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.
by Julie Sykes, CASLS Director
Learning to listen includes the development of skills to aid in the comprehension and analysis of a variety of types of language. Skill development enables learners to engage with listening needs ranging from the interpretation of an interlocutor's turns during interaction to a formal, academic research talk. Digital tools offer a number of possibilities for enhancing and expanding learners' listening repertoire.
First, the explosion of digital content makes listening passages more accessible and varied. The impact is the existence of digital collections as a critical resource for providing learners with language samples along the entire continuum of listening possibilities. For example, YouTube offers a wealth of possible video and audio samples ranging from informal commentaries to professional news clips and documentaries. These digital resources can be viewed individually and/or sorted into collections based on theme, genre, or text type. Furthermore, the comments sections allow for multi-modal analysis of each resource and the ease of content creation enables learners to create their own resources as an extension of their understanding of the text. While YouTube is just one example of thousands of resources for collecting and disseminating audio and video in digital contexts, it is a representative example of ways learners can explore, examine, and extend their understanding using a digital tool.
In addition to traditional texts and speech samples online, teachers now have access to a wide-range of digitally native content allowing them to extend the types of discourse their learners are able to understand. For example, TED Talks, while delivered live for recording, are essentially digital resources created for wide dissemination of information. These can be compared with other resources delivering the same information to help learners better understand how what we listen to also shapes content. Furthermore, machinima (digital animation and production) offers a completely digital genre that can enhance learners' listening abilities through both exploration of existing products as well as the creation of their own.
Finally, the digital nature of these resources makes manipulation of the discourse possible based on each individual learner's needs. Possibilities include repeating the passage, slowing down the text, glossing individual components, and delivering customized collections to different groups of leaners. As a result, learners gain the skills they need as they go. A learner who is highly proficient can move to the next resource that is more difficult. Simultaneously, a struggling learner can continue to work with a listening passage until they have mastered the skills needed to move on.
When used thoughtfully, digital tools can open learning spaces to new, interesting, and relevant frontiers.
by Renee Marshall and Patricia Roldan Marcos
Listening is a tool for learning. Students can listen to videos or audio tracks as many times as they need to in order to get the information they need. They can pause, rewind, fast forward, use captions or subtitles, etc. There is software that can help them slow down audio tracks (e.g. Audacity) or take notes in a video (e.g. videonot.es). All sources of digital information are not created equal, so in addition to using digital tools to their advantage, students need to also develop online literacy. Where did I get this source? Who created it and for what purpose? Is it objective? How is it useful to me? This activity has students explore and analyze two authentic videos on the topic of Cuba-US relations by identifying key ideas and vocabulary and thinking critically about the sources and type of genre. A way to extend this lesson would be to ask students to create their own video or audio file using one of the sources as a model. These activities would be appropriate for intermediate-advanced level and they can be adapted to explore any current affairs topic.
Part 1 – Explore:
Part 2 – Analyze:
Part 3 – Extend:
 Here's a video on how to slow down audio using Audacity: https://www.youtube.com/watch?v=OggzE7s2d7Y
 Here's a demo video on using videonot.es: https://www.youtube.com/watch?v=8aA04ayL1oA
CASLS would like to congratulate the 2014-2015 cohort of the Oregon International Internship Program! This group of seventeen students from China completed a five-month study, internship, and home stay experience. As part of the program, they lived with host families and took courses at the University of Oregon. This was coupled with an internship program in local elementary, middle, and high schools where they shadow local teachers and work with students. At their farewell gathering, all of the students noted how this hands-on experience had made a significant impact on their understanding of educational systems around the world. We wish them all the best as they return home and move on to the next stages of their professional careers.
Madame's Musings is a site about proficiency-based foreign language instruction from "a National Board Certified French teacher who is excited to collaborate with other language teachers" as she continues on her "journey to create a proficiency-based classroom." Her latest blog post describes the ending lessons to her unit on food. It includes handouts and links to her previous blog posts from earlier in her "French 1 Meals unit."
Access this resource: http://madameshepard.com/?p=321
This is a basic and concise guide to making the most of a study abroad opportunity. It could be good to share with students who are planning or considering studying abroad. The key take-away: study abroad is what you make it.
Access this resource: http://www.instructables.com/id/Maximize-Your-French-Fluency-While-Studying-In-Fra/
This free electronic magazine is published by the Consejería de Educación en el Reino Unido e Irlanda and contains authentic materials and activities created by teachers and language assistants working in these European countries. They usually have a cultural focus: literature with "Platero y yo", art with El Greco, traditions, etc.
To access all the magazines published to date in pdf, go to http://www.mecd.gob.es/reinounido/publicaciones-materiales/publicaciones.html
"Mystery Skype is an educational game, invented by teachers, played by two classrooms on Skype. The aim of the game is to guess the location of the other classroom by asking each other questions." This interactive game can be really useful at different levels to practice question construction and to encourage imagination and creativity. There are different ways to play and teachers can come up with their own rules, as long as they agree with the other class teacher. Skype offers some ideas on what to do here: https://education.skype.com/mysteryskype/how-it-works
Access the website at https://education.skype.com/mysteryskype
Ellie Mae O'Hagan writes a short but poignant piece about how it feels to lose a language. It could be a great discussion starting piece to read in a heritage language class, or any language class, about how language and culture are so intimately intertwined. Language is a part of ourselves and losing it (or being told / forced not to use it) can be painful.
Read the full article here: http://www.theguardian.com/education/2015/jan/21/welsh-language-part-me-slipping-away
The latest podcast episode (#125) from slow-chinese.com is about boiled eggs, tea eggs, and salted ducks eggs in Chinese cuisine. The podcast is for upper intermediate to advanced students of Mandarin. As the website states: "慢速中文 Slow Chinese is a cultural podcast for Chinese learners. Our podcasts are personal narratives by native Chinese people read in Mandarin at a slow speed. If you are learning Chinese and are curious about China, you've come to the right place!" Also provided on the website is a written transcript of each episode in Chinese and in English.
Access this resource: http://www.slow-chinese.com/podcast/125-cha-ye-dan-xian-ya-dan-he-song-hua-dan/
According to jpf.org.uk in their Teaching and Learning Resources section found at http://www.jpf.org.uk/language/teaching_resources.php#websites, "The purpose of this site is to give Japanese learners and anime/manga fans from all over the world an opportunity to learn Japanese in an enjoyable way, using the anime and manga they enjoy as a gateway to their studies. The site aims to deepen learners' understanding of the Japanese language and culture, and to give an added incentive to study." Anime-Manga lets students read Japanese and hear Japanese through their interactive Manga series.
Access this resource: http://anime-manga.jp/index_english.html
Kate Müser contributes this article of 10 words that are quite hard for L2 German speakers to pronounce in a way that is understood by most L1 German speakers. The article also provides audio for the 10 words, pronounced by L1 German speaker Stephan Kaiser. It is always helpful to practice the most difficult sounds in a second language, especially if mispronunciation of these sounds interferes with meaning. That said, it's important to remind your students that they don't need to sound "perfectly German" to be understood, particularly since pronunciation of words varies even among L1 speakers.
Access this resource: http://www.dw.de/10-german-words-non-germans-cant-pronounce/a-18173048
Andrew shares this list of websites where teachers of German can find videos of all kinds to use and adapt for class. Since the post is set up as a guide for learners of German, there is also a glossary German-English with the most common words found when watching videos (e.g. Bericht, Staffel...) to help them navigate the sites.
Find the post here: http://www.germanwithandrew.com/list-of-sites-to-watch-german-online/
This French website created for native French speakers is full of dictées - dictations. This site is divided into grade levels based on the French school system. (For a brief run-down of the grade levels in France visit the blog from Transparent Language entitled À l'École!: French and American Grade Levels Compared at http://blogs.transparent.com/french/a-lecole/) Since the ladictee.fr website is targeted toward elementary aged children, the language level works well for beginner and intermediate French L2 learners. Even though a dictée isn't what people would call a "communicative" activity, it does serve the purpose of helping students make connections between spoken language and written language, especially since French spelling is not phonemic. The site includes various dictées for each level, along with a PDF of the written text so student's can check their work. Doing dictées can help students improve their spelling, recognize spelling patterns, and learn to listen for cues in spoken speech that indicate whether the person is speaking in the plural or singular (often tricky in the French language). Note: When doing a dictée, students are focused on writing down what is said word for word, and NOT on comprehension. It would NOT be effective to give a student a dictée and then immediately ask them specific comprehension questions about what they just heard.
Access this resource: http://www.ladictee.fr/
If you're already thinking about what do in the Spanish class para el día de San Valentín, Teaching Spanish w/Comprehensible Input brings us a good project to incorporate a difficult grammar point, the subjunctive, into a cultural lesson. The lesson starts with a song to provide models of the use of the subjunctive with the phrase "quiero que tú..." and then gets students to create their own hearts using similar structures.
To access this resource go to http://palmyraspanish1.blogspot.com/2015/01/subjunctive-hearts-in-time-for.html
Alex Case posts a new lesson for UsingEnglish.com about making proposals and suggestions during business negotiations. He provides a vocabulary handout with useful phrases for making proposals and suggestions, along with an activity idea and worksheet for practice using them.
Access the PDF of this resource at http://www.usingenglish.com/files/pdf/business-english-making-proposals-suggestions-in-negotiations-game.pdf
Get students talking by using a "Conversation Box." Check out Miss-Linda's (an ESL teacher in NY) latest post about how to create and how to use a "Conversation Box" for your ESL classroom.
This blog post by Fisal, an EFL teacher and Fulbright Fellow with experience teaching Arabic as a Foreign Language, provides a short reading activity for Arabic students. It's a shortened version of an article about the Sharjah World Music Festival written in Arabic and includes comprehension questions in English with answers provided in Arabic. It also includes links to more information (in Arabic) about the festival and about the city of Sharjah (in English).
David Grubin's documentary Language Matters will air on PBS nationwide January 25th 6-8pm (for the complete airing schedule, visit http://www.languagemattersfilm.com/air-dates-times/). In addition to the airing of the documentary there will be many events held around the country (for the complete list of events, visit http://www.languagemattersfilm.com/events/)
As stated on the website:
"There are over 6,000 languages remaining in the world. We lose one every two weeks. Hundreds will be lost within the next generation. By the end of this century, half the world's languages will have vanished. The die-off parallels the extinction of plant and animal species. The death of a language robs humanity of ideas, belief systems, and knowledge of the natural world.
"...Language Matters was filmed around the world: on a remote island off the coast of Australia where 400 Aboriginal people speak 10 different languages, all at risk; in Wales, where Welsh, once in danger, is today making a comeback; and in Hawaii, where Hawaiians are fighting to save their native tongue."
For an article by kqed.org about the documentary and events, visit: http://ww2.kqed.org/arts/2015/01/22/slam-poet-bob-holman-tracks-endangered-languages-in-new-film/
For the documentary official website visit: http://www.languagemattersfilm.com/
In this article, Michelle Worgan discusses some strategies that teachers can use to encourage students to be responsible online, like setting good examples, providing sources, using information adequately and introducing them to the Creative Commons licenses.
Access the article at http://inspireyourlearners.blogspot.com/2015/01/digital-literacy-and-responsibility.html
The British Society for Middle Eastern Studies joint annual conference will take place June 24-26, 2015, at the London School of Economics' Middle East Centre.
BRISMES 2015 invites papers on any aspect of liberation – and they will also welcome papers on any other theme.
The organizers will include panels on as wide as possible a range of disciplines, including: politics, religious studies (Islam, and also other religions), history, law, economics, sociology, anthropology, literature, linguistics, geography, translation studies, and language teaching.
Deadline for submission of abstracts and panel proposals: 20 February 2015
Non-presenting conference participants are warmly welcomed and registration will open shortly.
More information at http://brismes2015.com/
Symposium on Dynamic Bilingualism
Friday, February 6, 2015
9:00 AM to 12:00 PM
Free Registration at: http://redcap.mercy.edu/redcap/surveys/?s=ZZjcUhfMW6
"The Literacy and Multilingual Studies Department of Mercy College in collaboration with the New York State Association for Bilingual Education (NYSABE) invite you to join the dialogue on using bilingualism as a resource for academic achievement. A provocative keynote address and a panel of educators will explore strategies, successes, and possibilities. The audience will be invited to ask questions and share challenges to move toward an improved and progressive educational approach for all emergent bilinguals."
Dr. Ofelia Garcia
International Scholar on Bilingualism
CUNY Graduate Center
Mercy Hall Rotunda
555 Broadway, Dobbs Ferry, New York 10522
For more information, email: email@example.com
You can view the flyer on their FaceBook page at: https://www.facebook.com/NYSABE/photos/a.331611997014769.1073741829.306274436215192/413107752198526/?type=1&theater
The 27th North American Conference on Chinese Linguistics
University of California, Los Angeles
April 3-5, 2015
As stated on the website:
The theme of the conference will be Integrating Chinese Linguistic Research with Language Teaching. Linguistic research and language teaching have generally been viewed as two separate types of academic endeavors, each with its own priorities and practices. While linguists have been preoccupied with uncovering patterns of language and building theories of language structure, rarely are they concerned with issues in language pedagogy. Language teaching practitioners, on the other hand, often encounter teaching and learning issues that are not readily addressed by theoretical linguistic research and find themselves in need of enriching their knowledge about the language for a better-informed pedagogy. The organizers believe that it is time now that the integration of the two strands of academic endeavors be prioritized, for a number of reasons: a) truly insightful linguistic findings should find their value in applications such as language teaching, b) it takes tremendous effort and time to translate research into practical language teaching, c) language teaching can raise fundamental questions for linguistic research, and finally, d) the proliferation of Chinese language learning and teaching at the global level demands increased linguistic effort and synergy for a deeper understanding of the language and better pedagogies for language teaching.
To find more information and register, visit http://chineselinguistics.org/Events/NACCL-27/index.html
15th Coloquio Anual de Literatura, Lingüística y Cultura Hispanoamericana y Peninsular
March 5-6, 2015
Contact Person: Juan Villegas
Meeting Email: firstname.lastname@example.org
Dra. Martha García (University of Central Florida)
Dr. Louis Imperiale (University of Missouri – Kansas City)
Podrán presentarse trabajos que traten sobre pero no se limiten a:
La lucha por la libertad
Cordura y locura
Realidad y ficción
El amor cortés
Literatura como herramienta educativa
Literatura infantil y juvenil
Influencia cervantina en la literatura latinoamericana
Análisis del discurso
Lenguas en contacto
Fonética y fonología
Hispanidad en los Estados Unidos
Proposals must by submitted by January 23, 2015.
Family Language Learning: Learn Another Language, Raise Bilingual Children
By Christine Jernigan
Published by Multilingual Matters
Family Language Learning is a practical guide designed to support, advise and encourage any parents who are hoping to raise their children bilingually. It is unique in that it focuses on parents who are not native speakers of a foreign language. It gives parents the tools they need to cultivate and nurture their own language skills while giving their children an opportunity to learn another language. The book combines cutting-edge research on language exposure with honest and often humorous stories from personal interviews with families speaking a foreign language at home. By dispelling long-held myths about how language is learned, it provides hope to parents who want to give their children bilingual childhoods, but feel they don't know where to start with learning foreign languages.
To look at the summary, review, and PDF of the Table of Contents visit the publisher's website at http://www.multilingual-matters.com/display.asp?isb=9781783092796
Gamify Your Classroom
By Matthew Farber
Published by Peter Lang Publishing Inc.
This book is a field guide on how to implement game-based learning and «gamification» techniques to the everyday teaching. It is a survey of best practices aggregated from interviews with experts in the field, including: James Paul Gee (Author, What Video Games Have to Teach Us about Learning and Literacy); Henry Jenkins (Provost Professor at University of Southern California); Katie Salen (Founder, Institute of Play); Bernie DeKoven (Author, A Playful Path); Richard Bartle (Bartle's Player Type Theory); Kurt Squire (Games + Learning + Society Center); Jessica Millstone (Joan Ganz Cooney Center), Dan White (Filament Games); Erin Hoffman (GlassLab games); Jesse Schell (Schell Games/Professor at Carnegie Mellon); Tracy Fullerton (University of Southern California Game Innovation Lab); Alan Gershenfeld (E-Line Media); Noah Falstein (Chief Game Designer, Google); Valerie Shute (Professor at Florida State University); Lee Sheldon (Author, The Multiplayer Classroom); Robert J. Torres (Bill & Melinda Gates Foundation), Asi Burak (President, Games for Change); Toby Rowland (MangaHigh); Jocelyn Leavitt (Hopscotch); Krishna Vedati (Tynker); and researchers at BrainPOP and designers from Electric Funstuff (Mission U.S. games). Each chapter concludes with practical lesson plan ideas, games to play (both digital and tabletop), and links to research further. Much of the book draws on the author's experiences implementing games with his middle school students. Regardless of your teaching discipline or grade level, whether you are a pre-service teacher or veteran educator, this book will engage and reinvigorate the way you teach and how your students learn!
Visit the publisher's website at: http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=80595&concordeid=312671
Find the book on Amazon at: http://www.amazon.com/Gamify-Your-Classroom-Game-Based-Epistemologies/dp/1433126702/ref=sr_1_1?s=books&ie=UTF8&qid=1421956468&sr=1-1&keywords=Gamify+Your+Classroom
A Multiliteracies Framework for Collegiate Foreign Language Teaching
By Kate Paesani, Heather Willis Allen, Beatrice Dupuy, Judith E. Liskin-Gasparro, and Manel E Lacorte
Published by Prentice Hall
To meet the goals of outlining a coherent pedagogical framework grounded in texts and the concept of literacy and of presenting this framework in an accessible manner for novice collegiate FL teachers, A Multiliteracies Framework for Collegiate Foreign Language Teaching is organized into eight chapters and an afterword. Each chapter reconsiders traditional components of introductory and intermediate FL instruction (e.g., grammar and vocabulary, speaking, reading) according to a literacy orientation. The authors start with a discussion of what is familiar to readers and then emphasize how each of these traditional components works in concert to contribute to the development of students' FL literacy.
Each chapter begins with an Overview that serves to introduce the topic and provide an outline of its contents. The Conceptual Background section summarizes essential research and outlines key concepts and is followed by Pedagogical Applications, which puts theoretical and conceptual knowledge into practice and provides instructional models and examples. The Final Considerations section summarizes the main points of a chapter before readers move on to the two application activities in Transforming Knowledge; one activity is a reflective journaling topic and the other a research topic. Finally, Key Resources and For Further Reading identify important references related to the topic of each chapter; the former provides annotations of the most important research on the topic, the latter does not. Each chapter additionally includes several Learning Activities intended to encourage readers to engage with and think critically about the chapter's content.
See more at: http://www.pearsonhighered.com/educator/product/Multiliteracies-Framework-for-Collegiate-Foreign-Language-Teaching-A/9780205954049.page#sthash.ANEP9nGf.dpuf
Find the book on Amazon here: http://www.amazon.com/Multiliteracies-Framework-Collegiate-Language-Teaching/dp/0205954049/ref=sr_1_1?s=books&ie=UTF8&qid=1421956440&sr=1-1&keywords=A+Multiliteracies+Framework+for+Collegiate+Foreign+Language+Teaching
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