Contents
Content Type: 4
Title: Micro-Level Goal Setting
Body:
One technique for helping learners succeed at a task is specific attention to what they will be able to accomplish with language while engaging in the task. In this week’s activity, we focus on the use of micro-level goal setting as a pre-task activity. We use interpretive listening as the mode of communication. Similar pre-task activities can be used with any mode of communication.
Objective: To position learners for success wih smaller tasks using micro-level goal setting as a pre-listening activity.
Resources: Pre-Listening Resource Sheet (caslsintercom.uoregon.edu/uploads/contentUploads/201401/09/Micro_Goal Setting_Activity_Fillable_01-09-14.pdf )
NCSSFL-ACTFL Benchmark Checklist: Interpretive Listening (http://www.actfl.org/sites/default/files/pdfs/1-InterpretiveListening.pdf )
Procedure:
1. Ensure the benchmarks selected match those appropriate to your proficiency level. The sample student sheet given here is targeted at the Novice level for interpretive listening. For the benchmarks at higher proficiency levels see the NCSSFL-ACTFL Global Can-Do Benchmarks (http://www.actfl.org/global_statements )
2. Find an appropriate listening sample to be used with your learners. Our sample pre-listening task is designed to accompany a TV, Internet, or radio advertisement for clothing.
3. Prior to having learners listen to the advertisement, have them work individually and/or in pairs to complete the pre-listening task. The activity is designed to help them consider their own listening abilities.
4. After completion of the listening task, ask learners to revisit their predictions and goals to decide if they correctly anticipated their own ability to complete the task.
Source: CASLS
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Content Type: 2
Title:
Body:
The Sochi Winter Olympic Games begin on February 7 and run through February 23. Following the games with your students can increase awareness of current events and different countries and cultures, engage athletes and sports fans, and give you fresh content to talk about every day.
This issue of InterCom includes several resources and ideas for incorporating the Winter Games into your language teaching.
Source:
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Content Type: 1
Title: Book: Displacement, Language Maintenance and Identity
Body:
From https://benjamins.com/#catalog/books/impact.34/main
Displacement, Language Maintenance and Identity: Sudanese refugees in Australia
By Anikó Hatoss
Published by the John Benjamins Publishing Company
This monograph presents an ecological perspective to the study of language maintenance and shift in immigrant contexts. The ecology incorporates past, present and future and treats spatial and temporal dimensions as the main organizing frames in which everyday language use and identity development can be explored. The methods combine a quantitative domain-based sociolinguistic survey with discourse analytic approaches. The novel approach is valuable for fellow researchers working in interdisciplinary fields of language maintenance, language shift, multilingualism and language planning in migration contexts. The ecological perspective adds to sociolinguistic theories of globalization and responds to current dynamics of translocality in modern immigrant contexts. The research presents language use and language planning efforts in the Sudanese community of Australia. Language, culture, race and ethnic identity are explored in unique sociolinguistic contexts using an emic research lens and giving voice to the participants.
Visit the publisher’s website at https://benjamins.com/#catalog/books/impact.34/main
Source: John Benjamins Publishing Company
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Content Type: 2
Title: Last Day To Submit a Proposal for COFLT Spring Conference
Body:
Today, January 13th, is the last day to submit a proposal for the COFLT Spring Conference, to take place on March 1. Go to the COFLT website at http://cofltoregon.ning.com/ for proposal guidelines. We hope to see you in Forest Grove!
Source: COFLT
Inputdate: 2014-01-09 02:34:50
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Expdate: 2014-01-14 00:00:00
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Content Type: 1
Title: Book: Teaching and Learning in Multilingual Contexts
Body:
From http://www.multilingual-matters.com/display.asp?isb=9781783091249
Teaching and Learning in Multilingual Contexts: Sociolinguistic and Educational Perspectives
By Agnieszka Otwinowska and Gessica De Angelis
Published by Multilingual Matters
It is clearly illogical to search for one good, universal solution for multilingual education when educational contexts differ so widely due to demographic and social factors. The situation is further complicated by the motivations of learners and teachers, and by attitudes towards multilingualism and ‘otherness’. The studies in this volume seek to investigate not only whether certain solutions and practices are ‘good’, but also when and for whom they make sense. The book covers a wide range of Western multilingual contexts, and uncovers common themes and practices, shared aims and preoccupations, and often similar solutions, within seemingly diverse contexts. In addition to chapters based on empirical data, this book offers theoretical contributions in the shape of a discussion of the appropriateness of L1-Ln terminology when discussing complex multilingual realities, and looks at how the age factor works in classroom settings.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783091249
Source: Multilingual Matters
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Title: January 2014 Issue of Language Magazine
Body:
The January 2014 issue of Language Magazine is now available online at http://languagemagazine.com/?p=24203
In this issue:
Re-Gifted Reading
Stephen Krashen finds an easy way to help close the achievement gap in literacy and clean up clutter at the same time
Biliterate Pride
Laurie Olsen and Shelly Spiegel-Coleman explain how to emulate the success of California’s State Seal of Biliteracy initiative
Bulgarian for Beginners
Now that Bulgaria is a full member of the European Union, expect to see its economy boom
Cutting to the Common Core: Academic Language Development Network
Susan O’Hara, Jeff Zwiers, and Robert Pritchard explain the mission of the Academic Language Development Network
Intelligible Tests
Robert Mac Auslan, Joel Mac Auslan, and Linda J. Ferrier-Reid
of Phonologics chart the evolution of intelligibility assessments for non-native speakers of English
Where Your Eyes Go, Your Ears Will Follow
Pat Verano explains why Spanish immersion works so well in Argentina
Last Writes
Richard Lederer looks for truth in language
Source: Language Magazine
Inputdate: 2014-01-09 14:19:27
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Title: CIBER Business Language Conference
Body:
From http://marriottschool.byu.edu/event/ciberblc
16th Annual CIBER Business Language Conference
24–26 April 2014
Canyons Resort, Park City, Utah
“Embracing a New Era for Business, Language, and Culture”
The 16th Annual CIBER Business Language Conference goal is to link the needs indicated by U.S. business and the professions with the skills of language administrators, instructors, and researchers at all levels (K-12, college and university, and in-service) in the commonly taught languages as well as those languages for which the current needs are critically lacking or are currently in a developing stage.
Learn more and register at http://marriottschool.byu.edu/event/ciberblc
Source: Brigham Young University
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Title: Ohio Foreign Language Association Conference
Body:
From http://ofla.memberlodge.org/Default.aspx?pageId=1756206
Ohio Foreign Language Association 2014 Conference
April 10-12
Columbus
Keynote Speaker: Laura Terrill
Banquet Speaker: John Demado
Featured Presenter: Carol Gaab
Registration opened January 15.
View the conference and workshop schedule and register at http://ofla.memberlodge.org/Default.aspx?pageId=1756206
Source: OFLA
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Title: Lecture: Teaching Romance Languages through Intercomprehension
Body:
From http://blc.berkeley.edu/index.php/blc/post/lecture_january_31_2014_clorinda_donato2
Lecture, January 31, 2014
3:00 - 5:00 pm, B4 Dwinelle Hall
Teaching Romance Languages through Intercomprehension: Networking Hearts and Minds in the Language Classroom
by Clorinda Donato, California State University
This presentation will discuss how the strategies of Romance Language Intercomprehension are being adapted to the North American context to teach French and Italian to Spanish speakers at California State University, Long Beach.
Topics to be covered include:
• Heritage speakers of Spanish as learners of French and Italian
• Intercomprehension strategies: reading in multiple Romance languages
• Intercommunicative strategies: developing speaking competence in multiple Romance languages
• Intercultural learning in the multilingual Romance language classroom: networking cultural competencies multilingually
For full details go to http://blc.berkeley.edu/index.php/blc/post/lecture_january_31_2014_clorinda_donato2
Source: Berkeley Language Center
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Title: Upcoming Professional Development Workshops in New Jersey
Body:
From http://flenj.org
Here are two upcoming professional development workshops brought to you by Foreign Language Educators of New Jersey:
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FLENJ Wants You! New Jersey All-Stars
Presented by: Mary Devine, Luis Bayona, Assumpta Foy, Elizabeth Legon, Rina Miraglia, José Pan, and Ashley Warren.
PSE&G Conference Center
234 Pierson Ave., Edison, NJ 08837
Friday, January 31, 2014
How have our most accomplished world language educators in New Jersey implemented the NJCCCS for World Languages? What does it look like when students are engaged in real-life language learning? Who are their authentic audiences? What types of assessments are teachers using to insure that students continue to grow in their use of language? This session will highlight learning experiences from around the state and provide participants with a window into our most effective world language classrooms.
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Global-Project-Based Learning
Presented by: Janis Jensen, Kean University
Director of the School for Global Education and Innovation
PSE&G Conference Center
234 Pierson Ave., Edison, NJ 08837
Friday, February 28, 2014
G-PBL is it an effective model for creating curriculum units and authentic assessments that engage students while supporting development of language/culture proficiency, global competency, and 21st century skills. Through participation in G-PBL, the value of language learning in an interconnected world becomes immediately apparent to students of all ages.
Participants in this full-day workshop will develop a heightened understanding of student-centered learning through the Global-Project-Based instructional model and exemplars provided, understand why G-PBL is a valuable model for world language instruction at all proficiency levels and create tasks that embrace the G-PBL model for use in their classroom.
For more details about both upcoming workshops go to http://www.flenj.org/pd/index.shtml
Source: FLENJ
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