InterCom, a customizable weekly newsletter for language professionals, is provided by the Center for Applied Second Language Studies (CASLS) at the University of Oregon. InterCom is sponsored through a Title VI Language Resource Center grant.
Jeff Magoto is the director of the Yamada Language Center at the University of Oregon and a member of CASLS' Advisory Board. He has been teaching and researching Computer Assisted Language Learning (CALL) for more than 25 years.
Over the past year I had the opportunity to work with a talented team of teachers and instructional designers to develop two MOOCs (massive open online courses): Shaping the Way We Teach English: The Landscape of ELT and Paths to Success in ELT (see course outline here).
Sponsored by the U.S. State Department’s Office of English Language Programs and the University of Oregon, the courses ran back-to-back in Spring 2014 on the Coursera platform (and are slated to run again in Winter 2015).
From the outset we wanted to build a cMOOC, a connectivist MOOC (Downes, 2009), which we interpreted as an online course where participant interaction would be fundamental. Besides the cMOOC’s roots in collaborative learning and constructivism, we saw participant interaction as the key to overcoming the challenges of the “massive” part of the course: the many different backgrounds, ages, prior teaching experiences, and kinds of training our anticipated 6000 regular participants would be bringing to the MOOC.
So with interaction as a primary goal, here are some of the key elements of our course design for our second course, Paths to Success in ELT. Each of these met with various successes and failures, but having learned a lot from our experience with The Landscape of ELT they brought us closer to our cMOOC goal.
Below, I’ll briefly discuss the most surprising for us, the last one, #6, the optional weekly contest.
For fans of radio quiz shows the fact that a contest generated as much forum traffic as it did may not be surprising (on average more than 300 per week participated, more than 1200 viewed the posts). One of the big challenges of MOOC teaching is constructing tasks where both risk-taking and risk averse students have an equal chance and interest in taking part. And where even those not participating are moved to listen in on what’s being talked about. That’s what What is it? seemed to accomplish: encouraging participants to take part in a simple guessing game seemed to encourage their participation in other, more high stakes areas of the course. As one participant commented:
Thank you again for appreciating my answers in the contest forum—sometimes I was really at a loss about what the objects were—but I have learnt from my most creative students that it's worth giving it a crazy try, if that means reinterpreting the world around us in a positive and funny way! I will definitely use the "mysterious object" game in my classes.
Downes, S. (2009). Learning Networks and Connective Knowledge. In Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking, Harrison Hao Yang and Steve Chi-Yin Yuen, eds. Hershey, PA: IGI Global.
Nation, P. (1978). What Is it? A multipurpose language teaching technique. The English Teaching Forum, 16(3), 20-23, 32. Retrieved from https://www.victoria.ac.nz/lals/about/staff/publications/paul-nation/1978-What-is-it.pdf
Wilson, G. and Stacey, E. (2004). Online interaction impacts on learning: Teaching the teachers to teach online. Australasian Journal of Educational Technology . Retrieved from http://ascilite.org.au/ajet/ajet20/wilson.html
Contributed by Jeff Magoto
This lesson plan, What Makes an Ideal Teacher, was developed by the course team and used as one of the examples in the peer-evaluation phase of the first MOOC course, Paths to Success in ELT. (See Mr. Magoto's accompany Topic of the Week here) The lesson plan below and the accompanying rubric (available here) were the topics of our “massive” course webcasts (more than 50 attendees in each) where we used a combination of lecture and small group learning to further our goals of increasing interaction among participants.
The intent of our lesson planning tasks was, of course, methodological: improving the process, substance, and critical awareness of language that a teacher brings to her daily preparation.
But as in most MOOCs where computer grading is not possible because of the size of the course, peer evaluations serve two purposes: they provide feedback, and they open up another area of inquiry for the course community, in this case, learning about different teaching contexts and the opportunities and constraints that are inherent in them.
Download the lesosn plan here.
Through its Title VI National Foreign Language Resource Center grant, CASLS provided seed funding to the University of Oregon Yamada Language Center (YLC) to develop A National Virtual Language Lab (ANVILL), a web-based platform that helps teachers create opportunities for language practice.
"The original goal of ANVILL was to free individual schools from having to fund proprietary, expensive language labs that require company-specific software, training, and maintenance," shares YLC Director Jeff Magoto. "Many small schools couldn't afford these types of language labs."
Approximately 75% of ANVILL users are teachers in established programs looking for a way to extend language practice outside of the classroom. The remaining users are teachers in an online or hybrid course who integrate ANVILL into an everyday tool in their program.
YLC offers ANVILL, built on open-source software, for free to language educators. ANVILL includes templates for listening comprehension activities and speaking practice. Voiceboards are the tool used most by teachers. In less than ten minutes, teachers can create a task and let students respond to a teacher prompt or to each other.
YLC is planning improvements to ANVILL, including the integration of input and output activities, the development of interactive training materials, and the space for teachers to create a community around using the tool in the classroom.
American’s Secret Slang is a new TV series on the History Channel. Here is the series description from the History Channel’s website:
“The history of America is buried in a surprising place—the unique phrases we use every day. What’s the story behind our most popular slang phrases, from “dyed in the wool” and “long in the tooth” to “three sheets to the wind” and “dead as a doornail?” Even words as simple as “hello” and “goodbye” contain secret messages—powerful hidden records of the American story.”
Watch videos from the series at http://www.history.com/shows/americas-secret-slang/videos
Read a review of this resource at http://esltech.wordpress.com/2014/08/15/americas-secret-slang/
As students return to school from the Summer break and districts scramble to prepare for the full administration of the assessments aligned with the Common Core State Standards (CCSS), a new survey shows that teachers are feeling less confident about CCSS than ever. Teachers of English language learners (ELLs) and students with disabilities are especially discouraged.
The report published by Education Week Research Center, “From Adoption to Practice: Teacher Perspectives on Common Core,” surveyed 457 teachers and instructional specialists in K-12 schools from states that have adopted the CCSS. …
According to the findings, most respondents were familiar with the CCSS, but less familiar with the aligned assessments currently being developed by the two national consortia, Smarter Balanced and PARCC and 39% responded that they had no familiarity with the assessments. Less than half of respondents believe that their curricular materials and textbooks are aligned with the CCSS. Only 31% of respondents agreed that they have access to high-quality materials that are aligned with the CCSS.
Read the full article at http://languagemagazine.com/?page_id=96933
Read a related article at http://blogs.edweek.org/edweek/learning-the-language/2014/08/teachers_of_english-learners_f.html
Here are ten ideas for games in your language classroom: http://eltexperiences.com/2014/08/19/10-ideas-for-games-in-the-classroom/
Here are some icebreaker activities for the beginning of school: http://www.scholastic.com/teachers/top-teaching/2014/08/icebreakers-create-cool-class-environment
Here is a thought-provoking blog post on using learning stations on the first day of school, and what you can learn from doing so: http://sraspanglish.blogspot.com/2014/08/why-and-how-you-should-do-stations-on.html
Our InterCom theme for August is Interaction. In a recent blog post, English language teacher Lizzie Pinard describes a simple technique to encourage interaction among student cooperative groups. Read her blog post here: http://reflectiveteachingreflectivelearning.com/2014/08/10/eap-inspired-1-send-a-messenger-a-technique-to-get-ideas-flowing-round-the-classroom/
We at InterCom excited to see this recent blog post from Musicuentos about keeping games communicative; it fits perfectly with our August theme, Interaction. Read the blog post here: musicuentos.com/2014/08/games-2/
In a recent blog post, Andrew Weiler points out the importance of listening to fellow students to improve listening skills. He goes on to point out that true interaction is much more than simply talking: “One way you can take your listening to a new level is to respond to what people say… NOT say what you have on your mind.”
Read his full post at http://www.strategiesinlanguagelearning.com/ways_to_improve_listening/
The U.S. Department of Education has just recently released a fact sheet entitled Educational Services for Immigrant Children and Those Recently Arrived to the United States. The fact sheet explains that the Department has “begun to receive inquiries regarding educational services for a specific group of immigrant children who have been in the news—children from Central America who have recently crossed the U.S.-Mexico border.” The fact sheet “provides information to help education leaders better understand the responsibilities of States and local educational agencies (LEAs) in connection with such students, and the existing resources available to help educate all immigrant students—including children who recently arrived in the United States.” The fact sheet provides descriptions of, and links to, relevant federal resources, including NCELA and many more, as well as a list of Frequently Asked Questions.
The fact sheet is available at http://www2.ed.gov/policy/rights/guid/unaccompanied-children.html
RESOURCE from Colorín Colorado: Guidance and Resources for Schools and Staff Working with Unaccompanied Minors. As a record-breaking number of children cross the border alone into the U.S. from Central American countries, U.S. officials, detention center staff, attorneys, case workers, and children’s advocates are scrambling to address this growing humanitarian crisis. Colorín Colorado’s Guidance and Resources list provides an overview of the situation and a number of related resources, including books for children and young adults.
The collection of resources is available at http://www.colorincolorado.org/principals/unaccompanied/
RESOURCE from BRYCS: Refugee Children in U.S. Schools—A Toolkit for Teachers and School Personnel. In collaboration with the Office of Refugee Resettlement, Bridging Refugee Youth and Children's Services (BRYCS) has developed and released a downloadable toolkit to support and assist schools with large numbers of refugee students.
The toolkit is available at http://www.brycs.org/publications/schools-toolkit.cfm
NCELA Nexus Newsletter August 19, 2014.
The Teachers College Columbia University Roundtable in Second Language Studies (TCCRISLS) brings together experts from around the world to examine and discuss theory, research and practice in the area of second language (L2) studies. The topic of TCCRISLS 2014 is Learning-Oriented Assessment (LOA) and its application in L2 classroom and assessment contexts. LOA is an approach to assessment that prioritizes the centrality of L2 processing and the promotion of L2 learning outcomes in a variety of learning and assessment contexts.
This year’s TCCRISLS will take place at Teachers College, Columbia University, October 10-12, 2014.
For more information go to http://www.tc.columbia.edu/tccrisls/
Community-Based Heritage Language Schools: Promoting Collaboration Among Educators, Families, and Researchers
September 27, 2014 | Washington, DC
Many language communities in the United States have established schools and programs to teach a wide variety of heritage languages. These programs face similar challenges, which include maintaining sustainable funding levels, involving families fully and effectively in the language development enterprise, finding and supporting effective teachers, developing curriculum and materials that engage students and promote learning, and receiving recognition from the formal public and private school education community.
This conference will bring together teachers, administrators, and parents involved in community-based language schools, along with language researchers, to explore ways to address these important issues together.
Visit the conference website for more information: http://www.american.edu/cas/seth/bilingual/Community-Based-Heritage-Language-Schools-Conference.cfm
The Center for Applied Linguistics has launched a new website. The new website will provide the latest information about CAL’s research, projects and resources. You can browse our new website on your desktop, laptop, tablet or phone at http://www.cal.org/
Computer-Assisted Language Learning: Learners, Teachers and Tools
Edited by Jeong-Bae Son
Published by Cambridge Scholars Publishing
Computer-Assisted Language Learning: Learners, Teachers and Tools is an examination of contemporary issues related to learners, teachers and tools in computer-assisted language learning (CALL) environments. It explores the interrelationship among the three components of CALL and presents the findings of recent work in the field of CALL. As the third volume of the Asia-Pacific Association for Computer-Assisted Language Learning (APACALL) Book Series, this book is a significant contribution to CALL communities. It offers great opportunities for readers to engage in discussions on CALL research and practice and provides a valuable resource for applied linguists, researchers, language teachers and teacher trainers.
Visit the publisher’s website at http://www.cambridgescholars.com/computer-assisted-language-learning
InterCom articles do not necessarily reflect the view of CASLS, and the mention of trade names, commercial products, or organizations does not imply endorsement.
For subscription information or to edit your InterCom profile: http://casls.uoregon.edu//pages/tools/intercom.php
Send questions about InterCom to email@example.com