and includes video clips of teachers discussing their experiences designing and using IPA
units in their classrooms. The Virtual Assessment Center also offers information on Continuous
Improvement, Research and Theory, and Resources. See: carla.umn.edu/assessment/vac/
Standards-Based Integrated Performance Assessment (IPA) Units
The Virtual Assessment Center houses over 50 teacher-created IPA units that are ready for
teachers to use in their classrooms. The new template uses the Backward Design approach
and includes the goals of instruction for the unit, final performance assessment tasks for all
three modes of communication, examples showing the
integration of all 5 Cs of the Standards (Communication,
Cultures, Connections, Comparisons, Communities), and a
toolbox section that identifies language functions, priority
vocabulary, and sample learning activities. Although the
units are written for specific languages and levels, they can
all be adapted for other teaching contexts. Download free
units at: carla.umn.edu/assessment/vac/CreateUnit/unit_
examples.html
Additional Assessment Resources
Virtual Item Bank–Over 300 sample test items provide
practical models to assess learners’ progress in reading,
listening, speaking, and writing. This free resource can be
found at: carla.umn.edu/assessment/vib/
EMC Language Proficiency Assessments by CARLA–These
2018 CARLA UPDATE
proficiency-based second language assessment tools for
reading, writing, listening, and speaking certify proficiency
at two ACTFL levels in French, German, and Spanish. Find
more information at: store.emcp.com/elpac
10 More information can be found at: carla.umn.edu/assessment/CARLA Working Papers
CARLA Working Papers are designed to share what has been learned from CARLA’s
research and action projects with language teachers, quickly and cost-effectively.
Struggling Learners and Language Immersion Education
This handbook provides dual language and immersion educators with rich information and
practical resources that address common concerns about children who struggle with language,
literacy, and learning. In response to practitioners’ most
pressing questions, this book offers case narratives from a
range of educational specialists, administrators, and teachers
that recount lived experiences with struggling learners;
background information and research summaries that
provide important information about the existing knowledge
base on this topic; discussion of issues as they relate to
language minority and language majority learners; and
guiding principles to inform program policies and practices.
Additionally, the handbook includes reference materials to
assist educators in meeting the needs of a wide variety of
language and learning challenges.
A free companion website to this publication lists print and
web-based resources that address immersion educators’ top
Available for purchase through questions about struggling immersion learners.
Barnes & Noble and Amazon See: carla.umn.edu/immersion/learners.html
Maximizing Study Abroad Guidebooks
Helping students make the most of their opportunity to study abroad lies at the very core of the
Maximizing Study Abroad series of guidebooks. Practical and user-friendly, the Students’ Guide
is designed for students to use on their own or as part of a study abroad orientation program,
and can also be used as a supplemental course text.
Created as a companion to the Students’ Guide, the
Instructional Guide provides language teachers and study
abroad professionals with both a solid understanding of
language and culture learning theory and concrete ways to use
this knowledge to support students in their skill development.
This user-friendly guide was written with the busy professional
in mind and features a tool kit of more than 100 hands-on
activities ready for use in pre-departure, in-country, and
re-entry initiatives for study abroad programs, as well as in
language classrooms at home and abroad. With its creative
activities, practitioner-friendly theory sections, teacher-tested
Available through the
tools, and professional advice, this guide allows users to University of Minnesota Bookstore
quickly and easily integrate or adapt these new ideas to meet
the unique needs of any classroom or study abroad program.
For more information about the guidebooks and to access a free copy of a research study
designed to measure the effectiveness of these materials, see: carla.umn.edu/maxsa/guides.html
More CARLA Working Papers
2018 CARLA UPDATE
CARLA Working Papers cover a range of topics including immersion
education, strategies-based instruction, language teacher education–and
more!
Many of these publications can be downloaded for free from the CARLA
website: carla.umn.edu/resources/working-papers/
More information can be found at: carla.umn.edu/resources/working-papers/ 11Web-Based Resources for Teachers
CARLA has developed many innovative resources for teachers–both research-based and
practical–on a wide range of topics that are available free on the CARLA website.
Proficiency-Oriented Language Instruction and Assessment:
A Curriculum Handbook for Teachers
This handbook provides world language teachers with
the background knowledge, ideas, and resources for
implementing proficiency-oriented language instruction
and classroom-based performance measures into their
curriculum. Tied to ACTFL’s Standards, the Handbook
gives teachers a solid foundation in the principles
and practices that are central to standards-based
and proficiency-oriented language instruction and
assessment. The Handbook also offers a wide variety of tasks and activities to use in the
classroom along with ideas for adapting these activities for different levels and languages and
longer curricular sequences. Download the free tasks and units at: carla.umn.edu/articulation/
handbook.html
Content-Based Language Teaching with Technology
(CoBaLTT) Web Resource Center
The CoBaLTT website provides online instructional modules designed for teachers to
learn key topics in content-based language instruction (CBI) and curriculum development.
The interactive modules focus on national foreign language standards, principles of CBI,
curriculum development, instructional strategies, performance-based assessment, and
technology for language teaching and
learning. Find these resources online at:
carla.umn.edu/cobaltt/modules/
The CoBaLTT website also houses 77
content-based lesson plans and units
developed for a variety of languages and
levels that can be downloaded, adapted,
and used by teachers in their own language
The CoBaLTT website offers instructional modules and
classrooms. Access the CBI lessons
curricular resources on content-based instruction and units at: carla.umn.edu/cobaltt/
lessonplans/search.php
Cultures and Languages Across the Curriculum (CLAC)
Materials Clearinghouse
CARLA, with guidance from a national consortium of CLAC program experts, has recently
launched an online clearinghouse of CLAC syllabi, assessments, teaching materials, and
program descriptions. The clearinghouse promotes sharing of successful CLAC materials and
resources to a national audience. See: carla.umn.edu/CLAC/
Developing Classroom Materials for LCTLS–
Less Commonly Taught Languages
2018 CARLA UPDATE
There is a notorious shortage of good teaching materials for less commonly taught languages
(LCTLs). To address this challenge, CARLA created a website offering LCTL teachers the
background and tools needed to create high quality materials. The website is organized
into units focused on using written texts, literature, audio, video, and pictures in innovative
ways. See: carla.umn.edu/lctl/development/
12 More information can be found at: carla.umn.edu/resources.htmlWeb-Based Resources for Learners
While the majority of CARLA’s materials are designed to support teachers, CARLA also
offers several unique learning tools that can used independently by language learners.
Dancing with Words:
Strategies for Learning
Pragmatics in Spanish
This website can be used by both learners
and teachers of Spanish. An easy-to-use
introductory unit helps learners understand
the importance of pragmatic ability. Each of
eight learning modules addresses different
speech acts and includes audio/video clips,
interactive activities, and models for self-
correction.
Dancing with Words features many
pictures with audio clips
Learn more about this resource: carla.umn.
edu/speechacts/sp_pragmatics/home.html
Spanish Grammar Strategies
Website
This engaging website was created to help
students of Spanish learn how strategies can
help them master tricky grammar forms.
Chock-full of lively video and audio clips,
along with graphics, drawings, mind maps,
and other examples, this easy-to-use website
demonstrates the strategies students use to
support their learning of Spanish grammar.
This user-friendly website provides strategies
to help students learn and use problematic Check out this unique resource at: carla.umn.
grammar structures in Spanish edu/strategies/sp_grammar/
Strategies for Learning Speech
Acts in Japanese
Designed for intermediate to advanced
learners of Japanese to use on their own,
this set of web-based modules begins with
a series of warm up exercises that take
students through several incidents they
would likely encounter in daily life as an
exchange student in Japan. Students then
can learn about and practice using Japanese
apologies, compliments/responses to
compliments, refusals, requests, and
2018 CARLA UPDATE
thanks. This interactive website gives learners of Japanese
real-world examples of speech acts.
Find this interactive website at: carla.umn.edu/speechacts/japanese/introtospeechacts/
More information can be found at: carla.umn.edu/resources.html 13CARLA Summer Institutes
Providing Top-Notch Professional Development for 23 Years!
The Center for Advanced Research on Language Acquisition (CARLA) at the University of
Minnesota has offered a summer institute program for language teachers since 1996. The
institutes reflect CARLA’s commitment to connecting research with practice as well as our
ongoing mission to share what we’ve learned with teachers and their second language learners.
Linking research and theory with practical applications for the classroom, each institute
includes discussion, theory-building, hands-on activities, and networking with colleagues.
Who Participates in the CARLA Summer Institutes?
CARLA summer institute participants—more than 5,700 to date—have come from every U.S.
state and 49 countries all over the world. They have included foreign language, immersion,
and ESL teachers at all levels of instruction, as well as program administrators, curriculum
specialists, and language teacher educators. Come join us!
It was so great to have the opportunity to work with teaching professionals from all
“
around the world. It provided participants with diverse perspectives and ideas on
”
teaching. I can’t wait to share what I've learned with my colleagues!
— CARLA Summer Institute Participant
Advanced Practices in Second Language Teaching Professional
Development Certificate
This certificate provides an exciting opportunity for teachers
of foreign languages and English as a second language to
showcase their professional development work through the
CARLA summer institute program. To earn the certificate,
teachers take a total of six CARLA summer institutes for
graduate-level credit offered through the University of
Minnesota’s College of Education and Human Development.
SUMMER INSTITUTES 2018
More Information
•• More information about the requirements for the certificate, admission criteria, and
application materials can be found at: carla.umn.edu/institutes/certificate.html
•• Information about tuition and fees can be found at: carla.umn.edu/institutes/credit.html
14 More information at: carla.umn.edu/institutes/2018 Schedule and Index
Summer Institutes for Language Teachers
The CARLA summer institutes listed below are primarily targeted at K–12 and post-secondary
foreign language and ESL teachers. They are not designed to meet the unique needs of
immersion teachers. Please refer to the bottom of each page for specific information about the
target audience or see: carla.umn.edu/institutes/
July 9–August 12, 2018
Using the Web for Communicative Language Learning—ONLINE ONLY! p. 16
July 9–July 27, 2018
Teaching Linguistic Politeness and Intercultural Awareness—ONLINE ONLY! p. 17
July 9–13, 2018
Developing Assessments for the Second Language Classroom p. 18
Teaching Heritage Languages and Learners p. 19
Culture as Core in the Second Language Classroom p. 20
July 16–20, 2018
Using Technology in Second Language Teaching—ONLINE OPTION p. 21
Creativity in the Language Classroom p. 22
Teaching Language Through the Lens of Social Justice p. 23
July 23–27, 2018
Using Authentic Materials to Develop 21st Century Literacies p. 24
Content-Based Language Instruction and Curriculum Development p. 25
Growing Learner Language: A Hands-On Approach p. 26
Summer Institute for Immersion Teachers
The immersion summer institute is specifically designed for one-way (foreign language)
and two-way immersion educators who teach subject matter through the target language
for 50–100% of the school day and promote continued development of English (amount of
instructional time in English varies by grade level).
July 16-20, 2018
Immersion 101: An Introduction to Immersion Teaching p. 27
SUMMER INSTITUTES 2018
Registration Information for All Institutes p. 28
The CARLA summer institutes have been developed and are supported, in part, by the U.S. Department of
Education’s Title VI Language Resource Center program. The summer institutes are co-sponsored by the
University of Minnesota’s College of Education and Human Development and College of Liberal Arts.
Many of the institutes fill up quickly, so register early! 15Using the Web
for Communicative Language Learning
July 9–August 12, 2018 (five-week online course)
Technology is constantly changing and it is a challenge to keep abreast of all the new and
exciting ways to use it meaningfully with today’s language learners. Participants in this
online institute will work together to develop their personal learning networks (PLN) and
create language activities for students that use technology in the framework of the three
communicative modes described in ACTFL’s World-Readiness Standards (interpretive,
interpersonal, presentational).
In this five-week course, participants will discover ways to use online tools to promote student
language comprehension and production by motivating their participation and collaboration in
the target language. Participants will discuss how online activities can change what happens in
the classroom with flipped lesson ideas.
After this institute, you will be able to: Program Schedule
•• Develop your Personal Learning Network Week 1 ••Virtual Orientation and Tech Check
(PLN) with online resources; ••Definitions, Build Your PLN
Week 2 ••Social Media for PLN and
•• Define the three communicative modes; Language Learning
•• Select technology tools appropriate Week 3 ••Interpretive Mode Activities
for interpretive, presentational, and Week 4 ••Presentational Mode Activities
interpersonal activities; Week 5 ••Interpersonal Mode Activities
••Flipped Classroom
•• Create interpretive, presentational, and ••Putting It All Together
interpersonal activities that incorporate
technology tools and digital multimedia
materials; and
•• Design lesson plans using flipped lesson
ideas to incorporate online technologies.
Facilitators
Marlene Johnshoy is the Online Education
Program Director and Web Manager at CARLA.
Marlene Johnshoy Lauren Rosen
She has given numerous workshops on many
aspects of web-based language teaching and learning.
Lauren Rosen is the Director of the UW System Collaborative Language Program. For almost
30 years she has been integrating technology into her own language courses and supporting
educators in the development of their blended and online language courses.
IMPORTANT NOTES ABOUT THIS ONLINE INSTITUTE:
You must have basic online skills (e.g. web searching, using online audo/video applications, uploading/
downloading files), and be comfortable with exploring new programs/tools with minimal guidance.
Jumpstart Activities will take place July 5-8, 2018. It is highly recommended that you get a jumpstart on the
first week activities, especially if you have never taken an online course before.
Tech Requirements: You will need a headset with microphone, a webcam, and a computer or laptop. You
may explore some mobile applications, but some of the tools used do not work on tablets/phones.
SUMMER INSTITUTES 2018
Time Frame: This institute is almost entirely asynchronous (not real time) with bi-weekly due dates. You
will work on activities according to your own schedule during the week, but the bi-weekly due dates are
critical, as the activities build on each other. There will be one or two synchronous activities—one with a
partner, one with a small group—dates/times will be set at the beginning of the institute. The institute will
require a minimum of six hours of work per week.
Target Audience: K–16 foreign language and ESL teachers interested in incorporating online applications into
their face-to-face, hybrid, or online classes.
16Language and Culture in Sync:
Teaching Linguistic Politeness and Intercultural Awareness–NEW!
July 9–27, 2018 (three-week online course)
A truly daunting challenge for second language learners
is to adjust their language use so that it is appropriate for
a variety of socio-cultural contexts. How, for example, are
learners supposed to address strangers, close friends, or
people of higher social status in that culture? Although
acquiring culturally-sensitive discourse practices can take
learners many years, research has shown that the process
can be facilitated through explicit instruction.
This institute provides practical insights for teachers on how
to enhance the learning of linguistic politeness and boost
students’ awareness of intercultural differences. Participants
will have hands-on opportunities to develop activities and Noriko Ishihara
materials for the classroom.
After this institute, you will be able to:
•• Identify general similarities and
Program Schedule
differences in expressions of linguistic Week 1 ••Terms and Definitions for Teaching
Linguistic Politeness (Pragmatics)
politeness in at least two languages; ••Recording and Studying Language Use
••Needs Assessment for (Im)Politeness,
•• Identify learners’ needs in intercultural
(In)Directness, and (In)Formality
communication; Week 2 ••Theory and Practice of SLA and
•• Develop a pragmatics-focused lesson Instructional Pragmatics
••Assessing Pragmatics-Focused Lessons
plan and assessments that incorporate ••Exploring Instructional Resources
research-based information; and ••Classroom-Based Assessment
of Pragmatics
•• Demonstrate awareness of the link ••Textbook Analysis and Adaptation
Week 3
between learners’ sociocultural ••Strategies for Learning and
identities and expressions of linguistic Using Speech Acts
••Developing Lesson Plans and
politeness and develop culturally- Exchanging Feedback
sensitive assessments based on this ••Goal-Setting for the Future
awareness.
Presenter
Noriko Ishihara is Professor of Applied Linguistics and TESOL/EFL at Hosei University, Japan. She
has designed and researched pragmatics-focused instruction and classroom-based assessment
in ESL, EFL, and Japanese. She has been facilitating professional development for language
teachers in Japan, the US, and elsewhere since 2005 and is a co-author with Andrew D. Cohen of
a teachers’ guide, Teaching and Learning Pragmatics: Where Language and Culture Meet.
IMPORTANT NOTES ABOUT THIS ONLINE INSTITUTE:
Tech Requirements: You will need a computer with reliable access to the internet as well as a headset with
a microphone and a webcam.
SUMMER INSTITUTES 2018
Time Frame: This institute is almost entirely asynchronous (not real time) with bi-weekly due dates. You
will work on activities according to your own schedule during the week, but the twice weekly due dates
are important, as the activities build on each other. The institute will require a minimum of ten hours of
work per week.
Target Audience: Elementary to postsecondary foreign language and ESL teachers, material developers,
curriculum coordinators, teacher educators, administrators, and researchers.
17Developing Assessments
For the Second Language Classroom
July 9–13, 2018
Thoughtfully designed formative and summative assessments
provide evidence and feedback on learners’ abilities to
understand and communicate with competence and confidence
in the language they are learning.
This institute begins with an overview of assessment
fundamentals to inform the design of classroom assessments.
With this foundation, the institute will focus on: the
characteristics of standards-based performance assessments;
task design to support growth in Intercultural Communicative
Competence; and selection and modification of rubrics, and
scoring guides that reflect instructional goals. Participants will
Donna Clementi develop a standards-based performance assessment unit for
their teaching context using the principles of Backward Design.
The week will conclude with a discussion of the implications of standards-based performance
assessment for the development of higher levels of proficiency across all levels of instruction.
After this institute, you will be able to: Program Schedule (9 am–4 pm)
•• Compare characteristics of
Day 1 ••Assessment Fundamentals
performance and proficiency ••Proficiency and Performance Guidelines
assessments; ••NCSSFL-ACTFL Can-Do Statements
••National Standardized Assessments
•• Design performance assessment tasks
Day 2 ••World-Readiness Standards
that integrate the World-Readiness for Learning Languages
Standards and provide evidence ••Intercultural Communicative
of Intercultural Communicative Competence (ICC)
••Task Design for Standards-Based
Competence; Performance Assessment
•• Create rubrics and scoring guides Day 3 ••Step-by-Step Design of a Standards-
Based Performance Assessment Unit
that reflect performance range
Day 4 ••Selection and Modification of Rubrics
expectations; and and Scoring Guides for Standards-based
•• Explain how standards-based Performance Assessment Units
••Formative Assessments and Feedback
performance assessments contribute to
Day 5 ••Student Engagement and Self-Assessment
higher levels of proficiency. ••Developing Higher Levels of Proficiency
Across All Levels of Instruction
Presenter
Donna Clementi is a well-known consultant and national speaker on curriculum and assessment
development. With more than 30 years of experience teaching French grades K-12, Dr. Clementi
is currently a world language methods instructor at Lawrence University, Appleton, Wisconsin.
The CARLA institute on assessment was an incredible professional development
“ ”
opportunity and chance to work with educators at all levels. I went to the institute
SUMMER INSTITUTES 2018
semi-reluctantly (not wanting to give up a week of summer) and left invigorated and
inspired for the school year.
– Assessment Institute Participant
Target Audience: Late elementary to postsecondary foreign language teachers as well as teacher educators
and preservice FL teachers. The institute is not intended for ESL or immersion teachers.
18Teaching Heritage
Languages and Learners
July 9–13, 2018
Teaching heritage learners is not the same as teaching
learners of a foreign language. Heritage languages are
languages other than English that are spoken in homes,
communities, and extended families. Although many of our
students come from vibrant multilingual contexts, unless
bilingual options are available, youth seldom have access to
expanding their home/community languages (and literacy
in them) in schools, which are predominantly English
environments. When students are given the opportunity to
use, learn, and expand on their heritage languages, they are
able to tap into an abundance of resources and knowledge.
Jennifer Eik and
Participants in this workshop will examine social justice Jenna Cushing-Leubner
topics, community-based learning for growing heritage
language (literacy), and authentic assessments for heritage language development. Participants
will collaborate; connect experiences of heritage teachers and learners to research on
multilingual development; and learn how to bring communities, classrooms, and digital
storytelling together to create powerful heritage language learning environments.
After this institute, you will be able to: Program Schedule (9 am–4 pm)
•• Recognize who our heritage language Day 1 Knowing Our Languages and Learners
learners are, and identify ways to ••Who are Heritage Language
Speakers/Learners?
maintain and strengthen heritage ••Heritage vs. Foreign Language Learning
languages; ••Principles of Heritage Language Instruction
•• Understand various youth-driven Day 2 Curriculum Development: Identity Texts
••Macro and Micro Approaches
pedagogical models to support heritage ••Identity Texts
learners and facilitate school-community ••Multimodal Texts
engagement and partnerships; Day 3 Curriculum Development:
Communities & Content
•• Utilize multimodal tools and techniques ••Content, Project, and Community-
to create heritage language specific texts Based Learning
and materials; ••PhotoVoice: Multimodal,
Arts-Integrated Texts
•• Apply identity texts as an approach to ••Youth-Led Participatory Action
Research & Critical Service Learning
showcase and support language growth;
Day 4 Assessments
and ••Authentic Assessments
••State Seals of Multilingualism
•• Generate ways to support heritage
learners in your classroom. Day 5 Teaching and Learning Together
••Collaborative Unit/Lesson Creation
••Heritage Language Teaching Cohorts
Presenters
Jenna Cushing-Leubner is Assistant Professor in Second Language Education at the University
of Wisconsin-Whitewater. She has spent the last five years working with teachers to create ESL
SUMMER INSTITUTES 2018
classes and high school Spanish heritage language programs that emphasize social justice, youth
research, and transformative teaching.
Jennifer Eik is a licensed Spanish language and ESL teacher. She has developed and taught a
high school Spanish as a Heritage Language program in South Minneapolis, Minnesota. She
anchors her language teaching in intra-ethnic studies and social justice content, and focuses on
developing young people who are strong in their multiple identities and backgrounds.
Target Audience: Secondary to postsecondary heritage language, foreign language, indigenous, and ESL
teachers.
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