Recent Activities of the Week

This activity was designed to support all language learners in the creation of specific, measurable goals to which they can be held accountable.  Though perfect for any classroom, this activity would be particularly useful for Facilitated Interdependent Language Learning contexts or other language self-study contexts. As such, instructions in this activity are written with the learner as the targeted audience.

Learning outcomes:
Learners will be able to:

• Write one or more SMARTER goals
• Self-monitor progress in working towards those goals

Mode(s): Varies depending on learner choice of goal

Materials: Goal Setting and Accountability video, Goal Tracker worksheet, scratch paper or a digital device for writing, drawing, etc., sticky notes

Procedure:

1. Think about a goal that you have set for yourself in the past. This goal could be academic, but it could also relate to any other part of your life. Reflect on how well you were able to achieve this goal – were you successful? Why or why not?
2. Next, reflect on the process of working towards this goal. What made your goal easy or difficult to achieve? What parts of the process were challenging or easy for you? Why? Keep your thoughts from these first two steps in mind as you continue this activity.
3. Watch the Goal Setting and Accountability video. Take a minute to think about the main points you remember from the video. You might consider…
   • Effective goals should be specific and measurable. You should know what it looks like once you’ve reached your goal.
   • Setting and achieving goals is a process.
   • Goals are dynamic and can be revised at any point.
4. Now, think about a language goal that you have for yourself. What do you want to be able to do? Picture how reaching this goal might impact your communication in the target language. Write down a few key words to describe these pictured outcomes or draw a picture digitally or on a piece of paper.
5. Write your goal down on the Goal Tracker worksheet.
6. Then, think through your goal according to the SMARTER model, filling in the letters S, M, A, R, T, E, and R on the worksheet. Use these guidelines as you work:
   • Specific: What do you want to be able to do and in what context?
   • Measureable: How will you measure success?
   • Attainable: Is this goal realistic for your needs, context and timeframe?
   • Relevant: Is this goal important to you and to what you want to be able to do with language?
   • Time-bound: How long do you want to spend on this goal? How frequently will you work on it?
   • Evaluation: Consistently check in on your goals! Are you making progress towards what you wanted to do? Is it still attainable at this moment?
   •  Reflection: Edit and readjust your goals as necessary! What went well, and what would you change? Would a different approach or timeline work better?
7. Now, rewrite your goal at the bottom of the worksheet, incorporating each SMARTER element.
8. To help you keep track of your progress towards your goal, write it down on a sticky note, and put it in a spot designated for goals (e.g., a wall, your mirror) that are in progress, or create a digital document to track your progress.  Make sure this is a spot that you will see often.
9. Keep track of your progress on this goal within your chosen timeline, and evaluate if you have been able to achieve it as planned. If you have not achieved it as written, or need to adjust your expectations, no problem. Just revise it as needed! Reflect on your progress and write down these reflections in the R section of the handout as you go.
10. Once you feel as though you have reached your goal, celebrate it! Move your sticky note to a “completed goals” section of your space or document. Remember to reflect on each of your goals once you feel like they have been achieved noting what went well, and what you would change if working on a similar goal in the future.

This activity was created to support learners studying Language for Specific Purposes (LSP) and was written with the learner as the intended audience. The activity entails observing who asks clarifying questions in the workplace and when and where they choose to ask them.  It was created for learners of all levels, and it would be particularly useful for Facilitated Interdependent Language Learning contexts or other language self-study contexts.

Learning outcomes:
Learners will be able to:

• Observe who asks clarifying questions, when these questions are asked, and how these questions are phrased
• Analyze trends they notice about who asks questions, when they are asked, and how they are phrased
• Brainstorm situations in which they would feel comfortable asking questions

Mode(s): Interpersonal, Presentational

Materials: Asking Clarifying Questions video, Question Exploration! handout

Procedure:

1. Watch the Asking Clarifying Questions video.
2. Then, look over the three questions for observing and analyzing questions on the Question Exploration! handout. Note that the handout is simple and should not require much writing to complete. To facilitate said writing, each of the following steps provides instructions about how to think through your answers to each of these questions:
   • Who asks clarifying questions?
   • When are these questions asked?
   • How are these questions phrased?
3. Think about an instance where a person, or multiple people, asked clarifying questions at work. In the “Who Asks Clarifying Questions?” section on the handout, check off this person or people. If you choose “other,” provide a title or description of who the person is, noting their role in the workplace. Use the notes section to record any additional information you find relevant, such as the relationship between the question asker and answerer.
4. Next, record the context in the “When are Questions Asked” section, either by checking off one of the given options, or by checking “other” and providing a brief description. Use the notes section to record any additional, relevant information about the context.
5. Finally, record how the question was phrased. In the notes section, write down information such as the words or vocabulary used in the question. You can also note the tone of voice used (if spoken), as well as any non-verbal communication (e.g., gesture, physical distance between interlocutors, etc.) or multimodal communication (e.g., visual input used in digital settings, such as emojis, reactions, or gifs).
6. Once you have finished recording your observations, analyze your data for patterns and record this analysis in section number two of the handout. Finding trends is more easily done if you have recorded information from multiple instances of questions asking. If you are looking at a single instance, on the other hand, see if you can analyze the factors that affected it, including interpersonal and relational factors like power, distance, and imposition (the severity of the situation).
7. Finally, based on your observations and analysis, think about situations where you would feel comfortable asking for clarification and record these in section three of the handout. Include as much specific information as you can, including who you would ask, the context in which you would ask, and how you might phrase your questions.

Notes:

• This exercise can be repeated multiple times, in order to gather more data, further explore any trends that you notice, or to look at how questions are asked in novel instances or by new coworkers or supervisors.

This activity was created to support learners studying Language for Specific Purposes (LSP). The activity entails noticing and applying typical communicative patterns in a workplace situation.  It was created for learners of all levels, and it would be particularly useful for Facilitated Interdependent Language Learning contexts or other language self-study contexts. As such, the instructions are provided with the learner as the intended audience.

Learning outcomes:
Learners will be able to:

• Identify two or more instances of a communicative situation they want to observe
• Compare and contrast their identified instances
• Articulate and explain their own communicative preferences as they relate to the situation

Mode(s): Any (depending on learner’s choice of situation)

Materials: How Do I Decide What to Observe? video, Observation Journal handout

Procedure:

1. Watch the How Do I Decide What to Observe? video.
2. Then, think of a specific situation at work that you want to observe to learn more about. You may choose to learn about grammar and vocabulary, the way words and phrases are articulated, or other contextual factors at play. For example, you may look at how an email to your project team is worded, pay attention to how your colleagues handle or negotiate disagreements in meetings, or look at how supervisors give feedback. The situation that you choose should be one that is meaningful to you and your interactions with others at work, where examining the linguistic and social patterns used can help you when you encounter similar situations. This should be a situation that you can observe two or more times.
3. On your Observation Journal handout, write down the situation you have chosen. Then, write down what you observe about the following:
   • Context - include power (which communicator gets to make the decisions?), distance (how close is the relationship between the people communicating), and imposition (how large of a request for attention, time, or other resources is the communication?).
   • Consider either the vocab/grammar required OR how people interact. What linguistic or interpersonal information is needed to communicate effectively in this situation? If you are observing written correspondence, you may copy and paste the correspondence on the handout. If you are observing spoken interactions, take notes on what you notice. Your notes might include information about who is interacting, what words and phrases they use, and what body language or gestures they use. Other interpersonal or cultural factors to note include who initiates and ends conversations, who asks questions, whether the speakers take turns or overlap when talking, how close they are to each other when speaking, and what marking of formality are used (honorifics, bowing, etc.).
4. Record this information for at least two different instances of your chosen situation.
5. After you have recorded multiple observations of your situation, compare your records. Use these questions to guide your comparison:
   • Are there any patterns that emerge in the words and grammar used?
   • Are there any patterns you notice in the length or detail of what is written or said? For example, are there grounders (explanations)?
   • Are there patterns in how people write or speak based on their relationship(s) to each other? For example, do individuals disagree with a person in position of relative power?
6. Finally, take some time to think about how you would handle a similar situation. Would you follow any of the patterns you noticed in your observations? Why or why not? Write down your thoughts on the handout. 

Notes:

• In Step 5, the goal is simply to notice if there are consistent ways that people tend to communicate in your situation. If you do not see any specific patterns, that is okay too! Instead, think about why this may be the case. Is there a wide variation in how different individuals communicate in this situation? Are multiple ways of communication that are considered appropriate for the situation? Why do you think this is? Or, do you just need to observe more before you can draw conclusions?
• As an additional exercise, imagine what possible outcomes there might be if you choose not to follow any patterns or norms you observed. What might the impact be on workflow, or your relationships to coworkers or supervisors? Would you need to explain your communicative choices using metapragmatic language (ie. explicitly explaning what or how you were trying to communicate), or do repair if miscommunication happens?

by Masaki Eguchi, CASLS Graduate Assistant

In this activity, learners will conduct a simple needs analysis for their own language learning. This activity was designed for learners of all levels, but is likely especially useful for learners engaging in self-directed learning or studying language for specific purposes. As such, these activity instructions were written with the learner as the audience. However, the activity can be adapted to a classroom or community learning context.

Learning outcomes:
Learners will be able to:

• Identify one or more specific language use domains where they will use the target language (e.g., Spanish for providing medical services)
• Identify one or more workplace tasks in which a language plays a key role in communication (e.g., listening to patients discuss their symptoms)
• List one knowledge goal that allows them to accomplish the identified communicative task
• List one analysis goal that allows them to accomplish the identified communicative task

Mode(s): Any (depending on the learner’s goal)

Materials: How Do I Know What I Need? video, Language Needs Inventory handout, devices with internet access

Procedure:

1. Watch the How Do I Know What I Need? video. As you watch, take note of what aspects of language the Knowledge and Analysis quadrants of the IPIC model refer to, as explained in the video.
2. Next, fill out Step 1 of the Language Needs Inventory handout to check your understanding of the Knowledge and Analysis components of IPIC model.
3. Then, fill out Step 2 of the handout. First, identify one target language that is relevant to your work or educational context. Then, brainstorm the language use domain (the general context you will use the language in).
4. Fill out Step 3 of the handout with one or more situations where you use or anticipate using the target language. For this step, think about specific situations within your general context. These situations should be more detailed and specific, and should include information such as who is involved and what information needs to be communicated. For example, in a medical clinic context, possible situations could include using appropriate greeting sequences with patients or asking clarifying questions to better understand patients’ verbal descriptions of their ailments. If helpful, you may write down more than one of these situations.
5. Next, fill our Step 4 of the handout, using one of the situations you identified in Step 3. What Knowledge and Analysis information will you need to know or learn to be able to communicate in this situation? Write these down under My Knowledge Goals and My Analysis Goals.
6. As you fill out the handout, you may find that you wish to revisit your answers in previous sections. That is okay! You may wish to complete the Steps 3 and 4 multiple times, either to refine your answers or to map out what you will need to know for more than one specific situation.
7. Finally, take a few minutes to think about what successful communication in your specific situation(s) would look like to you. Do you want to project your professional competence to clients you would interact with? Would you like to put patients at ease by inserting some humor in the conversation? How would you know if your interaction is successful in the way you've defined?

Notes:

• Bonus step (on the handout): Observe real-world examples of the communication in your identified situations from Step 3 by observing communication in your workplace context, or a similar context, or by looking for video or audio examples for this situation online. Once you have observed the interaction(s), revisit your Knowledge and Analysis goals. Is there anything you would change or add for either category?

This activity was created to help learners consider what expectations about politeness orientation, or group/individual orientation, they might find in their specific work or educational context. It was created for learners of all levels, and would be particularly useful for Facilitated Interdependent Language Learning contexts and other language self-study contexts. As such, the instructions are written as if the learner were the audience of this document.

Learning outcomes:
Learners will be able to:

• Define politeness orientation
• Identify sample utterances in the target language that favor +politeness orientation (group) or -politeness orientation (individual)

Mode(s): Interpersonal

Materials: Introduction to Language for Specific Purposes video, Politeness Orientation video, How to Orient Language at Work puzzle, Politeness Orientation Sort handout (choose English, Spanish, Chinese, or Japanese)

Procedure:

1. First, begin to unlock what politeness orientation is about by completing the How to Orient Language at Work puzzle.
2. Next, verify your answers by watching the Politeness Orientation video.  Jot down two things that surprised you or you found interesting. Then, write one way you think politeness orientation might impact communication in a workplace setting.
3. Then, watch the Introduction to Language for Specific Purposes video. As you watch, think about what you wrote down in Step 2. Would you know what phrases are more indicative of a +politeness orientation (group) or a -politeness orientation (Individual)?
4. Test your knowledge by deciding which Politeness Orientation Sort handout you would like to complete: English, Spanish, Chinese, or Japanese. If your L2 is one of these languages, complete the handout in that language. If your L2 is another language, you can complete the handout in English or brainstorm equivalent or similar phrases in your L2 (with an expert speaker is ideal).

Notes:

• Next Steps (to be completed at another time): Investigate the workplace context of your choosing to see if the communication trends have more of a +politeness orientation (group) or a -politeness orientation (individual). Some sources to investigate include expert speakers, travel blogs, and YouTube videos. Note that your answers may be dependent on the workplace context. For example, you would likely expect more -politeness orientation in a clinic in Taiwan than in a business meeting. If you can’t find clear answers, do not worry! Use the trends you see in the utterances from your word sort as your guide as you have more opportunities to observe the target language in practice as you continue your studies.
• Find an answer key to the How to Orient Language at Work puzzle here.

This activity helps learners brainstorm factors that will help them decide which language they wish to learn. It was created for learners of all levels, and it would be particularly useful for Facilitated Interdependent Language Learning (FILL) and other self-study contexts.

Learning Outcomes:
Learners will be able to:

• Explain the relationship between personal interests and goals
• Write one SMARTER goal
• Identify at least one language they can learn to achieve their SMARTER goal

Mode: Interpretive, Presentational, Interpersonal

Materials: How Do I Pick Which Language to Learn? video, Choose Your Next Language Adventure! handout, devices with internet access

Procedure:

1. First, learners will watch the How Do I Pick Which Language to Learn? video.
2. Then, learners will use the Choose Next Your Language Adventure! handout to create a mind map of their interests. These can be subjects in school, hobbies, sports, performing arts, etc. and/or communication goals (such as travel to a specific city, get a job, talk to a specific person, etc.). One way to organize their mind map is to draw bubbles, write their interests and goals in these bubbles, and draw lines to show how these bubbles connect to each other. A blank mind map template is provided on the handout as an example, but learners can draw their own in whatever way makes sense to them.
3. Next, learners will compare the interests and goals they identified, notice what differences there are between an interest and a goal, and write their thoughts on question 2 of the handout. For example, they might say that interests are general topics or activities that one is excited about, while goals are specific objectives that one can work towards.
4. Once learners have identified the properties of a goal, they will write their own language learning goal in question 3 of the handout. This will be a SMARTER goal, so learners will need to think about, and then articulate, how this goal is specific, measurable, relevant, and time-bound. The will also think about how it includes evaluation and reflection.
   • Learners can reference the following materials for tips on goal setting:
     • Needs-Based Goal Setting video
     • Beyond Proficiency: Setting Goals video  
     • Why Set Goals? online microlesson
5. Once learners have written their goal, they will think about which language or languages will help them work towards it. If they are not sure which language(s) are applicable, they can research world languages using an internet-connected device. Once they have identified an applicable language (or languages), they should note this in question 4 of the handout, along with the reason(s) why they think the language fits their goal.

Notes:

• Learning environment: Learners can complete this activity on their own, or as a part of a class or group led by an instructor.
• Guessing game option: If learners are working as a part of a class or group, and if time allows after they have completed the handout, they can work in groups of 3-4 to play a “Guess which language?” game. To play, each learner will read their goal to their peers, and the rest of the group will guess which language that learners identified as useful for this goal. If groups need visual support for guessing languages, or if it aligns with curricular needs, they can point to regions on a world map that correspond with populations who speak the language. Alternatively, they can point to the flags of countries where the guessed language is spoken. Once the group has either guessed correctly or run out of guesses, the reader will confirm or reveal their chosen language and tell the group why they have identified this language as pertinent to the goal.

by Cameron Teubner-Keller, CASLS Student Worker

This activity introduces the concept of multiculturality through the lens of holiday celebrations and food. It was created for Intermediate learners.

Learning Outcomes:
Learners will be able to:

• Identify manifestations of multiculturality in their lives
• Summarize important information about a holiday including when, where, by whom, why, and how it is celebrated
• Compare and contrast holidays

Mode: Interpersonal, Interpretive

Materials: What Does Multicultural Mean? video, Multiculturality: Holidays handout, books or devices with internet access for researching holidays

Procedure:

1. First, introduce learners to the concept of multiculturality by having them watch the What Does Multicultural Mean? video. Afterwards, ask learners to discuss in pairs what they learned from the video and to create a list of 2-3 ways multiculturality might be present in their own lives (foods, holidays, traditions, media, language, etc.).
2. Next, give learners the Multiculturality: Holidays handout. On this handout, there will be a list of holidays from different cultures. Have learners work in groups of 3-4 and discuss which of these holidays they’ve heard of before and to sort them in the table in Part A of the handout.
3. On Part B of the handout, learners will summarize important information about 3-5 holidays. They should be encouraged to research what they do not yet know. Especially for Intermediate Low learners, teachers are encouraged to help provide search terms in the target language.
4. Next, learners should form new groups to complete Part C of the handout. They will compare and contrast the holidays they documented on Part B on a mind map.
5. Finally, bring the whole group back together. As an exit ticket, ask learners to write a sentence or two reflecting on which holidays they know are celebrated in a single community.

Notes:

• There are a variety of holidays to choose from. Teachers are encouraged to adapt the list to holidays that are celebrated by the local community.

This activity introduces the benefits of multilingualism to elementary learners. It includes a variety of languages (Africaans, Duch, Gaelic, German, Hebrew, Portuguese, Spanish, Swahili, and Swedish).

Learning Outcomes:
Learners will be able to:

• Define multilingualism
• Identify one benefit of multilingualism
• Use holiday greetings in various languages to complete an activity

Mode: Interpersonal, Interpretive

Materials: What is Multilingualism? video, Holiday Greetings Handouts

Procedure:

1. Introduce multilingualism to learners by sharing the What is Multilingualism? video.
2. At the end of the video, ask learners to brainstorm all of the languages spoken by the people that they know. Include the languages spoken by famous people as well. For example, Dwayne “The Rock” Johnson is reportedly proficient in Samoan and Tagalog. You may also choose to mention people who speak multiple languages that are important to the local community.
3.  Optional: Next, ask learners to draw an image of one of the people brainstormed and include reasons why that person might have chosen to/happened to have learned more than one language. Alternatively, if learners are old enough to write, they can write a short diary entry from the perspective of one of the brainstormed people in which they reflect on why it’s great to be multilingual.
4. To build learners’ own multilingual skills, provide them with the Holiday Greeting Handouts. On the first page, they will see a series of elves speaking in various languages. On the second page, they will use the map to decipher what type of phrase each of the elves is saying in the other languages (Note: The bolded letter from each phrase corresponds with the countries on the map. When put together, the bolded letter that corresponds with each country spells out “Greetings”).
5. Next, review each of the greetings with learners. Display them on the screen and guess how to pronounce each of them. Then, use Google’s pronunciation tools on Google Translate to check the standard pronunciation of each phrase. For reference, the phrases are listed below.
   • Ein frohes fest [A joyous holiday - German]
   • Feliz Navidad [Merry Christmas - Spanish]
   • Habari gani [What’s the news? (Kwanzaa greeting) - Swahili]
   • God fortsättning [Happy holiday continuation (the weeks after Christmas and New Year) - Swedish]
   • Nollaig shona dhuit [Merry Christmas - Gaelic]
   • Een gelukkig nieuwjaar [Happy New Year - Dutch]
   • Geseënde Kersfees [Merry Christmas - Afrikaans]
   • Chag sameach (חַג שָׂמֵחַ) [Happy Holiday - Hebrew]
   • Feliz Natal [Merry Christmas - Portuguese]
6.  Ask each learner to pick a favorite phrase and greet three friends. Each time friends greet one another, they should try to guess the language their partner is speaking.

Notes:

• There are a variety of holiday greetings to choose from. This activity could easily be adapted to other greetings or languages.
• The Google tools featured in Step 5 showcase standard pronunciation, but educators are encouraged to use and celebrate alternate pronunciations when they are aware of them. For older learners, this activity would also be a great point of departure for researching other pronunciations and/or terms that may be more common in specific communities in the target language.

This lesson introduces language learners to what reflection entails and how it can help them reach their goals. It is appropriate for all language learners, especially those just beginning with LinguaFolio, LinguaFolio Online, and the new resources offered by LinguaGrow. As an important note, the materials for this lesson are in English. Those teaching a different language may wish to use this module as homework. However, all teachers are encouraged to consider incorporating it in class since reflection is critical for growth, and the module should only take 10 minutes to complete.

Learning Outcomes:
Learners will be able to:

• Define reflection
• Identify ways reflection can be beneficial for their learning
• Choose one or more approaches to reflection they feel would be most useful for their learning

Mode(s): Not applicable

Materials: EdApp micro lesson

Procedure:

1. Either individually or as a group, begin the EdApp micro lesson.
2. As learners watch the video on Slide 3 of the lesson, have them listen for any characteristics or benefits of reflection mentioned that they find particularly useful or relevant to their own learning contexts. They can record their thoughts on their own or in the text box on Slide 4. If learners are working in a group, have them compare their thoughts with those of their peers before proceeding.
3. Either individually or as a group, learners will complete the interactions in EdApp that follow (through Slide 11), including watching the second video on Slide 9.
4. As learners look at the example reflection templates on Slide 12, ask them to choose one or more that they think are particularly useful for their classes or for how they learn. What is it about this template or templates that are useful? When would they use them? They can record their answers on Slide 13 or discuss them with their peers if they are working in a group.
5. With their chosen reflection templates in mind, have learners consider the questions on Slide 14. Did they think about these three points when choosing their preferred templates? Would they change anything about the templates they chose given the questions?
6. Have learners complete the remaining slides, including the self-reflection question on Slide 15.
7. Finally, ask learners to share one takeaway from the lesson.

Notes:

• Though this lesson is written with a synchronous learning context in mind, EdApp lessons are perfect for learner self-study. In lieu of introducing the lesson during instructional time, educators may prefer to have learners complete the lesson at their leisure.
• If learners will be using LinguaFolio Online, they can learn how the platform helps them reflect by watching How Do I Reflect on My Evidence in LFO?.

This lesson supports language learners in sleecting meaningful evidence samples to include in their portfolios.

Learning Outcomes;
Learners will be able to:

• Consider the role of feedback when selecting evidence samples for one's portfolio
• Consider the role of personal relevance when selecting evidence samples for one's portfolio.

Mode(s): Not applicable

Materials: EdApp Lesson

Procedure:

1. Either individually or as a group, begin the EdApp Micro lesson.
2. As a group, watch the video on Slide 3.
3. Individually, learners will complete a series of activities on Slides 4-9 in which they revisit the main ideas from the video on Slide 3. Specifically, they will demonstrate understanding of personal relevance as it pertains to evidence selection. They will also draw connections between the most appropriate evidence types for desired feedback scenarios.
4. On Slide 10, learners will complete a self-reflection about the module.
5. Learners will review a summary of the lesson on Slide 11.

Notes:

• Though this lesson is written with a synchronous learning context in mind, EdApp lessons are perfect for learner self-study. In lieu of introducing the lesson during instructional time, educators may prefer to have learners complete the lesson at their leisure or as the home learning component of a blended learning approach.
• If learners will be using LinguaFolio Online to collect their evidence and show what they are able to do with the target language, they can review the following two videos to learn all about the LFO evidence upload process: How Do I Upload Evidence?, Using Advanced Upload Features.

This lesson introduces language learners to the purpose goal setting. It walks learners through the reasons for setting goals, how to think through the steps needed to get to those goals. It is appropriate for all language learners, especially those just beginning with LinguaFolio, LinguaFolio Online, and the new resources offered by LinguaGrow.

Learning Outcomes:
Learners will be able to:

• Explain the purpose of setting goals
• Explain the differences between short-term and long-term goals, and how these two types of goals work together

Mode(s): Not applicable

Materials: EdApp Lesson

Procedure:

1. Either individually or as a group, begin the EdApp lesson.
2. As a group, watch the first four minutes and forty-four seconds (4:44) of the video segment featured on slide 3 of the lesson. This segment will discuss how goal setting helps learners focus on their chosen goal, pay less attention to failure, and ultimately learn more.
3. Either individually or as a group, learners will complete the interactions in EdApp that follow the video segment.
4. On Slide 6, have learners think about and write down each step (smaller goal) that would help them reach the end goal in the example given (buying a car). Learners can record their ideas in the EdApp module, or write them down elsewhere digitally or on paper.
5. As a check for understanding after learners have reviewed Slide 9, ask them what the differences between short- and long-term goals are. What purpose does each of these types of goals serve? How do short- and long-term goals fit/work together when one wants to achieve something?
6. Then, ask learners to identify how setting goals can help them learn. Review the summary slide (Slide 10) with them and ask them if they would add any ideas to the list on the slide.

Notes:

• Though this lesson is written with a synchronous learning context in mind, EdApp lessons are perfect for learner self-study. In lieu of introducing the lesson during instructional time, educators may prefer to have learners complete the lesson at their leisure.
• If learners will be using LinguaFolio Online (LFO) to set goals and track their progress, they can get started by watching videos to learn how to Sign Up for a LFO accounts, Log In to their accounts, and Update their account profiles.

This lesson introduces language learners to the purpose of portfolios. It offers an overview of what they are, as well as outlines the different phases of reflective practices. It is appropriate for all language learners, especially those just beginning with LinguaFolio, LinguaFolio Online, and the new resources offered by LinguaGrow.

Learning Outcomes;
Learners will be able to:

• Explain the purpose of language learning portfolios
• Identify the phases of ongoing reflective practice

Mode(s): Not applicable

Materials: Language Learning Portfolios Overview Video, EdApp micro lesson

Procedure: 

1. Either individually or as a group, begin the EdApp micro lesson.
2. Watch the first video segment featured in the lesson (Slide 3) as a group. This segment will offer an overview of the purpose of language learning portfolios.
3. Either individually or as a group, learners will complete the interactions in EdApp that follow the first segment.
4. As a group, watch the second video segment featured in the micro lesson (Slide 8). Then ensure that all learners can see Slide 9, the screenshots from the vision board image. Provide five minutes for the learners to discover the phases of ongoing reflective practice that are hidden in the screenshots.
5. Learners will verify their answers by completing the interactions on Slide 9 in EdApp.
6. Finally, watch the last segment of the video in EdApp (Slide 10). Either individually or as a group, instruct learners to complete the remaining interactions.
7. As a final check for understanding, ask learners reflection questions about the summary slide (Slide 14) in EdApp. Specifically, ensure that they articulate their ownership in ongoing reflective practice, can summarize the purpose of language learning portfolios, and can articulate the four phases of the SPAR Model.

Notes: 

• Though this lesson is written with a synchronous learning context in mind, EdApp lessons are perfect for learner self-study. In lieu of introducing the lesson during instructional time, educators may prefer to have learners complete the lesson at their leisure.

Welcome to week five, the final week of the CASLS Greatest Hits Challenge! Whether you’ve been playing along since week one or are just starting this week, grab your Greatest Hits Bingo card and play along!

This week’s Greatest Hits video is What is Pragmatics?: Intercultural Pragmatic Interactional Competence Overview. Pragmatics is the study of language and the way that we interpret and communicate meaning. Studying pragmatics in a second language, for example, can include exploring strategies for delivering a sincere apology or request, exploring how social status (power) or social distance (closeness) influences language choices, discovering how to signal when one is ending a conversation, and much more! Studying pragmatics in your L2 can help you both understand more about the cultures and places where the target language is spoken and ensure you communicate the meaning you intend.

Here’s how to play:
First, watch this week’s video.

Then, reflect on some similarities and differences in the ways one typically communicates meaning in your L1 versus in the language you are studying. In particular, think about:

1. What strategies (e.g., including explanations) for apologizing or requesting do I use in my L1 that I may not use in my L2? Do I know what strategies are common in my L2?
2. How collective is my L2 compared to my L1? Do I understand politeness?
3. How do I talk, sign or write to someone who is in a position of power in each language (e.g. a teacher, a boss, etc.)? Is it different from how I would interact with a peer, friend, or classmate?
4. Does the closeness of a relationship affect how I interact with others? Would I interact differently with someone I am close to versus with someone I do not know well?
5. Does the size or importance of the situation affect how I communicate in either language? Is what I say, sign, write, or do different in a situation of minor importance versus one of great importance?

Next, pull out your Bingo card and explore this week’s activities. Complete one or complete all five - it’s up to you!

Choose from:
1. Politeness
2. Power
3. Social Distance
4. Imposition
5. Intercultural Pragmatic Interactional Competence Measure (IPIC) in Practice

Remember, complete any five activities in a row (horizontal, vertical, and/or diagonal) to win! Also, if you find these videos to be beneficial, don't forget to subscribe to our YouTube channel!

When your card is completed, email us a copy of it info@uoregon.edu with “Greatest Hits Challenge” in the subject line, and we will mail you a prize!

Note: Educators, are you looking for a pre-made activity to go along with this week's Bingo card videos? Find selected activities here: Politeness Orientation Predictogram, Power and Communication, Social Distance and Textbooks, Rank of Imposition, and Getting Started with IPIC.

Welcome to week four of the CASLS Greatest Hits Challenge! It’s not too late to participate, so download your Greatest Hits Bingo card and play along!

This week’s Greatest Hits video is More than Words: Introduction to Multimodal Communication. Humans rely on a wide variety of auditory, visual, and cultural information to convey meaning, in addition to the words we use. These multiple ways, or modalities, of conveying information can include gestures, tone, rhythm, images, and much more. Viewing communication as multimodal opens up many more tools for creating and understanding meaning. Simply put, all the information one sees and hears can more context to the words used.

Here’s how to play:

First, watch this week’s video.

Then, choose one interaction in the target language to examine. This could be a conversation you had with a friend or acquaintance, a short passage from a book or textbook, a social media post, or even a meme. Look for multimodal information in this interaction using these guiding questions:

1. What visual information do you see? Are there images or emoji?
2. What auditory information do you hear? Is the speech fast or slow, loud or quiet? Is there laughter or other non-verbal sounds?
3. What body language or gestural cues do you see? What expressions do people have on their faces? What movements or gestures do they make?
4. What written information do you see? What do you understand? What do you need to investigate more?
5. What cultural information do you notice? Is there anything you see, read, or hear that is specific to the cultural context of the interaction?

Next, pull out your Bingo card and explore this week’s activities. Complete one or complete all five - it’s up to you!

Choose from:

1. Play A Digital Game
2. Use an App in the Target Language
3. Make a Holiday Card
4. Text with a Friend
5. Post with Hashtags

Remember, complete any five activities in a row (horizontal, vertical, and/or diagonal) to win!

When your card is completed, email us a copy of it info@uoregon.edu with “Greatest Hits Challenge” in the subject line, and we will mail you a prize!

Note: Educators, are you looking for a pre-made activity to go along with this week's Bingo card videos? Find selected activities here: Using Digital Games for Learning, Mobile Apps: Adapting Sentences in the Wild, Texting and Connecting: Developing Boss-level Messaging Skills, and Hashtags in Action.

Welcome to week three of the CASLS Greatest Hits Challenge! Whether you have been participating since week one, or are just starting now, download your Greatest Hits Bingo card to play along!

This week’s Greatest Hits video is What is Intercultural Communicative Competence?. Intercultural Communicative Competence, or ICC, refers to the ability to communicate effectively and dynamically with people from different cultures. This concept goes beyond simply understanding the vocabulary and grammar of a language. Further, it entails more than knowing information about the culture(s) where that language is spoken. From an ICC lens, being able to interact with others effectively and dynamically includes building awareness of how a myriad of cultural and interpersonal factors impact communication. This awareness should be used when negotiating meaning and building relationships with others.

Here’s how to play:
First, watch this week’s video.

Then, choose one language function in your target language that you want to explore using the Observe, Analyze, Practice, and Extend routine from the video.

Use the questions below to guide your exploration:

• Observe - Where and when is the function used in the target language?
• Analyze - What patterns do I see in examples of this function?
• Practice - Where can I use this function in my own language learning?
• Extend - Are there other words or phrases I want to learn that are associated with this function or the situations in which it is used? What other communicative or interpersonal factors influence the use of this function?

Next, pull out your Bingo card and explore this week’s activities. Complete one or complete all five - it’s up to you!

Choose from:

1. Use Idiomatic Expressions
2. Compare and Contrast Ads
3. Summarize a Video with a Friend
4. Observe Discourse Markers
5. Decode Hashtags

Remember, complete any five activities in a row (horizontal, vertical, and/or diagonal) to win!

When your card is completed, email us a copy of it info@uoregon.edu with “Greatest Hits Challenge” in the subject line, and we will mail you a prize!

Note: Educators, are you looking for a pre-made activity to go along with this week's Bingo card videos? Find selected activities here: Use Idiomatic Expressions to Improve Writing, Summarizing What You Heard, Observe Discourse Markers, and Hashtag It! Tips for Decoding Hashtags.

Welcome to week one of the CASLS Greatest Hits Challenge! Download your Greatest Hits Bingo card and play along.

This week’s Greatest Hit video is Why Learn a Language? From gaining problem-solving skills,  to increasing creativity and flexibility, there are so many reasons to learn a language!

Here’s how to play:

1. First, watch this week’s Greatest Hits video.
2. Then take a minute to reflect - what are your reasons to learn a language? Are your reasons internally- or externally-motivated? Are they the same reasons now as they were when you started learning, or have they changed over time?
3. Next, pull out your Bingo card and dive in to this week’s activities. Pick a video to watch; each one will outline an activity you can do in the language you are learning. Then attempt the activity it describes. You can complete one or complete all five - it’s up to you!

This week, choose from these videos:
1. Draw Your Goal
2. Vision Board
3. Write a SMART Goal
4. Word of the Day Calendar
5. Make a Meme

4. Remember to mark off the activities you complete on your Bingo card once you have finished them.
5. Complete any five activities in a row (horizontal, vertical, and/or diagonal) to win!
6. When your card is completed, email us a copy of it info@uoregon.edu with “Greatest Hits Challenge” in the subject line, and we will mail you a prize!

Note: Educators, are you looking for a a pre-made acitivity to go along this week's Bingo card videos? Find prewritten activities here: Draw Your Goal, Make a Vision Board, Make a Word of the Day Calendar, Make a Meme

Welcome to week two of the CASLS Greatest Hits Challenge! Download your Greatest Hits Bingo card and play along.

This week’s Greatest Hits video is What is Human Communication? While all living beings communicate with each other, how humans communicate is distinct for a variety of reasons! Watch the video to discover eight qualities that differentiate human language from other types of communication.

Here’s how to play:

1. First, watch this week’s video.
2. Then take a minute to think about the eight reasons that mark human communication as different from other types of communication (arbitrariness, displacement, duality, productivity, prevarication, reflexivity, discreteness, and creativity). Choose one of the eight reasons, and then think of, or jot down, a few examples of the types of information this reason allows you to communicate.
3. Next, pull out your bingo card and explore this week’s activities. Complete one or complete all five - it’s up to you!

Choose from:
1. How to Use a Dictionary
2. Make a Word Map
3. Word Games
4. Connect Sounds and Written Language
5. Use Visuals to Help You Read

Remember, complete any five activities in a row (horizontal, vertical, and/or diagonal) to win!

When your card is completed, email us a copy of it info@uoregon.edu with “Greatest Hits Challenge” in the subject line, and we will mail you a prize!

Note: Educators, are you looking for a pre-made activity to go along this week's Bingo card videos? Find selected activities here: Do I Need to Use a Dictionary?, Connecting Sounds to Written Language

This short (roughly 10-15 minute) activity is proficiency-agnostic and was created to help learners reflect on their strengths. It would be useful when starting a new school year or grading period. Instructions indicate implementation during group time, but this activity would be wonderful in a flipped context. For example, learners could complete Steps 1-5 (other than group shares) at home and share their visual reminders (Step 6) in class as a warm-up activity the following day.

Learning Outcome(s):
Learners will be able to:

• Reflect on and identify their strengths as a language learner.
• Use their strengths to set goals for handling challenges as they arise.

Mode(s): Not applicable

Materials: Pay Attention to Your Strengths Video, Strength Inventory, a video of errors in a domain relevant to curricular needs

Procedure:

1. Show learners one to two minutes of video with a lot of mistakes in whatever domain is culturally appropriate and aligns with curricular needs. For example, if studying sports, you might show them a video similar to this one in the target language. 
2. As a group, talk about how one should react to those mistakes in order to be successful. Then, show learners the Pay Attention to Your Strengths Video. 
3. Provide learners with the Strength Inventory. Ask that they complete Step 1 individually.
4. As a whole group, share the strengths that learners identified.
5. Give learners five to seven minutes to complete Steps 2 and 3 on the Strength Inventory. In these steps, they will describe a moment in which they made a mistake in the target language (big or small) and how their strengths could have helped them respond. They will use this reflection to set a goal for responding to similar situations in the future.
6. Give learners three minutes to complete Step 4 on the Strength Inventory. In this phase, they will create a visual reminder of the goal identified in the previous step.

Notes:

• Remember to revisit learners' goals with them periodically!

This activity was created for Novice learners. It is designed to introduce learners to leave taking sequences and help them consider how paying attention to the sequences might provide critical information for responding in intercultural communicative scenarios.

Learning Outcomes:
Learners will be able to:

• Compare and contrast leave taking sequences in the target language
• Consider communicative preferences (e.g., engaging in brief exchanges) and how paying attention might give insight into those preferences

Modes: Interpretive

Materials: 3 example leave taking sequences in the L2 (click here for examples in English), Conversational Lenses Handout, Pay Attention to Sequence Video

Procedure:

1. Individually, learners will examine three leave taking sequences in the L2 using the Lenses for Dialog thinking routine. In this phase of the activity, learners will complete the See step by spending one minute documenting their observations of the example conversations (in the L2, with permissions to draw or to use L1 words as needed). Encourage them to be as objective as possible. For example, they should note that a conversation was short, but take care not to evaluate it as rude. Learners will document their responses on the handout.
2. Next, learners will complete the Choose and Share a Lens step by spending two minutes thinking about their lenses and lenses of the people engaged in the example conversations. Here, direct learners to consider which sequence seems most reflective of their own preferences and whether they know anyone who seems to engage in the other sequences. What do those preferences say about them? Do they privilege time/brevity in their leave taking? Solidarity/relationship building? Something else? Learners will document their responses (likely in the L1) on the handout.
3. As an entire group, learners will discuss their responses to Step 2 in the L1. To transition into the Probe step, first discuss with learners that it is neither better nor worse to privilege one thing over another when taking leave; these differences are just that-differences! They should be celebrated for their variety. Also, encourage learners to ask one another about their preferences in this phase to get a better understanding. This step could be accomplished by having learners do a three corners activity in which they stand in the corner representing the conversation that most closely aligns with their preferences and then ask individuals from other corners to explain theirs.
4. Next, complete the Probe step by asking learners to consider the lenses of the people engaging in each example conversation. Ask them to pretend that the individuals from one conversation are saying goodbye to the individuals from another conversation and to document their responses on the handout. How might the engagement make them feel? Support this phase in the L2 by including a word bank or emoji to reflect each speaker.
5. Finally, show learners the Pay Attention to Sequence Video and complete the Reflect step on the handout. Ask learners to consider how paying attention to the sequence of a language function, like saying goodbye, might help them understand communication in the L2. Complete this step in the L1.

Notes:

• This activity is a great introduction to leave taking sequences and would likely be followed with interpersonal practice.
• Depending on curricular needs, this activity could easily be adapted to other language functions like invitations, greetings, apologies, and/or service encounters.
• When specified, the L1 is utilized to facilitate learners’ deep thinking and engagement. More proficient learners would be able to handle these steps in the L2. For example, many Intermediate learners could complete most of Step 3 in the L2, and many Advanced learners could complete most of Step 5 in the L2.

By Cameron Teubner-Keller, CASLS Student Worker

This activity guides learners through identifying and analyzing non-verbal patterns in communication. Learners will also think about how they might use non-verbal patterns in their own lives. It was created for learners of all levels.

Learning outcomes:
Learners will be able to:

• Identify 3 examples of non-verbal patterns in an example video clip
• Describe the communicative function(s) of the identified non-verbal patterns
• Name 4-5 instances they use non-verbal patterns in their daily lives.

Mode(s): Interpersonal, Interpretive

Materials: Looking for Non-Verbal Patterns video, YouTube video: “Nonverbal Communication Clip Compilation”, Identify Non-Verbal Patterns handout

Procedure:

1. First, as a whole group, ask your learners to define what “non-verbal” means, either in words or with any examples they can think of. Learners might provide answers such as “facial expressions” or “hand gestures”. Compile their suggestions into a list for all to reference (on the board, in a shared digital document, etc.)
2. Next, play the Looking for Non-Verbal Patterns video. Ask learners to notice the examples of non-verbal communication given in the video (i.e. facial expressions, emojis).
3. Now ask your learners to think about the communicative function of the examples they noticed.  What can one communicate with facial expressions? What do different emojis mean to them? Give learners 2 minutes to think about it themselves. Learners can write down or draw their thoughts, if that is helpful to them.
4. Next, ask learners to get into pairs and share their thoughts from step 3. Give learners 5 minutes to discuss and then ask for volunteers to share.
5. Then give learners the Identify Non-Verbal Patterns handout.Go over instructions on the handout.  Tell learners that they will be watching a clip of a Youtube video where people use non-verbal communication patterns. Their goal for step 1 of the handout is to list any non-verbal patterns they see from Lucy, the woman in the clip. Now play the YouTube video: “Nonverbal Communication Clip Compilation” until 1:59.
6. Now play the clip again, but ask your learners to list any non-verbal patterns they see from the directors in the video (step 2 of the handout).
7. After playing the clips, group learners into groups of 3-4 and have them discuss the patterns they saw. Ask them to discuss the following questions: “What non-verbal patterns did you see from Lucy? From the director?” and “What was each person trying to communicate non-verbally?" The goal here is to not only get learners to identify non-verbal patterns, but to also be aware of the communicative function of these patterns. Have learners fill out the Function portion of the tables on the handout as they discuss.
8. As a whole group, ask groups to volunteer  examples of a non-verbal pattern that they identified and the communicative function behind it. Write these on the board or in the digital document so the whole group can see them, as not all groups will have the same analysis.
9. For each example and function, ask the whole group whether they agree if that was the intended function by the interlocutor. During this phase of the activity, you want to have learners critically thinking about what they observed. It’s important to note that not all learners will think the same or act the same, and that that is an important part of communication. You can replay portions of the video so all can review the specific pattern and function being discussed, if needed.
10. Lastly, have your learners think of ways in their own lives they might use or have used non-verbal patterns to communicate something. Mix up the small groups from before, and ask the new groups to come up with 4-5 examples of scenarios in which they might use non-verbal patterns. Ask your learners to fill out step 4 of the handout given to them earlier. If learners are having a hard time getting started, provide an example yourself such as: “My friend asks me to go to a party with him, but I’m not very thrilled to go. I might use a facial expression to express that I’m not very interested or that the idea doesn’t really spark joy. OR, I might use eye movement or hand gestures to signal that I’m not interested”.

Modifications (scaffolding): Novice learners may use their L1 to discuss the video, fill in the handout, and reflect on examples from their own lives, as this will allow them to more easily express their ideas. However, if you would like novice learners to do these things in the target language, provide visual examples of the non-verbal communication patterns, along with key words learners will need to discuss them, so learners can use them as reference. Intermediate and advanced learners will be able to do more of the discussion, writing and reflection in the target language.