Second Language Studies Colloquium

We will meet every Friday during the Fall and Spring semesters via Zoom meeting, for the link please email the Colloquium coordinator Mike Iverson at mikeiver@iu.edu

Date

Talk Title

Presenter(s)

January 22 No Colloquium

 

January 29 Qualtrics workshop       

Isabelle Darcy

https://iu.mediaspace.kaltura.com/media/t/1_xxcu6lv5

February 5

 

 

February 12    
February 19 "SLA, ISLA, and the teaching of tense and aspect: A review of the theory-practice relationship” Kathleen Bardovi -Harlig and Llorenç Comajoan-Colomé (Universitat de Vic)
February 26 Comparing massed versus distributed feedback on the acquisition of Spanish Differential Object Marking

Megan DiBartolomeo (Indiana University), Diana Arroyo (Indiana University), Carly Carver (Augusta University), Jungyoun Choi (Indiana University), Alejandro Cisneros (Colorado State University Global), and Yucel Yilmaz (Indiana University)

March 6    
March 12    
March 19 Professionalization Series: Journals Faculty
March 26 Folkbiology in Indigenous Languages: Decolonizing the Cultural Classification of Living Kinds David Stringer
April 2 Computer simulations in pragmatics instruction: Investigating the effects of feedback on learner refusals and requests Paul Richards
April 9 Ayşe Gürel, (Professor, Department of Foreign Language Education, Bogazici University) TBA (ConCALL-4 Keynote Lecture)
April 16 L2 American English Learners’ Interpretation of Intonation and Speaker Intent Kim Wan
April 23

Group Messaging: Tools for Fostering Community Online (Daniel)

Using Digital Interactive Notebooks for Teaching Vocabulary in Foreign Language Classrooms (Alejandra & Hannah)
Linked Presentation
Linked Example

Twitterfolio : Language Engagement and Community Building (Houston)
Linked Presentation

Google Forms: Not Just for Surveys (Annelies)

Daniel Graff
Alejandra Aguilar Perez & Hannah Alt
Houston McClure
Annelies Stoelinga
April 30 Teaching and learning languages and linguistics during the pandemic: Findings from a multi-country survey Michał B. Paradowski (University of Warsaw)

May 7

Happy Last Day of the Semester!
Congratulations to our 2021 Graduates!

SLS Colloquium Policy

The Colloquium constitutes a primary vector of student professionalization as researchers and teacher scholars. The function of the colloquium is to provide a venue for the development of non-native multi-lingual language research by faculty and students leading to publication of research manuscripts and to advancement toward degree requirements. It assumes the full participation of faculty and students dedicated to the advancement of research. Presenting work at the colloquium assumes it can be enhanced cooperatively. The sharing of research as a departmental community is a significant ingredient of the intellectual life. Priority is given to new empirical research work that is going to be presented elsewhere and/or is clearly headed to publication. The colloquium is, therefore, held at the discretion of the faculty. The colloquium seeks to represent the depth and breadth of departmental research activities. Its scope, focus, and schedule are dictated according to these guidelines by the faculty with scheduling delegated to the Colloquium Coordinator.
Colloquium participants (presenters and attendees) are expected to behave in a civil and polite manner following standards in the field: https://www.linguisticsociety.org/content/lsa-civility-policy. Uncivil behaviors such as bullying, badgering, threats, and heckling are serious infringements upon the learning process and are unacceptable. They undermine the academic mission and could therefore be grounds for a period of exclusion. Following an incident, exclusions require that a motion for exclusion be brought at a faculty meeting and seconded as a resolution. Motions for exclusion must carry a two-thirds majority for exclusion to be enforced by the Colloquium Coordinator. Any such decision will be announced immediately upon the vote. Motions for exclusions are signs of unprofessional behavior to be changed