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Content Type: 5
Title: Helping Students Help Themselves: A Student's View on Formative Assessment
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By Mandy Lindgren, Associate Director
At CASLS, we believe that quality formative assessment helps provide students with the information they need to reflect on and take control of their own learning. That belief is at the heart of LinguaFolio Online, an e-portfolio documenting students' language proficiency and intercultural competence. As a student-centered portfolio, LinguaFolio Online has the power to first help students understand what they can do with the target language and then set goals, an important component to keep them motivated to continue their language study.
University of Oregon Chinese Flagship Scholar Katriel Perry has used Linguafolio Online in both a STARTALK summer program and the Chinese Flagship Program.
"Usually, I just go to class, do homework, and repeat without giving much thought to whether or not I am improving," Katriel says of her language learning. Her experience is typical across many high school and college language programs in the country. Without an opportunity for reflection, students aren't able to see what they can do with the language they are studying and how far they have come in understanding another language and culture.
With the help of LinguaFolio, Katriel was able to see the progress she had made in learning Chinese since high school. "Initially, I had the bubbles that showed I was still working on a certain skill, but when going back and reflecting during the Flagship Program, I was able to confidently mark all the previous bubble bars as complete."
The process of understanding the skills students do have leads to perhaps the most powerful component of formative assessment: helping students help themselves. Once Katriel understood the skills she already had, she was able to set realistic goals. "It was great seeing the progress I had already made since tenth grade...When I used LinguaFolio Online, it felt sort of like a game. I was eager to check off the next task and fill in as many bars as possible. Although I just used the program in Chinese class, I believe it can be useful motivation and reflection tool in other courses."
Thanks to that motivation, Katriel plans to graduate the University of Oregon in 2017 with a major in Chinese. She may add a second major in social science with an emphasis in crime, law, and society. Her dream job is owning a rock climbing company in China and teaching others how to rock climb.
In an effort to practice what we preach, we're also setting our own goals for LinguaFolio Online. We're hoping to make many improvements in 2014, and we'd love to hear what changes you'd like to see and how you're using formative assessment in your classroom. Email us at info@uoregon.edu or join our conversations on Twitter or Facebook.
Source: Mandy Lindgren, Associate Director
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Content Type: 4
Title: Reflection
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A key piece of using goal setting in the classroom is reflection after learners complete a stage. Checkpoints can occur at the end of a task, a unit, a semester, or any other measurable unit. This week, we provide a resource sheet for brief, in-class reflection related to the goals language learners set.
Objective: To reflect on goal completion into order to adjust goals and self-assess progress
Resources: Reflection Guide [click to download PDF]
Procedure:
1. Guide learners to the NCSSFL-ACTFL Global CanDo Benchmarks, using any previous goal setting activities as a starting point for their reflection.
2. After learners complete a task or unit, ask them to revisit their goals to determine their progress using the reflection sheet.
3. If a dossier system is in place, have learners select evidence of their progress to place in their portfolio. For resources on using a self-assessment portfolio, including guidelines on selecting evidence, see the LinguaFolio Online Network
Source: CASLS
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Content Type: 2
Title: Subscription Preferences
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We at CASLS hope that you are enjoying our new version of InterCom. We re-visited the categories for subscription preferences, and we made a few changes. For example, Policy/Issues and Policy/Legislative Update have now been merged into a single category, Policy/Issues/Advocacy.
Now is a good time to re-visit your subscription preferences to make sure you’re receiving all of the information you want to receive, without the clutter of information that is not relevant to you.
To see and adjust your preferences, go to http://caslsintercom.uoregon.edu . Look for Members at the top of the page, and click on Log-In. Enter your email address and password to access and edit your subscription information.
If you experience any problems, please contact us at langsub@uoregon.edu
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Content Type: 2
Title: Registration is Open for COFLT Spring Conference
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Registration for the COFLT Spring Conference "Culture, Communication, and Intercultural Competence," is now open.
Register for the conference and pre-conference workshops at COFLT's new website: http://publish.pacificu.edu/coflt
Source: COFLT
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Content Type: 1
Title: Job: Spanish Teacher at Oregon Episcopal School in Portland
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The Oregon Episcopal School Department of World Languages is seeking an experienced Spanish teacher for a temporary full-time position, teaching upper level Spanish courses, in the Spring of 2014.
Download the full job announcement here.
Source: COFLT
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Content Type: 1
Title: Partners of the Americas High School Oregon – Costa Rica Exchange Program
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Here is a fantastic opportunity for Oregon high school students to spend time in Costa Rica this summer:
Partners of the Americas was formed in 1964 by President John F. Kennedy and paired American states with Latin American countries. Oregon and Costa Rica are partners with several components, the longest-lasting being the high school exchange which has been in existence since the late 1960s.
Up to 25 Oregon high-school students travel to Costa Rica in June, live with families, and attend school for 8 weeks. They are accompanied by two chaperones.
Sophomores, juniors, and seniors are invited to apply. The application deadline is February 1. For full details go to http://www.studentexchange-oregoncostarica.com
Source: COFLT
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Content Type: 1
Title: Book: Capitalizing on Language Learners' Individuality
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From http://www.multilingual-matters.com/display.asp?isb=9781783091195
Capitalizing on Language Learners' Individuality: From Premise to Practice
By Tammy Gregersen and Peter D. MacIntyre
Published by Multilingual Matters
This book closes the gap between theory and classroom application by capitalizing on learners’ individuality in second or foreign language learning. The book examines the existing literature and theoretical underpinnings of each of the most prominent learner characteristics including anxiety, beliefs, cognitive abilities, motivation, strategies, styles and willingness to communicate. This strong foundation, coupled with the wide variety of activities that are suggested at the end of each chapter, arms the reader with ideas to conquer the problems created by negative affect and to capitalize on positive, facilitative emotions. The tasks are unrestricted by language and can be modified for use with technology, emergent learners and large classes, making this book a useful resource for both in-service teachers and pre-service teachers in university language teacher education programs.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783091195
Source: Multilingual Matters
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Title: Book: Handbook of Heritage, Community, and Native American Languages in the United States
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Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice
Edited by Terrence G. Wiley, Joy Kreeft Peyton, Donna Christian, Sarah Catherine K. Moore and Na Liu
Published by Routledge and the Center for Applied Linguistics
Timely and comprehensive, this state-of-the-art publication provides an overview of major issues related to heritage, community, and Native American languages in the United States. Based on the work of noted authors, this publication draws extensively from a variety of perspectives – the speakers; use of the languages in the home, community and wider society; patterns of acquisition, retention, loss, and revitalization of the languages, and specific education efforts devoted to developing stronger connections with and proficiency in them. Contributions on language use, programs and instruction, and policy focus on issues that are applicable to many heritage language contexts.
Offering a foundational perspective for students, researchers, and stakeholders of heritage, community, and Native American languages as they are learned in the classroom, transmitted across generations in families, and used in communities, the volume provides background on the history and current status of many languages in the linguistics mosaic of U.S. society and stresses the importance of drawing on these languages as societal, community, and individual resources, while also noting their strategic importance within the context of globalization.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415520676
Source: CAL
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Title: Winter 2013 Issue of Heritage Language Journal
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From http://www.heritagelanguages.org/Journal.aspx?AspxAutoDetectCookieSupport=1
The Winter 2013 issue of the Heritage Language Journal is available online. In this issue:
Introduction: Vitality of Heritage Languages in the United States: The Role of Capacity, Opportunity, and Desire
The Linguistic Vitality of Chinese in the United States
Can German Remain a Vital Heritage Language in the United States?
French Heritage Language Vitality in the United States
The Maintenance and Vitality of Hindi in the United States
The Development of Japanese as a Heritage Language in the Los Angeles Conurbation
Expanding Capacity, Opportunity, and Desire to Learn Korean as a Heritage Language
The Role of Desire, Opportunity, and Capacity in the Revitalization of Native American Languages
Assessing Heritage Language Vitality: Russian in the United States
The Vitality of Spanish in the United States
Access the latest issue at http://www.heritagelanguages.org/Journal.aspx?AspxAutoDetectCookieSupport=1
You will need to register to view the articles.
Source: Heritage Language Journal
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Title: January 2014 Issue of the NECTFL Review
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From http://www.nectfl.org/publications-nectfl-review
The January 2014 issue of the NECTFL Review is available online. In this issue of the Northeast Conference on the Teaching of Foreign Language’s publication:
Assessing intercultural competence growth using direct and indirect measures
Daniel Uribe, Jean W. LeLoup, Terrence W. Haverluk
“My students won’t participate!”: Promoting communication in language classrooms
Jennifer D. Ewald
Beliefs about assessment and language learning: Findings from Arabic Instructors and Students
Victoria C. Nier, Francesca Di Silvio, Margaret E. Malone
Plus NECTFL news, reviews, and more.
Access the latest issue at http://www.nectfl.org/sites/g/files/g784796/f/201401/NECTFL_73.pdf
Source: NECTFL
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