I am an Associate Professor in the Department of Modern and Classical Languages at Buffalo State College, where I served for over five years as chair. I have a lifelong interest and extensive experience in matters of navigating (or translating!) organizational and cultural change in all of its forms, from the local classroom to the global level, processes that are always rooted in language. I also have an extensive record of translating new ideas and practices across languages and cultures.

I look forward to setting your benchmark in the important work of refashioning workplaces to meet the challenges of cultural and commercial globalization.

Educational background:

• Ph.D, Foreign Language and ESL Education, University of Tennessee

• MA, Spanish Translation and Interpreting, University of Texas, Rio Grande Valley

• MAT, English and Spanish, Brown University

• BA, English, Kenyon College

Links:

• Buffalo State College (SUNY) faculty website

• LinkedIn profile

• MarkWarfordMusic

• Certified and experienced FOURSIGHT Creative Problem Solving Consultant for organizations and individuals.

• Online pedagogy and policy: Research and Innovation Fellow, Open SUNY Center for Online Teaching Excellence, awarded SUNY "Effective Online Practice" badge; experienced workshop leader, trained in Quality Matters and Online SUNY Course Quality Review (OSCQR) rubrics.

• Published scholar, experienced keynote speaker, and workshop leader in innovation studies and post-Jungian approaches to cultural and organizational change.

• Extensive scholarship and leadership in language teacher development. Click here for a list of related workshops.  (UNDER CONSTRUCTION). 

• Leadership in Languages for the Professions and Specific Purposes, an important shift in the focus of world language programs. 

• MA, Spanish Translation and Interpreting, University of Texas, Río Grande Valley, with certificates in Healthcare Interpreting and Literary Translation.  Master´s thesis: Hacia la traducción profunda

• Recent translation projects: child development guide for NYS Office of Children and Family Services; parent permission form for videotaping of student teaching segment; promotional page for local international organization; contract for legal services related to criminal record expungement; translation of two academic essays in analytical psychology; translation of two Spanish poets that applies an original method of depth translation (MA thesis). 

• Most recent community interpreting services: Interpreter for performance by Honduran singer, environmentalist, Karla Lara (pictured in gallery below)

Booking now: markwar4d@warfordforward.com. In-person or online, depending on preference. EIN# available for easy payment processing and certificates of completion may be tailored to suit the standards of your organization.

Afternoon/Evening workshop (60-90 min.): Presentation of one topic and some time for discussion. Includes certificate of completion.

Half-day workshop (2.5-3 hrs.): Presentation of one topic and time for hands-on exploration and discussion. Includes materials packet and certificate of completion.

Day-long workshop (6-8 hrs.): Presentation of one topic and time for extensive hands-on exploration and discussion. Includes materials packet and certificate of completion, case study exploration, as well as pretest-posttest impact data.

Series of two-to five day-long workshops: Presentation of two to five topics (see below) and time for extensive hands-on exploration, discussion, and case study exploration. Includes materials packet and certificate of completion, as well as pretest-posttest impact data.

Essential e-learning tools for World Language educators

Expected duration: half-day to two-day workshop

Description: The rapid advancement of online pedagogical tools present unique opportunities for integrating the ACTFL World Readiness Standards. From Google Docs and internet  investigation tasks to EdPuzzles, teachers have nearly unlimited access to e-learning tools that connect content, culture, and communication-based learning outcomes with valuable information processing skills for the 21st century global workforce. In fact, several of the online tools featured are regularly used by language professionals, including the presenter

Related publications:

• Warford, M. K. (2014). Toward a Framework for Evaluating Online Instruction in Higher Education. Journal of Educational Technology Systems, 42(4), 333–353. https://doi.org/10.2190/ET.42.4.b

• Warford, M. K. (2017). E-learning and the disciplines: Lessons from applied linguistics. In K. Shelton and Karen Pedersen, Handbook of research on building, growing, and sustaining quality e-learning programs (pp. 324-340). IGI Global. 

• SUNY Effective Online Teaching Practices Award: Autonomous E-learning

Target Audience(s): Intermediate to advanced level language teachers or advanced language learners

Examples in: Spanish, other

Language of Presentation: English

Targeted standards: ACTFL World Readiness Standards, 21st Century Standards

Applicable to: Any Language

Keyword: Methods/Techniques

World Language Learning for the 21st Century Workforce

Expected duration: half-day to two-day workshop; 60-90 minute presentation for high school students also available.

Description: The 21st Century, Common Core and ACTFL World Readiness Standards all affirm the critical role of second language proficiency in order to participate competently in the increasingly globalized workforce. This session puts the ACTFL Standards’ five interconnected C’s (Communication, Culture, Connections, Comparisons, Communities) through the paces from the perspective of Languages for Specific Purposes. “LSP” is an emerging field that reframes the aims of language pedagogy to reflect the specific needs of particular settings, including academic fields, and more importantly, second language competencies required for particular career paths. Sharing insights from his own experience as a freelance translator and interpreter, the presenter shares teaching innovations that enrich the LOTE curriculum with ‘real-life’ learning tasks, materials and assessments.

Related publications:

• Doyle, M. S. (2017). Spanish for the professions and specific purposes: Curricular mainstay. Hispania, 100, 95-101. 

• Miletich, M. (2020). Bilateral service: An analysis of a direct service learning project for healthcare interpreting students. Journal of service learning in higher education, 11, 88-101.

Target Audience(s): Intermediate to advanced level language teachers or advanced language learners

Examples in: French, Spanish, Other

Language of Presentation: English

Targeted standards: ACTFL World Readiness Standards, 21st Century Standards, Common Core Standards

Applicable to: Any Language

Keyword: Methods/Techniques

Maximizing L2 from day 1

Expected duration: half-day to three-day workshop

Description: The American Council on the Teaching of Foreign Languages has targeted 90%-minimum teacher use of the target language as a professional standard. Participants in this workshop will engage in critical reflection on how they negotiate between English and the target language in the classroom. They will also discover and address missed opportunities for comprehensible input and negotiating meaning in L2.

Related publications:

• Crouse, D. (2012, October). Going for 90% plus: How to stay in the target language. The Language Educator. pp. 22-27. 

• LeLoup, J., Ponterio, R., & Warford, M. K. (2013). Overcoming resistance to 90% target language use. NECTFL Review, 72.

• Warford, M. K. (2010). ¿Enseñar gramática y cultura en la lengua extranjera: Empezando en las zonas de mayor resistencia? Hispania, 93, 292-304.

Target Audience(s): All Levels

Examples in: French, Spanish, Other

Language of Presentation: English

Targeted standards: ACTFL 90%-minimum teacher use of the target language position statement. 

Applicable to: Any Language

Keyword: Methods/Techniques

Back to the Core: Reconnecting Culture and Literacy with World Language Teaching

Expected duration: Half-day to three-day workshop

Description: The 21st Century and Common Core Learning Standards have challenged the language teaching profession to think in more connected, expansive ways about the outcomes of instruction. This workshop advances two models and instructional techniques that put culture back into the core of foreign language instruction. Following discussion starters and pre-writes, the workshop leaders will present two models for re-thinking the language curriculum from a culture-infused core and provide examples of various activities that complement the aforementioned models and space for participants to design and publish their own Sociocultural Model Lesson Plan.

Related publications:

• Sehnalek, E., & Warford, M. K. (2005). Relatos de experiencias propias como estrategia en la enseñanza-aprendizaje de una segunda lengua. Hispania, 88, 172-181. 

• Warford, M. K., & White, W. L. (2012). Reconnecting proficiency, literacy, and culture. Foreign Language Annals, 45, 400-415.

Target Audience(s): All Levels

Examples in: French, Spanish

Language of Presentation: English

Targeted standards: ACTFL World Readiness Standards, 21st Century Standards, Common Core Standards, ACTFL CAEP Standards 1 and 2

Applicable to: Any Language

Keyword: Culture

Self-Determination Theory and World Language Learner Motivation

Expected duration: Evening to two-day workshop

Description: Research on language learning has underscored the central role of motivation in raising one's proficiency in another language. Knowing what encourages or discourages quality student engagement may be the most important factor in LOTE teaching. Based on the work of Deci and Ryan (2000) at the University of Rochester, Self-Determination Theory has been extensively tested in a variety of educational contexts, including language learning. Participants will learn about the model's three central motivational needs: competency, autonomy, and relatedness. Discussions of case studies and the exploration of teaching and assessment strategies will assist participants in promoting their own students' intrinsic motivation.

Related publication:

• Warford, M. K. (2009). Architecture, counseling, and teaching in the target language, Babylonia, 59(1), 23-29. 

• SUNY Effective Online Teaching Practices Award: Autonomous E-learning

• SUNY Effective Online Teaching Practices Award: Promoting diversity and inclusion in an online Spanish course

Target Audience(s): All Levels

Examples in: English

Language of Presentation: English

Applicable to: Any Language

Targeted standards: ACTFL-CAEP Standards 3, 5, 6

Keyword: Methods/Techniques

The language learner: Fresh perspectives

Expected duration: Half day to two day workshop

Description: Have you considered the language learner lately? The traditional 'styles and strategies' perspectives, if they ever did, no longer apply. The latest research in human motivation, Dynamic Systems Theory, and Sociocultural Theory have altered traditional categorizations. This session helps participants translate the latest findings in research on language learners into more effective curriculum and assessment tools.

Related publications:

• Warford, M. K. (2009). Architecture, counseling, and teaching in the target language, Babylonia, 59(1), 23-29. 

• SUNY Effective Online Teaching Practices Award: Autonomous E-learning

• SUNY Effective Online Teaching Practices Award: Promoting diversity and inclusion in an online Spanish course

Target Audience(s): All Levels

Examples in: English, French, Spanish

Language of Presentation: English

Applicable to: Any Language

Targeted standards: ACTFL-CAEP Standards 3, 5, 6

Keyword: Diversity/Learner Variables

Booking now: markwar4d@warfordforward.com. In-person or online, depending on preference. EIN# available for easy payment processing and certificates of completion may be tailored to suit the standards of your organization.

Afternoon/Evening workshop (60-90 min.): Presentation of one topic and some time for discussion. Includes certificate of completion.

Half-day workshop (2.5-3 hrs.): Presentation of one topic and time for hands-on exploration and discussion. Includes materials packet and certificate of completion.

Day-long workshop (6-8 hrs.): Presentation of one topic and time for extensive hands-on exploration and discussion. Includes materials packet and certificate of completion, case study exploration, as well as pretest-posttest impact data.

Series of two-to four day-long workshops: Presentation of two to four topics (see below) and time for extensive hands-on exploration, discussion, and case study exploration. Includes materials packet and certificate of completion, as well as pretest-posttest impact data.

Creating and maintaining term databases 

Description:  In preparation for a session of interpreting or document translation, it's important to prepares and periodically updates a corresponding term-based glossary. This session introduces participants to practical tools for organizing a spreadsheet with multiple tabs for organizing terms around specific areas. Additionally, participants will learn the techniques for validating specific target language equivalents for a given context for usage as well as strategies to prepare for interpreting sessions. 

Examples in: Spanish, other

Language of Presentation: English or Spanish

Applicable to: Any Language

Target Audience(s): Interpreters and translators, from novice to experienced. 

Parallel texts as practical tools for translation and interpreting

Description: Whether you are building a term database or investigating for a translation project, a practical strategy centers on searching for, finding, and comparing texts in the first and second language that are similar in content, context, and purpose.  For example, if you are translating a child development manual, you will find many variations on the milestone "the baby can hold its head up" in the Spanish-speaking world. Which one would suit your particular project? This seminar goes well with Creating and maintaining term databases, since the analysis of parallel texts represents an important tool for such work. 

Examples in: Spanish, Other

Language of Presentation: English or Spanish

Applicable to: Any Language

Target Audience(s): Interpreters and translators, from novice to experienced. 

Basic features of medical and legal texts and terminology

Description: Though at times guided by different professional and ethical standards, medical and legal texts and terminology all share some basic features that provide the language professional with a practical roadmap. Focusing on concepts like field, tenor, and mode, as well as Greco-Roman cognates, participants will get a 'birds-eye view' of the legal and medical milieu. 

Examples in: Spanish, Other

Language of Presentation: English or Spanish

Applicable to: Any Language

Target Audience(s): Interpreters and translators, from novice to experienced. 

Practical exercises for strengthening and maintaining interpreting skills

Description: In addition to self-care and the ongoing study of specialized terms, interpreting has its own related fitness program, one that stretches your eyes, ears, short and long-term memory skills. Participants in this session will learn some challenging and fun exercises to make sure our interpreting engines are running on all cylinders.  

Examples in: Spanish, other

Language of Presentation: English or Spanish

Applicable to: Any Language

Target Audience(s): Interpreters and translators, from novice to experienced. 

Booking now: markwar4d@warfordforward.com. In-person or online, depending on preference. EIN# available for easy payment processing and certificates of completion may be tailored to suit the standards of your organization.

Afternoon/Evening workshop (60-90 min.): Presentation of one topic and some time for discussion. Includes certificate of completion.

Half-day workshop (2.5-3 hrs.): Presentation of one topic and time for hands-on exploration and discussion. Includes materials packet and certificate of completion.

Day-long workshop (6-8 hrs.): Presentation of one topic and time for extensive hands-on exploration and discussion. Includes materials packet and certificate of completion, case study exploration, as well as pretest-posttest impact data.

Series of two-to five day-long workshops: Presentation of two to five topics (see below) and time for extensive hands-on exploration, discussion, and case study exploration. Includes materials packet and certificate of completion, as well as pretest-posttest impact data.

Confronting Cultural Complexes and Trauma

Expected duration: Evening presentation, or evening presentation with morning workshop. May be combined with additional topics for up to four day-long workshops. 

Description: This introductory session explores the origins of Western cultural complexes and trauma, integrating examples that range from the cradle of Greek civilization and the Conquest of the New World to 20th century authoritarianism. Participants will have the opportunity to critically examine and share related experiences as we engage the Shadow work of withdrawing personal and collective projections. 

Related publications:

• Gudaitė, G., & Stein, M. (eds.). (2014). Confronting cultural trauma: Jungian approaches to understanding and healing. Spring Journal Books. 

• Singer, T., & Kimbles, S. (eds.) (2010). The cultural complex: Contemporary Jungian perspectives on psyche and society. Routledge.

• Warford, M. K. (2023). Mantha: Alchemies of the cultural turn. Vernon Press.

Target Audience(s): community organizations serving New Americans, institutions of higher education, Jung centers or similar psychoanalytic societies 

Language of Presentation: English or Spanish

Alchemies of Creativity and Innovation: Post-Jungian approaches to organizational change

Expected duration: Evening presentation, or evening presentation with morning workshop. May be combined with additional topics for up to four day-long workshops. 

Description: This session offers your community-cultural organization the space for deep reflection on its mission, values, and vision. Integrating the latest research on creativity and innovation with insights from the cultural turn in Jungian Studies, this workshop will clarify the past, present, and prospects buried in the organizational psyche to ensure a balanced integration of individual, group, and community engagement. 

Related publications:

• Gudaitė, G., & Stein, M. (eds.). (2014). Confronting cultural trauma: Jungian approaches to understanding and healing. Spring Journal Books. 

• Sidorkin, A., & Warford, M. K. (2017). Reforms and innovations in education. Springer Publications. 

• Singer, T., & Kimbles, S. (eds.) (2010). The cultural complex: Contemporary Jungian perspectives on psyche and society. Routledge.

• Warford, M. K. (2023). Mantha: Alchemies of the cultural turn. Vernon Press.

Titanic Rising

Expected duration: Evening presentation, or evening presentation with morning workshop. May be combined with additional topics for up to four day-long workshops. 

Description: Twenty years ago, in a presentation he delivered at the Buffalo CG Jung Center, the eminent archetypal psychologist, Rafael López-Pedraza spoke on ´cultural anxiety´, a core affliction in the Western psyche that may be partially understood through the recognition of a primordial, Titanic side that failed to fold neatly into the Olympian order. López-Pedraza argued that we live in a Titanic Age, and we will explore what that means from a variety of angles, with a focus on cultural complexes and trauma.

Related publications:

• Gier, N. (2000). Spiritual titanism: Indian, Chinese, and western perspectives. SUNY Press.

• Jünger, F. G. (1944/2006). Mitos griegos (C. R. Nörtemann, trans.). Herder Editorial. Original work published in 1944.   

• Jünger, F. G. (1946/2021). The failure of technology: Perfection without purpose (F. D. Wieck, trans.). Independently published. Original work published in 1946.  

• López-Pedraza, R. (1990). Cultural anxiety. Daimen-Verlag. 

• Warford, M. K. (2023). Mantha: Alchemies of the cultural turn. Vernon Press.

Target Audience(s): community organizations serving New Americans, institutions of higher education, Jung centers or similar psychoanalytic societies 

Language of Presentation: English or Spanish

Monstrous

Expected duration: Evening presentation, or evening presentation with morning workshop. May be combined with additional topics for up to four day-long workshops. 

Description: In Latin, monstrum means ´to show.´ The Greek equivalent, teras, similarly points to something shown, though with amore ominous sense and vestiges of Mother Gaia’s rejected offspring (referred to by Hesiod as ´Monstrous Gaia.´), The monstrous is perhaps the archetypal root of what we call the Other, and this is where the West´s shadow work has the best chance of success, work that begins with a question: What does the monstrous have to show us about healing cultural complexes and trauma?

Related publications:

• Creed, B. (1993). The monstrous-feminine: Film, feminism, and psychoanalysis. Routledge.  

• Warford, M. K. (2023). Mantha: Alchemies of the cultural turn. Vernon Press.

Target Audience(s): community organizations serving New Americans, institutions of higher education, Jung centers or similar psychoanalytic societies 

Language of Presentation: English or Spanish

Education of the Soul: Archetypal pedagogies

Expected duration: Evening presentation, or evening presentation with morning workshop. May be combined with additional topics for up to four day-long workshops. 

Description: In post-pandemic classrooms, teachers and students are still searching for a way to ground and reconnect. How do we land safely after all that ‘zooming’ and resist the algorithmic vortex of social media platforms? Working from Jung’s notion of an education of the soul, Jungian and archetypal educationists offer practical and holistic ways of teaching and learning. An extended workshop option offers participants the space to develop related tools and strategies that facilitate an education of the soul.   

Related publications:

• López-Pedraza, R. (1990). Cultural anxiety. Daimen-Verlag. 

• Mays, C. (2005). Jung and education: Elements of an archetypal pedagogy. R&L Education.    

• Warford, M. K. (2023). Mantha: Alchemies of the cultural turn. Vernon Press.

Target Audience(s): community organizations, institutions of higher education, Jung centers or similar psychoanalytic societies 

Language of Presentation: English or Spanish 

E-mail: markwar4d@warfordforward.com

Phone: 607-414-2223