Speaking of Language

In this episode, Cornell LRC director Dick Feldman speaks with Christopher Kaiser of Columbia University. Chris is the Program Manager of the Shared Course Initiative, which connects less commonly taught language classrooms at Columbia, Cornell, and Yale using high-definition videoconferencing. The two discuss the challenges and advantages of offering these classes, and reflect on lessons learned over more than half a decade of building a collaborative distance-learning program for less-commonly taught languages.

The Shared Course Initiative (SCI) was established through the generous support of the Andrew W. Mellon Foundation. The SCI is a collaborative framework that uses innovative technology to share academic resources across institutional boundaries, enabling strategic partners to enrich existing curricula while respecting local institutional cultures.

Chris Kaiser’s areas of interest include second language pedagogy, distance learning, presence in the distance environment, inter-institutional collaboration, and language-learning advocacy.

For more information on Chris and the SCI, visit sharedcourseinitiative.org.

In a perfect world, we would be corrected all the time, and our output would be completely accurate. Unfortunately, our ability to process correction and produce language at the same time is limited. Certainly, our ego and other factors may get in the way. On this episode of Speaking of Language, Dick Feldman, director of the Language Resource Center at Cornell University, tackles the complex issue of error correction in second language acquisition.

This episode references the work of Natsuko Shintani, particularly her talk Examining the effects of corrective feedback: How, when and on which errors?

Natsuko Shintani obtained her PhD from the University of Auckland in 2011. She has worked as a language teacher in Japan and New Zealand, including in her own private language school for children. Her research interests include task-based language instruction, the role of interaction in second language acquisition and written corrective feedback. She has also worked on several meta-analysis studies of form-focused instruction. She has published widely in leading journals and is currently working on a single-authored book, The Role of Input-Based Tasks in Foreign Language Instruction for Young Learners, published by John Benjamins.

Twitter: @natsukonz

Dick Feldman explores the concept of intercultural competence. What is it, and what does it have to do with language learning? Why is it important to require students to study a language?

In today’s episode, LRC director Dick Feldman speaks with Susan Gass, Distinguished Professor from Michigan State University department of Linguistics and Germanic, Slavic, Asian and African Languages. The two discuss pair work and how students acquire and build language skills when conversing with each other, regardless of any mistakes their partners make.

Susan Gass is a senior researcher in the field of second-language acquisition who has published extensively on language pedagogy-related topics. Among other areas, she has been especially central to the development of the importance of interaction in language learning.

On this episode, we take a step back and ask the question: are there good and band language students? Do some people have a knack for languages that gives them some sort of advantage? We chat once again with the director of the Language Resource Center at Cornell University, Dick Feldman.

Today we talk about a familiar language, English, and its place in the world. Dick Feldman, director of the Language Resource Center, discusses how non-native English speakers deal with some of the complexities of the language.

One recent project at the Language Resource Center has been to archive a substantial number of vintage, language-related tapes, many of which were recorded at Cornell. Dick Feldman, director of the Language Resource Center, talks about the process of dealing with this rare material.