This conference aims to pursue a new pathway for advocating innovative approaches in research and practices, maximizing professional exchanges and collaboration among LCTL educators, and leveraging resources and strengths in the less commonly taught languages community. We cordially invite researchers, educators, practitioners, program developers, and administrators in the LCTL community organizations to attend the conference.
Keynote Speakers
Using Data Analysis Tools for Reaching All and Teaching All
Abstract: Multilingual large language models have demonstrated strong performance in natural language processing tasks. This presentation reports on a new project in collaboration with Vanderbilt University’s Data Science Institute that explores how transformer-based models might support language instruction for LCTLs. Building upon recent research in computer-based lexical analysis, this project seeks to expand its application to pedagogic practice by providing a proof-of-concept tool to identify thematic vocabulary and assess level appropriateness of current media. The model will also provide a platform to develop additional novel resources for instructors and advance AI resources to become more compatible with LCTLs. The project uses transformer models to generate data sets as instructor resources for lesson and unit design. The decision to use transformer models stems from their learning capacity which will allow for the processing of large amounts of data efficiently and the ability for the model to keep current with language changes. The initial concept is to generate a digital product that collects language from a variety of input sources, recognizes content and context, correctly identifies appropriate levels for language learners, and generates thematic lists of necessary vocabulary and other pedagogy products. The digital tool will gather and process Hindi language data to perform a variety of analytical tasks. This paper discusses project design and initial product development phases. While discussing the challenges specific to Hindi, similar to those encountered by many LCTLs, this paper addresses possible approaches to overcoming problems shared by less commonly taught languages in the development of data analysis tools. Among these challenges are issues related to the absence of materials for baselines and comparisons, the availability of reliable source materials, and the integration of underarticulated language standards into the data products. The ultimate intent of the project is to move beyond the creation of data sets useful for the methods of traditional classroom language pedagogy. As the tool increases its accuracy, the project team will explore additional applications in language pedagogy, discourse analysis, and other digital humanities initiatives that seek to work in LCTLs.
Bio: Elliott McCarter is a Senior Lecturer in Hindi, Urdu, and Sanskrit and the coordinator of the South Asian language program at Vanderbilt University where he teaches courses in the above languages and their cultural contexts. Elliott also serves as the President of the South Asian Language Teachers Association, a position he has held since 2020, and is a dedicated advocate for less commonly taught language pedagogy and international education. Dr. McCarter holds a Ph.D. in South Asian Cultures and Languages from the University of Texas at Austin and received a Fulbright fellowship for his dissertation research. He is a volunteer with the National Language Service Corps and has helped pilot LCTL sustainment and enhancement programs within that organization. He recently completed ACTFL’s Leadership Initiative in Language Learning and has served as an AAPL rater. His language advocacy activities also include service as a CLS advisor and reader. In addition to advocacy, Elliott McCarter’s interests include assessment, materials development, and semiotic and linguistic landscapes. His current project draws upon his past experience in data analysis as he partners with Vanderbilt’s Data Science Institute to develop and assess new curricular materials.
Exploration of Teaching Diversity, Inclusion, and Equity in the Language Classroom
Abstract: In recent years, the importance of incorporating social justice into language courses has been discussed more frequently in language education. COVID-19 has not only endangered our lives and health but has also made us realize that pervasive social problems such as racial discrimination and economic disparities still exist. As a result, the global mission in language education has shifted from simply increasing language learners’ fluency in a language and knowledge of a new culture to helping learners become more empathetic, compassionate, and understanding. This session addresses the importance of teaching diversity, equity, and inclusion (DEI) and creating an inclusive learning community in the language class. The pedagogical philosophy of Critical Content-Based Instruction (CCBI), proposed by Sato et al. (2025), will first be presented. CCBI incorporates a critical approach to Content-Based Instruction (Brington et al., 2004; Stryker & Leaver,1997), encouraging learners to analytically examine current social issues from various perspectives and consider what must be done to improve society. In our class, we could explore various social issues, such as discrimination, minorities, and equity issues related to the economy and educational disparities in the target culture. It would also be a meaningful learning opportunity to consider them in learners’ own countries, cultures, and communities and what the learners could do. The session then discusses a specific case study of an initiative of teaching DEI, including the curriculum and implications of advanced Japanese in a university setting, focusing particularly on the issue of social justice through a lens of diversity, equity, and inclusion. It presents mainly three points: 1. Material development using authentic material that allows for conversations on various social issues, such as discrimination, minorities, and equity issues related to the economy and educational disparities 2. Lesson design based on proficiency-based instruction referring to ACTFL guidelines (2012) 3. Performance-based assessment The session will be finalized with reflections on the challenges of teaching classes on such complex issues and ways to overcome them. Student reflections will also be shared. As these reflections will reveal, it is crucial to create an inclusive classroom, enhancing a sense of “belonging” and safe space and creating a learning community that would ultimately benefit students’ language learning experience (Takami, 2022).
Bio: Tomoko Takami is the Director of the Japanese Language Program and a Senior Lecturer in Foreign Languages at the University of Pennsylvania in Philadelphia, Pennsylvania. She has been teaching at the University of Pennsylvania since receiving M.S. from the University of Pennsylvania in 1996. She has also received an Ed.M. from Teachers College, Columbia University in 2012. She has taught Japanese at all levels as well as Japanese for Specific Purposes, some of which include Japanese for the Professions and Beginning Japanese for Sinologists. She has obtained the ACTFL OPI Tester Certificate for Japanese (2001) and Intercultural Development Inventory Administrator and Interpreter Certificate (2008). She is the recipient of multiple grants and scholarships, such as the Eurasia Foundation (from Asia) (2020), Business Language Research and Teaching Grant from CIBER Consortium for Business Language Research and Training (2007, 2013), Teachers College General Scholarship from Teachers College, Columbia University (2010-2022) and the Rotary Foundation Academic-year Ambassadorial Scholarship (1994-1995). In 2019, she received the American Association of Teachers of Japanese (AATJ) ‘s Teacher Award. She served as the President of AATJ in 2022 and currently serves as the Immediate-Past President. Her records of service in this profession also include being the National Japanese Exam Director and Board member of the AATJ (2013-2017) and the Founding Chair of the Japanese for Specific Purposes Special Interest Group at AATJ (2007-present). She was also the Co-Chair (2018-2021) and a Committee Member (2017-2018) of the AP Japanese Language and Culture Development Committee. Since 2020, she has continued to be an Editorial Board Member for Global Business Languages. Her research interests primarily lie in Japanese language pedagogy. She is the author of Powering Up Your Japanese through Case Studies: Intermediate and Advanced Japanese (2014, 10th printing 2022: The Japan Times) and co-editor of Language Education for Social Future: Critical Content-Based Instruction (2015, 2nd printing in 2018: Koko Shuppan). She has published papers on business language instruction in journals such as Global Business Languages, Journal of Japanese Linguistics, and Japanese Language and Literature. She has given numerous academic presentations and been invited to workshops, lectures, and keynote speeches in the USA and worldwide, namely in Japan, Italy, Ethiopia, and Romania. Her recent interests are concerned with critical content-based instruction and issues of diversity, inclusion, equity, and belonging in language instruction. Her latest published paper on this topic, titled Posuto korona no nihongo kyoiku: “Connections” ni kansuru koosatsu [Post-Covid Japanese language education: Inquiry of “connections] can be found in the Proceedings of the 29th Central Association of Teachers of Japanese Conference, which she participated in as a keynote speaker in 2022.
Breaking the Walls of Imprisonment in English: Inclusion through Activism, Individual Supervised work, and Community Collaboration
Abstract: This research paper delves into the current state of linguistic diversity in the United States, highlighting the shift in public discourse towards preserving linguistic diversity. The paper cites the 2017 report by the American Academy of Arts and Sciences, titled “America’s Languages: Investing in Language Education for 21st Century”, as an indication of this growing awareness. However, despite these efforts, there remains a significant loss of language in heritage communities and an endangerment of most indigenous languages. The paper argues that for these initiatives to be successful, they must be translated into concrete action to counteract language loss. The paper identifies three critical areas in language capacity of US speakers that lend themselves to improvement: first, not enough of those whose first language is English have an adequate command of another of America’s languages; second, there is a precipitous language loss in heritage communities, which starts even with the first generation of immigrants; and third, a vast majority of Native American languages is severely endangered. To address these issues, the paper presents examples of activism in language preservation at Arizona State University (ASU). Two projects at ASU are highlighted as examples of how grassroots activism can contribute to improving foreign language skills among the general population of English speakers. The first project, “English Only? Is One Language Enough?”, is a humanities lab where students create documentaries, fact sheets, and write letters to decision makers to promote multilingualism in Arizona. The second project, the “Language Instruction Standardization Initiative”, is a curricular reform at the School of International Letters and Cultures which aims to promote multilingualism in the general student population. The paper also addresses the challenges faced by heritage speakers, specifically the diversity of students in these classes and the scarcity of resources available to departments and instructors. The paper argues that the alignment of final learning objectives in these classes with the NCSSFL-ACTFL Can-do Statements can provide concrete skills and tangible learning outcomes for heritage speakers. In conclusion, the paper highlights the importance of translating declarations of linguistic diversity into concrete action, and the need for resources and tangible learning outcomes for heritage speakers and less commonly taught languages. The examples of activism in language preservation at Arizona State University serve as inspiration for how grassroots activism can contribute to improving language capacity in the United States.
Bio: Danko Šipka is a professor of Slavic languages and head of the Linguistics Faculty at Arizona State University, where he teaches Bosnian/Croatian/Serbian, Polish, Slavic and linguistics in the School of International Letters and Cultures. He also holds a titular (presidential) professorship conferred upon him by the president of the Republic of Poland. His previous experience includes stints at the universities of Sarajevo, Belgrade, Poznan, Wroclaw, Warsaw, the Jagiellonian University, and the universities of Munich and Dusseldorf. Dr. Šipka served as a senior linguist or consultant to numerous language industry companies, such as McNeil Technologies, Microsoft, Inxight, Comprehensive Language Center, Glyph, TranExp, Avant Assessment, Franklin Electronic Publishers, Microsoft Proofing Unit and university centers (New Mexico State University, University of Illinois, University of Maryland, University of Arizona, etc.). Prof. Šipka is an ACTFLcertified Oral Proficiency Tester for Polish and English and a certified interpreter for the IRS, Homeland Security Department, and the Department of Justice. He is also a regular evaluator for the American Council on Education and the Department of Education. He was president of the NFMLTA.
Leveraging ACTFL initiatives and resources to help build bridges
Abstract: Are we effectively cultivating relationships across grade levels to ensure success? The future of our language, its students, its programs, and the profession relies on it. Join 2023 ACTFL President Akash Patel as he discusses the importance of bridging the gap between K-12 and Higher Ed in order to learn from each other’s best practices, struggles, and strategies to develop lifelong language learners. Learn about ACTFL initiatives and resources that bring in, develop, and nurture current and future language students and educators. Identify ways to support heritage language and LCTL learners and programs through articulation, focusing on proficiency, and communication. Find strategies to develop and mentor educators within your own educational programs, honing their teaching and leadership skills, and finding ways to share it across contexts.
Bio: Mr. Akash Patel is the Founder of Happy World Foundation Inc. (www.happyworldfoundation.us), an international nonprofit organization that promotes global citizenship education in schools and communities worldwide. In 2018, Patel, a Spanish and Mathematics teacher with Dallas ISD, was selected as a Top 50 finalist from over 30,000 teachers for the Global Teacher Prize, a $1 million award that is granted annually to one teacher who has made an outstanding contribution to the profession. In 2020, Patel was elected to the National Council of the United Nations Association of the United States of America (UNA-USA) to serve the 2020-2024 term. He was also appointed as the chair of the Global Engagement Summit, the largest gathering of American grassroots changemakers and global activists in the General Assembly Hall at the United Nations and the chair of the UNA-USA Educators Affinity group that helps educators from across the United States champion the Sustainable Development Goals in their classrooms. In 2021, Patel was inducted in the International Literacy Association’s 30 Literacy Leaders Under 30 list, elected as the first polyglot immigrant President of the American Council on the Teaching of Foreign Languages (ACTFL) and granted an “Einstein” green card by the United States Citizenship and Immigration Services (USCIS). In 2022, Patel was featured as TIME’s Innovative Educator of the Year and elected Vice-Chairman of the National Council at UNA-USA. Patel is a recipient of several national and international honors for his work with anti-bias global education. He speaks six languages and has traveled to over 50 countries.