Contents
Content Type: 5
Title: The Language Educator Infographic: Resources That Help Connect Research and Practice
Body:
The April/May 2019 issue of ACTFL's The Language Educator journal focuses on connecting research to our practice. Given that connecting research to practice is a primary goal of CASLS InterCom, InterCom Editor Lindsay Marean and CASLS Fellow Leila Tamini Lichaei contributed an infographic to the issue highlighting InterCom along with two other valuable resources: the We Teach Languages podcast series and related materials, and the OASIS initiative for making relevant research findings accessible to a wide audience including practicing teachers.
ACTFL members can access the April/May issue online at https://www.actfl.org/publications/all/the-language-educator/sample-articles, and anyone can read Hlas and Crane's article, "Connecting Research to Our Practice," at https://www.actfl.org/sites/default/files/tle/TLE_AprMay19_Article.pdf.
OASIS is available at https://oasis-database.org/.
We Teach Languages is available at https://weteachlang.com/.
We know you already subscribe to CASLS InterCom, but you can search our archives, change your subscription preferences, and encourage colleagues to subscribe at https://caslsintercom.uoregon.edu/.
Source: CASLS Spotlight
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Content Type: 4
Title: Predicting Meaning in Texts with Images
Body:
By Tera Reid-Olds, PhD Candidate and CASLS Intern
This activity is designed to highlight classroom implementation of the reading strategy of predicting content before reading.1
Objective:
- Students will practice the strategy of predicting meaning and content before they read.
Modes: Interpersonal, Interpretive
Materials Needed:
- 3-4 images (cover art, icons, photos, or drawings) associated with a text
- A blank sheet of paper or worksheet with sample Venn diagram for comparing 3-4 images
Procedure:
1. Before class, compile 3-4 different images that represent a specific text. For literature, these images might be book covers, for social media they might be photos and/or gifs, and for news articles they might be images or drawings.
2. Project the images on the screen (and/or print them out for the students to look at).
3. Tell the students to think about the fact that all of these images represent the same text. Have them work individually for five minutes to compare and contrast the images using a Venn diagram.
4. Once the students have completed their Venn diagrams, tell them to turn to a partner and discuss for three minutes the observations they’ve made.
5. Engage the students in a whole class discussion about predictions for what the text will be about. Ask the students to justify their predictions by linking them back to their observations of the images. As the students respond, write their predictions (key words) on the board. Once you have a complete list of students’ predictions, take a picture of the list before erasing.
6. Ongoing: as the students read the text, revisit the list of the predictions and verify their validity. This process can happen corporately or individually.
1Adapted from Bell, T. (2013). Innovative approaches to teaching literature in the world language classroom, In S. Dhonau (Ed.), MultiTasks, MultiSkills, MultiConnections: Selected Papers from the 2013 Central States Conference on the Teaching of Foreign Languages (127-139). Eau Claire, WI: Crown Prints.
Source: CASLS Activity of the Week
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Content Type: 3
Title: Strategy for L2 Reading: Judge the Book By Its Cover
Body:
By Tera Reid-Olds, PhD Candidate and CASLS Intern
When it comes to assigning texts, the most difficult question to ask myself is, “how do I create points of entry for my learners into a (con)text that is unfamiliar?” It often feels like I am the matchmaker and I have ten minutes to set the stage for a positive first encounter between my learners and the reading material I’ve selected. I believe that a learner can form a positive, meaningful relationship with any text – regardless of the specific topic at hand – provided they are given the appropriate scaffolding and support. To quote one of our favorite adages as language teachers, “change the task, not the text.”
I don’t think we can overestimate the value of pre-reading tasks in which activating students’ preexisting schemata can set the tone for class discussion and engagement with the material. As per B. Tomlinson (2003), we can ask learners to visualize, reflect on a personal experience, roleplay, or respond to an image that resonates with the text to be introduced (p. 113). Learners can generate the most provocative responses to an image, a title, a single word before they ever open the book, newspaper, or social media webpage. Pre-reading tasks encourage learners to create their own entry points into texts and to make predictions, a strategy that helps them to intentionally focus their attention while reading.
One resource that I return to frequently when I contemplate pre-reading tasks is T. Bell’s approaches to teaching literature (2013, pp. 127-139). One of her suggestions is to bring in several editions of a literary work with distinct cover art designs. Students can analyze the interplay of visual and verbal before they read, and subsequently compare their initial hypotheses to the text. This pre-reading task is one of many that invites students to predict, to be curious, to investigate. What sets this task apart is the way in which it raises learner awareness of their own complex understanding of visual rhetoric. They can read the relationship between image and text, color and depth, and draw conclusions about marketing and translation and visual representations of literary themes. This activity can be applied to non-literary texts as well: for example, giving students a photograph from the front page of a newspaper, an advertisement, a magazine cover, a meme, or social media icon. In my experience, this activity empowers students to reflect on their own capacity for interpretation and analysis. I can’t think of a better state of mind for my learners to be in – intrigued, encouraged, confident – when they approach a new text.
References
Bell, T. (2013). Innovative approaches to teaching literature in the world language classroom, In S. Dhonau (Ed.), MultiTasks, MultiSkills, MultiConnections: Selected Papers from the 2013 Central States Conference on the Teaching of Foreign Languages (127-139). Eau Claire, WI: Crown Prints.
Tomlinson, B. (2003). Developing principle frameworks for materials development. In B. Tomlinson (Ed.), Developing Materials for Language Teaching (pp. 107-129). London: Continuum.
Source: CASLS Topic of the Week
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Content Type: 4
Title: Creating Characters and Constructing Realities
Body:
This Activity of the Week is inspired by and adapted from Thorny Games’ Dialect. It is appropriate for all proficiency levels of language learners and is included to showcase how play can promote and involve language use throughout a school year.
Learning objectives: Students will be able to:
- Construct an identity and communicate it in the target language
- Explore ways in which language is shaped and informed by identity
Mode: Interpersonal
Materials: Reality Construction Handout
Procedure:
- Put your students in teams of 4-6 players. Begin by creating a world in which the characters your students will play interact. To construct this world, learners will need to decide:
- How they are connected? (Are they a family? A team of explorers? A band of thieves?)
- When and where are they located? (Is it the future? The present? In a big city? On a remote island?)
- What is their goal as a group? (Is it to plan a party? Execute a heist? Find a hidden treasure?)
- Provide your students with the cards on the first page of the Reality Construction Handout, and instruct them to read the card in silence and ask any clarifying questions they might have. These cards will inform the next step.
- Learners will fill out the first part of page 2 of the Reality Construction Handout. This step should take no more than 5 minutes.
- Learners will share the information for Questions 1-4. They will only reveal the information to Question 5 as gameplay continues.
- Inform learners that they will engage in a roleplay discussion of one of the scenarios provided on page 2 of the Reality Construction document. Before they can engage in said roleplay, they have to 1) work together to decide on the blank information in the scenario templates and 2) decide how each of their characters will need to act/react in the situation by answering the character planning questions (page 3 of the Reality Construction Handout) privately.
- Learners engage in the role play experience(s).
- At the end of each role play, which can and should be conducted at various points throughout the school year, learners should document their experience in a journal. This journal should inform a final project like the creation of a photo album for their constructed reality, a series of newspaper articles that document their journey, or even a short film.
Notes:
- In Step 1, teachers should take care to adapt this discussion to proficiency levels of the students. For example, advanced students could operate solely from guiding questions, while novice students should have lists of options to help them make their selections and sentence stems to support any debate that may arise.
- In Step 5, teachers of novice students may need to provide some concrete options from which they can choose.
- Also related to Step 5, teachers should feel free to progress through the scenarios in the way that most closely aligns with curricular needs and content.
- Learners, particularly Novice and Intermediate Low learners, will likely find it useful to outline the roleplays before engaging in them. Teachers are encouraged to allow this type of scaffolding but to avoid situations in which learners write scripts. If the teachers wish for learners to engage in Presentational Writing instead of Interpersonal Communication, step 6 could instead be a script writing step.
Source: CASLS Activity of the Week
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Content Type: 3
Title: The Politics of Pixels
Body:
By Isabelle Sackville-West, CASLS Fellow
Since their creation in 1999, emojis (i.e., a digital image or icon used for a variety of purposes in digital communication) and instant messaging (i.e., real-time messages sent between interlocutors) have become practically inseparable. Shigetaka Kurita is credited with first creating emojis to solve the problem of confusion and lost meaning in text-based communication (Rugnetta & Brown, 2016). Now, on social media and in instant messaging, emotional expressions are far more frequently delivered via emoji rather than words (Jaeger, 2017, p. 275). According to Gretchen McCulloch (2015), emojis are an accessory to textual communication. Emojis are to text, as gesture is to spoken language. However, they are increasingly carrying higher meaning and value in communication. Essentially, emojis serve to make texting more like oral communication by trying to capture emotion and nuance that text cannot. Emojis are part of textual paralanguage, just like the use of all capital letters or repeating letters for phoneme emphasis (Rugnetta & Brown, 2016). Furthermore, emojis have a variety of symbolic roles and may be pictographic or logographic. They may also act as stand-ins for the self or for other subjects through visual or homophonic cues, leading to both literal and abstract interpretations (Danesi, 2017). The ways in which emojis are used, however, is not universal. Their use varies by context and community, leading to standardized and accepted meanings that vary across cultures (Rugnetta & Brown, 2016).
The ambiguity and variety of symbolic roles that emojis occupy allow them to be manipulated for both personal and political use. For example, the “Claws Out for Trans’’ campaign declared that the lobster emoji would be used as the unofficial trans symbol until the transgender flag is incorporated into the emoji library (Abidin, 2018, p.1). Emojis are, in many ways, a reflection on society and the power imbalances, prejudices, and assumptions therein. It wasn’t until 2015, that multiple skin tones were available for the people and body-part emojis (Rugnetta & Brown, 2016). Thus, many have taken the initiative to demand that more inclusive emojis be created. The “Hijab Emoji Project,” for example, lead by 15-year-old Saudie Rayouf Alhumedhi, saw the successful creation of a hijab-wearing female emoji despite widespread racist backlash (Abidin, 2018, p.1). The political nature of emojis is not only seen in their use by consumers, but also in the ways that companies and governing powers respond to their use. The infamous eggplant emoji, for example, was the only emoji to be excluded from Instagram search results for fear of it being attached to sexual content (Highfield, 2018, p.3). Additionally, Apple, Samsung, Google, WhatsApp, and Twitter all replaced the pistol and handgun emojis with water guns in response to gun violence (Abidin, 2018, p.1). This makes them an especially relevant digital tool for language learners as they learn to navigate this heterogeneity across cultural boundaries and languages.
For example, learners of Chinese will need to be especially aware of the political role emojis play. In the face of political censorship, emojis in China have taken on particular significance. In China, emojis are often referred to as 表情 (biaoqing), short for 表达感情 (biaoda ganqing) which literally means “expressing emotion,” an umbrella term that encompasses all the genres of visual content used in chat conversation such as emojis, stickers, and sometimes gifs and edited screenshots. These genres are grouped together due to their shared purpose: expressing emotions in textual communication (de Seta, 2018, p. 2). The most popular emojis in China are those created by Tencent for their popular social platforms and apps such as QQ and WeChat (de Seta, 2018, p. 6). Over time, and under the pressure of censorship, many of the original emojis have taken on new, or subversive significance. The normal smiley face, for example, is used to imply sarcasm, detachment, or annoyance since it doesn’t look as genuinely happy as the blushing smiley face or smiley face with smiling eyes. The smiley with waving hand is not used to say hello or goodbye, rather it implies outright rejection of the interlocutor or their statement (Huang, 2017). In large, public domains, the political use of emojis is more salient. On Sina Weibo, the red candle emoji is frequently disabled due to its repeated use in public displays of grief. Previously, during the anniversary of Tiananmen Square, large strings of red candle emojis were seen, posted by Weibo users without text, to symbolize participation in the remembrance and grieving over the event. Now, during sensitive times, the emoji is entirely inaccessible (de Seta, 2018, p. 7). More recently, Chinese netziens made use of the rice and bunny emojis, in Chinese 米兔, pronounced “mi3 tu4,” to circumvent the censorship of the words “me too” on Weibo and Wechat (de Seta, 2018, p. 13). China serves as a poignant example of the evolution and politically-charged nature of emoji use in modern contexts, where they are used not just to convey emotion, but to subvert political barriers in online communication.
References
Abidin, C. (2018, September 3). Between art and application: Special issue on emoji epistemology. First Monday, 23(9).
de Seta, G. (2018, September 3). Biaoqing: The circulation of emoticons, emoji, stickers, and custom images on Chinese digital media platforms. First Monday, 23(9).
Highfield, T. (2018, September 3). Emoji Hashtags//hashtag emoji: Of platforms, visual affect, and discursive flexibility. First Monday, 23(9).
Huang, E. (2017, March 29). Chinese people mean something very different when they send you a smiley emoji. Quartz, Retrieved from https://qz.com/944693/chinese-people-mean-something-very-different-when-they-send-you-a-smiley-emoji/
Jaeger, S. R. (2017, April 24). Dominant meanings of facial emoji: Insights from Chinese consumers and comparison with meanings from internet resources. Elsevier, 62, 275-283. doi:http://dx.doi.org/10.1016/j.foodqual.2017.04.009
Marcel Danesi, 2017. The semiotics of emoji: The rise of visual language in the age of the Internet. London: Bloomsbury Academic.
McCulloch, G. (2015, April 9). Will We All Speak Emoji Language in a Couple Years? Mental Floss, Retrieved from https://mentalfloss.com/article/62584/will-we-all-speak-emoji-language-couple-years
Rugnetta, M. (Producer), & Brown, K. (Director). (2016). Can You Speak Emoji?[Video file]. Retrieved from https://www.youtube.com/watch?v=vRNVf-1M7xQ&feature=youtu.be
Source: CASLS Topic of the Week
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Content Type: 3
Title: Promoting Authenticity in Second Language Learning through #hashtags
Body:
By Misaki Kato, CASLS Fellow
Engaging students can be one of the most difficult things to do in any classroom. Using authentic materials is one way to grab students’ attention as it offers them opportunities to connect their learning with how their target language is used in real communication. However, does the use of authentic materials, such as social media, create authentic learning experience for learners? In this Topic of the Week, we consider how authentic materials can be used, particularly through the use of hashtags, to help learners gain insight in cross-linguistic and cross-cultural communication.
An increasing amount of discourses happen in the digital world, shaping interactions at various levels ranging from personal conversations among friends to news or advertisements regarding politicians, celebrities, and companies (Steiglitz and Dang-Xuan, 2012). One common form of digitally-mediated communication is hashtags, a word or phrase preceded by a hash sign (such as #BlackLivesMatter in the example below), used to identify specific topics in the form of “social tagging” (Zappavigna, 2015) in platforms like Twitter and Instagram. Hashtags have become integrated in people’s communication so deeply; for example, #blacklivesmatter was voted Word of the Year by American Dialect Society in 2014 (https://bit.ly/2UbmLkP).
@telesurenglish Today marks the 51th anniversary of the assassination of #MartinLutherKingJr. He was an iconic civil rights and human rights leader who pushed the #US to live up to its rhetorical ideals of freedom, democracy and equality. #MLK #BlackLivesMatter
With hashtags being so ubiquitous, understanding and being able to use them has become a prominent part of multilingual communication. But how can language teachers approach the use of hashtags in second/foreign language classroom? Sykes (in press) identifies three functions that serve as a goal for learners’ interaction(s) in multilingual/multicultural contexts:
- Function 1: Marketing and public relations
- Function 2: Interpersonal interaction
- Function 3: Text organization
Analyzing how corporations, celebrities, and politicians use hashtags (Function 1) can provide a window into understanding language and cultural trends in both learners’ native and non-native languages. People use hashtags at a more personal level as well (Function 2) to build solidarity with members inside a smaller community. For example, in the following tweet, #dogmama indicates a community of dog owners who may especially relate to the content of the tweet.
@MissGadsby Unplanned visitor means I’m sharing a single bed with my dog for the night #comfy #squashed #dogmama
Finally, Sykes (in press) suggests that grouping and categorizing hashtags (Function 3) based on similarity, particularly through translation and analysis of event-driven trends, is useful for broadening learners’ perspectives and promoting their engaged participation. For example, translations of a hashtag about a particular event in multiple languages allow learners to examine how speakers of those languages view the event.
These three functions of hashtags provide a framework for connecting learners’ experience with authentic materials, helping learners not only to participate in digitally-mediated communication in the target language but also to extend their cultural understanding beyond digital contexts. However, as Sykes and Reinhardt (2013) suggest, authentic materials do not necessarily create authentic learning experiences for learners. That is, consideration for task design is critical to make the use of authentic materials personally relevant to the learners, encouraging them to create authenticity in their own experiences. Hashtags and other types of social media materials are authentic communication tools that people are increasingly using in multi-lingual/multi-cultural communities. However, whether learners are able to create authenticity in their experience of analyzing or using these tools depends largely on the activity that integrates the use of these tools.
References
Stieglitz, S., & Dang-Xuan, L. (2012, January). Political communication and influence through microblogging--An empirical analysis of sentiment in Twitter messages and retweet behavior. In System Science (HICSS), 2012 45th Hawaii International Conference on (pp. 3500-3509). IEEE.
Sykes, J. M. and Reinhardt, J. (2013). Language at Play: Digital Games in Second and Foreign Language Teaching and Learning. New Jersey: Pearson Education Inc.
Sykes (in press, 2019). Emergent digital discourse(s): What cat we learn from hashtags and digital games to expand learners’ second language repertoire? Annual Review of Applied Linguistics, 39.
Zappavigna, M. (2015). Searchable talk: the linguistic functions of hashtags. Social Semiotics, 25(3), 274-291.
Source: CASLS Topic of the Week
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Content Type: 4
Title: Using Abbreviations in Texting and Online Written Communications
Body:
By Leila Tamini Lichaei, CASLS Fellow and Juan Carlos González Zacarias, CASLS Intern
Lesson Objectives: Learners will be able to:
- Identify the most common SMS abbreviations in texting and online communication
- Critically analyze abbreviations, how they are used, and what they mean
- Expand their understanding of abbreviations, articulate their understanding of them, and argue about them being useful or not
- Determine when and when not to use abbreviations
Modes: Interpretive, Interpersonal
Materials: Abbreviation Worksheet
1. Start the lesson with asking students to work in pairs or groups and discuss what sort of SMS abbreviations they use (such as BTW for ‘by the way’) and make a list of those abbreviations as well as when they use them.
2. Ask the students to share with the class what abbreviations they use and when they use them. Document them on the board.
3. Then ask learners to discuss the following questions:
- In what situations do you use those abbreviations? And with whom?
- Do you think they are polite or impolite? Formal or informal?
- Do you often use those abbreviations?
- Do you have similar abbreviations in any other languages you speak?
- Why do you use the abbreviations instead of the complete words? What are your reasons?
4. Provide the Abbreviation Worksheet. Students work in groups or pairs and complete the table of abbreviations.
5. Review the list of abbreviations and they discuss their meaning and usage.
6. Students write a reflection on using SMS abbreviations. Their reflection should be guided by the following thinking questions:
- Do you use SMS abbreviations only when typing? If no, when else do you use them?
- How common are these abbreviations in speech for people in your life?
- Why do you think you use the abbreviations? Is it for saying time or something else?
- When you are texting and autocomplete suggests typing out the words, do you take advantage of that option? If so, do you leave the suggested text as is or do you change it? Why?
Source: CASLS Activity of the Week
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Content Type: 1
Title: April 2019 Issue of Reading in a Foreign Language
Body:
The April 2019 issue of Reading in a Foreign Language, an online refereed journal of issues in foreign language reading and literacy, is available at http://nflrc.hawaii.edu/rfl/April2019/
In this issue:
Reading performance of Japanese high school learners following a one-year extensive reading program
Natsuki Aka
Reading comprehension: The mediating role of metacognitive strategies
Ghazi Ghaith and Hind El-Sanyoura
EFL test preparation in China: The multidimensionality of the reading-writing relationship
Huan Liu, Cindy Brantmeier, and Michael Strube
Can L1 children's literature be used in the English language classroom? High frequency words in writing for children
John Macalister and Stuart Webb
Effects of multimodal tasks on students’ critical reading ability and perceptions
Savika Varaporn and Pragasit Sitthitikul
The effects of reading bilingual books on vocabulary learning
Zhiying Zhang and Stuart Webb
Source: Reading in a Foreign Language
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Title: Book: Early-English Education Works No Miracles
Body:
From https://www.lotpublications.nl/early-english-education-works-no-miracles
Early-English education works no miracles
By Claire Goriot
Published by LOT
An increasing number of Dutch primary schools is choosing to lower the starting age for English lessons to the age of four. However, despite the rising popularity of early-English education, little is known about its effects on pupils’ development. The overarching question of this thesis is whether the development of executive functions, phonological awareness, and the perception of English speech sounds of early-English pupils is different from that of their mainstream peers, and whether it resembles that of English-Dutch (simultaneous) bilingual children. This thesis also reports on the reliability of the Peabody Picture Vocabulary Test (4th edition) as a measure of English vocabulary in children learning English as a second language.
The thesis shows that Early-English pupils do not demonstrate better executive functions, phonological awareness, or English speech sound perception than mainstream pupils, and that they do not always obtain a higher level of English vocabulary than mainstream pupils. In all three groups (mainstream, early-English, and bilingual), children whose Dutch and English vocabularies are more balanced show better switching skills. Bilingual children clearly obtain higher levels of English vocabulary, and also show significantly better perception of English speech sounds. The Peabody Picture Vocabulary Test (4th edition) appears not to be a reliable test of English vocabulary in inexperienced second-language learners. It does become more reliable when used with more experienced learners. In summary, early-English education may influence pupils’ cognitive and linguistic development, but these influences are very limited and not comparable to those gained by being raised bilingually.
Visit the publisher's website at https://www.lotpublications.nl/early-english-education-works-no-miracles
Source: LOT
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Title: Book: Oxford Handbook of Pragmatics
Body:
The Oxford Handbook of Pragmatics
Edited by Yan Huang
Published by Oxford University Press
This volume brings together distinguished scholars from all over the world to present an authoritative, thorough, and yet accessible state-of-the-art survey of current issues in pragmatics. Following an introduction by the editor, the volume is divided into five thematic parts. Chapters in Part I are concerned with schools of thought, foundations, and theories, while Part II deals with central topics in pragmatics, including implicature, presupposition, speech acts, deixis, reference, and context. In Part III, the focus is on cognitively-oriented pragmatics, covering topics such as computational, experimental, and neuropragmatics. Part IV takes a look at socially and culturally-oriented pragmatics such as politeness/impoliteness studies, cross- and intercultural, and interlanguage pragmatics. Finally, the chapters in Part V explore the interfaces of pragmatics with semantics, grammar, morphology, the lexicon, prosody, language change, and information structure.
Visit the publisher's website at https://global.oup.com/academic/product/the-oxford-handbook-of-pragmatics-9780198826774?cc=us&lang=en&#
Source: Oxford University Press
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