Fostering Student Engagement in Online, Face-to-Face, and Hybrid Language Learning Environments: Research and Praxis
Building on a strong foundation from the 2020-2021 academic year, the Language Collaboratory continued in 2021-2022 to offer a series of online sessions that provided space for a stimulating dialogue between a discussant from one of the participating institutions or an invited guest from another institution and session attendees. In the Spring 2022, we expanded on our fall discussions on the theme of student engagement. In addition, the Spring series offered opportunities for peer-to-peer learning with the inclusion of two new session formats: un-webinars and swapshops.
We provided insights on student engagement from two lenses/perspectives: 1) research-based, and 2) pedagogical and practical. Furthermore, the sessions examined the implications and manifestations of student engagement praxis in and out of the classroom.
Individual sessions addressed how student engagement relates to and intersects with topics such as corrective feedback, task design, learning achievement, group dynamics, classroom environment, students’ willingness or reticence to speak, and others.
Spring 2022 Sessions
- Monday, April 25: Transforming L2 Identities: The Affordances of Multilingual Life Writing
- Thursday, April 14: Strategies for Creating a Classroom Community of Practice
- Thursday, April 7: We Are What We Eat: Enhancing Cultural and Linguistic Competency in a Foods Related Course
- Thursday, March 24: Enjoyment as Engagement: Sample Activities for the Language Classroom
- Monday, February 28, What Digital Content Appears to Engage Language Students the Most?
- Thursday, February 17: Understanding the Impact of Course Flexibility: Too Little or Too Much?
University of Iowa, College of Liberal Arts and Sciences Center for Language and Culture Learning; University of Michigan, College of Literature, Science, and the Arts (LSA) Language Resource Center; University of Minnesota, College of Liberal Arts (CLA) Language Center; Michigan State University, Center for Language Teaching Advancement; University of Wisconsin-Madison, Language Institute.