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.
Congratulations to the LTS graduates, who celebrated finishing their MA program last Saturday! Here is a picture from graduation of CASLS GTFs Kathryn Carpenter and Christopher Daradics with LTS faculty and CASLS director Julie Sykes.
by Stephanie Knight, CASLS Language Technology Specialist
It is unlikely that learners will be able to engage in adequate self-assessment without first evaluating the work of others. Such evaluations are particularly useful in developing skills in both Presentational Writing and Presentational Speaking. While these forms of communication are unidirectional, they do engender interaction. For example, Fulcher (1998) discusses Widdowson’s (1983) discourse model of communicative competence and performance by explaining that readers are confronted with the task of deciphering the illocutionary intent of writers; essentially there is a type of internal discourse in which the receivers of a message question and interact with texts in order to (hopefully) understand the intended messages of their authors.
It is logical then that learners who are writers get feedback from other readers and that learners who are speakers get feedback from their audiences when learning and perfecting said crafts. Brown (2005) points out that one valid approach to teaching writing is to have learners engage in evaluation of their peers. After all, she discusses, educators (examiners and teachers) are often trained to evaluate learners by working with annotated texts in order to ensure the appropriate interpretation of such evaluative tools as rubrics. It would be logical to extend that training to learners.
In Brown’s small-scale study of how training in peer review parlayed into effective learner self-evaluation, some important characteristics of effective peer review were crystalized. These characteristics are explained below.
Train learners to annotate texts: This training may certainly focus on syntactic variables, but it should also focus on annotating characteristics within a text related to meaning making (e.g., discourse markers, supporting details, and voice). It is also important during this training to break down the academic vocabulary (terms such as “modal” or “passive voice”) that learners will need to negotiate with when making annotations.
Consider learners’ proficiency levels: It is difficult for learners at low proficiency levels to annotate texts that they do not understand. Brown (ibid.) recommends that learners be paired or grouped by proficiency level so that they are able to fully engage in the text(s) that are being evaluated. If the makeup within a classroom prevents such a grouping, a possible solution would be to have learners annotate one characteristic of a text in lieu of the text in its entirety.
Group learners according to relative strengths and weaknesses: Brown (ibid.) discusses an exit interview in which one study participant indicated that it was difficult transfer skills from engaging in peer review to self-evaluation because she was not paired with someone whose strengths and weaknesses were reflected in her own work. While ideal groupings are impossible to achieve at the beginning of an academic term, educators are encouraged to be intentional when creating groups once they get to know each individual’s strengths and weaknesses.
Teaching a person to do for his or her self is much more beneficial than doing for him or her. In kind, our job as educators is not only to give feedback to learners, but to also to empower learners to evaluate themselves. Training learners in effective peer review is the first step to emboldening learners to do just that.
Brown, A. (2005). Self-assessment of writing in independent language learning programs: The value of annotated samples. Assessing Writing. 10. 174-191.
Fulcher, G. (1998). Widdowson’s model of communicative competence and the testing of reading: An exploratory study. System. 26. 281-302.
by Stephanie Knight, CASLS Language Technology Specialist
This activity was created for Intermediate High language learners enrolled in an online class.
Learning Objectives: Students will be able to
Modes: Presentational Speaking
Notes: This activity was originally created for an online class but could easily be adapted to face-to-face contexts. For examples, learners could upload their videos to Google Drive or a course management system such as Blackboard or Canvas.
In addition to the employment crossover between the Language Teaching Specialization (LTS) MA program and CASLS, like CASLS, LTS provides resources for current language teachers and the teaching and learning community in general. In the local community, LTS collaborates with Lane Community College to offer LTS students internships that help LCC develop their curriculum on digital literacy. In addition, LTS supports Mandarin language learning by providing a Chinese language and culture club at Edison Elementary. LTS also provides career training (https://oregonlts.obaverse.net/welcome/) where teachers and future teachers can interact with sample interviews and employment-related situations, and can analyze and practice what makes a strong language teaching candidate. This service is open to all language teachers.
These initiatives go hand in hand with the mission of CASLS to promote teacher professional development, K-12 world language learning, and connections across higher education institutions.
Here is a series on implementing the Common Core with English Learners: http://achievethecore.org/aligned/category/case-studies/#series-implementing-the-common-core-with-ells
Installments include the following:
The Shifts and ELLs: http://achievethecore.org/aligned/the-shifts-and-ells/
Criteria for Curricular Materials Labeled as Appropriate for ELLs: http://achievethecore.org/aligned/criteria-for-curricular-materials-labeled-as-appropriate-for-ells/
CCSS-Aligned Materials for ELL Students: http://achievethecore.org/aligned/ccss-aligned-materials-for-ell-students/
What to Do When Curricular Materials for ELLs are Not Available: http://achievethecore.org/aligned/what-to-do-when-curricular-materials-for-ells-are-not-available/
Here are two blog posts about assessment by practicing teachers who use the TPRS/CI method:
In this post, Erica Peplinkski talks about what she considers to be authentic assessment: https://cipeek.com/2016/08/16/authentically-assessing-your-students-by-erica-peplinski/
In this post, Annabelle Alled talks about what she does for formative assessment: https://lamaestralocablog.wordpress.com/2016/08/14/do-you-do-formative-assessments-pshhh-duh-every-2-3-minutes/
A new section of ¡Colorín Colorado! focuses on the early education of English language learners in preschool and kindergarten. Resources include a webcast, classroom strategies, parent tips, research and policy recommendations, and recommended books and websites.
The new section is available at http://www.colorincolorado.org/ell-basics/resources-grade/preschool-and-kindergarten-ells
Here is a lesson with helpful vocabulary, phrases, a sample conversation, and a video phone conversation in Chinese, all dealing with making phone calls: http://blogs.transparent.com/chinese/how-to-make-a-phone-call-in-chinese/
French teacher Cécile Lainé describes how she scaffolds a series of activities with her AP French students so that they can listen to and discuss the news: https://cecilelaine.wordpress.com/2016/08/16/interpreting-the-news/
In this blog post, teacher Sarah Shaw explains how she introduces the use of the subjunctive to her French students: http://frenchteachernet.blogspot.co.uk/2016/08/subjunctive-lesson-plan.html
Here are 40 popular songs in Spanish with suggestions for where they can fit into a Spanish 1 curriculum: http://spanishmama.com/authentic-songs-for-my-spanish-i-class/
Larry Ferlazzo has revised and updated his curated collection of online resources dealing with Labor Day, which will be observed on September 5 this year: http://larryferlazzo.edublogs.org/2009/08/15/the-best-websites-for-learning-about-labor-day/
News in Levels offers articles about world events at different levels of difficulty, with video recordings, writing prompts and chat rooms, and a Skype area to talk about world events with others. This resource is available at http://www.newsinlevels.com/#
Read a review of this resource at http://blog.tesol.org/teaching-the-news-a-great-site-for-everyone/
The Readlang app translates content on the Internet and creates flashcards of translated words for review. It currently works with over 40 languages. Check it out and see if it works effectively with your target language(s) at http://readlang.com/
Here are more ideas and resources for the beginning of the school year:
5 first-day activities for language students: http://blog.tesol.org/creating-a-classroom-community-first-day-activities-for-ells/
Ideas for arranging and decorating a classroom: https://mrpeto.wordpress.com/2016/08/13/an-updated-look-at-my-classroom/
Advice for getting to know your students: http://www.colorincolorado.org/article/getting-know-your-ells-six-steps-success
Back-to-school stories for young English and Spanish learners: http://www.colorincolorado.org/booklist/back-school-stories
If you encourage students to take target-language names, here is advice for French teachers: http://www.thefrenchcorner.net/2016/08/whats-in-name-role-of-names-in-french.html
If you’re thinking of using interactive notebooks, here are some helpful tips for getting started: http://islandteacherblog.blogspot.com/2016/08/7-essentials-for-spanish-or-any.html
Presenting information about your class on the first day: http://leesensei.edublogs.org/2016/08/10/evolving-teaching-evolving-outline/#.V7S5cY6awfs
A well-scaffolded first-day homework assignment for novice learners in the target language (really!): www.pblinthetl.com/2016/08/first-day-homework-collages-for.html
Diane Neubauer shares what posters she has in her Chinese classroom and how she uses them throughout the year: http://tprsforchinese.blogspot.com/2016/08/word-posters-for-comprehended-target.html
Six opening and closing routines for new teachers: http://www.edutopia.org/blog/6-opening-and-closing-routines-new-teachers-rebecca-alber
A Spanish teacher’s description of the first two weeks of her Spanish 1 class: http://spanishmama.com/spanish-first-three-weeks/
Another Spanish teacher’s description of her first day of class, in the target language: https://spanishplans.org/2016/08/17/spanish-from-day-1/
Allison Wienhold explains why she doesn’t start the new school year in her advanced classes with a review unit: http://misclaseslocas.blogspot.com/2016/08/why-i-dont-start-school-with-review-unit.html
Classroom decoration and arrangement ideas: https://lasclasesdestilson.wordpress.com/2016/08/18/extreme-classroom-makeover-2016/
Inspiration for decluttering your classroom as you arrange it: http://www.edutopia.org/blog/decrease-classroom-clutter-increase-creativity-erin-klein
Activity idea for the first day of school: What is your hope? http://larryferlazzo.edublogs.org/2016/08/16/what-is-your-hope-video-idea-for-first-day-of-school-activity/
An FLTEACH listserv user recently asked for advice from his fellow teachers: how can teachers establish a respectful, safe classroom at the beginning of the year? Read his query and teachers’ thoughtful and helpful responses here: https://listserv.buffalo.edu/cgi-bin/wa?A2=ind1607&L=FLTEACH&P=R4256&I=-3&d=No+Match%3BMatch%3BMatches. Click on “Next” by “By Topic” to see the responses.
The 2016 Olympic Games in Rio ended yesterday evening with the closing ceremony. The Paralympic Games will run September 7 to 18. Here are some more resources for your classroom:
Visit the Paralympic Games website, which is available in Portuguese, English, Spanish, and French, at https://www.rio2016.com/en/paralympics for highlights and trending stories.
Larry Ferlazzo’s curated list at http://larryferlazzo.edublogs.org/2015/09/03/a-very-beginning-list-of-the-best-resources-on-the-2016-rio-olympics/ includes these highlights: http://larryferlazzo.edublogs.org/2016/08/08/a-few-more-particularly-interesting-olympic-resources/
Here is Chinese vocabulary for the summer Olympics: http://blogs.transparent.com/chinese/chinese-vocabulary-summer-olympics/
7 fun facts about translation at the 2016 Olympic Games: http://www.k-international.com/blog/translation-at-the-olympics/
An overview of the first week, from a German perspective: http://www.germany.info/Vertretung/usa/en/__pr/P__Wash/2016/08/12-OlympicsFirstWeek.html
An interview (in English) with Olympic fencer Maximilian Hartung of Germany: http://www.germany.info/Vertretung/usa/en/__pr/P__Wash/2016/08/09-MaxHartung.html
Resources curated by the National Education Association: http://www.nea.org/tools/lessons/67632.htm
Resources from the Olympic Museum website are available in English and French: https://www.olympic.org/museum/visit/schools/teaching-resources
A collection of resources curated by TeacherVision: https://www.teachervision.com/olympic-games/teacher-resources/6651.html
Activity ideas from Education World: http://www.educationworld.com/a_lesson/lesson/lesson201.shtml
Using authentic resources about the Olympics in a Spanish class: http://www.creativelanguageclass.com/whats-new/golden-authres-for-activities-unit/
The eighteenth annual MwALT conference will be held Saturday, October 1, 2016, at Purdue University in West Lafayette, Indiana. The 18th Annual MwALT Conference theme, “Policy and Practice in Language Testing and Assessment,” addresses not only the philosophical and ethical aspects of politics and policy-making in relation to language test and assessment, but also the practical concerns regarding development, validation, and administration of assessment methods and procedures as situated within the social, economic, and historical contexts.
Visit the conference website at http://www.purdue.edu/oepp/MwALT2016/index.html
La Cosecha Dual Language Conference
November 9-12, 2016
Santa Fe, New Mexico
Embracing our Roots — Fortaleciendo nuestra comunidad bilingüe
La Cosecha 2016 will bring together educators, parents, researchers and practitioners supporting dual language enrichment programs from across the U.S. La Cosecha offers you the unique opportunity to share best practices and resources, current theory and practice, build networks, and fuel our community's efforts to build a better future for our children as we “harvest” the best of our multilingual and multicultural communities.
La Cosecha began in 1996 with 80 teacher volunteers who recognized a need to network and share identified best practices within the dual language community. La Cosecha 2016 will bring together over 2,500 participants from throughout the U.S., representing two-way immersion, one-way developmental bilingual, and one-way heritage language immersion programs.
Learn more at the conference website: http://information184.wix.com/lacosecha
A Workshop on Computational Methods for Endangered Languages
Honolulu, Hawaii, March 6-7, 2017
The ComputEL-2 workshop will focus on the use of computational methods in the study, support, and revitalization of endangered languages. The primary aim of the workshop is to continue narrowing the gap between computational linguists interested in working on methods for endangered languages, field linguists working on documenting these languages, and the language communities who are striving to maintain their languages.
ComputEL-2 will immediately follow the International Conference on Language Documentation and Conservation (ICLDC) hosted by the University of Hawaii, March 2-5, 2017.
Papers are invited which explore the interface and intersection of computational linguistics, documentary linguistics, and community-based language revitalization efforts. The committee encourages submissions which:
(i) examine the use of specific methods in the analysis of data from low-resource languages, with a focus on endangered languages, or propose new methods for analysis of such data,
(ii) propose new models for the collection, management, and deployment of data in endangered language settings, or
(iii) consider what concrete steps are required to allow for a more fruitful interaction between computer scientists, documentary linguists, and language communities.
The intention of the workshop is not merely to allow for the presentation of research on these topics, but also to continue building a network of computational linguists, documentary linguists, and community language activists who are able to effectively join together to serve their common interests.
Paper/abstract submission deadline: October 1, 2016
View the full call for papers at http://altlab.artsrn.ualberta.ca/computel-2/
Japanese Tadoku Workshop 日本語多読ワークショップ —多読とその実践—
September 24, 2016
University of Washington Seattle campus (Communication Hall 120)
Recently, the method of Tadoku is being advocated and is attracting a great deal of attention in the field of Japanese language teaching. Tadoku can help students improve their language skills, as well as promote their motivation in continuing to study Japanese.
This workshop offers an opportunity for Japanese language instructors to become familiar with the theory of Tadoku, and learn how to establish a collection of reading materials, and brainstorm how to implement Tadoku in their curricula or organize extra-curricular reading groups. Actual examples of how Tadoku was incorporated in some programs will also be presented.
For full details about this workshop go to https://jsis.washington.edu/japan/tadoku-workshop/
2016 Arabic SLA Conference
Investigating Arabic Second Language Learning: Empirical Findings and Trends
September 23-25, 2016
University of Michigan
This conference is an open forum for scholars interested in exploring empirically the different aspects of Arabic second/foreign language learning.
Visit the conference website to learn more: https://sites.lsa.umich.edu/arabic-sla-conference/
You can register at https://sites.lsa.umich.edu/arabic-sla-conference/registration/
Season 2 of Tea with BVP, a weekly online call-in radio show by applied linguist Bill VanPatten along with Angelika Kraemer and Walter Hopkins, will start on August 25. The show always airs on Thursdays at 3 PM Easter Time.
The Social Life of the Japanese Language: Cultural Discourse and Situated Practice
By Shigeko Okamoto and Janet S. Shibamoto-Smith
Published by Cambridge University Press
Why are different varieties of the Japanese language used differently in social interaction, and how are they perceived? How do honorifics operate to express diverse affective stances, such as politeness? Why have issues of gendered speech been so central in public discourse, and how are they reflected and refracted in language use as social practice? This book examines Japanese sociolinguistic phenomena from a fascinating new perspective, focusing on the historical construction of language norms and its relationship to actual language use in contemporary Japan. This socio-historically sensitive account stresses the different choices which have shaped Japanese and Western sociolinguistics and how varieties of Japanese, honorifics and politeness, and gendered language have emerged in response to the socio-political landscape in which a modernizing Japan found itself.
Visit the publisher’s website at http://www.cambridge.org/us/academic/subjects/languages-linguistics/asian-language-and-linguistics/social-life-japanese-language-cultural-discourse-and-situated-practice?format=HB
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: https://caslsintercom.uoregon.edu/subscriber/subscribeLogin
Send questions about InterCom to email@example.com