BEGIN:VCALENDAR VERSION:2.0 PRODID:-//events.la.psu.edu//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:America/New_York BEGIN:STANDARD DTSTART:20201101T020000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD BEGIN:DAYLIGHT DTSTART:20200308T020000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:11743-bd524228d9069f6d083e9e013610c1ab@events.la.psu.edu DTSTAMP:20260810T102651Z DTSTART;TZID=America/New_York:20250328T143000 DTEND;TZID=America/New_York:20250328T160000 SUMMARY:Invited Speaker Series: Martin East DESCRIPTION:\nCenter for Language Acquisition Invited Speaker Series\n\n Speaker: Martin East\n\nAbstract:\n\nThis presentation explores two dist inct phenomena in applied linguistics and language teaching and whether\ , and to what extent\, there is or should be an interface between them: (1) task-based language teaching (TBLT)\, a communicative pedagogical ap proach that focuses on tasks as vehicles for second language acquisition \, and (2) translanguaging\, or language users’ practice of drawing on l inguistic and non-linguistic resources both in and beyond the target lan guage (TL)—including their first language—to maintain or augment the eff ectiveness of communication. In TBLT\, a pervasive ideology exists that the TL should be the sole (or virtually exclusive) language to be used f or task completion. This ‘monolingual principle’ is challenged by the re ality that translanguaging has often been utilized by TL speakers in rea l-world situations and therefore represents an authentic linguistic real ity for TL users. These contrasting perspectives have implications for p edagogical practice. In this presentation\, I will give an overview of a rguments for and against translanguaging in TBLT classrooms and will dra w some conclusions for theory\, research\, and pedagogy. I will address in particular the following questions: What is TBLT? What is translangua ging? What are the benefits of translanguaging for TBLT? What are the ba rriers to translanguaging in TBLT?\n\nBio:\n\nMartin East is professor o f language education in the School of Cultures\, Languages and Linguisti cs\, the University of Auckland\, New Zealand. Prior to this\, he was a language teacher educator in the University’s Faculty of Education and S ocial Work. His research interests include innovative practices in langu age pedagogy and challenges for additional language learning in English- dominant contexts. He is the author of numerous publications in the fiel d of language pedagogy and assessment. Drawing on his years of experienc e as a language teacher and teacher educator\, his recently published bo ok Foundational Principles of Task-Based Language Teaching (Routledge Op en Access 2021) outlines\, in an accessible and reader-friendly way\, th e core theories that inform and central practices that make up TBLT.\n\n For more details: https://events.la.psu.edu/event/cla-speaker-series-mar tin-east/ X-ALT-DESC;FMTTYPE=text/html:

Center for Lang uage Acquisition Invited Speaker Series

Speaker: Martin East

Abstract:

This presentation explores two distinct phenomena in ap plied linguistics and language teaching and whether, and to what extent, there is or should be an interface between them: (1) task-based languag e teaching (TBLT), a communicative pedagogical approach that focuses on tasks as vehicles for second language acquisition, and (2) translanguagi ng, or language users’ practice of drawing on linguistic and non-linguis tic resources both in and beyond the target language (TL)—including thei r first language—to maintain or augment the effectiveness of communicati on. In TBLT, a pervasive ideology exists that the TL should be the sole (or virtually exclusive) language to be used for task completion. This ‘ monolingual principle’ is challenged by the reality that translanguaging has often been utilized by TL speakers in real-world situations and the refore represents an authentic linguistic reality for TL users. These co ntrasting perspectives have implications for pedagogical practice. In th is presentation, I will give an overview of arguments for and against tr anslanguaging in TBLT classrooms and will draw some conclusions for theo ry, research, and pedagogy. I will address in particular the following q uestions: What is TBLT? What is translanguaging? What are the benefits o f translanguaging for TBLT? What are the barriers to translanguaging in TBLT?

Bio:

Martin East is professor of language education in the School of Cultures, Languages and Linguistics, the University of Au ckland, New Zealand. Prior to this, he was a language teacher educator i n the University’s Faculty of Education and Social Work. His research in terests include innovative practices in language pedagogy and challenges for additional language learning in English-dominant contexts. He is th e author of numerous publications in the field of language pedagogy and assessment. Drawing on his years of experience as a language teacher and teacher educator, his recently published book Foundational Principl es of Task-Based Language Teaching (Routledge Open Access 2021) out lines, in an accessible and reader-friendly way, the core theories that inform and central practices that make up TBLT.

For more details: https://events.la.psu.edu/event/cla-speaker-series-martin-east/

URL:https://language.la.psu.edu/lectures-events/invited-speaker-series/ LOCATION:162 Willard Building END:VEVENT END:VCALENDAR