Bryan Kirschen, The Ladino Linguist
When Bryan Kirschen was growing up in Fresh Meadows, Queens, he was interested in languages — so much so, that as a student at a specialized public high school, he studied Hebrew, Spanish and ancient Greek... Read More
Professor Cope's article appears in the Journal of Haitian Studies
Professor Robyn Cope's article, " 'We Are Your Neighbors': Edwidge Danticat's New Narrative for Haiti" appeared in the Spring 2017 issue of the Journal of Haitian Studies. The article, like Professor Cope's new upper-level French course, "Haiti's New Narratives," grew out of her research on post-earthquake Haitian literature.
Professor Bohinski and her students travel to Monterrey, Mexico to bring COIL project full circle
Professor Chesla Ann Bohinski was awarded a SUNY COIL (Collaborative Online International Learning) Latin American Fellowship. Through this fellowship, her Spanish 215 students collaborated with UDEM students studying English. During this collaboration, students participated in activities where they were able to practice their respective second languages.
Post-collaboration, Andrea Kaplan and Thaddeus Okon, two of Professor Bohinski's Spanish 215 students, joined her on a trip to Monterrey, Mexico. Not only did they get to meet their University of Monterrey (UDEM) partners that they worked with, but Andrea, Thaddeus, and Chesla also had the opportunity to experience the beautiful culture, people, food, and music of Monterrey.
Trip highlights included participating in classes at UDEM, visiting partners' homes and meeting their families, traveling to Obispado, Chipinque, Cola de Caballo, Santiago, and Paseo Santa Lucía, Professor Bohinski being an invited keynote speaker for a Mextesol Capitulo Nuevo Leon event, and participating in El Grito for Mexico's Independence Day. It was un viaje sin igual. ¡Qué padre!
Professor Bohinski featured in Foreign Language Annals
Professor Chesla Ann Bohinski and one of her colleagues, Professor Yumei Leventhal of John Jay College, are featured in the Fall 2015 issue of Foreign Language Annals.
Their article, "Rethinking the ICC Framework: Transformation and Telecollaboration," reports on a task-based study designed with Helm and Guth's (2010) Telecollaboration 2.0 framework in mind that qualitatively investigated a telecollaborative exchange. Two second language (L2) Spanish participants and three L2 English participants carried out a six-week e-mail exchange that centered on specific holidays, giving researchers an opportunity to study participants' intercultural communicative competence (ICC) (Byram, 1997) and how participants critically analyzed and discussed cultural aspects of an L2 language (Klein & Solem, 2008).
Participants' exchanges revealed the following: (1) each participant' s thoughts on his/her partner's culture as was perceived through L2 instruction, (2) each partner' s reaction to perceptions and insight to cultural reality, and (3) sharing of personal anecdotes. Patterns in exchanges were analyzed using NVivo 10 software with a data-driven, hybrid analytical approach. Thematic categories were created from the data and used to code the e-mail exchanges and subsequently correlated to Helm and Guth's (2010) framework. Results indicated that participants using a Web 1.0 resource experienced transformation through the telecollaboration. Researchers concluded that more nuanced categories were needed to assess ICC to understand the intricacies of online collaborative exchanges. Researchers believed that Web 1.0, in the absence of Web 2.0, remained a valuable venue for telecollaboration.