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
The past decade has witnessed profound interest in the ways in which practitioners and researchers alike have considered digital games in the foreign language classroom (Sykes and Reinhardt, 2012). With intentioned application to classroom teaching, the potential benefits of the use of digital games to facilitate second language (L2) pragmatic acquisition remain. One key, fairly untapped, resource is existing communities surrounding various types of commercial games (Thorne, Black, and Sykes, 2009).
Popular commercial games offer access to online communities of players around the world. As such, discourse patterns, interactional strategies, and cross-cultural communication are critical, core activities of participation in games communities and offer learners the opportunity to engage in a variety of digital contexts. Teachers can leverage this potential through the use of activities that: (1) introduce learners to various types of pragmatic behaviors through salient and targeted observation, (2) enable leaners to analyze these behaviors in existing communities, and, eventually, (3) gain the skills necessary to participate in multilingual communities. Reinhardt and Thorne (2008) propose the Bridging Model, an approach designed to increase literacy and participation in attendant discourse communities. Their model targets five core objectives, and, while not only applicable to games and L2 pragmatics, it is highly relevant.
Their “advanced language proficiency goals intend to:
1. improve understanding of both conventional and internet-mediated text genres, emphasizing the concept that specific linguistic choices are associated with desired social-communicative actions;
2. raise awareness of genre specificity (why certain text types work well for specific purposes) and context-appropriate language use;
3. build metalinguistic, metacommunicative, and analytic skills that enable lifelong learning in the support of participation in existing and future genres of plurilingual and transcultural language use;
4. bridge toward relevance to students’ communicative lives outside of the classroom; and
5. increase student agency in relation to the choice, content and stylistic specifics of the texts contributing to the language learning process.”
- from Thorne and Reinhardt (2008, p. 566)
To reach these goals, Thorne and Reinhardt (2008) propose three instructional steps. First, during the Observation and Collection stage learners collect and observe relevant information, as made salient by the instructor. This step is followed by Guided Exploration and Analysis, in which learners are supported in detailed analysis of the target pragmatic behaviors. Finally, at the Creation and Participation stage they are encouraged to engage with the community in some way and, ideally, participate. While certainly not the only approach, commercial games and their attendant discourse communities offer one resource to promote L2 pragmatic development. For further information, sample lesson plans, and game reviews, see Games2Teach, a resource designed to support language teachers in the implementation digital games in the language classroom.
Sykes, J. & Reinhardt, J. (2012). Language at Play: Digital Games in Second and Foreign Language Teaching and Learning. Series on Theory And Practice In Second Language Classroom Instruction, J. Liskin-Gasparro & M. Lacorte, series eds. Pearson-Prentice Hall.
Thorne, S., Black, R., & Sykes, J. (2009). Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Games. Modern Language Journal, 93, 802-821.
Thorne, S. L. & Reinhardt, J. (2008). “Bridging activities,” new media literacies and advanced foreign language proficiency. CALICO Journal, 25, 558–572.
By Ben Pearson, University of Oregon graduate student in the LTS program.
Part 1 - Observation
Part 2 - Analysis
Part 3 - Extension
Find the Rules and Guiding Chart here
Julie Sykes (Co-Director, UO Chinese Flagship Program), Zhuo Jing-Schmidt (Co-Director, UO Chinese Flagship Program), and Li-Hsien Yang (Interim Coordinator, Chinese Flagship Program) from the University of Oregon attended The Language Flagship Annual Meeting, May 16-19, 2015, in Norman, Oklahoma.
Flagship Programs from all over the country gather annually to discuss best practices, receive annual updates on the program, and learn about new initiatives. Some highlights from this year include:
• The announcement of the Flagship Technology Innovation Center to be housed at the University of Hawaii. Congratulations to Dr. Julio Rodriguez and Dr. Madeline Spring who will lead the center!
• An update on the Flagship Proficiency Initiative currently underway around the country. Michigan State University, the University of Minnesota, and the University of Utah all discussed the results of proficiency testing at their institutions.
• K-16 collaborating partners presented on accomplishments and future directions. Dr. Sykes and Mr. Michael Bacon presented on current successes of Chinese Immersion Programs in Portland Public Schools and The Bridging Project, a future initiative targeting advanced learners a the secondary level.
• Networking and collaboration with colleagues from around the country!
Says Yang of the meeting, "I was really excited to attend this year's meeting. It was my first time to attend and a highlight from this year was meeting coordinators in the various Chinese Flagship Programs and building great connections. It was really nice to know what other institutions are doing."
For more about The Language Flagship Program see: http://www.thelanguageflagship.org/
Dr. Julie Sykes (Univ. of Oregon), Dr. Madeline Spring (Univ. of Hawaii), and Dr. Michael Nugent (DLENSO) present at the Flagship Technology Innovation panel.
If you are using the NCSSFL-ACTFL Global Can-Do Benchmarks, you are probably looking for more ways to smoothly integrate assessment into your instructional time. Here are two recent blog posts that can help.
First, from the Creative Language Class blog, “4 steps for smooth interpersonal assessments”: http://www.creativelanguageclass.com/whats-new/4-steps-for-smooth-interpersonal-assessments/
Second, from the Madame’s Musings blog, “Musings on assessing Interpretive Reading”: http://madameshepard.com/?p=629
Cherokee language now available on Google Android devices
May 13, 2015
The Cherokee language has gone digital.
The language of the Oklahoma-based tribe is now available for download on more than 20 Android devices, making the language more accessible to millions of Google smartphone and tablet users. The Cherokee language is also available on Apple and Microsoft products.
The Cherokee Nation’s Language Program department spent almost two years working with Google to translate more than 50,000 technology terms into Cherokee. The team developed a font to use on Android, Samsung Galaxy S6, Motorola Moto X and Google Nexus 6, and other devices.
Google Internationalization software engineer Craig Cornelius says the effort is part of Google’s plan to support world languages, including Cherokee, as fonts on electronic devices so Cherokee speakers can use their language in email, searches and texts.
Japanese Teaching Material Purchase Grant
This program is intended to assist educational institutions in the U.S. to purchase teaching materials (textbooks, audio-visual materials, dictionaries, teachers’ reference books, etc.) for their Japanese-language courses by providing financial support not exceeding $1,000.
Application deadline: September 15, 2015
For full details go to http://www.jflalc.org/grants-jle-materials.html
“Shiritori is a Japanese word game. Two or more players take turns to say a word that begins with the final kana of the previous player's word. The game ends if a player says a word ending with the kana ‘n’, as no Japanese words begin with a syllabic ‘n’, or if he/she can't think of another word.”
Read more about this word game in English and in Japanese and try it with your students: http://japanese.about.com/od/namikosbloglessons/a/lesson102.htm
The France Bienvenue website is run by cohorts of students at IUT at Marseille. Each year students make videos accompanied with transcripts and other support materials, intended for learners of French. This is a wonder source of listening material!
Explore France Bienvenue at https://francebienvenue1.wordpress.com/
Read a recent review of this resource at http://frenchteachernet.blogspot.com/2015/04/france-bienvenue.html
This section of Bonjour de France provides a lesson plan according to level based on the European framework (such as A1 or B2). As they state: “Vous êtes professeur de Français Langue Etrangère? Bonjour de France met à votre disposition une banque de fiches pédagogiques, prêtes à l’emploi, que vous pourrez utiliser avec vos étudiants. Vous avez envie de partager votre expérience et vos activités? N’hésitez pas à améliorer nos fiches et à nous faire parvenir les vôtres.” Some examples of lessons: Creating a French CV and Taking Notes in French.
Access this resource at http://www.bonjourdefrance.com/index/indexpedago.htm
This post from Madame Shepard describes a two-week project plan (including grading rubrics) where students pick an aspect of the Francophone world they are interested in, research it and teach what they learned to the class for a final grade.
Access this resource http://madameshepard.com/?p=585
Try using these two videos in your Spanish class to discuss some of the difficulties facing youth in Spain, such as not leaving home until later in life due to economic challenges. Included along with the two videos are listening handouts and a PowerPoint presentation.
Access this resource http://neiljones.org/2015/05/04/los-jovenes-espanoles-y-la-edad-de-emancipacion/
If you’re thinking of incorporating art in your Spanish classes, this is a great website featuring different famous artists and paintings with presentations or activities to go with them. In this example, we look at “La persistencia de la memoria,” by Salvador Dalí.
Here’s a text about the night of San Juan, widely celebrated in Spain on the night of June 23rd, the shortest of the year. Teachers could use it as a reading activity and come up with some comprehension questions.
To access the article go to http://blog.fedele.org/la-noche-de-san-juan-en-las-playas-de-valencia/
Do your ESL students want to learn some slang? What’s a snuggie? This recent song post from ABA English will help them learn and practice some slang. The website includes the song with lyrics and key vocabulary. Be sure to preview the song lyrics first to ascertain its appropriateness for your teaching context.
Speechyard has a collection of TV shows and movies that you can watch with subtitles. Select your L1 and then you can click on the English subtitles to get the definition of that word in your L1. If you sign up you can also add the selected word to a list that you can then study.
Access this resource http://speechyard.com/us/
What is the standard romanization used by North American libraries and the WorldCat library database, among others, for your non-roman script language? Find out by looking up the romanization tables provided by the Library of Congress for your language of choice.
Access this resource http://www.loc.gov/catdir/cpso/roman.html
Better Policy for Dual Language Learners was written by Conor P. Williams for New America and released in February 2015. It is the result of a convening of leading experts on dual language learners that took place in December 2014. The experts discussed these three questions: (1) What are the key best practices for dual language learner instruction, policy, and research?; (2) What are the areas of substantive agreement on best practices? How can we convert this into meaningful policy reform?; (3) Are there areas where dual language learner stakeholders substantively disagree to such a degree that it impeded progress?
This brief summarizes the convening event and synthesizes the core messages from the discussions that took place there.
Access this brief at http://www.newamerica.org/downloads/Better_Policies_For_DLLs.pdf
Do your students forget what they learned as soon as they learn it? Jeff Dunn gives some facts and some tips about preparing and presenting “sticky content”-- content that students are more likely to remember. “In a nutshell, sticky teaching is when you create and teach lessons that are memorable. They’re sticky. They’re going to be conveying ideas that students will actually (*gasp!*) remember after they leave the classroom.”
Access this article http://dailygenius.com/sticky-teaching-work/
The Northeast Modern Language Association will meet March 17-20, 2016, in Hartford, Connecticut, for its 47th annual convention and will feature approximately 400 sessions, as well as dynamic speakers and cultural events.
Session Proposal Deadline: May 29, 2015
Call for Papers Begins: June 15, 2015
Abstract Submission Deadline: September 30th, 2015
View the full call for papers at https://www.buffalo.edu/nemla/convention/cfp.html
“Common Core, World Readiness and Interculturality: The Passport to Global Leadership.”
UC Santa Barbara
July 17-July 22, 2015
Registration deadline: June 12, 2015
The California Language Teachers’ Association and The California World Languages Project’s 26th Annual Summer Seminar for Language Teachers will be held at the University of California, Santa Barbara July 17-July 22, 2015. The theme for this year is “Common Core, World Readiness and Interculturality: The Passport to Global Leadership.” Please register by June 12, 2015.
To learn more visit http://web.stanford.edu/group/CFLP/summerseminar2015.pdf
To register visit https://www.tfaforms.com/323776
Developing Literacy Activities for French and German: Materials and Methods from the Foreign Language Literary in the Everyday (FLLITE)
July 31, 2015
Glickman Center, the University of Texas at Austin
For more details go to http://www.utexas.edu/cola/centers/tlc/events/36893
The purpose of the ACTFL Research Priorities Project is to support empirical research on six priority areas that are currently critical to improving foreign language education. Proposals can initiate a new research study, support/expand a study under way, or explore an emerging research area that is connected to one or more Research Priority areas. The research grants are funded by ACTFL and the National Federation of Modern Language Teachers’ Association (NFMLTA) and the Modern Language Journal (MLJ).
The deadline for proposals is May 29, 2015.
Productive Foreign Language Skills for an Intercultural World. A Guide (not only) for Teachers
Edited by Michal B. Paradowski
Published by Peter Lang International Academic Publishers
The past two decades have created quantitatively higher and qualitatively different demands for foreign language skills. Learners’ needs, expectations and contexts of language use have undergone radical and far-reaching transformations. This collection of essays by experienced educators, teacher trainers and researchers from diverse linguistic, cultural and professional settings offers a fresh perspective on the aspects and ways of teaching skills which are crucial to contemporary language instruction, especially at the more advanced stages, but which have oftentimes been unjustly neglected in the classroom. The book discusses issues ranging from approaches to teaching, contexts of instruction, testing and assessment to curriculum development and technology in the classroom.
For more information on content and to order, go to http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=78594&concordeid=264879
The Language of Service Encounters: A Pragmatic-Discursive Approach
By J. César Félix-Brasdefer
Published by Cambridge University Press
Service encounters are ubiquitous in social interaction. We buy food and everyday items in supermarkets, convenience stores, or markets; we purchase merchandise in department stores; or we request information at a visitor information center. This book offers a comprehensive account of service encounters in commercial and non-commercial settings. Grounded in naturally occurring face-to-face interactions and drawing on a pragmatic-discursive approach, J. César Félix-Brasdefer sets out a framework for the analysis of transactional and relational talk in various contexts in the United States and Mexico. This book investigates cross-cultural and intra-lingual pragmatic variation during the negotiation of service. The author provides a broad review of research on service encounters to date, and analyzes characteristics of sales transactions, such as participants' roles, pragmatic and discourse functions of relational talk and address forms, the realization of politeness, and changes in alignment from transactional to relational talk.
• Examines face-to-face interactions in commercial and non-commercial service encounter settings, including the analysis of transactional and non-transactional talk
• Analyzes pragmatic and sociolinguistic variation, including linguistic, regional, intra-lingual, and gender variation
• Reviews and evaluates methods and techniques for the collection and analysis of corpus data in service encounters in naturalistic settings
To see the table of contents and order the book, go to http://www.cambridge.org/us/academic/subjects/languages-linguistics/discourse-analysis/language-service-encounters-pragmatic-discursive-approach?format=HB
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