Presented by: Duclos, G. Cory (Colgate University) and Wuensch, Juliane (Skidmore College)
This presentation will discuss the structure of an inter-institutional learning community centered on CLAC pedagogies at four campuses in upstate New York. We will discuss the structure of the program, the benefits of such an approach, and the response we have received from colleagues.

Presented by: Rashed, Doaa (Rutgers University) and Yang, Jenny (Rutgers University)
The presenters discuss best practices of two language engagement experiences they have developed in their program: Language Exchanges and Translingual Exchanges in the Curriculum. The first experience is designed for novice and beginner students, while the latter is for high intermediate and advanced language users. In this session, the presenters will discuss the curriculum design for each experience, their format, best practices, and assessment. The presenters will share course(s) materials, rubrics, and sample student projects.

Presented by: Ye, Weier (Queensborough Community College of the City University of New York)
This study integrated reading and writing into a conceptual physics course to promote student agency, enhance STEM learning, and sharpen linguistic skills. Two instructors from different departments coordinated class activities in the STEM classroom. Through interdisciplinary collaboration practices, all students were strongly motivated to invest effort in learning. The findings of the study also indicate that English learners not only deepened their conceptual understanding of physics but also enriched essential language skills.

Presented by: Cho, Young-mee Yu (Rutgers University), Chun, Hee Chung (Rutgers University), and Moon, Kyoung (Rutgers University)
Despite significant contributions of Korean National Standards (2012) in aligning KFL pedagogy along the five goals of Communication, Cultures, Connections, Comparisons, and Communities, creating Connections with other disciplines still requires much more serious work. The panel presents three Connections-based modules implemented in a college program (Wiki Project, Linguistic Landscape Project, and Translanguaging in LEP courses) to demonstrate the value of adopting the language-content integration and re-conceptualizing language as a critical medium to explore the content.

Presented by: Gardner, Steven (Illinois College) and Estabrook, Bernd (Illinois College)
We examine the power of 1-credit opportunities to bring language and culture to departments outside of the Foreign Language Department, which leads to students doing research in other countries and in other languages. One example of the power of 1 from Illinois College is the creation of a 1-credit Introduction to International Science class. Another example is a 1-credit course to allow students to incorporate second-language research into research projects outside of the Language Department.

Presented by: Yagüe, Blanca (University of Utah)
This presentation explains how we implemented a CLAC evaluation system at the University of Utah, seeking data that will inform our program development to better serve our unique student population across disciplines. We will describe our evaluation system, our main findings and how we are applying what we have learned in the different CLAC models and courses we offer.

Presented by: Bloem, Nora Carolina (Salt Lake Community College)
Salt Lake Community College is expanding our CLAC program teaching courses entirely in the target language replacing the need for an anchor course. This presentation focuses on the administrative challenges and solutions when offering 3-credit hour courses exclusively in the target language, how to market them, how to ensure enrollment, etc. Student response to this alternative model has been positive while supporting other HSI (Hispanic Serving Institution) initiatives as our institution is an emerging HSI.

Presented by: Yang, Jenny (Rutgers), Wakabayashi, Haruko (Rutgers), Chen, Chaoqin (Rutgers), Lowe, Michiru (Rutgers), and Huang, Jane (Rutgers)
This interactive panel will share best practices and challenges for developing and implementing a CLAC module. The panelists will discuss the formulation of the concept for the module, the relation to its parent course(s), the scope, learning goals setting, implementation, and assessment. Challenges of offering these modules will also be addressed, including accommodating students at different proficiency levels in the target language, creating meaningful assessments, enrollment issues, and expanding such a CLAC program.

Presented by: Valnes Quammen, Sandra (Duke University)
Via Zoom (will reserve room for in person attendance)
While integrating language and disciplinary content learning in CLAC courses infuses multilingual nuance into non-language disciplines, developing approaches for executing this integration can prove challenging. This session will explore one integrative framework, cognitive discourse functions (CDFs), and will argue that the CDF framework can facilitate curriculum design, make language pedagogy more accessible to content specialists, and provide language specialists entry points to teaching key discursive features of non-language disciplines.

Presented by: Scala, Carmela (Rutgers University)
In an increasingly interconnected global economy, navigating diverse linguistic and cultural landscapes is vital. The presentation, “Fostering Italian Language Fluency and Business Culture Proficiency,” explores an innovative course titled “Doing Business in Italy: Food, Wine, Fashion, and Beyond.” This course offers a unique educational experience that transcends language instruction by immersing students in the vibrant Italian business culture. This presentation takes a deep dive into the design and implementation of the course, highlighting its interdisciplinary approach to fostering Italian language fluency (although the course is not focused on teaching language, it focuses on business culture, and some readings are in English) and proficiency in Italian business culture. Attendees will gain insights into the curriculum’s structure, pedagogical strategies, and the fusion of language learning with practical insights into the Italian business world.

Presented by: Navarro, Nela (Rutgers University) and Rashed, Doaa (Rutgers University)
This interactive panel presentation is designed to engage the audience in dialogue about the opportunities and challenges of a unique service- learning internship course/experience that is offered by the Language Engagement Project’s (LEP) In-Service Program at Rutgers University, New Brunswick. This internship is designed for students to cultivate and enhance their transcultural competence in learning environments beyond the traditional language classroom. The panel invites the audience to consider the promises, value, and possible challenges of embracing service-learning pedagogy to advance our collective work of languages and cultures across the curriculum.

Presented by: Warnr Ault, Ann (The College of New Jersey) and Kentengian, Isabel (The College of New Jersey)
Our recently created professionally focused advanced Spanish language classes equip students with language and intercultural competence in preparation for careers in counseling, education, interpreting, law and justice, healthcare, and business. They aim to heighten intercultural understanding and empathy, making use of films, documentaries, online intercultural exchanges, and community-engaged learning. Course materials go far beyond traditional course books, incorporating interdisciplinary approaches and drawing on materials across a wide range of professional websites from these various fields.

Presented by: Pichugin, Alexander E. (Rutgers University)
The session presents the course “Introduction to Cultural and Literary Analysis: German Music” and its major pedagogical innovation – the introduction of the Modified Learning-by-Teaching Model (mLdL), where students develop online language-learning content for lower or same-level language learners, thus functioning as content creators and learning facilitators. Such course design fosters students’ deeper reflexive approach to the culture of the target-language and their own culture.

Presented by: Liu, Yan (Duke University)
Achieving sufficient proficiency in Category V languages (such as Japanese and Chinese) poses significant challenges for native English speakers to engage in in-depth discussions on complex topics within CLAC courses. Translanguaging practices offer a promising solution to this challenge (Chikamatsu,2021). To further understand how to use translanguaging in CLAC classrooms, this presentation investigates the application of translanguaging in a Mandarin CLAC course, capturing students’ perspectives and the teacher’s reflections.