{"id":8834,"date":"2021-03-09T06:55:17","date_gmt":"2021-03-09T11:55:17","guid":{"rendered":"https:\/\/www.bu.edu\/geddes\/?page_id=8834"},"modified":"2021-03-10T14:44:15","modified_gmt":"2021-03-10T19:44:15","slug":"3rddisabilitiesconference","status":"publish","type":"page","link":"https:\/\/www.bu.edu\/geddes\/events\/casevents\/3rddisabilitiesconference\/","title":{"rendered":"III Second-Language Learning and Disabilities Conference"},"content":{"rendered":"<h3>Day 1<\/h3>\n<h4>Welcome; Approaching Inclusion in Our Classrooms<\/h4>\n<p><strong>Odile Cazenave<\/strong>, PhD, Chair of Romance Studies, Boston University; <strong>Mar\u00eda Datel &amp; Elena Carrion Guerrero<\/strong>, Lecturers in Spanish, Boston University<\/p>\n<p><iframe loading=\"lazy\" width=\"608\" height=\"402\" id=\"kaltura_player\" src=\"https:\/\/cdnapisec.kaltura.com\/p\/2159741\/embedPlaykitJs\/uiconf_id\/54272102?iframeembed=true&#038;entry_id=1_01yh88ue\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" allow=\"autoplay *; fullscreen *; encrypted-media *\" sandbox=\"allow-forms allow-same-origin allow-scripts allow-top-navigation allow-pointer-lock allow-popups allow-modals allow-orientation-lock allow-popups-to-escape-sandbox allow-presentation allow-top-navigation-by-user-activation\" frameborder=\"0\" title=\"Kaltura Player\"><\/iframe><\/p>\n<h4>Keynote: Bringing Whole Selves to Teaching and Learning Languages: The Convergence of Accessible Design and Anti-Racist Pedagogy<\/h4>\n<p><strong>Elizabeth C. Hamilton<\/strong>, PhD, Associate Dean, Associate Professor of German, Oberlin College<\/p>\n<p><em>In exposing social inequalities, the pandemic has made barriers to education more broadly perceived than ever. This presentation and interactive workshop will engage language teachers in reflecting on lessons from the abrupt turn to online learning environments. Participants will discuss pedagogical design that emphasizes belonging, respect, and vibrant community.<\/em><\/p>\n<p><iframe loading=\"lazy\" width=\"608\" height=\"402\" id=\"kaltura_player\" src=\"https:\/\/cdnapisec.kaltura.com\/p\/2159741\/embedPlaykitJs\/uiconf_id\/54272102?iframeembed=true&#038;entry_id=1_i4i7pe27\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" allow=\"autoplay *; fullscreen *; encrypted-media *\" sandbox=\"allow-forms allow-same-origin allow-scripts allow-top-navigation allow-pointer-lock allow-popups allow-modals allow-orientation-lock allow-popups-to-escape-sandbox allow-presentation allow-top-navigation-by-user-activation\" frameborder=\"0\" title=\"Kaltura Player\"><\/iframe><\/p>\n<h3>Day 2<\/h3>\n<h4>Anticipating Disability: Instructor Self-Assessment and Reflection<\/h4>\n<p><strong>Wade Edwards<\/strong>, PhD, Associate Dean, Professor of French, Longwood University<\/p>\n<p><em>Our commitment to diversity in the L2 classroom requires continuous reflection and evaluation of the practices that promote inclusion. This session will introduce self-assessment tools and case studies to assist faculty in recognizing and supporting diverse students, particularly those with ADHD, anxiety, or learning disabilities.<\/em><\/p>\n<p><iframe loading=\"lazy\" width=\"608\" height=\"402\" id=\"kaltura_player\" src=\"https:\/\/cdnapisec.kaltura.com\/p\/2159741\/embedPlaykitJs\/uiconf_id\/54272102?iframeembed=true&#038;entry_id=1_ua1bappt\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" allow=\"autoplay *; fullscreen *; encrypted-media *\" sandbox=\"allow-forms allow-same-origin allow-scripts allow-top-navigation allow-pointer-lock allow-popups allow-modals allow-orientation-lock allow-popups-to-escape-sandbox allow-presentation allow-top-navigation-by-user-activation\" frameborder=\"0\" title=\"Kaltura Player\"><\/iframe><\/p>\n<h4>Resources for Educators at BU<\/h4>\n<p><strong>Lorre Wolf<\/strong>, PhD, Director of Disability Services, 504 Coordinator, Boston University<\/p>\n<p><em>The office will outline the role it plays in supporting Boston University students with disabilities and in helping them to succeed.<\/em><\/p>\n<p><iframe loading=\"lazy\" width=\"608\" height=\"402\" id=\"kaltura_player\" src=\"https:\/\/cdnapisec.kaltura.com\/p\/2159741\/embedPlaykitJs\/uiconf_id\/54272102?iframeembed=true&#038;entry_id=1_ou7gwy7k\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" allow=\"autoplay *; fullscreen *; encrypted-media *\" sandbox=\"allow-forms allow-same-origin allow-scripts allow-top-navigation allow-pointer-lock allow-popups allow-modals allow-orientation-lock allow-popups-to-escape-sandbox allow-presentation allow-top-navigation-by-user-activation\" frameborder=\"0\" title=\"Kaltura Player\"><\/iframe><\/p>\n<h4>Inclusive communicative language teaching: hidden contradictions and overt practical issues<\/h4>\n<p><strong>Joanna Pfingstorn &amp; Ana Roavi<\/strong>, University of Bremen, Germany<\/p>\n<p><em>This presentation focuses on (pre-service) EFL teachers&#8217; perceptions of the role of diversity in teaching practice and their evaluation of learner personality traits, cognitive styles, special educational needs, and potential deficits in language learning contexts, and suggests practical approaches for EFL classrooms.<\/em><\/p>\n<p><iframe loading=\"lazy\" width=\"608\" height=\"402\" id=\"kaltura_player\" src=\"https:\/\/cdnapisec.kaltura.com\/p\/2159741\/embedPlaykitJs\/uiconf_id\/54272102?iframeembed=true&#038;entry_id=1_ukkf5wbq\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" allow=\"autoplay *; fullscreen *; encrypted-media *\" sandbox=\"allow-forms allow-same-origin allow-scripts allow-top-navigation allow-pointer-lock allow-popups allow-modals allow-orientation-lock allow-popups-to-escape-sandbox allow-presentation allow-top-navigation-by-user-activation\" frameborder=\"0\" title=\"Kaltura Player\"><\/iframe><\/p>\n<h4>Learning an L2 with Dyslexia<\/h4>\n<p><strong>Bel\u00e9n Reyes Morente<\/strong>, PhD Candidate, University of Granada, Spain<\/p>\n<p><em>This presentation analyzes the results of a study that investigated the effects of dyslexia in second language acquisition in a group of native Spanish speakers who learned English. It then provides pedagogical strategies to work with students who have dyslexia.<\/em><\/p>\n<p><iframe loading=\"lazy\" width=\"608\" height=\"402\" id=\"kaltura_player\" src=\"https:\/\/cdnapisec.kaltura.com\/p\/2159741\/embedPlaykitJs\/uiconf_id\/54272102?iframeembed=true&#038;entry_id=1_mzn0pam9\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" allow=\"autoplay *; fullscreen *; encrypted-media *\" sandbox=\"allow-forms allow-same-origin allow-scripts allow-top-navigation allow-pointer-lock allow-popups allow-modals allow-orientation-lock allow-popups-to-escape-sandbox allow-presentation allow-top-navigation-by-user-activation\" frameborder=\"0\" title=\"Kaltura Player\"><\/iframe><\/p>\n<h4>Facing Transitions: Learning ASL in an Online Environment<\/h4>\n<p><strong>Kara Gournaris<\/strong>, Assistant Professor, Western Oregon University<\/p>\n<p><em>The shift to the remote delivery of American Sign Language presents challenges and exacerbates inequalities for both students and Deaf professionals. This presentation <\/em><em>examines the impacts of online learning on second language acquisition and the inequity Deaf professionals face, both short and long term, as a result of this transition to online instruction.<\/em><\/p>\n<p><iframe loading=\"lazy\" width=\"608\" height=\"402\" id=\"kaltura_player\" src=\"https:\/\/cdnapisec.kaltura.com\/p\/2159741\/embedPlaykitJs\/uiconf_id\/54272102?iframeembed=true&#038;entry_id=1_06d232ja\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" allow=\"autoplay *; fullscreen *; encrypted-media *\" sandbox=\"allow-forms allow-same-origin allow-scripts allow-top-navigation allow-pointer-lock allow-popups allow-modals allow-orientation-lock allow-popups-to-escape-sandbox allow-presentation allow-top-navigation-by-user-activation\" frameborder=\"0\" title=\"Kaltura Player\"><\/iframe><\/p>\n<h4>Questions of Sight &amp; Language Acquisition<\/h4>\n<p><strong>Paul Mandell<\/strong>, Associate Professor of Spanish, University of Houston-Downtown<\/p>\n<p><em>This presentation addresses questions related to blindness and first and second language acquisition, and reviews empirical findings about the variable as well as explores its relevance to online technology-based pedagogy.<\/em><\/p>\n<p><iframe loading=\"lazy\" width=\"608\" height=\"402\" id=\"kaltura_player\" src=\"https:\/\/cdnapisec.kaltura.com\/p\/2159741\/embedPlaykitJs\/uiconf_id\/54272102?iframeembed=true&#038;entry_id=1_p4yn2at7\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" allow=\"autoplay *; fullscreen *; encrypted-media *\" sandbox=\"allow-forms allow-same-origin allow-scripts allow-top-navigation allow-pointer-lock allow-popups allow-modals allow-orientation-lock allow-popups-to-escape-sandbox allow-presentation allow-top-navigation-by-user-activation\" frameborder=\"0\" title=\"Kaltura Player\"><\/iframe><\/p>\n<h4>Promoting Inclusive Practices for Foreign Language Classrooms<\/h4>\n<p><strong>Luluah Mustafa &amp; Salima Slimane<\/strong>, Lecturers in Arabic, Boston University<\/p>\n<p><em>This presentation addresses teaching practices and language activities to foster an inclusive learning environment that meets the needs of all students and helps them reach their fullest potential.<\/em><\/p>\n<p><iframe loading=\"lazy\" width=\"608\" height=\"402\" id=\"kaltura_player\" src=\"https:\/\/cdnapisec.kaltura.com\/p\/2159741\/embedPlaykitJs\/uiconf_id\/54272102?iframeembed=true&#038;entry_id=1_9xh7tp3n\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" allow=\"autoplay *; fullscreen *; encrypted-media *\" sandbox=\"allow-forms allow-same-origin allow-scripts allow-top-navigation allow-pointer-lock allow-popups allow-modals allow-orientation-lock allow-popups-to-escape-sandbox allow-presentation allow-top-navigation-by-user-activation\" frameborder=\"0\" title=\"Kaltura Player\"><\/iframe><\/p>\n<h4>Supporting language-based learning difficulties in the foreign language classroom<\/h4>\n<p><strong>Mildred Basker-Seigel<\/strong>, Coordinator of Spanish Language Program, Boston University<\/p>\n<p><em>This presentation explores how language-based learning difficulties impact second language learning and proposes instructional techniques and supports to address<\/em><br \/>\n<em>students&#8217; diverse learning styles.<\/em><\/p>\n<p><iframe loading=\"lazy\" width=\"608\" height=\"402\" id=\"kaltura_player\" src=\"https:\/\/cdnapisec.kaltura.com\/p\/2159741\/embedPlaykitJs\/uiconf_id\/54272102?iframeembed=true&#038;entry_id=1_028truph\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" allow=\"autoplay *; fullscreen *; encrypted-media *\" sandbox=\"allow-forms allow-same-origin allow-scripts allow-top-navigation allow-pointer-lock allow-popups allow-modals allow-orientation-lock allow-popups-to-escape-sandbox allow-presentation allow-top-navigation-by-user-activation\" frameborder=\"0\" title=\"Kaltura Player\"><\/iframe><\/p>\n<h4>Multimodal representations of disabilities in Spanish L2 learning materials: explorations from a critical discourse analysis perspective<\/h4>\n<p><strong>Laura Barrasa-Fano<\/strong>, Independent Research, &amp; <strong>Alfonso Sanchezmoya<\/strong>, Postdoc, Harvard University<\/p>\n<p><em>This presentation uses a critical discourse analysis perspective to scrutinize the multi modal representations of disabilities in a corpus of teaching materials employed in Spanish L2 contexts.<\/em><\/p>\n<p><iframe loading=\"lazy\" width=\"608\" height=\"402\" id=\"kaltura_player\" src=\"https:\/\/cdnapisec.kaltura.com\/p\/2159741\/embedPlaykitJs\/uiconf_id\/54272102?iframeembed=true&#038;entry_id=1_ds1vk4xx\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" allow=\"autoplay *; fullscreen *; encrypted-media *\" sandbox=\"allow-forms allow-same-origin allow-scripts allow-top-navigation allow-pointer-lock allow-popups allow-modals allow-orientation-lock allow-popups-to-escape-sandbox allow-presentation allow-top-navigation-by-user-activation\" frameborder=\"0\" title=\"Kaltura Player\"><\/iframe><\/p>\n<h4>Representing Disabilities in the Language Curriculum: A Culturally Responsive Pedagogy<\/h4>\n<p><strong>Mar\u00eda Datel<\/strong>, Senior Lecturer in Spanish, Boston University<\/p>\n<p><em>Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students&#8217; cultural references to make learning relevant and accessible for all. This presentation explores how to incorporate these references so that educators can represent disability in the language curriculum as a part of human diversity.<\/em><\/p>\n<p><iframe loading=\"lazy\" width=\"608\" height=\"402\" id=\"kaltura_player\" src=\"https:\/\/cdnapisec.kaltura.com\/p\/2159741\/embedPlaykitJs\/uiconf_id\/54272102?iframeembed=true&#038;entry_id=1_i2z6hs1r\" allowfullscreen=\"allowfullscreen\" webkitallowfullscreen=\"webkitallowfullscreen\" mozallowfullscreen=\"mozallowfullscreen\" allow=\"autoplay *; fullscreen *; encrypted-media *\" sandbox=\"allow-forms allow-same-origin allow-scripts allow-top-navigation allow-pointer-lock allow-popups allow-modals allow-orientation-lock allow-popups-to-escape-sandbox allow-presentation allow-top-navigation-by-user-activation\" frameborder=\"0\" title=\"Kaltura Player\"><\/iframe><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Day 1 Welcome; Approaching Inclusion in Our Classrooms Odile Cazenave, PhD, Chair of Romance Studies, Boston University; Mar\u00eda Datel &amp; Elena Carrion Guerrero, Lecturers in Spanish, Boston University Keynote: Bringing Whole Selves to Teaching and Learning Languages: The Convergence of Accessible Design and Anti-Racist Pedagogy Elizabeth C. Hamilton, PhD, Associate Dean, Associate Professor of German, [&hellip;]<\/p>\n","protected":false},"author":3080,"featured_media":0,"parent":3192,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/www.bu.edu\/geddes\/wp-json\/wp\/v2\/pages\/8834"}],"collection":[{"href":"https:\/\/www.bu.edu\/geddes\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.bu.edu\/geddes\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/geddes\/wp-json\/wp\/v2\/users\/3080"}],"replies":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/geddes\/wp-json\/wp\/v2\/comments?post=8834"}],"version-history":[{"count":12,"href":"https:\/\/www.bu.edu\/geddes\/wp-json\/wp\/v2\/pages\/8834\/revisions"}],"predecessor-version":[{"id":8847,"href":"https:\/\/www.bu.edu\/geddes\/wp-json\/wp\/v2\/pages\/8834\/revisions\/8847"}],"up":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/geddes\/wp-json\/wp\/v2\/pages\/3192"}],"wp:attachment":[{"href":"https:\/\/www.bu.edu\/geddes\/wp-json\/wp\/v2\/media?parent=8834"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}