2017 FLANC Conference – October 21st in Hayward

FLANC 2017 conference and workshops will be in Chabot College, BUILDING 700
Saturday October 21st in Hayward. “Live many languages” is our motto.

Both interest sessions and workshops will be on Saturday.

Go to Bldg. 700 (south entrance) for check-in. It is most convenient to use parking lot “Student Lot G.”

Parking Fees: Parking permits ($2.00) must be displayed on the dashboard by all vehicles

  • From 8:15 AM, Registration in Bldg. 700. (Coffee all-morning in Bldg. 700)
  • From 8:15, Exhibitors and Silent Auction in Bldg. 700
  • 9:00-9:50: First Interest Sessions in Bldg. 800
  • 10:00-10:50: Second Interest Sessions in Bldg. 800
  • 11:00-11:50: Keynote Address and Announcements in Bldg. 700
  • 12:00-1:30: Buffet Lunch, in Bldg. 700 and organization meetings in Bldg. 800
  • 1:30-2:20: Third Interest Sessions in Bldg. 800
  • 2:30-2:20: Fourth Interest Sessions in Bldg. 800

Tentative program

CLTAC Workshops Program

Complimentary breakfast and coffee during the event are included
Lunch will be $15 (please pay with the conference registration)

After October 13 registration will be on-site only.


Deborah Lemon

Many Voices: The Future of Communication, Language, and Language Learning.

Deborah Lemon is an Ohlone College tenured faculty member as well as the Renegade Gaming Esports Advisor. She also has served as a member and chair of the Technical Committee. She designs and teaches online/hybrid language courses built exclusively in social media platforms starting in 2005 with Tribe and 2010-present in Facebook, incorporating a tiered F2F/blended/online format. Deborah has integrated cloud-based materials since 2000: in 1996 she authored the Spanish Grammar reference site, drlemon©®, and also developed and wrote distance education courses for UNC-CH (1996-2003). She organizes and leads trans-disciplinary transmedia courses. She facilitated Building Online Community with Social Media for the California @One grant project for 5 years. Deborah has been interviewed regarding her work with Augmented and Virtual Reality; “paradigm-dodging”; esports; and the future of Online and Higher Education. She offers workshops and webinars on Hybridization, Gamification, social media tools, and methodology. She has been an invited speaker at conferences and symposia including The Institute for the Future (IFTF), She’s Geeky, Augmented World Expo, Online Teaching Conference, and Augmented Reality Chicago. The National Science Foundation invited and sponsored her to speak at the 2013 Radical Innovation Summit in Washington, D.C. and at the 2015 and 2016 Language Flagship Technical Innovation Center (LFTIC) Symposia. Prior to teaching, Deborah worked in defense industry in Technical Recruiting/Public Relations and Systems Administration in the US and México. In her free time, she tinkers with stuff, reads, volunteers, and enjoys A/B testing.

Homepage: www.drlemon.com

LinkedIn: https://www.linkedin.com/in/drlemon

Conference program – FLANC 2016

Berkeley City College – October 29, 2016



9-9:50 | Teaching Beginning Language Online: Questions and Possibilities – (Room 212)
by Carol Copenhagen
Fact of life or wishful thinking? Can students learn a beginning foreign language online? Are there innovations that we can use to teach conversational competence? Please bring your concerns, experience and ideas and join the discussion.
Level of Education: Community College, perhaps high school or other higher education
Main Language of Presentation: English ─ Examples in Spanish

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9-9:50 | Teaching Writing through Translation and Teaching Translation through Writing – (Room 33)
by Frances Sweeney
Abstract: This presentation explores the popular topic of translation, and how it can be used to help students get excited about translating and writing.  First, we will have a brief overview of the field of translation and its theories, and then consider how they relate to main practices in writing development. The majority of time is spent on interactive practice and exercises that can be used and modified by teachers to help their students understand translation, and improve their writing at the same time. A side benefit is exploring cultural variations in language use, across genres such as songs, commercials, poetry, and essays.
Level of Education: Secondary and post-secondary
Main Language of Presentation: English ─ Examples in Spanish

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9-9:50 | Teaching Culture in a Foreign Language Classroom: The Example of Free Speech Movement – (Room 32)
by Vesna Rodic
Abstract: This presentation includes a review of current theories on teaching culture as well as a series of practical exercises intended to build students’ cultural competence in L2.  Using the example of the Free Speech Movement, this session shows how instructors can rely on local resources and a comparative approach in order to incorporate the teaching of culture in language courses. The example serves to examine ways of including questions of social change in a language classroom as a way of building students’ trans-cultural and trans-lingual skills.
Level of Education: secondary, post-secondary
Main Language of Presentation: English ─ Examples in French

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9-9:50 |  OMG … Oh My Game! An integrative Method to bring Motivation to Foreign Language Classroom – (Room 31)
by Haitham S. Mohamed
Abstract: This paper explores the types of games that can be used and what can be considered a game. Moreover, it is necessary to know when and how to use a game. With hands-on games, focusing on vocabulary and grammar, this paper will also discuss how to design an in-class game and what is the recipe that can be used to create a pedagogically successful game.  The games suggested in this paper are an application on Arabic language in Arabic as a foreign language classroom.
Level of Education: secondary, post-secondary
Main Language of Presentation: English ─ Examples in English and Arabic

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9-9:50 | How can neuroscience inform the use of technology in language education?  – (Room 54)
by Ali Bolgün and Tatiana McCaw
Abstract: Given the speed with which technology is evolving and the large number of applications that are available, there has been a sentiment and a common intuition that technology must be helping to increase students’ language proficiency levels. This presentation reviews various technologies that have been used in the language classroom, and offers a neurolinguistic perspective on the distinction between learning and acquisition for building a mindset that leads to more beneficial use of technology.
Level of Education: All levels
Main Language of Presentation: English


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