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.
Christopher Daradics is a graduate student of linguistics at the University of Oregon.
"Something you feel will find its own form." Jack Kerouac
At the end of our month together spent looking at language learning outside of the classroom the big question on my mind is, how exactly can we help an individual go from being a student in a classroom to being a language learner in the wild?
I believe some compelling answers to this question come from Ecology which is, fundamentally, the study of processes in context. For us the process in question is language learning, and the contexts are the language classroom and the world at large.
As a masters student in the UO’s LTS program I have developed an ecological language learning framework to raise student awareness and to build the skills, habits, and outlook necessary for students to embrace lifelong language learning. I think this ecological approach to language learning can help us better understand the difficulty students face in making the transition and it also illuminates some specific steps students and teachers can take to help students work towards engagement and autonomy. The ecological framework gives students a structured and detailed process for transitioning out from the guided instruction of a classroom towards the independent exploration of an
intrepid and cosmopolitan language learner. The model has three parts: branching (outward, world facing activities), rooting (reflection/analysis) and trunking (planning and self-evaluation).
Branching activities encourage students to engage in the world around them. Branching shows students that anywhere can be ground for an authentic experience, linguistic or otherwise. Within the ecological framework, the branching activities generate authentic language material "leaves" which in turn become the "soil" for rooting activities. Rooting activities are thoughtful, introspective, and analytical activities that help learners better understand the forms, functions, and uses that were at play when they collected their language material during the branching activities.
As teachers we desire that our students leave our watch better able stand and function on their own. Trunking, in the ecological model, allows students to begin taking on more of the evaluation and planning they will need as they mature and integrate with their environment. Trunking then is the scaffolded transition of responsibility which allows students to support, plan for, and stabilize their own growth.
Think of a tree firmly rooted and flourishing. Perhaps it’s along the bank of a river. Think of all that makes the branches reach up towards the sun; think of what makes the roots burrow down deep into their grounding soil; and think about what makes the trunk able to stabilize and support the branching and rooting processes. Trees start with a pattern for their kind, much in the same way that students in our classroom are provided with a pattern of how to learn a language by our instruction, but as they mature into adults they find their way into a life of their own making.
"Something [our students] feel will find its own form." What are the feelings of your target language and how can your students branch, root, and trunk into those feelings such that they find their own form?
See the Activity of the Week for an ecological activity adapted for the classroom.
by Christopher Daradics
1) Have a look at our activity prompt, Exploration #1.
2) Find the Sample Activity Card on the Ecological Model sheet (upper right corner). This card highlights how Exploration #1 fits into the Ecological model.
1) Do Exploration #1 with students in their L1—to minimize selective filtering based on language competency.
2) Students will work in pairs (or small groups) and take turns trying to figure out in the target language what entries are on each other’s lists.
The students can take turns switching being “askers” and “answerers”.
The “askers” can use gesture, but the “answerers” cannot.
As helpful adjectives come up in conversation Ss can annotate their lists for future use.
Debrief of the activity can include a discussion of in/effective communicative strategies.
Consider creating assignments that allow students to choose their own combinations of “Branching” and “Rooting” activities. If this is too open, restrict student options to create the outcomes you are interested in. If we are looking to increase agency, then it only makes sense to give students a sense of how they can more reflectively participate in the world, and in their own target language development.
Each year, the Apple Worldwide Develpers Conference (WWDC) brings together the developer community to learn about the future of Apple operating systems. CASLS Educational Software Programmer Carl Burnstein was fortunate enough to be selected as an attendees for this year’s conference in San Francisco.
“The guest speakers were inspirational,” says Carl. “Haben Girma, the first blind and deaf woman to graduate from Harvard law school, talked about how important accessibility is for everyone. Ajit Narayanan, another guest speaker, developed two language apps for autistic children using a visual language. Children drag and drop pictures, and the app puts together a sentence to help them communicate. The new version called Free Speech has multilingual capabilities.”
Carl also connected with colleagues across the country and learned about upcoming advancements in Apple technologies directly from Apple experts. Carl asked specific questions to Apple engineers during one-on-one appointments.
Carl is the lead developer behind CASLS’ educational technology tools that rely on iOS operating systems. He designed the popular LFO to Go app to accompany LinguaFolio Online so that students can capture their language use in real time using their mobile devices.
Special thanks to the University of Oregon Innovation Partnership Services for sponsoring Carl’s attendance at this year’s WWDC.
The Waheed Samy Award for Excellence in Arabic Writing: A Call for the 2016 Submissions
The American University in Cairo (AUC) and the Center for Arabic Study Abroad (CASA) invite advanced-level students of Arabic language to submit two samples of their writing for consideration for the 2016 award of $1000.
This award was established in honor of Dr. Waheed Samy who was a member of the Arabic faculty at the University of Michigan, the CASA program, and the Arabic Language Institute at AUC. During his teaching tenure at these institutions, Dr. Samy placed much focus on teaching writing and authored Arabic Writing for Style: al-Kitaba wa-l-uslub (1999) as a resource for writers of Arabic. It is our hope that this award will not only commemorate Dr. Samy’s work as a teacher of Arabic writing but will also bring attention to Arabic writing as a main ingredient of Arabic learning.
This award is presented annually to a student of Arabic as a Foreign/Second Language who has excelled in the area of writing. Competition for the award is open to students in Arabic programs around the world. Recipients of the award receive $1,000 dollars and a commemorative plaque in recognition of their outstanding achievement in Arabic writing.
All students of Arabic at the higher levels of proficiency are invited to apply.
Deadline for applications: September 30, 2016
For full details go to https://thewaheedsamyaward.org/
Now through July 10, you can mark your favorite place on an interactive map of Germany and explain in German or English what that place means to you. Winners win a free course at Goethe-Institut New York.
For more details go to https://www.goethe.de/ins/us/en/sta/ney/kur/moid_ny.html
Here is a two-part series about how you can use surveys in your Spanish classes, both to gather information about your students and to refine your teaching.
In a Historic First, a Large Collection of Islamic Qur'ans Travels This Fall to the U.S.
The art of the ancient Qur'an is showcased with the loan of some 48 manuscripts and folios from Istanbul, Turkey, and on view at the Smithsonian
By Jackson Landers
June 21, 2016
This October 15, [a magnificently crafted copy of the] Qur'an will arrive at Smithsonian's Arthur M. Sackler Gallery of Art as part of a collection of 68 of the finest examples of the art of the Qur'an ever to visit the United States. The exhibition will include 48 manuscripts and folios from the Museum of Turkish and Islamic Art in Istanbul dating from the eighth to the 17th-century, as well as several Qur'an boxes and stands and items from the museum's collections.
…"The Art of the Qur'an: Treasures form the Museum of Turkish and Islamic Arts" opens October 15 at the Arthur M. Sackler Gallery of Art. The show will be on view through February 20, 2016.
Middle school French teacher Samantha Decker writes, “Many of you have probably heard of Humans of New York, the photo project featuring portraits and interviews of people seen on the streets of New York. The site has grown in popularity so much so that it has inspired a wealth of offshoots for various other cities around the world. One such offshoot is Humans of Paris. I recently decided to use Humans of Paris as photo prompts in class.”
Read how she did it and how you can adapt the Humans of Paris portraits to any level in her blog post: http://www.thefrenchcorner.net/2016/06/using-humans-of-paris-to-spark.html
Humans of Paris is available at http://humansof.paris/
Are your students following the Euro 2016? Here are some resources for you and them:
Match predictions, using the future tense, in French: https://www.tes.com/teaching-resource/match-predictions-future-tense-11300881
French vocabulary resources for predictions: http://taskmagic.posthaven.com/euro-2012-french-vocab-resources-football-pre
French vocabulary resources for describing a player: http://taskmagic.posthaven.com/euro-2012-french-vocab-resources-describing-a
French vocabulary resources for reporting on a match: http://taskmagic.posthaven.com/euro-2012-french-vocabulary-resources-match-r
Here is a collection of resources dealing with peer pressure and bullying, from the Zambombazo website, for Spanish classes: http://zachary-jones.com/zambombazo/peer-pressure-bullying/
Here is a game for practicing route-finding, giving directions, and describing locations in Spanish: https://elisaele.wordpress.com/2016/06/05/juego-como-llego/
Here is a series of activities appropriate for beginning Spanish learners based on the song “La Gozadera.” Students use country flags and names and practice talking about nationalities in this multi-part lesson.
Read about the lesson and access associated resources at https://estudiafeliz.com/2016/06/13/la-gozadera-song-activity-los-paises-las-nacionalidades-las-banderas/
Judie Haynes writes, “June is Immigrant Heritage Month in the United States. Due to the current political climate, interest in celebrating diversity in the United States has sparked the #IAmAnImmigrant campaign. It honors the individual struggles of our families or ancestors when they immigrated to the United States, and allows Americans to share this common heritage.”
Read more about the campaign and some available resources at http://blog.tesol.org/support-immigrant-heritage-month-in-the-usa/
Kieran Donaghy writes, “As many short films are artistic, they have limited appeal in the commercial marketplace and are funded from diverse sources. To make them easier to sell worldwide, they often contain little or no dialogue, which makes comprehension much easier. As a result, they offer intensely ‘filmic’ experiences, using images and movement, sequence and duration, sound and music to tell their stories. These silent films are perfect for the language classroom as they can be used with any level – the teacher just needs to adapt the difficulty of the task to match the level of the students. Here are the seven short films which I have found work best in the language classroom.”
Read his list and access the films at http://kierandonaghy.com/seven-best-silent-short-films-language-teaching/
Here are some helpful hints for you and your students to make learning a new language part of your lifestyle outside of class: http://www.gamesforlanguage.com/blog/post/2016-06-my-12-best-habits-for-learning-foreign-languages
Here are two quick, no-prep activities you can do in a few extra minutes of class to get your student talking and listening to each other: http://www.teachthemenglish.com/2016/06/09/great-listening-energizers-part-1/
And here are a few more: http://www.teachthemenglish.com/2016/06/13/great-listening-energizers-part-2/
Here is an activity that gets students talking in groups; once the prep work is done, the activity can be used over and over with different prompts: https://tekhnologic.wordpress.com/2016/06/20/dice-cards-an-activity-to-encourage-participation/
Dr. Alba Ortiz is one of the leading experts on questions of special education for English language learners. In this in-depth interview with Colorín Colorado, Dr. Ortiz discusses challenges related to special education identification, ideas for making ELL families an integral part of all decisions related to students, and best practices for instruction. This interview will be part of Colorín Colorado’s upcoming new resource section on special education and ELLs, created in partnership with the National Education Association.
The videos are available at http://www.colorincolorado.org/videos/meet-experts/dr-alba-ortiz
Black Box episodes are video casts in which practicing teachers unpack scholarly articles about language teaching and learning for other practicing teachers.
In the latest episode, Throwback ThurSLA, five different teacher unpack five seminal articles from several decades ago. You can view the episode on YouTube at https://www.youtube.com/watch?v=vhCpdOnjOvo&app=desktop
View other Black Box episodes at http://musicuentos.com/blackbox/
Immigration, Xenophobia, and Racism
Teaching Global Competence Using the 2016 Presidential Election
by Apoorvaa Joshi
…There have been numerous pieces written recently on introducing children to the coded (and explicit) racism and prejudice in the stump speeches of Donald Trump and other candidates. And the messaging from some of the presidential candidates is having a powerful, negative impact on the children of immigrants, or children who are immigrants themselves.
Given the rampant misinformation and high emotional tensions that run through this topic, we may instinctually keep quiet on the issues, wanting to maintain a safe and orderly space for young people, or to avoid giving more attention to vitriolic speech. But as educators, there are some important ways in which you can empower students to use the current rise of xenophobia and intolerance in the US and abroad to inspire global competence. Doing this will, in turn, help develop your students into young leaders who can engage with the current political discourse in a way that is meaningful and authentic to their own lives and contexts. Indeed, the four domains of global competence can act as a guide for you to help students to investigate their world, weigh perspectives, communicate across audiences, and finally take action on issues of global significance like immigration and xenophobia.
Read the full article at http://asiasociety.org/education/immigration-xenophobia-and-racism
WIDA’s annual conference provides PreK through grade 12 educators of language learners opportunities for professional learning, idea sharing, relationship building, and strategic collaboration. The 2016 national conference will take place October 12-15 in Philadelphia.
For more information, visit the conference website at http://widaconference.us/
Learn more about WIDA at https://www.wida.us/
1-Day Summer Workshop
Motivate, Elicit, and Assess: Getting students to speak in the TL and assessing their proficiency
Meeting Date: Friday, July 8, 2016, 9am-4pm
Meeting Place: Miami University Voice of America Campus
(Conveniently located near I-75 Northeast of Cincinnati)
If you are dreaming of getting not only yourself, but also your students speaking at the 90%+ in the target language recommended by ACTFL, this is the workshop for you! This workshop will help you ignite enthusiasm for using the target language with classroom-tested strategies, activities, and assessment tools.
For full details go to https://docs.google.com/document/d/1f2th__2SLOJ3RpTTiSLPF2n4XA6oXT84YVaQFBhZkPE/edit
Here are upcoming professional development opportunities from the Foreign Language Educators of New Jersey in 2016 and 2017:
Helping Students Thrive in a 90+% Target Language Environment
Presented by: Caleb Howard
October 27, 2016
Inspire and Engage Learners through IPAs
Presented by: Yo Azama
December 8, 2016
Voices Carry: Authentic Resources, Authentic Audiences, Authentic Purpose
Presented by: Nicole Naditz
February 25, 2017
Preparing the Next Generation of WL Teachers: A Workshop for WL Supervisors and Mentors of New Teachers
Presented by: Joseph Goebel
March 16, 2017
Global Possibilities for Students: Helping Students Reach Their Linguistic Destinations
Presented by: Carmen Scoggins
May 18, 2017
For more details about all of these workshops, go to http://flenj.org/pd/
Susan Lafond writes, “If you are looking for a new ESL or bilingual teaching position, there are a number of things you can do to help prepare for the interview. This article outlines general information that will help you get started, as well as areas of your own experience that may be helpful to focus on, learn more about, or highlight in the interview.”
Read the article and access some recommended resources at http://www.colorincolorado.org/article/how-prepare-esl-job-interview
Performatives Lehren Lernen Forschen – Performative Teaching Learning Research
Edited by Susanne Even and Manfred Schewe
Published by Schibri-Verlag
When I first heard the phrase “performative teaching and learning” I was reminded of a quote from Wittgenstein that “a new word is like a fresh seed thrown on the ground of the discussion.” These are the opening words of an article in this volume of the SCENARIO book series, whose goal it is to advance the intercultural dialogue within drama and theatre pedagogy. The six contributions to this anthology, in both English and German, explore performative teaching, learning, and research from multiple perspectives: general education, foreign language didactics, as well as drama and theatre pedagogy. Since the word “performative” features in many languages, we advocate its use – particularly in intercultural contexts – to characterize approaches to teaching, learning, and research that emerge from the dynamic interplay of pedagogy and the performing arts.
Visit the publisher’s website at https://www.schibri.de/?a=bookviewer&ISBN=978-3-86863-168-5
The US Departments of Health and Human Services and Education released a 32-page policy statement week before last promoting the learning and development of dual language learners through policies and practices that accurately reflect the growing diversity and multilingualism of the early childhood population. The statement defines the dual language learner and details DLL demographics and the legal and scientific foundations of the statement, ultimately describing challenges and recommendations for states, early childhood programs, and language revitalization programs in tribal communities. Overall, the brief urged the cooperation of states, tribes, communities and early childhood programs to embrace diversity and address the specific needs of each child. Read the full policy statement at https://www.acf.hhs.gov/sites/default/files/ecd/dll_policy_statement_final.pdf
Working Memory and Second Language Learning Towards an Integrated Approach
By Zhisheng (Edward) Wen
Published by Multilingual Matters
This book introduces an approach to understanding and measuring working memory components and functions in second language learning, processing and development. It presents comprehensive, thorough and updated reviews of relevant literatures from cognitive sciences and applied linguistics. Drawing on multidisciplinary research, the book advocates a conceptual framework for integrating working memory theories with second language acquisition theories. An innovative theoretical model is also presented, which illuminates research studies investigating the distinctive roles of phonological and executive working memory as they relate to specific L2 learning domains, skills and processes. Theoretical and methodological implications of this integrative perspective are further elaborated and discussed within the specific realms of L2 task-based performance and language aptitude research.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783095711
The Usage-based Study of Language Learning and Multilingualism
Edited by Lourdes Ortega, Andrea E. Tyler, Hae In Park, and Mariko Uno
Published by Georgetown University Press
When humans learn languages, are they also learning how to create shared meaning? In The Usage-based Study of Language Learning and Multilingualism, a cadre of international experts say yes and offer cutting-edge research in usage-based linguistics to explore how language acquisition, in particular multilingual language acquisition, works.
Each chapter presents an original study that supports the view that language learning is initiated through local and meaningful communication with others. Over an accumulated history of such usage, people gradually create more abstract, interactive schematic representations, or a mental grammar. This process of acquiring language is the same for infants and adults and across varied contexts, such as the family, the classroom, the laboratory, a hospital, or a public encounter. Employing diverse methodologies to study this process, the contributors here work with target languages, including Cantonese, English, French, French Sign Language, German, Hebrew, Malay, Mandarin, Spanish, and Swedish, and offer a much-needed exploration of this growing area of linguistic research.
Visit the publisher’s website at http://press.georgetown.edu/book/languages/usage-based-study-language-learning-and-multilingualism
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