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The 2016 Central States Conference on the Teaching of Foreign Languages (CSC), a joint conference with the Ohio Foreign Language Association, focused on fostering language and culture connections within and outside the language classroom and across the curriculum at all levels. A variety of approaches aimed at improving skills in language, literacy, and critical thinking were highlighted in order to engage students and prepare them for global citizenship in the 21st century. This 2016 report entitled "Fostering Connections, Empowering Communities, Celebrating the World," contains 12 articles that focus on fostering connections between and among language students and teachers, language, culture and content, the language classroom and the world and between K-12 and higher education. Through the integration of meaningful curricula, engaging learning tasks, media and technology, authentic materials, and cultural products in the language classroom, teachers can connect their language classrooms with the authentic lives of their learners. All of these articles underscore the important role of connecting learners with the target language and culture through a variety of means aimed at improving language skills, knowledge and attitudes of language learners in order to prepare them for global citizenship in the 21st century.

This year's volume of the Central States Conference on the Teaching of Foreign Languages (CSCTFL) Report centering on the conference theme of MultiTasks, MultiSkills, and MultiConnections focused on the importance or world language use within the classroom and beyond with articles extending the conversation on target language use in instruction, on 21st century skills and accompanying Web 2.0 technologies that faculty and students can access and use to connect to the larger world, and applications of standards based instruction at K-16 levels of instruction. The profession's K-16 "Standards for Foreign Language Learning in the 21st Century" are well represented in this year's volume as all articles connect in some manner with one or more of the 5Cs in meaningful ways, demonstrating how the profession has embraced the national conversation on what "students should know and be able to do in a second or multiple language". The collection of articles in the MultiTasks section, share the theme of instructor target language (TL) use with recent attention placed on the role of the target language in instructed situations. In the MultiSkills section of this publication, readers will find a focus on the Partnership for 21st Century skills and technology integration in three articles. Articles in MultiConnections integrate various aspects of language learning usage for various purposes including connections to the Common European Framework of Reference (CEFR), to service learning for collegiate intermediate Spanish students not necessarily pursuing a major or minor in the language, and to innovations for providing more literature exposure into language learning. "Innovative Approaches to teaching Literature in the World language classroom," examines the need to provide and support literary texts in language instruction by bridging the gap between developing language proficiency for interpersonal communication and developing literary understanding of authentic literary texts.

This collection of conference papers includes: (1) "Theories, Evidence, and Practice in Foreign Language Teaching" (Richard Schmidt); (2) "Teaching Korean Grammar in Context: -myen and -ttay" (Sahie Kang); (3) "Teaching Politeness Routines in Korean" (Ho-min Sohn); (4) "Vocabulary-Building Activities" (Boyang Park); (5) "Implementation and Evaluation of a Task-Based Approach to the Teaching of the Korean Language" (Youngkyu Kim, Dong-Kwan Kong, Jin-Hwa Lee, and Young-Geun Lee); (6) "Effects of Task Complexity on L2 Production" (Young-Geun Lee); (7) "Recognition and Retention of English Loanwords by Learners of Korean" (InJung Cho); (8) "The Number Concept of Korean People" (Sunny Jung); (9) "The Film, the Poem and the Story: Integrating Literature into the Language Curriculum" (Ann Y. Choi); (10) "Exploring the Possibilities of WBLT for Operational Testing Purposes: Web-Based Korean as a Foreign Language Testing" (Siwon Park); (11) "Increasing Korean Oral Fluency Using an Electronic Bulletin Board and Wimba-Based Voiced Chat" (Sunah Cho and Stephen Carey); (12) "Interactive Online Exercises: Retention of Non-Heritage Learners in a Mixed Class" (Hye-Won Choi and Sunghee Koh); (13) "Using HyperStudio for Teaching Korean" (Eun-Hee Koo); (14) "Developing a Business Korean Course Based on a Systematic Approach" (Andrew Byon); (15) "Two New Publications for Intermediate Level Korean" (Kyungnyun Kim Richards); (16) "Language Shift in Bilingual Students: A Sociolinguistic Survey of Korean-American College Students" (Steven K. Lee and Ruth Ahn); (17) "Recent Trends in Foreign Language Teaching in the United States: The Role of Heritage Learners" (Dong Jae Lee); (18) "Korean Language Education in New York City Public Schools" (Bongsoon Yow); (19) "An Analysis of Errors in Speaking Practice" (Sang-Il Lee); (20) "An Error Analysis in Relation to Typological Differences" (Boyang Park); (21) "Issues of Heritage Learners in Korean Language Classes" (Hi-Sun Helen Kim); (22) "Heritage vs. Non-Heritage Issues Revisited" (Clare You); (23) "The Degree of L1 Interference among Heritage and Non-Heritage Learners of Korean: Do Heritage Learners Have Advantages over Non-Heritage Learners?" (Jung-Tae Kim); (24) "English-Speaking Students' Written Language Development in Korean in a Korean/English Two-Way Immersion Program" (Joung Hoon Ha); (25) "Cross-Cultural Variations in Personal Essays: Second Language Writing by American Learners of Korean as Compared to Native Koreans' Writing" (Ooyoung Che Pyun); (26) "Reflective Journal Writing in the Korean II Class" (Hye Young Chung); and (27) "Socio-Pragmatic Functions of the Interactive Sentence Ender -ney from the Politeness Perspective" (Soo-ah Kim Yuen). (Papers contain references.) (SM)

Increasingly, students in public schools, colleges, and universities are exposed to United States history and literature via commercial and cable television and the motion picture industry. If students are going to use videotapes of historical and literature-based films as short cuts to learning, then faculty are obligated to structure videotapes into the curriculum and classroom experience to teach students how to intelligently evaluate what they are watching and to compare the visual with the originally published work. In teaching, for example, Nathaniel Hawthorne's "The Scarlet Letter," students should be encouraged to read the book and watch the film and then write a research paper in which they: (1) read articles about the movie; (2) identify places in the film and the book that contradict each other; (3) write a comparison and contrast paper that will explain the significance of these differences and how they will change the meaning of the original work; (4) conduct research to explain why the director/script writers made these changes; (5) conduct research to determine whether the book and film accurately portray the historical period; and (6) analyze how the alteration of history or literature by the film affects the public view. By undertaking these activities, students will develop such skills as how to use library references; organize research material; write paragraphs and introductions; document information; distinguish between primary and secondary sources; interpret historical documents; compile bibliographies; and distinguish between fact, fiction, and different works of fictions. Contains 19 references. (HAA)

This 21st Yearbook of the College Reading Association reflects the ongoing efforts of a group of scholars who have dedicated their professional lives to the advancement of literacy through inquiry that is linked with actual teaching and learning. Following the Presidential Address by Timothy V. Rasinski, "Outside of a Dog, a Book Is Man's Best Friend: Inside of a Dog, It's Too Dark to Read (with Apologies to Groucho Marx)," and the Keynote Address by Donna E. Alvermann, "Are We Trend Spotters or Tale Spinners? A Report from the Field," papers in the yearbook are: "How the SQ3R Came to Be" (W. Pauk); "A Case Study of a Last-to-Emerge-into-Literacy First-Grade Reader and the Interplay of Reader and Contexts" (L.S. Wold); "Emergent Readers and Literature Circle Discussions" (B.G. Williams); "Preservice Teachers Constructing Their Meanings of Literacy in a Field-Based Program" (M.A. Martin; S.H. Martin; C.E. Martin); "Collaborative Research, Reflection and Refinement: The Evolution of Literacy Coursework in a Professional Development Center" (M.B. Sampson; C. Walker; M.Fazio); "The Impact of School-University Partnerships on Reading Teacher Educators: Important Conversations We Must Have" (D.L. Wiseman); "Professional Development to Promote Early Literacy Achievement" (R.M. Bean; R.T. Eichelberger; A. Swan; R. Tucker); "'I Just Loved Those Projects!' Choice and Voice in Students' Computer-Based Language Arts Activities: A Case Study" (S. Nixon-Ponder); "Using Literacy Play Centers to Engage Middle Grade Students in Content Area Learning" (L. Romeo and S.A. Young);"'No Somali! Only English!' A Case Study of an Adult Refugee's Use of Appropriate Materials When Learning English and Reading Skills" (J.S. Richardson); "Teaching Effective Research Strategies to Elementary School Students" (J.K. Kidd); "New Directions for Developmental Reading Programs: Meeting Diverse Student Needs" (J.L. Higbee); "Learning from Experience: Preservice Teachers' Perceptions of Literature Discussions" (J.R. Dugan); "Encouraging Metacognitive Awareness in Preservice Literacy Courses" (J.B. Matanzo and D.L. Harris); "Preservice Teachers Constructing Personal Understandings about Culture" (J.B. Mathis); "Traditional and Response-Based Writing Tasks in the Literature Classroom: A Comparison of Meaning-Making" (E. Newton); "Movement and Motif Writing: Relationships to Language Development" (H. Allen; T.G. Morrison; P. Debenham; P.S. Musil; M. Baudin); and "Improving Preservice Teachers' Attitudes toward Writing" (S.D. Lenski and S. Pardieck). Individual papers contain references. (NKA)

This paper surveys the study of English in British schools from the 16th century to the present. The paper proceeds chronologically, using key terms operative in education at various times to structure discussion. In the 16th century a key term was "rhetoric," which concerns oral expression. "The Art and Craft of Rhetoric," is one of the oldest surviving textbooks, discussing, types of discourse--logical, demonstrative, deliberative, and judicial. By 1700, a key term was "expression"--verse writing in English was encouraged as a skill approved at the highest social levels; imitation and the use of stock expression was the dominant convention. By the middle of the 18th century, literature anthologies were common, as were spelling books and grammar textbooks, but from the middle of the 17th century to the middle of the 18th century it is hard to know how much attention was given to written expression, since no textbooks survive. During that same period, however, social and economic developments caused particular attention to be paid to oral expression, especially for those upwardly bound socially. In the 19th century, educators were asking their students to read and explain particular literature selections and grammar continued to be taught through this century and writing remained unpopular with students. History suggests that English has developed as an alliance of components. Includes 22 notes. (TB)

Some papers from a National Endowment for the Humanities (NEH) symposium, "Significant Russian/Soviet Cultural and Pedagogical Developments of the 1980s: Educating American Students for the Year 2000," are presented. After an explanation of the system of transliteration used in the works, the following papers and authors are included: "The USSR: A New Psychology (keynote address)" (S. F. Starr); "The Changing Soviet Scene" (G. Guroff); "The 'New Russian Literature' and Soviet Literature in the 1990s" (M. Lekic); "Ljudmila Petrushevskaja: A New Voice of Glasnost" (H. Segall); "Village Prose in the 1980s: Rewriting and Rereading Literary History" (K. Parthe); "Rethinking the Past and the Gorbachev Thaw" (K. Clark); "The Proficiency Movement: Where Do We Go from Here?" (I. Thompson); "On Evaluating Language Proficiency Gain in Study Abroad Environments: An Empirical Study of American Students of Russian" (R. D. Brecht, D. E. Davidson, R. B. Ginsberg); and "An Overview of 1987, 1988, 1989 NEH Institutes, NEH National Network, and Symposium in Russian Language and Culture" (Z. Dabars). Workshop reports are also given: Introduction (I. Thompson); Curriculum (S. Heyer); Materials (M. K. Frank); Professional Concern (D. M. Frost); and Teacher Preparation (F. Johnson). A list of participants and staff of the 1987, 1988, and 1989 summer institutes is provided. (LB)

The theme for this year's annual Graduate Student Conference of the College of Languages, Linguistics and Literature (LLL) was "In a Word," which captured a basic component that runs through the College of LLL since words are essential to the work students do in each of the departments that form the College. The conference opened with a motivating address from Dean Jeffrey Carroll, which was followed by a poignant and provocative keynote from LLL's own Ku'ualoha Ho'omanawanui. Presentations followed from a group of 20 graduate students, who shared their research with approximately 80 attendees from the UH community. Following a preface from the editors and plenary highlights from Ku'ualoha Ho'omanawanui, contents of these proceedings include: (1) Critical Reading in an ESL Classroom (Jessica Fast); (2) Cross-Curricular Critical Pedagogy in a Multilingual Multicultural Classroom (Samuel Aguirre); (3) Interactional Functions of Demonstratives in Korean and Japanese Conversation (Ok-sim Kim); (4) Living Mo'olelo for Young Adults: Story, Language, and Form in "Of No Real Account" (Caryn Kunz Lesuma); (5) The Syntactic Position of the Japanese SFP "NE" and Its Implications for the Japanese Clausal Structure (Ryan Hughes); (6) The Function of Language Alternation in Mandarin Tutoring Sessions (Ding Wang); (7) An Analysis of Subjectivity and the Color Line in Nella Larsen's "Passing" (Janet J. Graham); (8) Brave New Worlds: A Reparative Reading of (Post)Colonial "Tempests" (Chase Wiggins); and (9) Generalizing and Epistemic Authority: Online Anonymous Advice Giving in Japanese (Olivia Cassetta). Individual papers contain references. [For the 2014 Proceedings, see ED573745.]

The theme for this year's annual Graduate Student Conference of the College of Languages, Linguistics and Literature (LLL) was "Celebrating Voices -- past - present - future." It reflected not only our goal of celebrating achievements of LLL graduate students, but also our intent of making this the biggest conference yet. The conference opened with an address from Dean Jeffrey Carroll, which was followed by an inspirational keynote by Dr. Samrat Upadhyay. Presentations followed from a group of 35 graduate students, who shared their research with approximately 136 attendees from the UH community. Following a preface from the editors and plenary highlights from Dr. Samrat Upadhyay, contents of these proceedings include: (1) Breaking Ground: Obviation As a Key Target for Assessing the Acquisition of Saulteaux, a Dialect of Ojibwe (Ryan E. Henke); (2) Place-Based Language Learning Using Mobile Technology: Redesigning a Mall Game for Help (Daniel Holden and Yang Liu); (3) The Very Real Effects of an Illusionary Circuit System: Using Toni Morrison's "The Bluest Eye" to Contemplate Black Existence Within White Supremacy (Brittney Frantece); (4) "I See Us All": Pursuing Radical Humanism in Transnational Coalitions (Sam Ikehara); (5) Settler Colonialism and New Age Commercialization of False Indigenous Knowledge (Lauren K. K. Nishimura); (6) The Case of Og: Focusing Arguments in Western Subanon (Colleen O'Brien); (7) Event Structure Metaphor: Mapping from the Chinese Classifier 'Chang' (Reed Riggs); (8) Voice and Ergativity in Roviana (Peter Schuelke); (9) Prosody, Gender and the Japanese Interactional Particle "Ne" (Antonio Vega); (10) The Development and Grammaticalization of the Preposition [Chinese character] in Chinese (Jing Zhou). Individual papers contain references. [For the 2015 Proceedings, see ED573728.]

The theme for this year's annual graduate student conference of the College of Languages, Linguistics, and Literature (LLL) was "Your Voice, My Voice: Literature, Language, Culture and Society." Translation and interpretation guided the theme for the conference, with Dr. Marvin Puakea Nogelmeier of the Kawaihuelani Center for Hawaiian Language providing the plenary on history of Hawaiian language translation and interpretation. Following a preface by the editors and plenary highlights from Marvin Puakea Nogelmeier, these proceedings include the following papers: (1) Lahui and Family in the Nation-Building Projects of "Written in the Sky" and "Little House on the Prairie" (Kelsey Amos); (2) Okamoto Kanoko and Exemplary Motherhood: Contemporary Readings of "Boshi Jojo" (Francesca Balquin Pizarro); (3) What a Literary Collage Tells Us: Hemingway's "In Our Time" and "The Snows of Kilimanjaro" (Madoka Nagado); (4) Desire in Love Stories of "Sanyan" (Di Sun); (5) The Voice of Resistance: The Struggle against Transculturation in the Poems of Carlo Fraticelli, Jamaica Osorio, and Ittai Wong (Ryan Swanson); (6) The Affective Effects of Comprehension Questions after Extensive Reading (Hyunjung An); (7) Proposal for the Transcription of Cetacean Communication (Brenda Clark); (8) Differences in Co-Construction in Japanese between a Father and a Mother (Vera Hanaoka); (9) Japanese-Speaking Children's "WA/GA" Distinction for Subject Ellipsis Resolution in Complex Sentences (Keiko Hata); (10) The Effectiveness of Pronunciation Instruction on ESL Learners (Akiko Kahue-Burrows); (11) Media Influence on Preschool Girls' Use of Women's Language (Nobuo Kubota); (12) Evaluating the Classification of the Chimbu-Wahgi Subgrouping (Samantha Rarrick); (13) Acquisition of "Ni" in L1 Japanese Children (Mihoko Sawada); (14) Teachers' Use of the Non-Lexical Token "Hee": Pedagogical Functions and Extended Conversational Opportunities (Megumi Tsuchida); (15) Historical Change in the French Sign Language Family (Brittany Wilson); (16) Working Memory Capacity and the Acquisition of Phrasal Verb (Fred Zenker, Hyunjung An, and Hyunjung Jung); (17) 'A 'Ohe Pau Ka 'Ike I Ka Halau Ho'Okahi: All Knowledge Is Not Learned in Just One School: The Gathering of Hula That Accommodates Both Cultural Preservation and Tourism (Rolando Espanto); (18) Needs Analysis for Home Care Worker Training (Kendi Ho); (19) Magic, Business, and Comedy: The Representation of the Chinese in the 18th-Century French Theater (Eve Millett); and (20) Language Access and the Professionalization of Community Interpreting in Hawai'i (Andrew Rouse). Individual papers contain references. [For the 2013 Proceedings, see ED573744 .]