�ݺ�ߣshows by User: AnnAbbott

�ݺ�ߣshows by User: AnnAbbott / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: AnnAbbott / Tue, 30 Oct 2018 21:34:37 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: AnnAbbott Ad hoc interpreting and language justice /slideshow/ad-hoc-interpreting-and-language-justice/121237382 adhocinterpretingandlanguagejustice-181030213437
Professionals who are bilingual or who have even just some skills in a language other than English are often called upon to interpret (and translate) even though they are not professionally-trained interpreters. This can be difficult, but there are some basics that everyone can learn in order to be the most effective possible. (And sometimes that means knowing when to say no.) In this presentation I frame the work of ad hoc interpreting as language justice, which falls under the umbrella of social justice. Then I share practical tips for interpreting as well as ways to think about your language skills beyond the dichotomy of bilingual/monolingual. I tackle the issue of advocacy head-on, and then I conclude by examining the role of bias among everyone involved in the interpreting act. I have almost three decades of experience teaching Spanish, and my expertise is languages in community contexts--where ad hoc interpreting often emerges. If you would like for me to present to your organization or company, please contact me at arabbott@illinois.edu. Ad hoc interpreting happens in many contexts (e.g., parent-teacher conferences, churches, libraries, businesses, service organizations, etc.), especially in communities that have relatively recently welcomed immigrants to their area.]]>
Professionals who are bilingual or who have even just some skills in a language other than English are often called upon to interpret (and translate) even though they are not professionally-trained interpreters. This can be difficult, but there are some basics that everyone can learn in order to be the most effective possible. (And sometimes that means knowing when to say no.) In this presentation I frame the work of ad hoc interpreting as language justice, which falls under the umbrella of social justice. Then I share practical tips for interpreting as well as ways to think about your language skills beyond the dichotomy of bilingual/monolingual. I tackle the issue of advocacy head-on, and then I conclude by examining the role of bias among everyone involved in the interpreting act. I have almost three decades of experience teaching Spanish, and my expertise is languages in community contexts--where ad hoc interpreting often emerges. If you would like for me to present to your organization or company, please contact me at arabbott@illinois.edu. Ad hoc interpreting happens in many contexts (e.g., parent-teacher conferences, churches, libraries, businesses, service organizations, etc.), especially in communities that have relatively recently welcomed immigrants to their area.]]> Tue, 30 Oct 2018 21:34:37 GMT /slideshow/ad-hoc-interpreting-and-language-justice/121237382 AnnAbbott@slideshare.net(AnnAbbott) Ad hoc interpreting and language justice AnnAbbott Professionals who are bilingual or who have even just some skills in a language other than English are often called upon to interpret (and translate) even though they are not professionally-trained interpreters. This can be difficult, but there are some basics that everyone can learn in order to be the most effective possible. (And sometimes that means knowing when to say no.) In this presentation I frame the work of ad hoc interpreting as language justice, which falls under the umbrella of social justice. Then I share practical tips for interpreting as well as ways to think about your language skills beyond the dichotomy of bilingual/monolingual. I tackle the issue of advocacy head-on, and then I conclude by examining the role of bias among everyone involved in the interpreting act. I have almost three decades of experience teaching Spanish, and my expertise is languages in community contexts--where ad hoc interpreting often emerges. If you would like for me to present to your organization or company, please contact me at arabbott@illinois.edu. Ad hoc interpreting happens in many contexts (e.g., parent-teacher conferences, churches, libraries, businesses, service organizations, etc.), especially in communities that have relatively recently welcomed immigrants to their area. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/adhocinterpretingandlanguagejustice-181030213437-thumbnail.jpg?width=120&height=120&fit=bounds" /> Professionals who are bilingual or who have even just some skills in a language other than English are often called upon to interpret (and translate) even though they are not professionally-trained interpreters. This can be difficult, but there are some basics that everyone can learn in order to be the most effective possible. (And sometimes that means knowing when to say no.) In this presentation I frame the work of ad hoc interpreting as language justice, which falls under the umbrella of social justice. Then I share practical tips for interpreting as well as ways to think about your language skills beyond the dichotomy of bilingual/monolingual. I tackle the issue of advocacy head-on, and then I conclude by examining the role of bias among everyone involved in the interpreting act. I have almost three decades of experience teaching Spanish, and my expertise is languages in community contexts--where ad hoc interpreting often emerges. If you would like for me to present to your organization or company, please contact me at arabbott@illinois.edu. Ad hoc interpreting happens in many contexts (e.g., parent-teacher conferences, churches, libraries, businesses, service organizations, etc.), especially in communities that have relatively recently welcomed immigrants to their area.

Ad hoc interpreting and language justice from Annie Abbott

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0 How to level up in spanish /slideshow/how-to-level-up-in-spanish-53517654/53517654 howtolevelupinspanish-151004163303-lva1-app6891
For students who are serious about Spanish, leadership, research, professional development, community engagement and more, the Spanish program at the University of Illinois, Urbana-Champaign offers seven opportunities: honors thesis, linguistics research labs, experiential education, internships in Barcelona, volunteer work at the Language Academy, group leaders for Mi Pueblo and the Undergraduate Advisory Board.]]>
For students who are serious about Spanish, leadership, research, professional development, community engagement and more, the Spanish program at the University of Illinois, Urbana-Champaign offers seven opportunities: honors thesis, linguistics research labs, experiential education, internships in Barcelona, volunteer work at the Language Academy, group leaders for Mi Pueblo and the Undergraduate Advisory Board.]]> Sun, 04 Oct 2015 16:33:03 GMT /slideshow/how-to-level-up-in-spanish-53517654/53517654 AnnAbbott@slideshare.net(AnnAbbott) How to level up in spanish AnnAbbott For students who are serious about Spanish, leadership, research, professional development, community engagement and more, the Spanish program at the University of Illinois, Urbana-Champaign offers seven opportunities: honors thesis, linguistics research labs, experiential education, internships in Barcelona, volunteer work at the Language Academy, group leaders for Mi Pueblo and the Undergraduate Advisory Board. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/howtolevelupinspanish-151004163303-lva1-app6891-thumbnail.jpg?width=120&height=120&fit=bounds" /> For students who are serious about Spanish, leadership, research, professional development, community engagement and more, the Spanish program at the University of Illinois, Urbana-Champaign offers seven opportunities: honors thesis, linguistics research labs, experiential education, internships in Barcelona, volunteer work at the Language Academy, group leaders for Mi Pueblo and the Undergraduate Advisory Board.

How to level up in spanish from Annie Abbott

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0 Spanish for Social Justice /slideshow/spanish-for-social-justice/53041482 abbottlasdiscoveryday-150922005800-lva1-app6891
When students of Spanish partner with Spanish speakers in our town, they use language to bridge the language divide and increase access to services, cultural information, business opportunities and social connections. 1. Although I focus on Spanish, all languages are important in the fight for local and global social justice and transcultural understanding. 2. When people don't speak the dominant language, they cannot access information and services, creating a structural inequality. 3. Many students enter college knowing a lot about Spanish, but what can they do with it? Being able to use the language is what will enable you to attach it to a career. 4. When you step out of the classroom and use the language to work with community members to bridge that language "gap," you will quickly see "what you can do with Spanish." 5. In my Spanish community service learning (CSL) classes, students spend two hours a week in class and two hours a week working in the community with Spanish speakers (bilingual education classrooms, after-school tutoring, Refugee Center, Latino Boy Scouts, etc.). 6. You can communicate in Spanish. 7. When they tutor, students use Spanish to solve the kids' homework problems. At the Refugee Center, they solve complex and multi-layered problems (e.g., filing tax returns, handling reimbursements, etc.). My students also work on emerging problems, like the situation of the child migrants who are here alone. 8. Students quickly see that the black/white, good/bad dichotomies used in the media to talk about immigration and Spanish speakers is actually more complex. They have to be able to handle the truth within opposing ideas, such as immigrants who are undocumented are also law-abiding people who add great value to the community. 9. When you ask "what can you do with Spanish?", tests look different, too. My students have created Pinterest boards and written descriptions and tags for YouTube videos. 10. Your transcultural competence increases. 11. Last year in our town, a family from Mexico was celebrating "la novena" for a relative in Mexico who had passed away. An English-speaking neighbor had been harassing them for a while, and when he saw the miniature coffin they used for "la novena," he called the police. My student saw why it is important to work *among* cultures. 12 & 13. As an example, in my business Spanish class the students work in teams to apply business concepts to the bilingual social media marketing they do for local clients, such as La La Linea and the Refugee Center. 14 & 15. Students can see for themselves that "Latino" means many things, because they see people from many countries and people from the same country but who have different cultural practices & perspectives, like the Q'anjob'al speakers from Guatemala. 16 & 17. In class, we write on politician's Facebook pages.]]>
When students of Spanish partner with Spanish speakers in our town, they use language to bridge the language divide and increase access to services, cultural information, business opportunities and social connections. 1. Although I focus on Spanish, all languages are important in the fight for local and global social justice and transcultural understanding. 2. When people don't speak the dominant language, they cannot access information and services, creating a structural inequality. 3. Many students enter college knowing a lot about Spanish, but what can they do with it? Being able to use the language is what will enable you to attach it to a career. 4. When you step out of the classroom and use the language to work with community members to bridge that language "gap," you will quickly see "what you can do with Spanish." 5. In my Spanish community service learning (CSL) classes, students spend two hours a week in class and two hours a week working in the community with Spanish speakers (bilingual education classrooms, after-school tutoring, Refugee Center, Latino Boy Scouts, etc.). 6. You can communicate in Spanish. 7. When they tutor, students use Spanish to solve the kids' homework problems. At the Refugee Center, they solve complex and multi-layered problems (e.g., filing tax returns, handling reimbursements, etc.). My students also work on emerging problems, like the situation of the child migrants who are here alone. 8. Students quickly see that the black/white, good/bad dichotomies used in the media to talk about immigration and Spanish speakers is actually more complex. They have to be able to handle the truth within opposing ideas, such as immigrants who are undocumented are also law-abiding people who add great value to the community. 9. When you ask "what can you do with Spanish?", tests look different, too. My students have created Pinterest boards and written descriptions and tags for YouTube videos. 10. Your transcultural competence increases. 11. Last year in our town, a family from Mexico was celebrating "la novena" for a relative in Mexico who had passed away. An English-speaking neighbor had been harassing them for a while, and when he saw the miniature coffin they used for "la novena," he called the police. My student saw why it is important to work *among* cultures. 12 & 13. As an example, in my business Spanish class the students work in teams to apply business concepts to the bilingual social media marketing they do for local clients, such as La La Linea and the Refugee Center. 14 & 15. Students can see for themselves that "Latino" means many things, because they see people from many countries and people from the same country but who have different cultural practices & perspectives, like the Q'anjob'al speakers from Guatemala. 16 & 17. In class, we write on politician's Facebook pages.]]> Tue, 22 Sep 2015 00:58:00 GMT /slideshow/spanish-for-social-justice/53041482 AnnAbbott@slideshare.net(AnnAbbott) Spanish for Social Justice AnnAbbott When students of Spanish partner with Spanish speakers in our town, they use language to bridge the language divide and increase access to services, cultural information, business opportunities and social connections. 1. Although I focus on Spanish, all languages are important in the fight for local and global social justice and transcultural understanding. 2. When people don't speak the dominant language, they cannot access information and services, creating a structural inequality. 3. Many students enter college knowing a lot about Spanish, but what can they do with it? Being able to use the language is what will enable you to attach it to a career. 4. When you step out of the classroom and use the language to work with community members to bridge that language "gap," you will quickly see "what you can do with Spanish." 5. In my Spanish community service learning (CSL) classes, students spend two hours a week in class and two hours a week working in the community with Spanish speakers (bilingual education classrooms, after-school tutoring, Refugee Center, Latino Boy Scouts, etc.). 6. You can communicate in Spanish. 7. When they tutor, students use Spanish to solve the kids' homework problems. At the Refugee Center, they solve complex and multi-layered problems (e.g., filing tax returns, handling reimbursements, etc.). My students also work on emerging problems, like the situation of the child migrants who are here alone. 8. Students quickly see that the black/white, good/bad dichotomies used in the media to talk about immigration and Spanish speakers is actually more complex. They have to be able to handle the truth within opposing ideas, such as immigrants who are undocumented are also law-abiding people who add great value to the community. 9. When you ask "what can you do with Spanish?", tests look different, too. My students have created Pinterest boards and written descriptions and tags for YouTube videos. 10. Your transcultural competence increases. 11. Last year in our town, a family from Mexico was celebrating "la novena" for a relative in Mexico who had passed away. An English-speaking neighbor had been harassing them for a while, and when he saw the miniature coffin they used for "la novena," he called the police. My student saw why it is important to work *among* cultures. 12 & 13. As an example, in my business Spanish class the students work in teams to apply business concepts to the bilingual social media marketing they do for local clients, such as La La Linea and the Refugee Center. 14 & 15. Students can see for themselves that "Latino" means many things, because they see people from many countries and people from the same country but who have different cultural practices & perspectives, like the Q'anjob'al speakers from Guatemala. 16 & 17. In class, we write on politician's Facebook pages. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/abbottlasdiscoveryday-150922005800-lva1-app6891-thumbnail.jpg?width=120&height=120&fit=bounds" /> When students of Spanish partner with Spanish speakers in our town, they use language to bridge the language divide and increase access to services, cultural information, business opportunities and social connections. 1. Although I focus on Spanish, all languages are important in the fight for local and global social justice and transcultural understanding. 2. When people don't speak the dominant language, they cannot access information and services, creating a structural inequality. 3. Many students enter college knowing a lot about Spanish, but what can they do with it? Being able to use the language is what will enable you to attach it to a career. 4. When you step out of the classroom and use the language to work with community members to bridge that language "gap," you will quickly see "what you can do with Spanish." 5. In my Spanish community service learning (CSL) classes, students spend two hours a week in class and two hours a week working in the community with Spanish speakers (bilingual education classrooms, after-school tutoring, Refugee Center, Latino Boy Scouts, etc.). 6. You can communicate in Spanish. 7. When they tutor, students use Spanish to solve the kids' homework problems. At the Refugee Center, they solve complex and multi-layered problems (e.g., filing tax returns, handling reimbursements, etc.). My students also work on emerging problems, like the situation of the child migrants who are here alone. 8. Students quickly see that the black/white, good/bad dichotomies used in the media to talk about immigration and Spanish speakers is actually more complex. They have to be able to handle the truth within opposing ideas, such as immigrants who are undocumented are also law-abiding people who add great value to the community. 9. When you ask "what can you do with Spanish?", tests look different, too. My students have created Pinterest boards and written descriptions and tags for YouTube videos. 10. Your transcultural competence increases. 11. Last year in our town, a family from Mexico was celebrating "la novena" for a relative in Mexico who had passed away. An English-speaking neighbor had been harassing them for a while, and when he saw the miniature coffin they used for "la novena," he called the police. My student saw why it is important to work *among* cultures. 12 & 13. As an example, in my business Spanish class the students work in teams to apply business concepts to the bilingual social media marketing they do for local clients, such as La La Linea and the Refugee Center. 14 & 15. Students can see for themselves that "Latino" means many things, because they see people from many countries and people from the same country but who have different cultural practices & perspectives, like the Q'anjob'al speakers from Guatemala. 16 & 17. In class, we write on politician's Facebook pages.

Spanish for Social Justice from Annie Abbott

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0 Languages for Specific Purposes: Innovating Language Programs for a Changed World ACTFL 2015 /slideshow/lsp-48576591/48576591 lsp-150525182003-lva1-app6891
As part of an AAUSC-sponsored session at ACTFL 2015, "Innovating Language Programs for a Changed World," I will present one issue: Languages for Specific Purposes. Here's what we know about employers' priorities: https://www.aacu.org/leap/presidentstrust/compact/2013SurveySummary.]]>
As part of an AAUSC-sponsored session at ACTFL 2015, "Innovating Language Programs for a Changed World," I will present one issue: Languages for Specific Purposes. Here's what we know about employers' priorities: https://www.aacu.org/leap/presidentstrust/compact/2013SurveySummary.]]> Mon, 25 May 2015 18:20:03 GMT /slideshow/lsp-48576591/48576591 AnnAbbott@slideshare.net(AnnAbbott) Languages for Specific Purposes: Innovating Language Programs for a Changed World ACTFL 2015 AnnAbbott As part of an AAUSC-sponsored session at ACTFL 2015, "Innovating Language Programs for a Changed World," I will present one issue: Languages for Specific Purposes. Here's what we know about employers' priorities: https://www.aacu.org/leap/presidentstrust/compact/2013SurveySummary. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/lsp-150525182003-lva1-app6891-thumbnail.jpg?width=120&height=120&fit=bounds" /> As part of an AAUSC-sponsored session at ACTFL 2015, "Innovating Language Programs for a Changed World," I will present one issue: Languages for Specific Purposes. Here's what we know about employers' priorities: https://www.aacu.org/leap/presidentstrust/compact/2013SurveySummary.

Languages for Specific Purposes: Innovating Language Programs for a Changed World ACTFL 2015 from Annie Abbott

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0 Foreign languages and your career: a realistic plan to success /slideshow/foreign-languages-and-your-career-a-realistic-plan-to-success/46474494 foreignlanguagesandyourcareerarealisticplantosuccess-150330214835-conversion-gate01
Why study foreign languages in school or even major in one in college? There are many reasons--you will learn about the world, understand cultural differences, examine the systems of a language, appreciate works of art, understand history and its connections to today, grow as a person, and communicate with Spanish speakers in your career. Speaking a language, though, is just one of many qualities and experiences that you will bring to your job search and career path. Here is some realistic advice about the connections between foreign languages and careers.]]>
Why study foreign languages in school or even major in one in college? There are many reasons--you will learn about the world, understand cultural differences, examine the systems of a language, appreciate works of art, understand history and its connections to today, grow as a person, and communicate with Spanish speakers in your career. Speaking a language, though, is just one of many qualities and experiences that you will bring to your job search and career path. Here is some realistic advice about the connections between foreign languages and careers.]]> Mon, 30 Mar 2015 21:48:35 GMT /slideshow/foreign-languages-and-your-career-a-realistic-plan-to-success/46474494 AnnAbbott@slideshare.net(AnnAbbott) Foreign languages and your career: a realistic plan to success AnnAbbott Why study foreign languages in school or even major in one in college? There are many reasons--you will learn about the world, understand cultural differences, examine the systems of a language, appreciate works of art, understand history and its connections to today, grow as a person, and communicate with Spanish speakers in your career. Speaking a language, though, is just one of many qualities and experiences that you will bring to your job search and career path. Here is some realistic advice about the connections between foreign languages and careers. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/foreignlanguagesandyourcareerarealisticplantosuccess-150330214835-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Why study foreign languages in school or even major in one in college? There are many reasons--you will learn about the world, understand cultural differences, examine the systems of a language, appreciate works of art, understand history and its connections to today, grow as a person, and communicate with Spanish speakers in your career. Speaking a language, though, is just one of many qualities and experiences that you will bring to your job search and career path. Here is some realistic advice about the connections between foreign languages and careers.

Foreign languages and your career: a realistic plan to success from Annie Abbott

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0 Can-do statements for spanish community service learning /AnnAbbott/can-do-statements-for-spanish-community-service-learning candostatementsforspanishcommunityservicelearning-150304194628-conversion-gate01
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]]> Wed, 04 Mar 2015 19:46:28 GMT /AnnAbbott/can-do-statements-for-spanish-community-service-learning AnnAbbott@slideshare.net(AnnAbbott) Can-do statements for spanish community service learning AnnAbbott <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/candostatementsforspanishcommunityservicelearning-150304194628-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" />

Can-do statements for spanish community service learning from Annie Abbott

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0 Student career concerns and aspirations /slideshow/student-career-concerns-and-aspirations/39682137 studentcareerconcernsandaspirations-140929215123-phpapp02
Given the rising costs of higher education and a highly competitive job market, college students—and their parents—are thinking about their careers even as freshmen. Language departments often respond to that concern by promoting language learning and their courses as entrée into exciting careers. However, basic language courses rarely incorporate career-related content in a systematic way, and many instructors feel unprepared to teach about professions they have not been trained in themselves. It is possible to reconcile these different perspectives! We will share activities that introduce important professional content within exercises focusing on vocabulary, grammar and culture. During the presentation we will share three types of activities that combine language acquisition and professional content: vocabulary listening comprehension, grammar with a focus on meaning, and cultural competence as an active skill. To find out more about our intermediate Spanish textbook, Día a día; de lo personal a lo profesional, buy the book or request an exam copy at http://www.pearsonhighered.com/educator/product/Da-a-da-plus-MySpanishLab-with-Pearson-eText-Access-Card-Package/9780133999044.page. To contact the authors, use the email addresses on the last slide.]]>
Given the rising costs of higher education and a highly competitive job market, college students—and their parents—are thinking about their careers even as freshmen. Language departments often respond to that concern by promoting language learning and their courses as entrée into exciting careers. However, basic language courses rarely incorporate career-related content in a systematic way, and many instructors feel unprepared to teach about professions they have not been trained in themselves. It is possible to reconcile these different perspectives! We will share activities that introduce important professional content within exercises focusing on vocabulary, grammar and culture. During the presentation we will share three types of activities that combine language acquisition and professional content: vocabulary listening comprehension, grammar with a focus on meaning, and cultural competence as an active skill. To find out more about our intermediate Spanish textbook, Día a día; de lo personal a lo profesional, buy the book or request an exam copy at http://www.pearsonhighered.com/educator/product/Da-a-da-plus-MySpanishLab-with-Pearson-eText-Access-Card-Package/9780133999044.page. To contact the authors, use the email addresses on the last slide.]]> Mon, 29 Sep 2014 21:51:23 GMT /slideshow/student-career-concerns-and-aspirations/39682137 AnnAbbott@slideshare.net(AnnAbbott) Student career concerns and aspirations AnnAbbott Given the rising costs of higher education and a highly competitive job market, college students—and their parents—are thinking about their careers even as freshmen. Language departments often respond to that concern by promoting language learning and their courses as entrée into exciting careers. However, basic language courses rarely incorporate career-related content in a systematic way, and many instructors feel unprepared to teach about professions they have not been trained in themselves. It is possible to reconcile these different perspectives! We will share activities that introduce important professional content within exercises focusing on vocabulary, grammar and culture. During the presentation we will share three types of activities that combine language acquisition and professional content: vocabulary listening comprehension, grammar with a focus on meaning, and cultural competence as an active skill. To find out more about our intermediate Spanish textbook, Día a día; de lo personal a lo profesional, buy the book or request an exam copy at http://www.pearsonhighered.com/educator/product/Da-a-da-plus-MySpanishLab-with-Pearson-eText-Access-Card-Package/9780133999044.page. To contact the authors, use the email addresses on the last slide. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/studentcareerconcernsandaspirations-140929215123-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Given the rising costs of higher education and a highly competitive job market, college students—and their parents—are thinking about their careers even as freshmen. Language departments often respond to that concern by promoting language learning and their courses as entrée into exciting careers. However, basic language courses rarely incorporate career-related content in a systematic way, and many instructors feel unprepared to teach about professions they have not been trained in themselves. It is possible to reconcile these different perspectives! We will share activities that introduce important professional content within exercises focusing on vocabulary, grammar and culture. During the presentation we will share three types of activities that combine language acquisition and professional content: vocabulary listening comprehension, grammar with a focus on meaning, and cultural competence as an active skill. To find out more about our intermediate Spanish textbook, Día a día; de lo personal a lo profesional, buy the book or request an exam copy at http://www.pearsonhighered.com/educator/product/Da-a-da-plus-MySpanishLab-with-Pearson-eText-Access-Card-Package/9780133999044.page. To contact the authors, use the email addresses on the last slide.

Student career concerns and aspirations from Annie Abbott

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0 Making visible the work of community based learning a case study /slideshow/making-visible-the-work-of-community-based-learning-a-case-study/32906421 makingvisibletheworkofcommunitybasedlearningacasestudy-140330093558-phpapp02
The work involved in teaching with community based learning can be both quantitatively and qualitatively different than classroom-based teaching. While good CBL planning models do exist to help educators navigate those differences, they must be adapted to the specificities of teaching in a second language and working with language communities other than English. To illustrate those differences, Ann will present the work flow in the design and implementation of the "Spanish for Business" course she taught during Fall 2013. We will analyze the larger issues involved in this kind of work and discuss guiding documents (checklists, timelines, etc.).]]>
The work involved in teaching with community based learning can be both quantitatively and qualitatively different than classroom-based teaching. While good CBL planning models do exist to help educators navigate those differences, they must be adapted to the specificities of teaching in a second language and working with language communities other than English. To illustrate those differences, Ann will present the work flow in the design and implementation of the "Spanish for Business" course she taught during Fall 2013. We will analyze the larger issues involved in this kind of work and discuss guiding documents (checklists, timelines, etc.).]]> Sun, 30 Mar 2014 09:35:58 GMT /slideshow/making-visible-the-work-of-community-based-learning-a-case-study/32906421 AnnAbbott@slideshare.net(AnnAbbott) Making visible the work of community based learning a case study AnnAbbott The work involved in teaching with community based learning can be both quantitatively and qualitatively different than classroom-based teaching. While good CBL planning models do exist to help educators navigate those differences, they must be adapted to the specificities of teaching in a second language and working with language communities other than English. To illustrate those differences, Ann will present the work flow in the design and implementation of the "Spanish for Business" course she taught during Fall 2013. We will analyze the larger issues involved in this kind of work and discuss guiding documents (checklists, timelines, etc.). <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/makingvisibletheworkofcommunitybasedlearningacasestudy-140330093558-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> The work involved in teaching with community based learning can be both quantitatively and qualitatively different than classroom-based teaching. While good CBL planning models do exist to help educators navigate those differences, they must be adapted to the specificities of teaching in a second language and working with language communities other than English. To illustrate those differences, Ann will present the work flow in the design and implementation of the "Spanish for Business" course she taught during Fall 2013. We will analyze the larger issues involved in this kind of work and discuss guiding documents (checklists, timelines, etc.).

Making visible the work of community based learning a case study from Annie Abbott

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0 Weaving community based learning throughout the language curriculum /slideshow/weaving-community-based-learning-throughout-the-language-curriculum/32893942 weavingcommunitybasedlearningthroughoutthelanguagecurriculum-140329180646-phpapp02
By tracing the winding path of college language students, we can deliberately map community based learning onto several points of that trajectory. In this talk, Ann will chart some pivotal points in "the language student experience" and suggest ways both big and small that we can capitalize on those moments to help students situated themselves and their learning within communities.]]>
By tracing the winding path of college language students, we can deliberately map community based learning onto several points of that trajectory. In this talk, Ann will chart some pivotal points in "the language student experience" and suggest ways both big and small that we can capitalize on those moments to help students situated themselves and their learning within communities.]]> Sat, 29 Mar 2014 18:06:46 GMT /slideshow/weaving-community-based-learning-throughout-the-language-curriculum/32893942 AnnAbbott@slideshare.net(AnnAbbott) Weaving community based learning throughout the language curriculum AnnAbbott By tracing the winding path of college language students, we can deliberately map community based learning onto several points of that trajectory. In this talk, Ann will chart some pivotal points in "the language student experience" and suggest ways both big and small that we can capitalize on those moments to help students situated themselves and their learning within communities. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/weavingcommunitybasedlearningthroughoutthelanguagecurriculum-140329180646-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> By tracing the winding path of college language students, we can deliberately map community based learning onto several points of that trajectory. In this talk, Ann will chart some pivotal points in "the language student experience" and suggest ways both big and small that we can capitalize on those moments to help students situated themselves and their learning within communities.

Weaving community based learning throughout the language curriculum from Annie Abbott

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0 Situating learning within language communities /slideshow/situating-learning-within-language-communities/32315440 situatinglearningwithinlanguage-140314085847-phpapp01
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]]> Fri, 14 Mar 2014 08:58:47 GMT /slideshow/situating-learning-within-language-communities/32315440 AnnAbbott@slideshare.net(AnnAbbott) Situating learning within language communities AnnAbbott <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/situatinglearningwithinlanguage-140314085847-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" />

Situating learning within language communities from Annie Abbott

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0 Abbott radio ambulante social media marketing /slideshow/abbott-radio-ambulante-social-media-marketing/32002156 abbottradioambulantesocialmediamarketing-140306124705-phpapp02
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]]> Thu, 06 Mar 2014 12:47:05 GMT /slideshow/abbott-radio-ambulante-social-media-marketing/32002156 AnnAbbott@slideshare.net(AnnAbbott) Abbott radio ambulante social media marketing AnnAbbott <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/abbottradioambulantesocialmediamarketing-140306124705-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" />

Abbott radio ambulante social media marketing from Annie Abbott

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0 Maximizing your spanish major annie abbott https://es.slideshare.net/slideshow/maximizing-your-spanish-major-annie-abbott/31457816 maximizingyourspanishmajorannieabbott-140220175029-phpapp01
How to make the most of your Spanish major. You must go beyond coursework in order to become fluent in the language, knowledgeable of Hispanic cultures and globally competent.]]>
How to make the most of your Spanish major. You must go beyond coursework in order to become fluent in the language, knowledgeable of Hispanic cultures and globally competent.]]> Thu, 20 Feb 2014 17:50:29 GMT https://es.slideshare.net/slideshow/maximizing-your-spanish-major-annie-abbott/31457816 AnnAbbott@slideshare.net(AnnAbbott) Maximizing your spanish major annie abbott AnnAbbott How to make the most of your Spanish major. You must go beyond coursework in order to become fluent in the language, knowledgeable of Hispanic cultures and globally competent. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/maximizingyourspanishmajorannieabbott-140220175029-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> How to make the most of your Spanish major. You must go beyond coursework in order to become fluent in the language, knowledgeable of Hispanic cultures and globally competent.

from Annie Abbott

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0 Teaching social entrepreneurship in the foreign language classroom /slideshow/teaching-social-entrepreneurship-in-the-foreign-language-classroom/30456001 teachingsocialentrepreneurship-140126124843-phpapp02
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]]> Sun, 26 Jan 2014 12:48:43 GMT /slideshow/teaching-social-entrepreneurship-in-the-foreign-language-classroom/30456001 AnnAbbott@slideshare.net(AnnAbbott) Teaching social entrepreneurship in the foreign language classroom AnnAbbott <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/teachingsocialentrepreneurship-140126124843-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" />

Teaching social entrepreneurship in the foreign language classroom from Annie Abbott

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0 Careers in translation by patricia phillips batoma /slideshow/careers-in-translation-by-patricia-phillips-batoma/25725344 careersintranslationbypatriciaphillipsbatoma-130829121344-phpapp01
Dr. Patricia Phillips-Batoma from the Center for Translation Studies at the University of Illinois, Champaign-Urbana gave this presentation about careers in translation and interpreting to our Spanish majors. This was the first "Mi Carrera" workshop for Spanish majors in the Fall 2013 semester. Dr. Phillips-Batoma defined translation and interpreting, painted the job scene, and encouraged students to get training. If you have any questions, you can contact Dr. Phillips-Batoma at pphillip@illinois.edu. If you have questions about how to do career-related programming for your foreign language students, please contact me, Ann Abbott, at arabbott@illinois.edu]]>
Dr. Patricia Phillips-Batoma from the Center for Translation Studies at the University of Illinois, Champaign-Urbana gave this presentation about careers in translation and interpreting to our Spanish majors. This was the first "Mi Carrera" workshop for Spanish majors in the Fall 2013 semester. Dr. Phillips-Batoma defined translation and interpreting, painted the job scene, and encouraged students to get training. If you have any questions, you can contact Dr. Phillips-Batoma at pphillip@illinois.edu. If you have questions about how to do career-related programming for your foreign language students, please contact me, Ann Abbott, at arabbott@illinois.edu]]> Thu, 29 Aug 2013 12:13:44 GMT /slideshow/careers-in-translation-by-patricia-phillips-batoma/25725344 AnnAbbott@slideshare.net(AnnAbbott) Careers in translation by patricia phillips batoma AnnAbbott Dr. Patricia Phillips-Batoma from the Center for Translation Studies at the University of Illinois, Champaign-Urbana gave this presentation about careers in translation and interpreting to our Spanish majors. This was the first "Mi Carrera" workshop for Spanish majors in the Fall 2013 semester. Dr. Phillips-Batoma defined translation and interpreting, painted the job scene, and encouraged students to get training. If you have any questions, you can contact Dr. Phillips-Batoma at pphillip@illinois.edu. If you have questions about how to do career-related programming for your foreign language students, please contact me, Ann Abbott, at arabbott@illinois.edu <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/careersintranslationbypatriciaphillipsbatoma-130829121344-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Dr. Patricia Phillips-Batoma from the Center for Translation Studies at the University of Illinois, Champaign-Urbana gave this presentation about careers in translation and interpreting to our Spanish majors. This was the first "Mi Carrera" workshop for Spanish majors in the Fall 2013 semester. Dr. Phillips-Batoma defined translation and interpreting, painted the job scene, and encouraged students to get training. If you have any questions, you can contact Dr. Phillips-Batoma at pphillip@illinois.edu. If you have questions about how to do career-related programming for your foreign language students, please contact me, Ann Abbott, at arabbott@illinois.edu

Careers in translation by patricia phillips batoma from Annie Abbott

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0 https://cdn.slidesharecdn.com/profile-photo-AnnAbbott-48x48.jpg?cb=1552325410 Spanish faculty with expertise in community service learning, social entrepreneurship, business Spanish and social media. Author of research articles and textbook, "Comunidades: Más allá del aula" (Pearson/Prentice Hall). Award-winning instructor with broad teaching experience and track record of curricular innovation. Interested in directing programs that value innovation and involve technology and community engagement. http://spanishandillinois.blogspot.com/ https://cdn.slidesharecdn.com/ss_thumbnails/adhocinterpretingandlanguagejustice-181030213437-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/ad-hoc-interpreting-and-language-justice/121237382 Ad hoc interpreting an... https://cdn.slidesharecdn.com/ss_thumbnails/howtolevelupinspanish-151004163303-lva1-app6891-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/how-to-level-up-in-spanish-53517654/53517654 How to level up in spa... https://cdn.slidesharecdn.com/ss_thumbnails/abbottlasdiscoveryday-150922005800-lva1-app6891-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/spanish-for-social-justice/53041482 Spanish for Social Jus...