Coffee and Registration – 8:30 – 9:00 AM
Welcoming Remarks – 9:00 – 9:30 AM
Monica Calabritto (Hunter College and the Graduate Center, CUNY)
Andrew Polsky (Dean of the School of Arts and Sciences, Hunter College, CUNY)
Robert Cowan (Assistant Dean for Program Development, Assessment, & Review, Hunter College, CUNY)
Michael Taormina (Chair of the Department of Romance Languages, Hunter College, CUNY)
Session I: Translating/Viewing/Hearing the Past – 9:30 – 10:10 AM
“Translating the Past: Experiential Learning in the Archives.”
Julie Van Peteghem, Hunter College, CUNY
This talk focuses on the role (local and accessible) archival research can play in the creation of student-centered learning experiences in the world language classroom. The presentation discusses some of the activities created for an Italian Translation class centered around Italian-language archival materials from the beginning of the 20th century, held at the Hunter College Libraries and the New York Public Library. The practice of translation serves to gain knowledge about a historical period — (student) life in New York in the 1930s with a particular focus on the female student experience — and consider language as a historical process. Students not only translate Italian documents for the first time into English, but also learn to work with archival materials and primary sources.
“Stratigrafie – Strolls Across Time in Italy.”
Alberto Gelmi, The Graduate Center and City College, CUNY
This talk focuses on strategies to train students to read the spatial and historical complexities of landscapes and cities. Through the example of a semester-long project on Rome in an intermediate language course, the speaker shows how texts from different media (articles, guidebooks, documentaries, movies) can help student to contextualize familiar and unfamiliar views of the eternal city, and identify their different cultural and historical layers. The talk serves as an example of CLIL instruction (Content and Language Integrated Learning), outlining its potentials and challenges in an American undergraduate setting. The specific case considered will hopefully provide a template for multiple adaptations to other cities or regions, either prepared by the instructor or assembled by the students. At the end of the talk, the speaker will also provide suggestions to better involve students with disabilities.
“History in the Foreign Language Classroom: Argentina’s Recent Past through Rock-and-Roll.”
Monica Schinaider, Hunter College, CUNY
This talk describes how to connect language learning and history through music and songs while teaching a world language at the intermediate level. Listening to Argentine rock-and-roll lyrics and learning their historical context helps students explore the concepts of dictatorship, war, repression, censorship, dissent, and solidarity. At the same time, the class never loses sight of the grammatical patterns, the extension of vocabulary, reading comprehension, writing, and oral practice of Spanish. This combination of content learned through the apprehension of language is, in fact, language learning at a higher level.
Break – 10:10 – 10:20 AM
Session II: Experiencing/Living the Past – 10:20 – 11:00 AM
“Exploring the Present through the Past: Twentieth and Twenty-first-century Narrative Perspectives of Early Modern Italy.”
Monica Calabritto, Hunter College and the Graduate Center, CUNY
This talk will offer an example of content-based second language instruction (CBI) spanning the length of a semester, where students of Italian with advanced L2 abilities and knowledge are provided pedagogical strategies: 1) to experience, as readers and creators, modern and contemporary literary texts narrating events that happened in the early modern period; 2) to study the interface between the early modern period and the modern interpretations of it in the novels; and 3) to analyze agency and gender issues related to the female protagonists in the novels.
“Ancient Symbols, Magic Beans, and a Secret Pigeon in Renaissance Rome: A ‘Case’ for Sustained-content Teaching and Learning in the World Language Classroom.”
Kelly Paciaroni, The Graduate Center and Baldwin High School, Baldwin, NY
This talk describes a project based on early modern Roman trials conducted during a semester-long high school Italian course on the Renaissance designed according to Sustained-content language teaching/instruction (SCLT/I). The speaker will discuss strategies for contextualizing the micro-historical events presented in early modern trial documents in order to help students to better understand the daily life of ordinary people, particularly women. The discussion will feature short videos which highlight SCLT/I’s effectiveness in promoting, developing, and enhancing communication and critical thinking skills not only in students’ L2 but also in their L1.
“Doing History: Teaching the Renaissance, Protestant Reformation, and Scientific Revolution through Art, Music, Culture, and Research Skills.”
Sarah Schubert, Herricks High School, New Hyde Park, NY
This talk describes an interdisciplinary approach to engaging students in higher-level research and communication skills through historical role play. To gain a deeper understanding of world history, cultural development, and patterns of interaction and exchange, the instructor provides students with more concrete accounts of individuals significant to the era, and a new approach to practicing what the students learn. By creating an immersive learning environment – for instance, eating foods typical of the time, listening to the music of the age, and becoming prominent Renaissance individuals – students are actively “doing” history.
Break – 11:00 – 11:10 AM
Keynote Speeches – 11:10 – 11:45 AM
Clare Carroll (President of the Renaissance Society of America; Queens College and the Graduate Center, CUNY)
Dennis Looney (Director of Programs and the Association of Departments of Foreign Languages, Modern Language Association)
Elizabeth and Thomas Cohen (York University, Toronto)
Break – 11:45 AM – 12:00 PM
Parallel Sessions – 12:00 PM – 1:15 PM
“Making Renaissance Families” (geared toward college courses)
Elizabeth and Thomas Cohen (York University, Toronto)
This discussion and demonstration of experiential learning is led by Elizabeth and Thomas Cohen who often use interactive exercises in their undergraduate history courses with the very diverse student body at York University in Toronto.
“Reshaping the Baroque in the Americas” (geared toward middle and high school courses)
Kelly Paciaroni (The Graduate Center and Baldwin High School) and Sarah Schubert (Herricks High School)
A presentation for middle and high school teachers of world languages and social sciences that includes instructions on how to use the activities in your classes right away.
Concluding Remarks and Certificate Handing Out – 1:15 PM – 1:30 PM
Lunch will be provided for speakers and participants at 1:30 PM.