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:19494-633d37b974b55569ec1a7f6196c04e16@events.la.psu.edu DTSTAMP:20260919T171348Z DTSTART;TZID=America/New_York:20261106T143000 DTEND;TZID=America/New_York:20261106T160000 SUMMARY:Visiting Speaker: Emotion as Social Indexicality: Developing Affective R epertoires in L2 French - Rémi van Compernolle DESCRIPTION:\nRémi van Compernolle's talk is part of the CLA-CLS Languag e Research Symposium\, an all-day event.\n\nDescription\n\nIn this talk\ , van Compernolle reports on a pedagogical intervention that aimed to de velop second language (L2) affective repertoires in students enrolled in an advanced U.S. university-level French course. An affective repertoir e is the assemblage of linguistic\, paralinguistic\, and embodied resour ces speakers have at their disposal for indexing dimensions of their emo tional states and social-relational identities during communication. Dra wing on Silverstein’s (2003) theory of orders of indexicality\, Eckert’s (2008) third-wave variationist sociolinguistics theory\, concept-based pragmatics instruction (van Compernolle\, 2014)\, and scholarship on L2 conversation analysis and interactional competence (Hall\, 2019)\, I foc us on the ways in which L2 users can choose from among the resources ava ilable in their affective repertoires in order to create the social-rela tional-emotional meanings they wish to create. In this study\, a pedagog ical enrichment program was designed around a series of film analysis an d film creation tasks that culminated in the production of court métrage s ‘short films’ as a means of explicitly teaching affective resources in French and engaging students in communicative practice over a fourteen- week academic term. The data include student metacommunicative (van Comp ernolle\, 2019) analyses of French film scenes\, draft scripts and filme d performances of student-produced scenes and courts métrages\, and meta cognitive reflections. The analysis therefore traces the development of students’ knowledge and understanding of French affective resources\, in cluding sociolinguistic variation (e.g.\, presence vs. absence of ne in negation\, lexical choices\, phonology)\, aspects speech delivery (e.g.\ , intonation\, stress\, precision timing)\, and embodiment (e.g.\, facia l expressions\, gestures)\, as well as their ability to use their develo ping affective repertoires in communication. To conclude\, van Compernol le synthesizes the findings in relation to the importance of developing affective repertoires as part of the broader goal of developing learners ’ pragmatic\, sociolinguistic\, and interactional competencies so that t hey can become effective communicators in a new sociocultural context.\n \n \;\n\nBiography\n\nRémi (Adam) van Compernolle (Professor of Appl ied Linguistics\, Carnegie Mellon University) will deliver a talk as par t of a joint event with the Center for Language Sciences featuring Elsi Kaiser.\n\nHis work focuses on the intersections between cognition\, aff ect and identity in second/foreign/additional language development. Draw ing on Vygotskian cultural-historical psychology\, his work examines how opportunities for development are co-constructed between people (e.g.\, teachers and students) and how cultural artifacts (e.g.\, linguistic fo rms\, semantic and pragmatic concepts) are internalized and\, in turn\, mediate cognition\, affect and identity performance. Most of his work in carried out under formal educational conditions\, including classroom d iscourse and interaction\, concept-based instruction and dynamic assessm ent.\n\nThis event is co-sponsored by Penn State University Libraries. S ee a curated list of publications by all 2026-27 CLA visiting speakers.\ n\nFor more details: https://events.la.psu.edu/event/remi-van-compernoll e/ X-ALT-DESC;FMTTYPE=text/html:

Rémi van Comper nolle's talk is part of the CLA-CLS Language Research Symposium, an all- day event.

Description

In this talk, van Compernolle reports on a pedagogical intervention that aimed to develop second language (L2 ) affective repertoires in students enrolled in an advanced U.S. univers ity-level French course. An affective repertoire is the assemblage of li nguistic, paralinguistic, and embodied resources speakers have at their disposal for indexing dimensions of their emotional states and social-re lational identities during communication. Drawing on Silverstein’s (2003 ) theory of orders of indexicality, Eckert’s (2008) third-wave variation ist sociolinguistics theory, concept-based pragmatics instruction (van C ompernolle, 2014), and scholarship on L2 conversation analysis and inter actional competence (Hall, 2019), I focus on the ways in which L2 users can choose from among the resources available in their affective reperto ires in order to create the social-relational-emotional meanings they wi sh to create. In this study, a pedagogical enrichment program was design ed around a series of film analysis and film creation tasks that culmina ted in the production of court métrages ‘short films’ as a means of expl icitly teaching affective resources in French and engaging students in c ommunicative practice over a fourteen-week academic term. The data inclu de student metacommunicative (van Compernolle, 2019) analyses of French film scenes, draft scripts and filmed performances of student-produced s cenes and courts métrages, and metacognitive reflections. The analysis t herefore traces the development of students’ knowledge and understanding of French affective resources, including sociolinguistic variation (e.g ., presence vs. absence of ne in negation, lexical choices, phonology), aspects speech delivery (e.g., intonation, stress, precision timing), an d embodiment (e.g., facial expressions, gestures), as well as their abil ity to use their developing affective repertoires in communication. To c onclude, van Compernolle synthesizes the findings in relation to the imp ortance of developing affective repertoires as part of the broader goal of developing learners’ pragmatic, sociolinguistic, and interactional co mpetencies so that they can become effective communicators in a new soci ocultural context.

 

Biography

Rémi (Adam) van Co mpernolle (Professor of Applied Linguistics, Carnegie Mellon University) will deliver a talk as part of a joint event with the Center for Langua ge Sciences featuring Elsi Kaiser.

His work focuses on the interse ctions between cognition, affect and identity in second/foreign/addition al language development. Drawing on Vygotskian cultural-historical psych ology, his work examines how opportunities for development are co-constr ucted between people (e.g., teachers and students) and how cultural arti facts (e.g., linguistic forms, semantic and pragmatic concepts) are inte rnalized and, in turn, mediate cognition, affect and identity performanc e. Most of his work in carried out under formal educational conditions, including classroom discourse and interaction, concept-based instruction and dynamic assessment.

This event is co-sponsored by Penn State University Libraries. See a curated list of publications by all 2026-2 7 CLA visiting speakers.

For more details: https://events.la.psu.edu/e vent/remi-van-compernolle/

LOCATION:Foster Auditorium, 102 Paterno Library END:VEVENT END:VCALENDAR