Applications OPEN: SEALC-GETSEA Language Tuition Support for AY 2022-2023

With support from the Henry Luce Foundation, The Southeast East Asian Language Council (SEALC) and The Graduate Education and Training in Southeast Asian Studies (GETSEA) consortium awards financial assistance to students who incur tuition fees when studying a Southeast Asian language via synchronous distance learning during the academic year at an institution other than their home institution. This award is intended to facilitate cross-institutional collaboration and increase access to Southeast Asian language instruction. Eligibility requires that the course is credit-bearing at a North American institution and that the applicant is a full-time student at a North American institution. Priority will be given to graduate students, but all are encouraged to apply. SEALC and GETSEA encourage applicants to consider attending SEASSI which serves as an excellent resource for summer language instruction. This award is intended to improve access during the academic year so that students can obtain multi-year instruction in a timely manner.

CFP: 38th COTSEAL Conference (Hybrid)

COTSEAL invites participants from academic institutions, teachers, researchers, and graduate students who are interested in, involved in, or have conducted research on Southeast Asian language education and linguistics to submit abstracts to the conference, entitled “Diversity, Inclusion, and Equity in Southeast Asian Language Teaching and Learning.”

SEALC Information and Feedback Session: January 19th, 7pm CST

The Southeast Asian Language Council (SEALC) invites instructors of Southeast Asian languages to attend an Open Meeting of the SEALC Steering Committee at 7 PM CST on January 19, 2022.  This Information and Feedback Session will give updates on our current and planned activities, deliverables that have been developed, and most importantly an opportunity for you to offer comments and recommendations for future activities.

University of Chicago Language Center Webinar: Task Based Language Teaching

Task-based language teaching (TBLT) is sometimes seen as the latest bandwagon to jump on. Everyone talks about tasks; everyone uses tasks in their classrooms. In fact, TBLT has been an influential approach to second and foreign language education, and evidence for the impact of tasks on language learning is growing. Long (2015, 2016) states that it is probably the strongest empirically supported teaching approach.
However, looking closer at the actual teaching in second or foreign language classrooms a different picture emerges. For many instructors, TBLT is still an innovative approach that deviates from more familiar form-focused teaching methods or the omni-present Presentation-Practice-Production (PPP) paradigm. It can be hard for instructors to incorporate tasks and TBLT principles in the development of their lesson materials (Erlam, 2016) and in their teaching practices (Vandommele, Van den Branden & Van Gorp, 2018)…