PLENARY & KEYNOTE ADDRESSES
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PLENARY SPEAKER
Béatrice Dupuy is a Professor of French, Public and Applied Humanities, and Second Language Acquisition and Teaching (SLAT) and Director of the CERCLL at the University of Arizona. Her research focuses on literacy-based approaches to language teaching and learning with a focus on digital multimodal literacies, language teacher professional learning, and language program development and administration. She has published widely on these topics. Recently published and forthcoming scholarship includes an article entitled The language program director in language, literature, and culture departments: Current state of the position and programmatic implications, just published in ADL, a co-edited Routledge Handbook of Language Program Development and Administration, two chapters, one entitled Course Design in Language Programs: Putting Design Principles to Work and the other Infographics by Design: Beginning French Learners’ Multimodal Composition and Authorial Agency, and an article entitled Former aux littératies numériques multimodales: Enjeux pour la professionnalisation des enseignant.e.s de langue seconde. All will be published in 2025. She is also co-leading a CERCLL project (The SDG for Language Education) whose goal is to develop a 1st- and 2nd-year French curriculum aimed at fostering critical global citizenship and sustainability literacy.
Dr. Dupuy's Plenary Address: Digital Multimodal Literacies in Second/Additional Languages: Implications for Instruction, Assessment, and Teacher Education (Feb 7)
Multimodality dominates textual landscapes and composition processes (Cope & Kalantzis, 2023). Yet, the teaching of second/additional language texts often continues to be largely logocentric, thus neglecting other modes and their interconnectedness and leaving learners un(der)prepared for full participation in 21st-century communication practices. Multimodality in communication is not new (Cope and Kalantzis, 2000; Douglas Fir Group, 2016) but the relay, framing, and design of messages and their distribution via an increasing multiplicity of digital tools on the other hand is, and teachers are called upon to help learners develop multimodal digital literacies (Early et al., 2015). Composing with digital tools is not only an act of design based on a change of medium, but also an act of design that involves the reconfiguration of a meaning-making system, and requires not only a metalanguage capable of describing it, but also communication strategies that their affordances make possible.
In this talk, I consider this communication paradigmatic shift that calls for a rethinking of the way we conceptualize communication and representation and offer to initiate a reflection on the place of digital multimodal literacies in second/additional language teaching/learning contexts, the teaching and assessment strategies they imply, and the education of teachers and lifelong professional development opportunities they necessarily require. Schools, in the broadest sense, need to move beyond a vision of literacy that focuses on the use of language as the only legitimate source of information and communication. Oral and written language skills are still essential, but they are no longer the only ones to be considered in the development of literacy. An agenda for future research and language teacher education programs is outlined.
KEYNOTE SPEAKER
Theresa Catalano is Professor of Second Language Education/Applied Linguistics at the University of Nebraska-Lincoln in the Department of Teaching, Learning and Teacher Education and a proud former SLAT student. Her interdisciplinary research focuses on (arts-based) approaches to teacher preparation, intercultural communication, and (multimodal) critical discourse studies. She teaches courses related to bilingual/world language/additional language education, linguistics, arts-based/aesthetic education and critical discourse analysis. Dr. Catalano publishes across a wide range of journals such as Bilingual Research Journal, TESOL Journal, Journal of Language and Discrimination, Linguistics and Education, Journal of Dance Education, and Critical Approaches to Discourse Analysis Across Disciplines (CADAAD). Her latest book Critical Discourse Analysis, Critical Discourse Studies and Beyond (co-authored with Linda Waugh) takes a historical look at the field, its approaches, and its aims.
Dr. Catalano's Keynote Address: Interdisciplinarity in Applied Linguistics Research, Teaching, and Leadership: A Joyful Talk (Feb 8)
In this interactive and “joyful” talk which will also weave in interactive language teaching activities, I first define interdisciplinarity and then discuss what it means for applied linguistics research, teaching, and leadership. This includes how it has contributed to the formation of applied linguistics, and how it has enriched the field’s ability to solve complex linguistic problems. Next, we dialog about the advantages of interdisciplinarity and how it can bring delight and significance to our lives as applied linguistics students, researchers, and teachers. Disadvantages are also discussed including how to overcome them, and I also share what interdisciplinarity meant for me as a SLAT student some X years ago. For the rest of the talk, I present ways in which interdisciplinarity has enhanced my own research, teaching and leadership with the hopes of inspiring audience members to creatively incorporate what they learn in their program (and their own personal hobbies and passions) into their research, teaching and leadership in order to make it more joyful and meaningful.
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