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Content Type: 1
Title: The TEFL Commute Podcast
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From http://www.teflcommute.com/what-is-tefl-commute/
TEFL commute is a podcast for language teachers. It is not about language teaching though inevitably it might crop up. TEFL commute is meant to be a light-hearted listen aimed at brightening your daily commute to class. Each episode is built around a topic that you could use in your teaching and the podcast will have page on this site that will link you to articles, questions and resources you can use with your students.
Access the podcasts at http://www.teflcommute.com/
Source: The TEFL Commute Podcast
Inputdate: 2018-10-21 21:03:59
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Content Type: 1
Title: Basing Learning Centers on Authentic Text
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The passion4theprofession blog is a frequent source of great ideas for using authentic resources in language class. Here is a two-part series on basing learning centers on authentic text.
Part 1, from last April, introduces steps for finding and using appropriate authentic resources, along with examples of centers that focus on speaking, reading, and writing. Read it here: https://passion4theprofession.com/2018/04/23/basing-learning-centers-on-authentic-text/
Part 2, from this last week, goes more in depth about centers themselves, focusing more on the why and the how and providing more examples of centers that are based on authentic texts. Read it her: https://passion4theprofession.com/2018/10/19/basing-learning-centers-on-authentic-text-part-2/
Source: passion4theprofession
Inputdate: 2018-10-21 21:04:48
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Content Type: 1
Title: A Second Language for Every Student
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From https://www.languagemagazine.com
In this article Lisa A. Frumkes explains why bilingualism is important in today’s global and connected world. She also argues how critical achieving bilingualism and proficiency in a second language—be it English or another world language—can be for students’ success in the future workforce.
To read the full article visit https://www.languagemagazine.com/2018/10/15/a-second-language-for-every-student/
Source: Language Magazine
Inputdate: 2018-10-21 21:05:33
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Content Type: 1
Title: How to Not Waste Time on Instagram When Learning a Language
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From http://www.lindsaydoeslanguages.com
This article talks about the idea of using social media for language learning and specifically provides you with some tips on how to use Instagram as help for learning other languages.
To read the full article visit: http://www.lindsaydoeslanguages.com/how-to-not-waste-time-on-instagram-when-learning-a-language/
Source: Lindsay Does Languages
Inputdate: 2018-10-21 21:06:08
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Content Type: 1
Title: Presentations from IWLA 2018
Body:
From https://srahuff.wordpress.com
In this article, Emily Huff, a high school Spanish and Psychology teacher at Denver High School shares slides of her three presentations at Iowa World Language Association (IWLA) 2018 Annual Conference. The presentations reflect on three areas: Hashtag Learning: Using Social Media in Today’s Classroom, Google Apps Hidden Potential (using Google in the classroom), and Keeping Balance in a Dynamic Classroom.
To read more visit: https://srahuff.wordpress.com/2018/10/13/presentations-from-iwla-2018/
Source: Meaningful Ed
Inputdate: 2018-10-21 21:07:29
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Content Type: 1
Title: Can Teaching Teens Be a Boost for Tired Teachers?
Body:
From https://sandymillin.wordpress.com/
In this article you will read about teaching teens as a real boost for demotivated teachers, an unexpectedly refreshing experience that ripples through to the rest of your EFL practice. Erica Napoli Rottstock, the writer of this article has some useful tips that could make a real difference next time you head into the teen classroom!
To read the full article visit: https://sandymillin.wordpress.com/2018/10/19/can-teaching-teens-be-a-boost-for-tired-teachers-guest-post/
Source: Sandy Millin
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Content Type: 4
Title: Trending Halloween Costumes on Google Frightgeist
Body:
In this lesson, learners explore the Google Frightgeist site, which has live statistics on Google searches for Halloween costumes around the USA. This activity, in addition to being centered around an authentic resource, requires extensive target language use and incorporates concept-based grammar as connected to the demands of this particular activity. These are three practices discussed in today's Topic of the Week article.
Target language: English
Modes: Interpretive, Interpersonal, Intercultural (investigate practices)
Level: Novice High
Objectives:
- Students will identify some popular criteria for Halloween costumes in the United States.
- Students will understand the different criteria used to compare costumes.
- Students will express their preferences for different costumes, supporting their preferences with comparisons to other costumes.
- Direct learners to the Google Frightgeist website. The landing page shows the most popular searches for Halloween costumes in the United States. In groups of 3-5, ask students to read through the top 20-30 costumes and help each other with words or characters they don’t understand. Following group discussion, lead a whole-class discussion to clear up any costumes that groups still don’t understand.
- Students will explore their preferences for Halloween costumes that they might wear or enjoy seeing at this time of year, using the Costume Wizard.
- Distribute the Costume Preferences worksheet. Students rate each of four criteria based on how important it is to them personally.
- Before students share their results with a partner, give an overview of comparisons using the Comparisons reference sheet.
- Students compare their preferences with a partner.
- On the Google site, have students go to the Costume Wizard (upper right corner). They should adjust the sliders to match their preferences and see what result they get. If they have extra time, they can experiment by varying the settings.
- As a whole class, work together to write a list of all of the costumes the program picked for people, and how many people ended up with that particular costume choice. Debrief the results with questions like “What’s the most common costume choice in this class?” “Is [Spider Man] more popular than [a dinosaur]?” “What is the scariest costume on the list?”
- Using a mixer format of your choice (for example, “Stand up, hand up, pair up as described here), ask students to discuss their costume choices with others in the class.
- As a final reflective activity, students write about whether they would really wear the costume that the program picked for them, and what their Halloween plans are.
Source: CASLS Activity of the Week
Inputdate: 2018-10-25 17:24:50
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Content Type: 5
Title: New Position: Assistant Professor in Applied Linguistics/Second Language Acquisition
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The University of Oregon’s Department of Linguistics invites applications for a tenure-track position of Assistant Professor in Applied Linguistics/Second Language Acquisition (SLA) to begin in fall 2019. The department seeks candidates specializing in language assessment, applied research methods, or a related field. Candidates who are able to work across a variety of language learning contexts are especially encouraged to apply. The University of Oregon linguistics department is strong in functional approaches to language study from a wide variety of perspectives including field linguistics, sociolinguistics, learning sciences, theoretical linguistics, language revitalization, and second language acquisition.
CASLS Director Julie Sykes says, "We at CASLS are excited about this position and look forward to a continued collaborative relationship with the Department of Linguistics, and language learning and teaching at the University of Oregon more broadly." The department has close ties with the CASLS, the Northwest Indian Language Institute (NILI), and the American English Institute (AEI), making it an ideal context for work in Applied Linguistics.
View the full job posting at http://careers.uoregon.edu/cw/en-us/job/522320/assistant-professor-of-linguistics
Source: CASLS Spotlight
Inputdate: 2018-10-25 19:00:15
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Content Type: 5
Title: PEARLL Joins Title VI Language Resource Center Community
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Editor’s Note: Every four years, the U.S. Department of Education designates sixteen Title VI centers across the country to support language teaching and learning. Professionals in Education Advancing Research and Language Learning (PEARLL) at the University of Maryland was recently designated a Title VI center.
PEARLL was founded out of the Co-Directors Rebecca Damari's and Thomas Sauer’s experiences delivering professional development at the National Foreign Language Center. PEARLL’s mission is to investigate best practices in teacher professional development. PEARLL defines best practices as a combination of teacher experience and research, which means opening and maintaining a dialogue between teachers and researchers.
There is a plethora of professional development opportunities available to educators, but little research on whether teachers make changes in their practices after participating in these opportunities. Even less research is available on whether those changes in practices result in improved student outcomes.
“What we want to know,” says Damari, “is whether professional development impacts teacher practice and, if it does, how it affects students.”
To find out, PEARLL will be working with teachers directly to research whether and to what extent they change their behavior in the classroom after participating in professional development, which will come in a variety of formats. PEARLL will also investigate whether that professional development results in improved student outcomes.
“Can you follow the professional development to the desk of a child?” Sauer asks. “If we can’t do that, we need to do something differently.”
PEARLL hopes to find out what models of professional development are most effective and share that information with the field. Join conversations with PEARLL through their Facebook page, Twitter, or email at pearll@nflc.umd.edu
Source: CASLS Spotlight
Inputdate: 2018-10-26 06:56:27
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Content Type: 5
Title: Join Us at #ACTFL2018
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The American Council on the Teaching of Foreign Languages (ACTFL) Annual Convention culminates the fall conference season, and our staff can’t wait to meet you at this year’s convention in New Orelans! We hope you’ll stop by Language Resource Centers at booth 1807 and join us for the following sessions:
Free Standards-based Language Teaching Resources from the LRCs
Friday, November 16 1:00-1:45
Room R06
Come learn about free standards-based resources for more than 142 languages available from 16 Language Resource Centers funded by the Department of Education: assessment, classroom materials, and professional development for all levels and languages. URLs for downloadable resources are provided.
Creating Simulations to Assess Intercultural and Pragmatic Competence
Friday, November 16 5:00-5:45
Room 213
Learn to design assessments of intercultural and pragmatic communicative competence using simulations. The session will present a template and explain how language practitioners can quickly build simulation assessments for their own classes. The creation process will be demonstrated using live audience responses to focused questions.
Where Language Meets Culture
Saturday, November 17 2:30-3:15
Room R02
This plenary will focus on intercultural communication and how that plays out in the language classroom and in assessing student progress, the research behind interculturality, and practical ways that classroom practitioners can implement the Intercultural Communication Can-Do Statements in their programs.
Structuring Community Engagement with Functional, Place-based Instruction
Saturday, November 17 4:30-5:15
Room 213
Experiential learning and functional language instruction are both highly regarded pedagogical practices. Taken together they become context sensitive, place- and experienced-based language learning (PEBLL). Participants in this session will learn how to support learners in engaging with the local community in domestic and international contexts.
Issues in Program-wide Assessment: Teachers and Students Tell All
Friday, November 16 2:00-2:45
Room 213
Program-wide proficiency assessment is essential to evaluation of multi-sectioned language programs, but is notoriously difficult to implement. This session reports on a three-year study of program-wide assessment in two large university-level first- and second-year language programs, discussing the range of issues that challenged implementation.
Teaching Novice Learners with Proficiency in Mind: I Can Do It!
Friday, November 16 4:00-4:45
Room 2018
While rhetoric advocating authentic assessment and the proficiency-based language classroom is ubiquitous, such a classroom can be difficult to realize for novice learners. In this session, participants will examine sample student evidence, experience classroom activities, and receive planning documents to facilitate teaching novice learners.
Source: CASLS Spotlight
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