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Content Type: 1
Title: We Teach Languages Podcast Showcases CASLS and PEARLL and Announces Partnership
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Your InterCom editor loves the We Teach Language podcast series; it features a broad diversity of language professionals and is well-moderated and frequently supplemented with additional resources. Episode 79 focuses on a topic that is dear to us: us at CASLS, and our sister Language Resource Center, Professionals in Education Advancing Research and Language Learning (PEARLL). Listen to CASLS director Julie Sykes talk about pragmatics and intercultural competence, and then to PEARLL director Thomas Sauer talk about PEARLL, the TELL framework, and an exciting new partnership with the We Teach Languages podcast series that should enhance the impact of the podcasts.
Listen to the full podcast episode at https://weteachlang.com/2018/11/16/ep-79-with-julie-sykes-and-thomas-sauer/
Source: We Teach Languages
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Content Type: 1
Title: Quizzing with AI
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From https://cristinaskybox.blogspot.com/2018/11/quizzing-with-ai.html
In this article, read about a new digital tool called Quillionz which can help you create tests and quizzes for your classes. The author of this article chose a random text to design her own test using Quillionz.
To read how this AI tool can help you with your teaching practice, visit https://cristinaskybox.blogspot.com/2018/11/quizzing-with-ai.html
Source: CristinaSkyBox
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Content Type: 1
Title: Free Choice Reading Strategies
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From https://comprehensiblerva.wordpress.com/2018/11/19/fcr-strategies-for-the-win/
In this article read about a Spanish teacher’s experience using the Free Choice Reading (FCR) method in her language classes, and how her students benefit from extensive reading. She also explains about three types of strategies that she has obtained through trial and error.
To read how she leads the reading activities in her classes, visit https://comprehensiblerva.wordpress.com/2018/11/19/fcr-strategies-for-the-win/
Source: ComprehensibleRVA
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Content Type: 1
Title: Get Students Talking with Ongoing Conversations
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From https://www.cultofpedagogy.com/ongoing-conversations/
The goal of language classes is to create opportunities for learners to engage in conversations and to interact with other human beings. Most of the time, teachers use many different methods such as: think-pair-share, appointment clocks, groups of four and so on to get students engaged in conversations, but still they usually don’t get the results they are after.
In this article, Jennifer Gonzales talks with Jeff Frieden, a high school English teacher in southern California, who came up with a new system for getting every student in the room to talk with other students. His strategy is called Ongoing Conversation in which students learn to track their own conversations.
To read more about this strategy, visit https://www.cultofpedagogy.com/ongoing-conversations/
Source: Cult of Pedagogy
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Content Type: 1
Title: Vocabulary Lists in Spanish class
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From https://marishawkins.wordpress.com/2018/11/15/vocabulary-lists-in-my-spanish-class/
In this article read about a Spanish teacher and how she finds balance between research and her own teaching practice in the classroom. She also talks about her experience using textbooks and teaching vocabulary through wordlists. She decided to keep a limited vocabulary list method for teaching vocabulary. She validates her point of view by referring to the Joe Barcroft’s podcast on We Teach Languages, which we also covered on InterCom.
To read the full article, visit https://marishawkins.wordpress.com/2018/11/15/vocabulary-lists-in-my-spanish-class/
You can also access Joe Barcroft’s discussions about vocabulary acquisition through the following links:
http://caslsintercom.uoregon.edu/content/24213
http://caslsintercom.uoregon.edu/content/24247
Source: Maris Hawkins
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Content Type: 5
Title: MozFest: Deconstructing Digital Design
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CASLS Associate Director Mandy Gettler and Language Technician Christopher Daradics presented “Technology, Consciousness, and Agency: Deconstructing Digital Design” at the Mozilla Foundation Festival in London.
The presentation discussed the ways in which digital design shapes user behavior in both on- and offline spaces. Participants also explored how interactions with technology connect to feelings and bodily experiences.
The presentation included a sneak peak at the mobile application Analog U being developed at CASLS. Analog U leads users through a process of self-discovery and exploration that supports mindful, intentional interactions with technology.
Analog U represents a multidisciplinary approach between CASLS and associate professor in English Lisa Freinkel, who is also a trained mindfulness instructor.
“We need to become mindful not just about our technology, but with our technology,” Professor Freinkel says the Analog U approach.
“Our hope is not to change people’s behavior to an ‘ideal’ model, but rather call their attention to be aware of their own choices and interactions with their digital devices,” says CASLS Director Dr. Julie Sykes.
The mindful approach supported by Analog U prepares learners to pause, observe the target language culture, and consider their own subjectivity – all of which are key features to developing intercultural competence and communicative proficiency, the very type of language learning CASLS works to support.
Source: CASLS Spotlight
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Content Type: 3
Title: Extending Our Framing of Language
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By Julie Sykes, CASLS Director
I sat in a room full of parents at an immersion school, half dominant speakers of one language and half dominant speakers of another. Each was simultaneously expressing a great desire for help with their children’s homework in a language they didn’t understand. As outsiders, we immediately recognized the value of them partnering with one another, yet also knew at that moment, it that wasn’t a reality. We began to ponder why, and realized that for the majority, language was still being viewed as an instrumental “thing” to be learned, a system to be memorized, not a living, breathing combination of sounds, words, and meanings that could be created together.
This is not a critique of this group of parents or the school. It is not their burden to bear, but rather an instance which reflects many prevalent examples of the instrumental perception of language which frame the learning process. Language learning is often categorized as a process by which you memorize words and grammatical structures. Take, for example, the popularity of the language learning app, DuoLingo or the ever-present set of verb paradigms and complex grammatical explanations which, even in the era of proficiency instruction, are often privileged in curriculum development. When framed as the magic bullet, we miss a big part of what language is – the speakers and communities in which is it used.
All that being said, words and structures are both critical and needed to communicate appropriately. So, where does that leave us? It leaves us with an opportunity to extend our students’ experiences, and in many ways, situate language as a living breathing entity within the communities where it is used. The release of the new NCSSFL-ACTFL Interculturality statements catalyze a national moment in this direction and offer a jumping off point for continued exploration. This month in InterCom, we explore ways we can do this as part of everyday classroom practice, while also building the skills learners need to do it on their own. We look forward to exploring these ideas with you throughout the month!
Source: CASLS Topic of the Week
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Content Type: 4
Title: Bartering
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The activity below embraces the degree to which language and culture are intertwined and uses their inextricability to catalyze learners. As such, an overarching Intercultural learning objective is listed, and the sub learning targets are highlighted as well. It was created for novice learners but could easily be adapted to other proficiency levels.
Learning Targets: Student will be able to:
- Use rehearsed behaviors when shopping in a familiar type of store.
- Produce and understand common bartering phrases and sequences.
- Select the proper formulae to use to get the best price and interpret vendors’ offers.
- Explain decision making and the extent to which they engage in bartering.
- Articulate the extent to which the vendor was willing to negotiate.
Modes: Interpretive, Interpersonal
Materials: A video of people bartering in the target language, or a video about bartering in the target language; items to create a storefront in the classroom
Procedure:
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Observe How will your students see culture and communication in action? |
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Analyze What do you need your students to notice? How will you help them focus on what is salient? |
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Extend How will students apply what they have learned? |
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Reflect What will students do to reflect on what they have learned? |
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Source: CASLS Activity of the Week
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Content Type: 1
Title: Book: The Foundations and Versatility of English Language Teaching
Body:
From https://cambridgescholars.com/the-foundations-and-versatility-of-english-language-teaching-elt/
The Foundations and Versatility of English Language Teaching (ELT)
Edited by Christoph Haase, Natalia Orlova, and Joel Head
Published by Cambridge Scholars Publishing
While the field of ELT studies sees continued horizontal and vertical diversification, it is also time to take stock of what has made the discipline the field it presents itself as today. As horizontal diversification, we can identify trends that involve a continued inclusion of more fields of study into the family of methods and approaches of ELT. Especially in the technical sense, e-learning has matured and new forms of online learning and teaching have emerged, be it via teleconferences or short-message services for vocabulary training. However, a massive extension has occurred within the so-called social media. The vertical dimension affects a depth of analysis not seen even a decade ago, when for example small and relatively simple learner corpora were used for linguistic analysis that rarely went beyond rote frequency counts. The increasing sophistication in these two dimensions is also reflected in the research papers collected in this volume.
Visit the publisher's website at https://cambridgescholars.com/the-foundations-and-versatility-of-english-language-teaching-elt/
Source: Cambridge Scholars Publishing
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Title: Book: Teaching Languages and Cultures
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From https://www.cambridgescholars.com/teaching-languages-and-cultures
Teaching Languages and Cultures: Developing Competencies, Re-thinking Practices
Edited by Nina Lazarević, Tatjana Paunović, and Ljiljana Marković
Published by Cambridge Scholars Publishing
This volume offers diverse perspectives on language and culture teaching explored against the background of a fast-paced globalized world of increased mobility and opportunity. While teachers are pressed to reinvent and adapt the existing teaching practices, researchers are invited to conduct studies with a view of implementing the findings in the classroom practice. This collection presents discussions of different aspects of foreign language instruction, language skills and learning strategies, and foreign languages in professional contexts, as well as the role of intercultural competence in language teaching and teacher education. Offering insights into a variety of foreign language and culture teaching contexts throughout Europe, this volume will be of interest to researchers and practitioners in applied linguistics and language and culture teaching methodology, including both experienced and novice language teachers, in the Balkan region and beyond.
Visit the publisher's website at https://www.cambridgescholars.com/teaching-languages-and-cultures
Source: Cambridge Scholars Publishing
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