Title: “Using “Grammar Songs” as an Innovative Way of Teaching Swahili to L2 learners” by Joash J. Gambarage

Abstract: Ludke (2009) shares research findings from psychology and neuroscience regarding the potential use of music and songs to support foreign language learning in modern language teaching. Grammar songs have been reported to provide positive motivation and learning enhancements for students at different ages and stages of learning (Spicher & Sweeney, 2007; Rees, 1977). While grammar songs have been useful pedagogical tools for modern language teaching, this method has not been developed for non-classical languages like Swahili–a language spoken in East and Central Africa (a Lingua Franca of Africa). In this talk I illustrate that using grammar songs makes it easier for the Swahili L2 learners to learn various aspects of grammar involving tenses, pronouns, and noun classes. I present one of the 3 grammar songs that I composed and recorded (video, audio, and karaoke style), then share my students’ reaction about how the song(s) reinforced their learning of Swahili as beginner students. This talk illustrates (i) the criteria used for composing such songs (ii) how the grammar songs are employed as an effective pedagogical material for teaching complex aspects of the Swahili language.

Bio: Dr. Joash Gambarage was born and raised in Tanzania and holds teaching degrees specialized in Swahili at the B.A (Ed.) and M.A. levels, as well a Ph.D. in linguistics from UBC. Currently Dr. Gambarage is a sessional lecturer in the department of Linguistics where he is teaching Linguistics, the languages of Africa, and Swahili. He is the recipient of the 2021 Public Humanities Award for his long-term work in fostering cross-cultural understanding and awareness of Swahili language, arts, and culture in Canada.   

Title: “Less Commonly Taught Languages: More Necessary than ever” by Hessam Dehghani 

Abstract: What is considered a “less commonly taught language (LCTL)” differs by the location and time and it is the matter of degrees. For example, in the U.S. the less commonly taught languages that are politically, economically a strategically important and thus learning them is funded by the government is different from the ones in Canada. That is why, it is necessary to recognize these languages locally and in a specific historical moment and explain the benefits of studying them contextually as well. Yet, to put more effort in learning a LCTL is a serious undertaking and commitment. Students need to learn a new writing system, sound system, and most important of all a new mode of thinking and looking at the world.  This presentation provides a couple of reasons for learners to choose one of the LCTL’s offered at UBC.

Bio: Dr. Hessam Dehghani earned his first PhD in Linguistics from Allameh Tabātabāi University working on the “Structural analysis and Phenomenological study of Persian Literature” in 2012. He then earned another PhD in Philosophy from Boston College in 2019. Between August 2019 and December 2020, he was a post-doctoral fellow and associate researcher at Harvard Divinity School and the Center for Middle Eastern Studies where he focused his research on the formation of the Persianate identity in Persian Mystic Literature. He has presented on different aspects of Persian mystic literature regularly at Harvard University and Boston College. His latest presentation on Persian Literature at Alireza Ahmadian Lecture Series can be found here.

He is also the director and founder of Persian Literature Reading Club at UBC, a public humanities initiative where the most prominent Persian writers, academics, students and the Persianate community at large come together to read about and discuss some of the most pressing human issues raised in the works of Modern Persian Literature.

 

Title: Assessment in Language Courses with Varying Levels of Proficiency by Florian Gassner

Abstract: In university language courses at the upper level, it is common to find students with (sometimes significantly) varying levels of proficiency in the same classroom. In these situations, it can be challenging for the instructor to provide all students with the same amount of meaningful input and to design equitable assessment tools. At the same time, students in this situation may imagine that they are in competition with their peers, adding unncecessary anxiety to their learning experience. In his presentation, Florian will walk us through his efforts to overcome these challenges in his course on German Conversation.

Bio: Florian Gassner is an Associate Professor of Teaching in UBC’s Department of Central, Eastern and Northern European Studies. He teaches Central and Eastern European cultural history and German language.

 

Title: Making Space for Multilingualism in Introduction to Writing Poetry by Bronwen Tate

Abstract: This short talk features four strategies for cultivating multilingual possibilities in an introductory creative writing class.

Bio: Bronwen Tate teaches poetry, creative nonfiction, and creative writing pedagogy in the School of Creative Writing at UBC. Her Ph.D. in Comparative Literature helps her make culture, context, and multilingual pedagogy core parts of her teaching.

 

Title: What’s in a Name? by Caroline Rieger

Abstract: This short talk explores the different names that are in use for language courses at UBC and beyond and examines why language course names matter. Or do you think, “that which we call a rose by any other name would smell just as sweet”?

 

Title: Exploring Multilingual Assets in Chinese Classical Poetry Class to Enhance Teaching and Learning by Bin Zheng

Abstract: Chinese classical poetry follows strict rules on word tones and rhythm, which reflects the phonetic system of the Chinese language in the 7th to 13th centuries. After thousands of years, Cantonese is the language that keeps most major features of the classical Chinese pronunciation of that period. To help students better understand the rules and appreciate classical poems, the instructor draws upon students’ multilingual assets in Cantonese to enhance classical poetry teaching and learning.

Bio: Bin Zheng is a lecturer in the Chinese Language Program in the Department of Asian Studies. Her teaching experience includes both language courses (heritage and non-heritage streams) and advanced-level literature courses. With expertise in Chinese metrical poem writing, she focuses on teaching Chinese classical poetry courses in recent years.