Contents
Content Type: 1
Title: Kafka’s Metamorphosis for English Language Learners
Body:
Educational Theater of New York will be presenting a version of The Metamorphosis by Kafka especially for English Language Learners March 25 through April 1, 2014.
After each scene, the actors freeze; the Presenter enters and engages the students in conversation about the plays' characters and themes. Like a rewind button on a video, the students then have the chance to see the scene again for deeper understanding or continue to the next scene. The plays are then performed in their entirety (when work permits it) at the end of the evening so the students can have a full theatrical experience. After the play is completed the students talk directly to the actors about the ideas of the play.
For more information about ETNY and the upcoming production, go to http://www.etnyarts.org
Source: Educational Theater of New York
Inputdate: 2014-02-15 16:58:09
Lastmodifieddate: 2014-02-17 03:10:33
Expdate: 2014-04-01 00:00:00
Publishdate: 2014-02-17 02:15:02
Displaydate: 2014-02-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Knowble: Leveled Reading Practice in English
Body:
From http://knowble.eu/how-it-works
Knowble stimulates text understanding and vocabulary training by using authentic and recent news articles published on the web, based on the learners’ level and preferences. Knowble automatically selects relevant news articles.
Knowble is available at http://knowble.eu
Read reviews of this resource at http://readknowlearngo.wordpress.com/2014/02/13/knowble and http://larryferlazzo.edublogs.org/2011/08/31/knowble-articles-are-worth-a-look
Source: Knowble
Inputdate: 2014-02-15 16:58:58
Lastmodifieddate: 2014-02-17 03:10:33
Expdate:
Publishdate: 2014-02-17 02:15:02
Displaydate: 2014-02-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Fluency in a Second Language: Should it Be Part of College and Career Readiness?
Body:
From http://blogs.edweek.org/edweek/learning-the-language/2014/02/should_fluency_in_a_second_lan.html
Fluency in a Second Language: Should it Be Part of College and Career Readiness?
By Lesli A. Maxwell
February 11, 2014
Among a slew of ideas tucked into a new proposal about what the next generation of federal school accountability should be (courtesy of 15 large-district superintendents), was this morsel:
"Ability and fluency in more than one language."
A group of school leaders from 15 large, countywide or suburban school systems have made it clear that they believe any revamped federal Elementary and Secondary Education Act should broaden the notion of what constitutes college- and career-ready expectations to include the acquisition of a second language.
That group—known as the Large Countywide and Suburban District Consortium—has outlined its vision for a "federal accountability framework" with principles that they believe a new version of the ESEA should incorporate.
Read this full article at http://blogs.edweek.org/edweek/learning-the-language/2014/02/should_fluency_in_a_second_lan.html
Source: Education Week
Inputdate: 2014-02-15 16:59:46
Lastmodifieddate: 2014-02-17 03:10:33
Expdate:
Publishdate: 2014-02-17 02:15:02
Displaydate: 2014-02-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: 10 Social Media Tips for Reaching World Language Learners
Body:
From http://www.edutopia.org/blog/social-media-for-world-languages-sarah-wike-loyola
10 Social Media Tips for Reaching World Language Learners
by Sarah Wike Loyola
February 5, 2014
Feeling outdated, not connected, or even totally lost in the digital age? Well, let me assure you, droning on and on about grammatical structures is a surefire way to quickly lose student interest in the world language classroom. Instead, embrace something which truly interests the millennial student: social media. Utilizing it in the classroom will give your students practical, engaging ways to communicate in the language you teach. The 21st century learner is not wired to memorize; instead, her or she is inclined to create, connect and collaborate. Social media is the perfect medium for us, their teachers, to reach them.
Here are ten ideas to get you started on your journey toward not becoming the classroom dinosaur you have always feared becoming.
Read on at http://www.edutopia.org/blog/social-media-for-world-languages-sarah-wike-loyola
Source: Edutopia
Inputdate: 2014-02-15 17:00:27
Lastmodifieddate: 2014-02-17 03:10:33
Expdate:
Publishdate: 2014-02-17 02:15:02
Displaydate: 2014-02-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Blog Post: Bloom’s Taxonomy and Language Proficiency
Body:
Spanish teacher Amy Lenord writes:
“Since my teaching assignment this year is only level 1, I have had a unique opportunity to really think about what it is we are teaching in that first level and the language tasks we ask our students to perform. One thing I have noticed is that most level one curricula focus heavily on getting students to describe people, places and things, and while I do believe this is extremely valuable, I think in level one we are missing some important every day communicative tasks in our lessons. …
“The other day I was cleaning out my portable hard drive when I ran across some jpegs of Bloom's taxonomy I had tucked away and had an epiphany. When I read the verbage that was categorized by the taxonomy skills I realized that right before my eyes were great beginnings of real life language tasks waiting to be employed in my lessons. So, being the tinkerer that I am, I took the verbs and came up with a few ideas of my own...”
Read on for some ideas to get even beginning students using higher level thinking skills in their second language: http://www.amylenord.net/1/post/2014/02/bloomin-proficiency.html
Source: Amy Lenord's Blog
Inputdate: 2014-02-15 17:01:06
Lastmodifieddate: 2014-02-17 03:10:33
Expdate:
Publishdate: 2014-02-17 02:15:02
Displaydate: 2014-02-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Storytelling Game Idea
Body:
From http://bryankandeltprs.com
Here is a game based around cards with story elements that are distributed to students in small groups. Students create their own stories; different adaptations are possible depending on the level of the students’ language.
Read a full description and access the teacher/author’s card prompts at http://bryankandeltprs.com/2014/02/11/story-game
Source: Bryan Kandel TPRS
Inputdate: 2014-02-15 17:01:42
Lastmodifieddate: 2014-02-17 03:10:33
Expdate:
Publishdate: 2014-02-17 02:15:02
Displaydate: 2014-02-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: ScribJab: Multilingual Storybuilding App for Kids
Body:
From http://www.scribjab.com/en/about/teacher.html
ScribJab is a web site and iPad application for language learners to read and create digital stories (text, illustrations and audio recordings) in multiple languages (English, French and other languages). ScribJab creates a space for children to communicate about their stories, and come to an enhanced appreciation of their own multilingual resources.
Take a tour of ScribJab at http://www.scribjab.com/en/about/tour.html
Source: ScribJab
Inputdate: 2014-02-15 17:02:27
Lastmodifieddate: 2014-02-17 03:10:33
Expdate:
Publishdate: 2014-02-17 02:15:02
Displaydate: 2014-02-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: Computer Mediated Communication
Body:
This activity is designed to use computer-mediated communication to complete learner profiles and compare the information to other profiles in the target language. An alternate version of this activity would be to have learners interact with an expert speaker of the target language instead of a classmate to complete a similar task and then reflect on the interaction.
Outcomes:
- Learners will be able to ask and answer questions to complete a profile with a classmate (or expert speaker).
- Learners will be able to compare their own profiles with that of an expert speaker to compare ways in which people express themselves in profiles.
Resources:
Computer Mediated Communication Resource sheet (download here)
Sample Grading Rubric (download here)
Procedure:
- Begin by having learners brainstorm question words appropriate for completing a profile. Special emphasis can be placed on what is okay to ask about and what is not.
- Ask learners to interact via a computer mediated chat tool of your choice to complete the profiles. The tool can be used for peer-to-peer interaction or for interaction with native speakers. Learners should submit their chat transcript as well as the completed profile for grading.
- Have learners compare their own profiles with those of expert speakers to examine the pragmatic aspects of profiles. Elements to consider include: what information is (and is not) shared, how the information is reflected in the profile, and various ways of expressing opinions.
Source: CASLS
Inputdate: 2014-02-15 17:17:21
Lastmodifieddate: 2014-02-17 03:10:33
Expdate:
Publishdate: 2014-02-17 02:15:02
Displaydate: 2014-02-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 3
Title: Learning language in context during study abroad: L2 pragmatics
Body:
Learning language in context during study abroad: L2 pragmatics
Rachel Shively is Assistant Professor of Spanish and Applied Linguistics in the Department of Languages, Literatures, and Cultures at Illinois State University. Her research focuses on second language acquisition, second language pragmatics, discourse analysis, and language and culture learning during study abroad.
A study abroad experience in a target-language-speaking country offers second language (L2) learners the opportunity to engage in social interaction with members of the host country and to put the target language (TL) to use in a variety of everyday contexts. The immersion environment of study abroad can benefit learners’ speaking, listening, reading, writing, and vocabulary skills (e.g., Brecht, Davidson, & Ginsberg, 1995; Coleman, 1996; Freed, Segalowitz, & Dewey, 2004; Kinginger, 2009; Milton & Meara, 1995), but it can also help learners to enhance their L2 pragmatic competency, that is, their ability to use the TL appropriately in different social situations, for different purposes, and with individuals of different ages, social statuses, and relationships to the student (e.g., Félix-Brasdefer, 2004; Kinginger, 2008; Shively, 2011). Because languages can vary with regard to the behaviors and specific language forms that are socially appropriate in a given context, study abroad students may be faced with preferred ways of interacting that differ from those of their first language and culture. For example, while American English speakers tend to make requests in service encounters using phrases with the first person such as “I need…”, “I want…”, and “Can I have…”, Peninsular Spanish speakers more often employ expressions referring to the second person such as “Give me…” and “Can you give me…” (e.g., Bataller, 2010; Pinto, 2005; Shively, 2011). Likewise, American English speakers tend to make fewer verbalizations in the role of listener in everyday conversation (e.g., mhm, yeah, uh huh) compared to Japanese speakers (e.g., Ishida, 2009; Maynard, 1986). Cross-cultural variation is also observed in speech acts such as greetings, apologies, and invitations, in conversational style, and humor (e.g., Barron, 2003; Edstrom, 2000; Kasper & Rose, 2002; Shardakova, 2005), among other facets of language. Given that the way in which study abroad students employ the L2 can impact how they are perceived in the host country in terms of politeness, friendliness, and respectfulness, language use has important social implications, including the ability to establish and maintain relationships with members of the host country.
Research on L2 pragmatic development during study abroad suggests that, in some cases, study abroad students increase their awareness of L2 pragmatic norms and may begin to adopt new ways of using language in context. For example, Kinginger (2008) reported that American study abroad learners of French developed awareness about the contexts in which tu and vous are appropriate and, to some extent, increased their contextually appropriate use of these pronouns. In uninstructed settings, study abroad students can learn about L2 pragmatic norms through observing expert speakers of the L2 using the language in context and through explicit feedback from host families about language use (e.g., DuFon, 1999; Siegal, 1994; Shively, 2011). It has long been observed, however, that learning pragmatics in uninstructed contexts generally proceeds at a slow pace (e.g., Félix-Brasdefer, 2004; Olshtain & Blum-Kulka, 1985), although some features tend to be learned more quickly than others; for example, greetings and leave-takings in Indonesian may be acquired fairly early (e.g., Hassell, 2006), but the complex act of refusing an invitation in Spanish is acquired quite late (Félix-Brasdefer, 2004).
Although study abroad students can learn L2 pragmatics via naturalistic acquisition, teaching learners about the L2 pragmatic norms of the host country can accelerate learning (Alcón & Martínez-Flor, 2008). Research suggests that pragmatics instruction can effectively be carried out before, during, and after a study abroad experience (e.g., Cohen & Shively, 2007; Shively, 2010) and can incorporate awareness-raising, analysis, and communicative practice activities. A variety of pedagogical models, resources, and example activities are available to help the language teacher new to pragmatics and pragmatics instruction (e.g., Bardovi-Harlig & Mahan-Taylor, 2003; Ishihara & Cohen, 2010; Félix-Brasdefer, 2006; García, 2001; Lo Castro, 2003; Martínez-Flor & Usó-Juan, 2006). Integrating pragmatics into the L2 curriculum is one way to help students make the most of language and culture learning opportunities during study abroad.
References
Alcón, E., & Martínez-Flor, A. (2008). Investigating pragmatics in foreign language learning, teaching and testing. Bristol: Multilingual Matters.
Bardovi-Harlig, K., & Mahan-Taylor, R. (2003). Teaching pragmatics. Washington, DC: U.S. Department of State Office of English Language Programs. Retrieved May 5, 2009, from http://exchanges.state.gov/education/engteaching/pragmatics.htm.
Barron, A. (2003). Acquisition in interlanguage pragmatics: Learning how to do things with words in a study abroad context. Amsterdam: John Benjamins.
Bataller, R. (2010). ‘Making a request for a service in Spanish: Pragmatic development in the study abroad setting.’’ Foreign Language Annals, 43, 159– 174.
Brecht, R. D., Davidson, D., & Ginsberg, R. (1995). Predictors of foreign language gain during study abroad. In B. F. Freed (Ed.), Second language acquisition in a studyabroad context (pp. 37-66). Amsterdam: John Benjamins.
Cohen, A. D., & Shively, R. L. (2007). Acquisition of requests and apologies in Spanish and French: Impact of study abroad and strategy-building intervention. The Modern Language Journal, 91, 189-212.
Coleman, J. (1996). Studying languages: A survey of British and European students: Theproficiency, background, attitudes and motivations of students of foreign languages inthe United Kingdom and Europe. London: Centre for Information on Language Teaching and Research.
DuFon, M. A. (1999). The acquisition of linguistic politeness in Indonesian by sojourners in naturalistic interactions. Unpublished doctoral dissertation, University of Hawai’i at Manoa, Honolulu.
Edstrom, A. (2000). Conversationalinteraction between Venezuelans andAmerican L2 learners of Spanish:Comparing perceptions and production. Unpublished PhD dissertation, University of Minnesota, Minneapolis.
Félix-Brasdefer, C. (2004). Interlanguage refusals: Linguistic politeness and length of residence in the target community. Language Learning, 54, 587-653.
Félix-Brasdefer, J. C. (2006). Teaching the negotiation of multi-turn speech acts: Using conversation-analytic tools to teach pragmatics in the FL classroom. In K. Bardovi-Harlig, J. C. Félix-Brasdefer, & A. S. Omar (Eds.), Pragmatics and language learning (Vol. 11, pp.165–196). Honolulu: National Foreign Language Resource Center, University of Hawaii at Manoa.
Freed, B. F., Segalowitz, N., & Dewey, D. (2004). Contexts of learning and second language fluency in French: Comparing regular classrooms, study abroad, and intensive domestic programs. Studies in Second Language Acquisition, 26, 275-301.
García, C. (2001). Perspectives in practices: Teaching culture through speech acts. In V. Galloway (Ed.), Teaching cultures of the Hispanic world: Products and practices in perspective (pp. 95–112). Boston: Heinle & Heinle.
Hassell, T. (2006). Learning to take leave in social conversations: A diary study. In M. A. DuFon & E. Churchill (Eds.), Language learners in study abroad contexts (pp. 31-58). Clevedon: Multilingual Matters.
Ishida, M. (2009). Development of interactional competence: Changes in the use of ne in L2 Japanese during study abroad. In H. Nguyen & G. Kasper (Eds.), Talk-in-interaction: Multilingual perspectives (pp. 351-385). Honolulu, HI: University of Hawai’I, National Foreign Language Resource Center.
Ishihara, N., & Cohen, A. D. (2010). Teaching and learning pragmatics: Where language and culture meet. Harlow, UK: Longman.
Kasper, G., & Rose, K. (2002). Pragmatic Development in a Second Language. Oxford: Blackwell.
Kinginger, C. (2008). Language learning in study abroad: Case studies of Americans in France. Modern Language Journal Monograph, Volume 1. Oxford: Blackwell.
Kinginger, C. (2009). Language learning and study abroad: A critical reading of research. New York: Palgrave Macmillan.
Lo Castro, V. (2003). An introduction to pragmatics: Social action for language teachers. Ann Arbor: University of Michigan Press.
Martínez-Flor, A., & Usó-Juan, E. (2006). A comprehensive pedagogical framework to develop pragmatics in the foreign language classroom: The 6Rs approach. Applied Language Learning, 16, 39–64.
Maynard, S. K. (1986). On back-channel behavior in Japanese and English casual conversation. Linguistics, 24, 1079-1108.
Milton, J., & Meara, P. (1995). How periods abroad affect vocabulary growth in a foreign language. ITL Review of Applied Linguistics, 107-8, 17-34.
Olshtain, E., & Blum-Kulka, S. (1985). Degree of approximation: Nonnative reactions to native speech act behavior. In S. Gass & C. Madden (Eds.), Input in second language acquisition. Rowley, MA: Newbury House.
Pinto, D. (2005). The acquisition of requests by second language learners of Spanish. Spanish in Context, 2, 1-27.
Shardakova, M. (2010). How to be funny in a second language: Pragmatics of L2 humor. In R. D. Brecht, L. A. Verbitskaja, M. D. Lekic, & W. P. Rivers (eds.), Mnemosynon. Studies on language and culture in the Russophone world: A collection of papers presented to Dan E. Davidson by his students and colleagues (pp. 288–310). Moscow: “Azbukovnik,” Institut russkogo jazyka.
Shively, R. L. (2010). From the virtual world to the real world: A model of pragmatics instruction for study abroad. Foreign Language Annals, 43, 105-137.
Shively, R. L. (2011). L2 pragmatic development in study abroad: A longitudinal study of Spanish service encounters. Journal of Pragmatics, 43, 1818-1835.
Siegal, M. (1994). Looking east: learning Japanese as a second language and the interaction of race, gender, and social context. Unpublished doctoral dissertation, University of California, Berkeley.
Source: CASLS
Inputdate: 2014-02-23 15:18:06
Lastmodifieddate: 2014-02-24 03:13:51
Expdate:
Publishdate: 2014-02-24 02:15:01
Displaydate: 2014-02-24 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 5
Title: The Intersection of Race, Ethnicity, and Language during Study Abroad by Genevieve Beecher, Chinese Flagship Program
Body:
Study abroad has long been perceived as a resource for developing second language proficiency. Qualitative and quantitative research indicates that language proficiency is an important factor for students’ abilities to blend in with study abroad host communities (Rubin, 2004; Takamori, 2010; Wong & Xiao, 2010). Blending in with communities involves a number of identity factors, such as race, ethnicity and gender. Gwyn Kirk and Margo Okazawa-Rey (2010) argue that the single most visible signifier of identity is physical appearance:
How we look to others affects their perceptions, judgments, and treatment of us. Questions such as “Where do you come from?” and questioning behaviors, such as feeling the texture of your hair or asking if you speak a particular language, are commonly used to interrogate people whose physical appearances especially, but also behaviors, do not match the characteristics designated as belonging to established categories (p. 94).
Depending on the host culture, one’s physical appearance during the study abroad experience may affect how learners use pragmatics as a communication strategy. More specifically, students whose race or ethnicity is similar to the host culture may be able to physically blend in more than others or pass as locals. Passing is the ability of a person to be regarded as a member of a social group other than her own for the purpose of gaining social acceptance (Kirk & Okazawa-Rey 2010). As students study abroad, research shows that the use of pragmatics may be used as a communication strategy to pass or fit in with the host culture.
Students in the University of Oregon Chinese Flagship Program, along with Professor Zhuo Jing-Schmidt (far right) explore the intersection of race, ethnicity, and language during their year abroad.
Consider the examples below:
In a study conducted by Jill Rubin (2004), data was collected from four Chinese American students who studied abroad in China. Rubin states, “language skills remained essential in their ability to interact with Chinese citizens and blend in with the surrounding culture” (Rubin, 2004, p. 41).
For example, one student said she was able to “pretend” that she was a local citizen when interacting with people in public, because she demonstrated high language proficiency. Her language skills were used as a tool for pretending, passing, and interacting with others as insiders. On the other hand, Rubin finds that students who struggle with their language skills see Chinese customs as “foreign” and do not try to engage as much in the culture as those who have high language skills.
Rubin (2004) finds a correlation with language skills and the “othering” of Chinese culture, demonstrating that the students are cast as outsiders because of their lack of language proficiency and understanding of pragmatics.
In another study, Ayako Takamori (2010) investigates how language and communication affects Japanese Americans living in Japan. She argues that speaking the local language does not mean that a person will fit in, but that by having an accent and speaking “strangely,” one is set apart from the citizens in that country. In this sense, it’s not what you say but how you say it.
In the study, the Japanese-Americans living in Japan become more aware of how other people (both Japanese and foreigners) perceive them. As a result, they strategically change their communication patterns with people in Japan. For example, one female participant deliberately changes her language proficiency for speaking Japanese depending on where she is and with whom she is speaking. When speaking with Japanese mothers, she speaks Japanese with a heavy accent mixed with some English; when ordering from café attendants, she speaks only English; and when talking with her family, she speaks fluent Japanese with no accent. When asked why she changed her language level, she says that people treat her better or worse depending on if they think she is a foreigner or local. Her accounts demonstrate examples about how pragmatics plays a major role for shaping study abroad experiences.
Study abroad certainly provides many opportunities for language learners to engage in communication; however, its outcomes may vary among students’ pragmatic experiences. As educators, we can include activities or discussions about how the intersection of race, ethnicity, and pragmatics affects the study abroad experience.
References
Kirk, G., & Okazawa-Rey, M. (2010). Women's Lives: Multicultural Perspectives. New York, NY: McGraw-Hill.
Rubin, J. (2004, June). Going Inward by Going Abroad: Understanding Heritage Seeking for Chinese Americans Studying Abroad in China. Master's Thesis. Northwestern University.
Takamori, A. (2010). Rethinking Japanese Ameican "Heritage" in the Homeland. Critical Asian Studies, 42 (2), 217-238.
Wong, K. F., & Xiao, Y. (2010). Diveristy and Difference: Identity Issues for Chinese.
Heritage Languge Learners from Dialect Backgrounds. Heritage Language Journal , 7 (2), 153-187.
Source: CASLS
Inputdate: 2014-02-23 15:25:58
Lastmodifieddate: 2014-02-24 03:13:51
Expdate:
Publishdate: 2014-02-24 02:15:01
Displaydate: 2014-02-24 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
