Recent Activities of the Week

This activity was created to support learners studying Languages for Specific Purposes (LSP). Specifically, it guides learners in the exploration of the effects of rank of imposition at work. It was created for Intermediate and Advanced learners, and it would be particularly useful for Facilitated Interdependent Language Learning contexts or other language self-study contexts. As such, the instructions are written with the learner as the intended audience.

Learning outcomes:
Learners will be able to:

• Sort requests into categories of more or less imposition based on type of request
• Sort requests into categories of more or less imposition based on the person being asked
• Provide justification for how they sorted requests

Mode(s): Interpersonal, Presentational

Materials: Rank of Imposition in the Workplace video, How Much Imposition? worksheet

Procedure:

1. First, think about situations at work where you find it easy to ask for more time to complete a task, or to borrow an item from someone else. Then think about situations where you find it challenging to ask. What similarities are there between these two types of situations? What differences are there?
2. Then, watch the Rank of Imposition in the Workplace video.
3. Next, think about the people you communicate with at work. If you do not currently work in the setting for which you are learning the target language, imagine who you might work with in this future setting.
4. On the How Much Imposition? worksheet, read through the Time Request Bank and the Resource Request Bank for examples of requests one might make in the workplace. If these requests do not fit your context, feel free to add your own examples.
5. Then, sort the examples into where they fall in the chart on the handout. As you sort, think about how both the type of ask (time or resource) and the person you are asking (coworker or supervisor) affect how large of an imposition the request could be.
6. As you sort, note that rank of imposition is a continuum. Thus you do not need to sort the situations into two distinct categories of imposition. Instead, think about how the situations relate to one another in terms of imposition, and place them accordingly along the continuum.
7. After you are done sorting, notice if there are any patterns in how you sorted the situations based on type of ask. Then, notice any patterns based on the identity of the person being asked. Are there similarities or differences in how much of an imposition a time ask is versus a resource ask? How about for asking a coworker (peer) versus asking a supervisor? Why do you think these similarities or differences exist?

Notes:

• The examples included in this activity are all in English. Please feel free to update to the language that is most relevant to your context.
• If you complete the word sort in both your L1 and an L2, compare your sorts and notice any similarities or differences based on the language being spoken in the workplace.

This activity was created to support learners studying Languages for Specific Purposes (LSP) for use at work. It allows learners to consider power differentials between themselves and the people that they work with. It also guides their analysis of the language they would use with others based on power. It was created for Intermediate and Advanced learners, and it would be particularly useful for Facilitated Interdependent Language Learning contexts or other language self-study contexts. As such, the instructions are written with the learner as the intended audience.

Learning outcomes:
Learners will be able to:

• Evaluate who generally has + power / = power / - power in their workplace
• Predict how someone with + power / = power / - power would give commands
• Observe how someone with + power / = power / - power would give commands
• Analyze any differences between their predictions and observations

Mode(s): Interpersonal, Presentational

Materials: Power in the Workplace video, Power Observations worksheet

Procedure:

1. First, watch the Power in the Workplace video. How would you define plus power, equal power, and minus power based on what you learned in the video?
2. Then, think about the people you communicate with at work. If you do not currently work in the setting for which you are learning the target language, imagine who you might work with in this future setting.
3. Compared to you, which of these people have plus power, equal power, or minus power in this workplace? Identify or imagine one or more person for each category, and record them on the first page of the Power Observations worksheet.
4. Next, think about how commands are given in your current workplace, or imagine how they would be given in a future workplace. Are there communicative differences when the person giving a command has plus power, equal power or minus power compared to the receiver of the command? Write down your predictions for these commands on page two of the worksheet, including the language or gestures used, and why you think they would be used.
5. Then, observe commands in your workplace, and write what you see down on page three of the handout, including the language or gestures used, and why you think the person giving the command used them. If you do not yet work in your setting, find an example of a spoken, signed or written conversation to observe. This could be in a target language textbook, in a TV show or film, on social media, etc.
   • For example, if you are studying English with the goal of working in a corporate office setting, you could use this clip from The Office for your observation. However, if you choose a humorous, scripted show as your example, keep in mind that humor often exaggerates how one might communicate in real-life settings!
   • If you are studying medical Spanish, you could use this mock interview clip between a patient and a doctor.
6. Finally, compare your predictions to your observations. Did what you observed follow the communicative patterns you predicted? Why or why not?

By Madi Collins, CASLS Graduate Student Worker

This activity was designed to increase Novice learners’ awareness of social distance in relationships between speakers and its effect on what and how people communicate in the target language. Instructions were written with the learner as the intended audience.

Learning outcomes:

Learners will be able to:

• Demonstrate understanding of the meaning of social distance
• Consider how social distance impacts communication choices
• Exemplify knowledge of social distance through a sample conversation

Mode(s): Interpersonal

Materials: IPIC Series Social Distance video, Social Distance (Language for Specific Purposes) video, paper or digital document for brainstorming, recording device

Procedure:

1. First, review the IPIC Series Social Distance video, as well as the Social Distance (Language for Specific Purposes) video.
2. Now that you’ve reviewed concepts of social distance and strategies to account for this, let’s try it out! Think about one of your superiors at work or school, and write or draw your answers to the following guiding questions:
   • How close is your relationship? Are you closer to or farther from them, relationally, than a friend or close family member?
   • How do you maintain this relationship through the ways that you talk to each other? Are there specific titles, words, or phrases you use with them? How might you address them or discuss topics differently with them than with a friend?.
3. Then, repeat your brainstorm, this time thinking about someone you are close to, like a friend or family member. Use the questions from step 2 to guide your thinking, and write down or draw out your answers.
4. Now, imagine you want to have a conversation in the target language with each of these people, where you request more time to complete a task. Think about what your request would look or sound like with the person you are socially closer to, and what it would look or sound like with the person you are more distant from.
5. Now, write down or illustrate some key phrases, vocabulary, and/or other strategies that you might use for each situation. After you write these down, compare the two: what differences do you notice between these two requests? What commonalities do you notice?
6. Once you have a list of these patterns and strategies, write a sample script of a conversation where you request extra time to finish a task from another person. Decide whether social distance is high with this person (e.g., a supervisor you just met) or social distance is low (e.g., a supervisor with whom you have developed a close friendship).
7. Now that you have your script, set up a recording device such as a phone or laptop and first record your side of the conversation, and be sure to pause  (for ~15 seconds or so) between each line of your dialogue!
8. Once you have recorded your side of the conversation, save that recording. Now, set up a new recording and repeat that same process, this time with the other side of the dialogue.
9. Now you have both sides of the conversation to practice with! Try listening to one side of the conversation and then saying the other out loud in response. Once you’ve done this a few times, feel free to edit the recording to adjust the timing to make it feel more natural.
10. Once you’ve practiced both sides of the conversation several times, think back on how this went. Did this conversation feel natural in how it signals the closeness/distance of the relationship between speakers? Would you change anything about the choices you scripted? Remember that real life conversation is dynamic, and you can change your approach and shift strategies as you need to!
11. Keep track of these notes and these recordings, and come back to these conversations to edit them and practice more as your knowledge grows!

Notes:

• Though the context for communication is defined in Step 6, learners may update the task according to their needs. For example, they may want to think about how to engage in small talk at an interview (social distance is likely high) versus how to engage in small talk with a colleague with whom they have a long relationship (social distance is likely low).
• Novice learners can complete this activity thinking about interactions in their L1, rather than in the L2. However, if working in the L2, finding a word or phrase bank for each type of relationship/request can help with the comparison in Step 5, and a scripted model can be used in Step 6.
• A possible extension activity would be to repeat Steps 6-11 in a conversation that embodies a distinct social distance between the two speakers and compare it to the original.
• The script writing (Step 6) is included as a scaffold for Novice learners (and other learners who may struggle with verbal processing). This step could be removed for more advanced learners and replaced with outlining a conversation in preparation to have it.

This activity was created to support learners studying languages for specific purposes (LSP), and it walks learners through applying the Intercultural, Pragmatic, and Interpersonal Competence (IPIC) model to a workplace interaction of their choice. It was created for learners of all levels, and it would be particularly useful in self-study or interdependent study contexts. As such, the instructions were written with the learner as the intended audience.

Learning outcomes:
Learners will be able to:

• Write or illustrate a definition of “ pragmatics”
• Write or illustrate definitions of the four quadrants of the IPIC model (Knowledge, Analysis, Subjectivity and Awareness)
• Brainstorm the information one needs to understand for Knowledge, Analysis, Subjectivity and Awareness in a chosen interaction

Mode(s): Any, depending on choice of interaction

Materials: IPIC Overview video, IPIC in Practice video, Defining IPIC handout

Procedure:

1. First, watch the IPIC Overview video. As you watch, pay close attention to the definition of pragmatics and to the four quadrants of the IPIC model (Knowledge, Analysis, Subjectivity and Awareness).
2. Then, on page 1 of the Defining IPIC handout, write a definition of pragmatics in your own words. Alternatively, you may create an illustration of what pragmatics means to you based on how it is defined by the video.
3. Next, write or illustrate how you would define each of the four quadrants of the IPIC model based on what you saw in the video. What do you need to understand or be able to do for each quadrant? You may wish to rewatch parts of the video to help you write your definitions.
4. Then, think about a situation or type of communication that happens in your workplace that you want to explore using the IPIC model. Be specific! Here are some example situations to help you brainstorm: asking a boss a clarifying question, giving feedback to a coworker, writing an email about a project's status, disgreeng with a coworker about what instructions from a director mean, greeting or saying goodby to a boss, and giving a presentation to coworkers.
5. Write or illustrate your chosen situation or communication type on page 2 of the handout. The IPIC in Practice video can help you as you work through each phase of your chosen situation. The definitions you wrote on the first page of the handout can also help you.

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