Indigenous Languages of Latin America Workshop: Pedagogy & Technology
Taller de lenguas indígenas de América Latina: pedagogía y tecnología
The Latin American Indigenous Studies Alliance (LAISA), a partnership between Latin American studies centers at Stanford University, the University of California, Berkeley, the University of California, Los Angeles, and the University of Utah, is pleased to offer professional development workshops for instructors of Indigenous languages of Latin America.
CLAS brings together instructors of Indigenous languages of Latin America in the Taller de lenguas indígenas de América Latina to present, share, and discuss methods, materials, resources, and the challenges and successes specific to the teaching of Less Commonly Taught Languages (LCTL), specifically indigenous languages of Latin America, in the U.S. classroom. Working sessions are dedicated to the development of materials and plans that participants can take back to their institutions.
Read more about the experiences of our workshop participants in "Teaching Indigenous Languages of Latin America: an Ongoing Effort" by Ignacio Carvajal, assistant professor in the Department of Spanish and Portuguese at the University of Kansas.
Reunión virtual sobre la pedagogía de lenguas indígenas
Viernes, 3 de diciembre de 2021
8:30 a.m. a 12:00 p.m. (Hora de California)
La agenda será enviada más tarde
Este taller es gratuito.
Copatrocinado por Stanford University Center for Latin American Studies, UC Berkeley Center for Latin American Studies, UCLA Latin American Institute, University of Utah Center for Latin American Studies.
Se puede comunicar con Molly Aufdermauer, CLAS Public Engagement Coordinator (email@example.com), si hay preguntas.
February 5, March 12, April 2, May 7, and June 11, 2021
Virtual Workshop Series
Series of mini-workshops featuring lesson demos and ongoing discussions on Indigenous language epistemologies and pedagogies.
December 4, 2020
Participants discussed second language acquisition theories, classroom resources, and backwards curriculum design.
March 5-7, 2020
Participating instructors presented teaching demonstrations and participated in sessions on curriculum design and the use of technology in the classroom and visited the Dave Rumsey Map Center at Stanford Libraries.
October 4, 2019
Participants collaborated with each other on curriculum design, wish guidance from Ali Miano, Coordinator of the Spanish Language Program and Lecturer in Spanish at Stanford University.
March 7-9, 2019
During this three-day workshop, instructors presented teaching demonstrations and participated in sessions on curriculum design and the use of technology in the classroom.
October 12, 2018
Participants engaged in a workshop on curriculum design with Ali Miano, Coordinator of the Spanish Language Program and Lecturer in Spanish at Stanford University.
March 8-10, 2018
During this three-day workshop, participants presented strategies, methods, and materials relating to the teaching of indigenous languages of Latin America. Discussions were focused on the development of learning objectives, syllabi, and teaching materials.
October 28, 2017
This workshop continued the conversation started in the March 2017 workshop on Stanford Campus. Participants discussed curriculum design, pedagogy, and the use of technology in the Indigenous language classroom.
March 6-10, 2017
During this five-day workshop, instructors participated in a range of sessions focused on classroom instruction of Indigenous languages of Latin America. The sessions covered
- quality instructional practice;
- syllabus design best practices;
- the use of technology in the Indigenous language classroom, including distance learning;
- language classroom observations; and
- an intensive two-day ACTFL Modified OPI Assessment Workshop, conducted by an ACTFL (American Council on the Teaching of Foreign Languages) certified trainer. Participants learned techniques for administering and rating the Oral Proficiency Interview (OPI) at the Novice and Intermediate levels, as well as how to apply proficiency principles to classroom practice.
CLAS is a U.S. Department of Education National Resource Center (NRC). Supported by the U.S. Department of Education under the auspices of Title VI, Section 602(a) of the Higher Education Act of 1965, NRCs serve to strengthen access to and training in the major languages of their respective regions, and to broaden area studies training across all disciplines.