Join us for the Fall 2018 Professional Development Day!
Markus Kupferblum, Fall 2018 Craig-Kade Scholar in Residence
will speak on “Geschichten erzählen im Unterricht - theaterpädagogische Konzepte zur Konfliktbewältigung im Klassenzimmer”This presentation will discuss and demonstrate skills and techniques to develop short scenes with pupils in order to cope with conflicts that might occur in their everyday lives. The purpose of this work is to demonstrate to the students that there are various strategies to face a specific problem and that each of these possibilities will lead to a different solution. It is always the decision of the people involved how a conflict develop.
and Jennifer Redmann, Associate Professor of German, Franklin & Marshall College
will speak on "Reading and genre-based writing in a multiliteracies collegiate foreign language curriculum"A multiliteracies-based foreign language curriculum places texts, along with level-appropriate tasks, at the center of every course at every level. I will briefly present a theoretical framework for a multiliteracies-based approach to reading and writing (Kern 2000; Paesani, Allen & Dupuy 2015), along with issues surrounding text selection for the beginning, intermediate, and advanced levels of an integrated curriculum. This will be followed by examples and suggestions for how text-based activities can be integrated into classroom work at all levels. These include approaches to reading through the use of a reading journal and work on writing through a model-based, process-oriented, genre-focused (MPG) approach. In the MPG approach, analysis of model texts provides students with insights into the culturally specific characteristics of written texts in various genres. By working with various types of model texts, students have the opportunity to practice vocabulary, idiomatic phrases, and grammatical structures particular to certain genres and to adopt them for their own writing. This structured and scaffolded approach to writing allows students to successfully author texts that exceed what one would expect of L2 learners at various levels of proficiency.