28 MAY 2021, VITORIA-GASTEIZ (ONLINE EDITION)
Children learning grammar in a foreign language context: Interactive tasks and attention to form
Although teaching foreign languages in primary school is a world-wide practice, children aged 6-12 are an underresearched population and little is known about which communicative tasks help them to focus on formal aspects of language and facilitate their learning process.
This international seminar will feature experts in the field of foreign language learning in primary school in different contexts (Asia, Europe and North and South America) who will present findings from different experimental studies and draw pedagogical implications and applications for the primary school classsroom.
The workshop will be held entirely in English.
Laura Gurzynski-Weiss (PhD: Georgetown University) is Associate Professor and Director of Undergraduate Studies in the Department of Spanish and Portuguese at Indiana University (USA), where she teaches courses in second language acquisition, Task-Based Language Teaching, research and teaching methods, individual differences, and Hispanic Linguistics.
Recent research projects include task-based needs analysis and curriculum design for exposure-track Spanish at the elementary/primary level, as well as for a domestic Spanish immersion camp at the high school/secondary level. She directs the Task-Based Language Learning Task Bank, serves on the Executive Boards of the International Association for Task-Based Language Teaching and the International Association of Applied Linguistics, and is the co-founder and co-director of AILA Ibero-America.
(Indiana University, USA)
Natsuko Shintani is a Professor in the Faculty of Foreign Language Studies, Kansai University. She has taught English to young learners in her own private language school in Japan and applied linguistics courses at the master level at Nanyang Technological University in Singapore and the University of Auckland in New Zealand.
Her research interests encompass the roles of interaction in second language acquisition, second language writing, and task-based language teaching for young learners. Her new co-authored book, entitled Task-based language teaching: Theory and practice, has been published with Cambridge University Press.
(Kansai University, Japan)
Masatoshi Sato is a Professor in the Department of English at Universidad Andrés Bello, Chile. He is also an Affiliated Professor at Michigan State University (USA), Curtin University (Australia), and Anaheim University (USA). He has taught English and Japanese in Japan, US, Chile, and Canada. He currently teaches pre-service and in-service English teachers in Chile.
His research agenda is to conduct theoretical and practical research in order to provide practitioners with evidence-based pedagogy. In particular, he has conducted research focusing on peer interaction, corrective feedback, learner psychology, teacher psychology, and research-pedagogy link. In addition to his publications in international journals, he has recently co-edited three books for prestigious publishers. He is the recipient of the 2014 ACTFL/MLJ Paul Pimsleur Award. He is currently the Editor of Language Awareness.
(Universidad Andrés Bello, Chile)
Yuko Goto Butler is Professor of Educational Linguistics at the Graduate School of Education at the University of Pennsylvania. She is also the director of Teaching English to Speakers of Other Languages (TESOL) program at Penn. Her research interests are primarily focused on the improvement of second/foreign language education among young learners in the U.S. and Asia in response to the diverse needs of an increasingly globalizing world.
Her work has also focused on identifying effective ESL/EFL teaching and learning strategies and assessment methods that take into account the relevant linguistic and cultural contexts in which instruction takes place.
(University of Pennsylvania, USA)
Dr Rowena Kasprowicz is a Lecturer in Second Language Education in the Institute of Education at the University of Reading (UK). She completed her PhD in Education at the University of York (UK). Her primary research interests are in classroom-based foreign language learning, particularly for young learners and in relation to the development of grammatical knowledge.
Rowena is a Research Specialist for the National Centre for Excellence for Language Pedagogy, advising on the development of research-informed foreign language teaching and learning resources and leading on the development of the Gaming Grammar digital learning game. She is a collaborator on the Open Accessible Summaries In Language Studies (OASIS) initiative and a Theme Lead for the Research in Primary Languages network.
(University of Reading, UK)
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