Deadlines
16th Annual CIBER Business Language Conference
Paper Abstracts
In alphabetical order by last name:
Teaching Social Entrepreneurship to Language Students: Using Business to Create Social Value
Annie Abbott, University of Illinois and Deb Reisinger, Duke University
This presentation will provide both new and experienced faculty with a thorough overview of social entrepreneurship. First we define social entrepreneurship and outline its theoretical underpinnings. Secondly we offer a variety of curricular materials that can be implemented in any business language course. Finally, we discuss the challenges and solutions related to teaching social entrepreneurship within the foreign language classroom.
Is a Literature Course an Adequate Response to Heritage Speakers’ Needs?
Habiba Boumlik, LaGuardia Community College
For luck of more appropriate courses, some colleges offer literature courses to advanced heritage speakers. Although stimulating, these courses may not be the best answer to students in search of efficient ways to market their language skills in a competitive job market. In light of my experience teaching Arabic and French in a community college, I will discuss the college responses to the French and Arabic heritage speakers.
Brazilian Portuguese Language Acquisition and Learning In-Tandem: Transnational & Transcultural Collaboration
Steven F. Butterman, University of Miami
This presentation analyzes recent international research conducted on foreign language pedagogy in-tandem, focusing on Brazilian Portuguese to study the implications and the evaluation of implementation of virtual immersion technologies in the foreign language curriculum. The format will be workshop style, focusing on techniques to improve oral proficiency and writing skills in the context of language learning and cultural studies acquisition.
Providing a Career Path Vision: Programs for Business & Technology at Georgia Tech
Osvaldo Cleger, Bettina Cothran, Jan Uelzmann, Nora Cottille-Foley, Georgia Institute of Technology Georgia Tech’s program
“Applied Languages and Intercultural Studies” provides students with intended careers in industry, government, the military and non-profits with professional levels of language, cultural and intercultural competency. The program consists of content-based courses, an immersion summer program, opportunities for studying and working abroad, and the “International Plan,” a challenging program that is designed to produce globally competent citizens.
Global Positioning: Developing Language for Leadership and Global Competency Courses
Danika Cornelius, Seacrest Country Day School
This presentation describes Spanish for Leadership and Global Competency, a high school course that is adaptable to other languages. The course combines students from Spanish IV, V, and VI in an engaging environment that incorporates classical literature, physical and digital realia, class projects, real-world connections, and community engagement to teach business and leadership skills.
Extending the Model for Adapting Business Language Content to Context: Method in Business Spanish at the United States Air Force Academy
Dr. Michael Scott Doyle, University of North Carolina at Charlotte
This session presents an advanced-level business Spanish course, Language and Culture of Business in the Spanish-speaking World, as a model for adapting language-for-specific-purposes (LSP) content to learner and institutional context, a goal of which is to optimize learning outcomes via enhanced relevance in the tailored LSP domain. Institutional and learner contexts are the United States Air Force Academy and cadets.
Tools for Instructional Design in the Business Language Classroom: Using Voicethread to Enhance Instruction
Meredith Duran and Heather McCoy, Penn State University
Business Language instructors are continually looking for instructional design tools that will enhance their classroom instruction by providing learning opportunities that extend beyond the classroom. This presentation will look at one such tool—VoiceThread—and examine its use in a 400-level Business French classroom. Samples of student VoiceThread as well as best practices for use and implementation will be addressed.
French for Ocean Engineering: A Process for Developing Objective-Specific Materials
Lars Erickson, University of Rhode Island
Developing language courses for specific purposes can be daunting. The presentation will describe the process used to create French language-learning materials for ocean engineering students. Samples of the materials will be presented. Explanation of the pedagogical rationale behind the development of the language-learning activities will be provided. The strategies and ideas apply to any language and any subject.
Matching New Features for Business Spanish with Student Needs
T. Bruce Fryer, University of Texas-Austin
This session will present new features appearing in the sixth edition of the textbook Éxito comercial intended to reach the needs of advanced-intermediate to advanced level college/university students of Spanish within their own environments. Two of these features include a greater emphasis on leadership and ethics as well as recent political developments in each of the Spanish-speaking countries.
Negotiation Case Embedded in Spanish Language and Hispanic Culture
Robert C. Giambatista, University of Scranton and Carolina Moctezuma, Kutztown University of Pennsylvania
Our presentation will be a negotiation case exercise (i.e., role play simulation) in the Spanish language. Each case will consist of two or more roles, each with a description of negotiation objectives, issues, and valuations from their perspective and cultural context. In addition, teaching notes will be provided to facilitate the discussion after negotiations are completed.
Meeting Client/Learner Needs through Appropriate Business Language Methods and Materials: The Business Case Clearinghouse
Margaret Gonglewski and Anna Helm, George Washington University
This session introduces a valuable resource available to business language instructors at all levels and in all languages: The Business Case Clearinghouse. This online, CIBER-funded resource provides language teachers with cases developed specifically for the business language learning context and steeped in the authentic second culture context. Each case is accompanied by video content and materials to support language learning.
Connecting World Language with Businesses through Project-Based Learning
Janet Graham, Center for Advanced Professional Studies, Blue Valley School District
Learn how an innovative project-based learning program matches high school students with local companies to integrate global business and cross-cultural skills with use of the target language. Students work on real-world client projects that combine language, culture, and business. First-hand student experiences will be shared in this session, and guidelines on how to build these community partnerships will be explained.
A Module for FL Teacher Preparation in Business Languages & Cultures
Dr. Christine Uber Grosse, American University of Sharjah and Dr. Maida Watson, Florida International University
This presentation introduces a teacher training module created for FL doctoral programs and teacher education programs with support from CIBER’s BLRT Grant. The module covers theory, research, and best practices used to teach business languages and culture. The training module takes a generic approach to teaching business languages, and uses language-specific examples from business Spanish.
Creating Entrepreneurial Opportunities Outside the Classroom with Student-Selected Micro-Loans
Sean R. Hill, Farwell High School; Mid Michigan Community College
An online service-learning project for a micro-loan organization morphed into revising a unit involving the immigration debate, empowered students to fight against global poverty, and created a measureable difference in student attitudes. Students have learned about barriers to economic prosperity in Latin America and have chosen candidates for microloans petitions with the help of a small grant.
Can you watch me play!: Computers in the Business Language Classroom
Arsena Ianeva-Lockney, University of Minnesota
As Apple celebrates its 30th birthday, we educators struggle with the challenges of computer use in the learning process: How to make the most of the existing information, how to develop didactic tools and how to utilize technology in online courses? In this paper, I want to share my perspective on computers in teaching Business German and in learning abroad.
LESCANT Model of Intercultural Communication as Applied to Brazil
Orlando R. Kelm, University of Texas at Austin and David Victor, Eastern Michigan University
This presentation provides participants with a practical model and a simple methodology to analyze cross-cultural issues that come into play when dealing with other cultures. By combining the LESCANT model of intercultural communication (Victor, 1992) with an eye to taking photographs of the cultural differences around us, we become adept at learning about these differences. As an example of its application, we apply is model to Brazil and Brazilian culture.
Engaging Students For Business Success
George G. King, Utah Valley University
In this session, educators will share their best practices on effectively endowing today’s students with a love of learning and language -- and with the skills they need to succeed in business. We will share together the methods that have worked for best for us in building interest and involving our various students, and preparing them for eventual business success.
German Job Applications: How to introduce Lebenslauf and Bewerbungsschreiben in intermediate and advanced (Business) German classes
Katharina Kipp and Marc Rathmann, Purdue University
The focus of this session is to familiarize (Business) German students with the job application process required by German employers. The teaching sequences were successfully tested on both the intermediate and advanced language level. Upon completion, students were able to create their individual resumes and cover letters specifically targeted towards a German employer of their choice.
How to Create Business German Syllabi for the Intermediate and Advanced Language Level
Katharina Kipp and Marc Rathmann, Purdue University
The focus of this session is to introduce instructors to the creation of meaningful syllabi for intermediate and advanced (Business) German classes. The syllabi presented have been successfully applied in university language classes and focus on the integration of language skills into content-based learning.
Language and Intercultural Skills Development in the Context of Study Abroad: A Model for New Proficiency Standards and Program Design
Leland J. L'Hote, IES Abroad
Abstract: This session will discuss key applications of the IES Abroad MAP for Language and Intercultural Communication, the only set of proficiency standards designed specifically for language learning in the context of study abroad. We will analyze best practices that foster language and intercultural skills growth abroad, and participants will discuss the challenges of integrating students’ international experiences into a department’s overall curriculum.
Quantity and quality of pragmatic information in representative business Chinese textbooks in the U.S.
Shuai Li, Georgia State University
A page-by-page analysis was conducted to examine the amount and quality of pragmatic information included in eight representative Business Chinese (BC) textbooks used in the U.S. institutions of higher education. The results showed that the eight textbooks contained limited pragmatic information (between 4% and 20%), and the quality of the pragmatic information also showed variations.
Practical Approaches to Teaching Business Chinese by Using Technology
Meng Liu, University of Illinois at Urbana-Champaign
The study presents a web-based course design to teach Business Chinese. A web-based format is well-positioned to provide content and materials to students anytime, anywhere. Used in combination with available language technologies, web-based materials can be updated quickly, making it possible to respond in real time to the fast-evolving business concerns and market needs.
But I Don’t Want to Work Abroad: Social Media Marketing and Pursuing a Global Career from Home
Mary K. Long, University of Colorado-Boulder
Recent drops in enrollments in International Business and Foreign Language programs seems to stem from a reduced interest among students in working abroad. Social media can be a valuable tool for awaking students to the global nature of local careers and the multilingual work world awaiting them. Best practices for including this topic in translation/marketing/localization courses will be addressed.
Beyond Traditional Corporate Visits for Advanced-Level Learners
Maria del Milagro Lozada Cerna, University of Pennsylvania; Lauder Institute
This presentation describes the variation in the traditional corporate visit as designed by the Lauder Spanish Program design and discusses its potential merits and challenges. We discuss formats that are conducive to self-directed experiential learning yet guided by principled language instruction. These examples may serve as valuable tools for other language programs that can be used to fulfill the goals of teaching global competence.
French Means Business: A Web portal for French majors pursuing careers in international business (Funded by CIBER Business Language Research and Teaching grant)
Elizabeth Martin, California State University, San Bernardino
Giving students a head start in the job market, the French Means Business web portal provides ‘one-stop shopping’ for French and International Business majors with links to top-ranked interdisciplinary graduate programs, language certification, and internships, along with a plethora of interactive web-based tools, including resume and cover letter builders, virtual interview simulators, career videos, and social media for job seekers.
The Business of Art
Erin McNulty, Dickinson College
This session describes a class program focused on “The Business of Art”. The class met at the campus museum and learned about the business of art, had an opportunity to utilize the target language creatively and concluded with a tour of the museum’s vault. In addition to providing a unique opportunity for students, this program also allows for inter-departmental collaboration.
Designing Cultural Analysis into Study Abroad
Deirdre Mendez, University of Texas at Austin
This session introduces a methodology developed at The University of Texas for self-directed cultural analysis that students conduct abroad with minimal preparation and supervision. Participants receive training in the technique and complete exercises using it. Links to all relevant documents and sample student assignments are provided for these no-cost materials.
A Web Log as a Forum for Summer Immersion
Amel Mili, University of Pennsylvania
Incoming language students at the Lauder Institute spend the first summer upon their arrival in a summer immersion program according to the language they are learning. In this paper, I report on my experience with, and my future plans for, using a blog as forum where students, teachers and administrators communicate.
Cultural awareness and self-reflection: Linking the Global and the Local Through a Backward, Forward Design
Amel Mili, University of Pennsylvania
Our educational program at the Lauder Institute stresses the importance of teaching language and culture as one. In this presentation, I discuss a teaching technique that is intended to help students overcome the prejudices they may have about the culture that they are studying, and to discover a foreign culture by recognizing themselves in it, even to a limited extent.
Marketing and Advertising in the Spanish-Speaking World
Dr. Gregory E. Moreland, University of Florida
Marketing and Advertising in the Spanish-Speaking World is the title of an advanced (3000) level course taught in Spanish at the University of Florida. In this presentation, I will trace its evolution from our traditional Business Spanish course, and describe how it is currently offered. We will peruse the syllabus, analyze the cultural content of English/Spanish advertising campaigns, and discuss possible ways to enhance the class
Integrating Sustainability Content in the Business French Classroom
Patricia Mougel, University of Minnesota
We will discuss resources and pedagogical strategies to ‘green’ the French business curriculum. By looking at examples of French businesses which have become more sustainable we will consider how such examples can serve as models for class marketing projects and to help students develop intercultural sensitivity and understanding.
Tailoring the internship program: Catering for diverse needs from MBA students to undergraduate language majors
Maggie Nassif, Brigham Young University
This presentation will provide two examples of experiential learning opportunities the speaker helped create in the Middle East and will demonstrate how each experience was tailored for the needs of the specific cohort of students. First, the presentation will cover the components of an MBA summer program in Morocco and Dubai and secondly, an undergraduate program hosted in Jordan last summer for undergraduate Arabic language majors. While using a similar ethnographic approach to study the students' professional and social environments, the focus of each experience was uniquely tailored to the student's specific career goals.
I Learned How to Pack Light and Effectively: Helping Students Translate Study Abroad Experiences for the Real World
Kacy M. Pekenpaugh, Weber State University
Given that neither culture nor language learning are a given in study abroad, this presentation focuses on two independent studies that look at fostering these learning outcomes in pre-, during-, and post-study abroad. It draws on dissertation research findings that post-study intercultural training can aid students in better unpacking and articulating their experiences which can be particularly relevant for employment.
Analysis of Learning Needs of Students of Advanced Business German
Alexander Pichugin, Rutgers and Peter Schroeck, The State University of New Jersey
The session presents the results of the research study of learning needs of students taking the Advanced Business German course. For the purposes of triangulation of results the assessment is based on the data gained from the content analysis of written essays, individual in-depth interviews, and one focus-group interview. The assessment results are intended as a basis for a larger pedagogical project.
Entrepreneurial Literacy and the Second Language Classroom
Karen Rauch and Dawn Slack, Kutztown University of Pennsylvania
This presentation centers on two courses in entrepreneurship designed for the undergraduate language curriculum. We will share course objectives, learner-centered activities and assessment tools with the aim of demonstrating how entrepreneurial literacy and language acquisition can work hand-in-hand in the L2 classroom. Examples are primarily in Spanish and English, although one of the courses has a polyglot student cohort.
Noticing the unnoticeable: Repertoire Approach, diversity and awareness in an advanced language and culture class for MBA students
Ronaldo Ribeiro, University of Pennsylvania-Wharton School of Business
Diversity is central to MBA programs. In discussing diversity in the classroom, we use a repertoire approach to indicate that, among other things, a notion such as correctness should be secondary; that language is only one element of a communicative repertoire; that repertoires emerge and recede; and finally that linguistic and cultural development occurs through growing awareness.
Empowering Educators and Advancing LSP Through Professional Learning Networks (PLN): One Model
Mary Risner, University of Florida
This session will discuss the benefits of Professional Learning Networks (PLNs) and how they can help promote the field of LSP and increase collaboration among CIBER business language initiatives. NOBLE, a CIBER-supported project started in 2009, will be featured as an example of possible outcomes of scholarly sharing and engagement using affordable online platforms.
Focus: the need for and value of language for specific purposes at the graduate level
Diana Ruggiero The University of Memphis
The 2007 MLA assessment of the state of foreign languages in higher education correctly identifies the need for restructuring program curricula as well as governance in order to meet current student needs. In its recommendations for doing so, however, the committee inadvertently defines the goals and objectives of graduate foreign language programs as narrowly focused on the production of future academics. The current reality of the academic job market, institutional demands, and of the global economy calls for a critical reassessment of this assumption. Toward this end, this paper considers the current state of graduate programs in foreign languages and the potential benefits of and challenges to broadening existing graduate curricula specifically through the incorporation of Language for Specific Purposes courses, as well as presents a model graduate LSP course currently piloted at my home institution. It is imperative that graduate programs in foreign languages broaden their goals, objectives, and course offerings beyond a literary and language competency focus in order to remain relevant, and I argue that expanding graduate course offerings to include LSP as an integral component of existing curricula better equips students to adapt and apply their education to the ever changing demands of today’s global society.
Linking social enterprise project overseas to a Business French class
Catherine Savell, Loyola University Maryland
This power point presentation will explain how, while taking a class in the US, students can develop activities for an overseas social enterprise with the goal of making it self-reliant and sustainable. Examples will be given from an ongoing project.
Using a Consulting Student Organization to help bridge the gap between academia and the industry
Nola Senna, University of Illinois, Urbana-Champaign
This presentation will introduce the concept a Consulting Student Organization to enhance the business language curriculum by providing students with hands-on experience in dealing with real world cross-cultural business and language experiences. It is intended to help bridge the gap between theory and practice by narrowing the distance between academia and the private sector.
Catering to Millenial learners in the Business Language Classroom
Sandhya Shanker and Antoinette Tessmer, Michigan State University
This session will focus on how Business Language programs can accommodate the needs of Millenial learners. A detailed literature review examining the characteristics of Millenial learners will be presented as well as ideas to incorporate them when designing classroom activities. Participants will be encouraged to share their insights regarding each of these qualities and their relevance to Business Language programs.
Use Data to Make the Case for Languages and Culture in Business
Heather Singmaster, Asia Society
How do we use data to demonstrate the need for students to be globally competent? This session will help you utilize MappingtheNation.net, a new interactive map containing a million data points that demonstrate the global connections of every county in America. Using demographic, economic, and education data, the map clearly shows the need for a globally competent, multilingual citizenry.
Do you speak Swiss? Understanding a Multi-Cultural, Multi-Lingual European Success Story
Sandra L. Summers, University of North Carolina at Chapel Hill
680 North American Companies have regional or European headquarters in Switzerland. However, business German classes in the US rarely provide more than a glimpse at the Swiss nation. This talk will provide an approach to teaching the complex socio-political and economic facts of Switzerland in order to meet cross-cultural communication needs and to explore additional outlets for students’ career development.
Examination of the Needs of Business Japanese Learners from the Learner’s Perspectives
Tomoko Takami, University of Pennsylvania
This session discusses the findings of a part of an on-going research study that explores the needs of Business Japanese learners from the learners’ perspectives. Particularly, it focuses on the findings of the current students’ perspective toward Business Japanese through a course project, which explores their learning of Japanese and Business Japanese in relation to their career and personal goals.
Backward Design and Text Selection for the Business French Classroom
Will Thompson, University of Memphis
This session will explore how the theory of backward design can inform textbook selection for the business French classroom. Through a discussion of appropriate course content, and through a comparison of current textbooks and online resources, we can attempt to determine what in fact is most appropriate as primary materials for a business French course.
Global Leadership Competencies and Language and Culture Learning
Kenric K. Tsethlikai, University of Pennsylvania
This presentation will address the contribution that the language of global leadership competencies can make in the articulation of learning outcomes and instruction in a business language program. The presenter will identify resources and use the example of competencies sought by graduates of MBA programs to illustrate the importance of principled learning outcomes for a business language program.
The Politics of Language Choice in a Multilingual Business Setting
David A. Victor, Eastern Michigan University
This presentation addresses language choice as a factor in intercultural business communication where those involved speak more than one language in common. The presentation raises three main considerations: a) political/cultural implications in language choice; b) inclusion/exclusion of foreign words/phrases; and c) issues of face in fluency expectations; and c) issues dialect comprehension.
Meeting the Needs of Heritage Speakers in Language for Specific Purposes: Rubrics that Target Spanish Heritage Speakers
Juanita Villena-Alvarez, University of South Carolina Beaufort
Discussion of assessment rubrics generated based on specified student learning outcomes of business/professional Spanish courses that are divergent in the case of heritage and non-heritage learners. The presentation will present examples of rubrics in various professional settings/simulations: job interviews, phone calls, business meetings, contract negotiations, etc. Digital materials will be shared with conference participants.
Tailoring to Multiple Needs: Curriculum Design toward the Advanced Level Oral Proficiency
Haidan Wang, University of Hawaii at Manoa
Preparing students to become professionals with advanced level proficiency has been one of the ultimate goals of second language program. This presentation is to outline the process of integrating ACTFL OPI Guidelines and tasks into a college conversation class tailoring to multiple needs of students and program academic goals. Experiences and challenges will be shared for the purpose of improvement.
Action-Based Learning for Language Proficiency and Cross-Cultural Competence: Learners’ Perspectives
Yi Zhou, University of North Carolina at Chapel Hill
This presentation will report a study of an action-based learning approach adopted by Global Business project (GBP) consortium for students’ acquiring language proficiency and cross-cultural competence. The positive results from 185 students’ responses indicate that learners perceived this approach as a meaningful and effective pedagogy. It will discuss challenges and proposes solutions for future implementation.