Contents
Content Type: 4
Title: Party Invitation
Body:
by Krystal Sundstrom, CASLS Online Learning Specialist
Social activities play an important role in students’ daily lives. This activity provides students with the opportunity to plan a fun event, while exercising their language skills in an authentic and realistic context. Students will plan activities for a birthday or holiday party, and then create a written invitation and invite friends directly.
Outcomes:
- Learners will be able to plan an event and describe the event logistics (time, location, directions, and activities).
- Learners will be able to invite people to the event via written and verbal invitations.
Resources:
- Local maps (if needed)
- Party Invitation resource sheet
Procedure:
- Begin by having learners brainstorm activities for a party. This can be a birthday party, holiday party, or other special occasion.
- Then have students plan the logistics for their event. Logistics can include the time and date, the location including directions to get there, and activities at the party. (See the Party Invitation resource sheet). Students can work individually or in pairs or small groups.
- After students have planned their event, they can design a written invitation. The written invitation can include a request to attend the event, contact information, and event logistics.
- Once they’ve created the invitation, they can invite friends verbally. They can work in pairs or small groups to practice inviting each other to their event and describing the event itself.
- Closing activity: Post the written invitations around the classroom, and students can indicate their top 3 choices for which events they’d like to attend.
Source: Krystal Sundstrom, CASLS
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Content Type: 5
Title: Task-based Learning in Online Environments by Mandy Gettler, CASLS Associate Director
Body:
Each summer, CASLS hosts twenty high school students on the University of Oregon campus for a Swahili STARTALK program. Students spend two weeks learning Swahili while getting a taste of college life by staying in the residence halls. Students can opt to continue their learning by enrolling in a one semester online Swahili course.
The online course follows a narrative woven with task-based learning activities and traditional vocabulary activities. "Task-based learning makes the language come alive for the students," says Krystal Sundstrom, CASLS Online Learning Specialist who developed the curriculum. "It places the student in a context in which they are using language in real life, which helps them engage more in the learning process."
For an online course, engagement is critical. Online environments can lend themselves to opportunities for interaction, but curriculum activities must be rich and engaging to motivate students to complete them, especially in a course such as this where it is not part of student's regular school requirements.
CASLS online Swahili curriculum uses real-life tasks to keep students motivated and engaged.
In the Swahili course, students "travel" to East Africa for a leadership camp and learn Swahili along the way. When students arrive, they must introduce themselves in the target language to their host family and answer questions about foods they like and dislike so the host family can plan a welcome feast. At the end of the course, students complete an independent research project. They select a topic that interests them, complete some research, and give a presentation in Swahili. Students' presentations ranged from the ivory trade to music to the East African educational system.
"These students were completely self-directed and completed the course on their own time," says Krystal. "I was impressed that the majority of students stayed engaged throughout."
Source: CASLS
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Content Type: 1
Title: March 2014 Issue of Language Magazine
Body:
The March 2014 issue of Language Magazine is available online at http://languagemagazine.com/?p=34520
In this issue:
Let Learning Emerge
Diane Larsen-Freeman applies lessons from complexity theory to language education
Empathy Starts in Schools
Juan José Vázquez-Caballero argues that it is time for world language teachers to fill the cultural deficit
Cutting to the Common Core: Changing the Playing Field
In the second installment of a two-part article, Jeff Zwiers, Susan O’Hara, and Robert Pritchard present essential shifts for teaching Common Core Standards to academic English learners
French Focus
Long before festivities kicked off for this month’s celebration of La Francophonie, French was hitting the headlines
Building Conversational Fluency
Andres Abeyta offers new solutions to the age-old problem of attaining oral fluency in a new language
Europe on a Budget
Taking a summer program in Europe is a dream that can come true with some careful planning
Last Writes
Richard Lederer outs words with contradictory meanings
Source: Language Magazine
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Content Type: 1
Title: Book: Teaching and Learning Arabic as a Foreign Language
Body:
From http://press.georgetown.edu/book/languages/teaching-and-learning-arabic-foreign-language
Teaching and Learning Arabic as a Foreign Language: A Guide for Teachers
By Karin C. Ryding
Published by Georgetown University Press
This guide clearly and succinctly presents the basic tenets of teaching foreign languages specifically for Arabic teachers. Consolidating findings from second language acquisition (SLA) research and applied linguistics, it covers designing curricula, theory and methods, goals, testing, and research, and intersperses practical information with background literature in order to help teachers improve their teaching of Arabic as a foreign language (TAFL).
This guide, which can be used as a textbook, is the first of its kind aimed specifically at TAFL, and should be of interest to Arabic instructors-in-training, academics, graduate students, linguists, department chairs, language coordinators, and teacher trainers. It also serves as a resource for teachers of other less commonly taught languages (LCTLs), who struggle with similar issues.
Visit the publisher’s website at http://press.georgetown.edu/book/languages/teaching-and-learning-arabic-foreign-language
Source: Georgetown University Press
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Title: Call for Papers: UIC BilForum
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From http://bilforum2014.wordpress.com
The 2012 UIC BilForm will be held on October 2 and 3, 2014 at the University of Illinois at Chicago. The UIC BilForum is dedicated to research in any area related to bilingualism, including theoretical linguistics, code-switching, second language acquisition, psycholinguistics, sociolinguistics, neurolinguistics, cognitive sciences, heritage languages and bilingual acquisition.
Papers are invited in any area related to bilingualism, including theoretical linguistics, code-switching, SLA, psycholinguistics, sociolinguistics, neurolinguistics, cognitive sciences, heritage languages and bilingual acquisition.
Deadline for submission of abstracts: May 4th, 2014
View the full call for papers at http://bilforum2014.wordpress.com/call-for-papers
Source: University of Illinois at Chicago
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Content Type: 1
Title: Call for Papers: Working Papers in Language Pedagogy
Body:
From http://linguistlist.org/issues/25/25-1131.html
This is a call for papers for the journal Working Papers in Language Pedagogy. WoPaLP publishes articles reporting on the findings of either empirical or theoretical research in language pedagogy and applied linguistics at the http://langped.elte.hu/WoPaLP.htm website. It is a refereed online forum of publication.
For details of submitting papers, please go to: http://langped.elte.hu/WoPaLPcallforpapers.htm
The deadline for submission is open.
Source: LINGUIST List
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Title: Call for Presentations: Michigan World Language Association (MIWLA) Conference
Body:
From http://miwla.org/home/conference/general-information
The 2014 Conference will be held at the Lansing Center and the Radisson Hotel Lansing at the Capitol on October 23-24, 2014.
The 2014 Michigan World Language Association (MIWLA) Conference features over 90 educational sessions covering a wide spectrum of the language profession addressing the theme Engage! – Celebrating World Languages. More than 30 exhibitors will be showcasing the latest products and services for you and your students. The MIWLA Conference brings together over 600 language educators from all languages and levels each year.
MIWLA is now accepting proposals for the 2014 conference. Submit a proposal at http://miwla.org/home/now-accepting-proposals-for-the-2014-conference
The submission deadline is April 1, 2014.
Source: MIWLA
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Title: Call for Papers: Okanagan Workshop on Innovation in Language Teaching
Body:
From http://www.ubc.ca/okanagan/fccs/news-events/owilt.html
The first Okanagan Workshop on Innovation in Language Teaching will be held on August 16th, 2014 at the beautiful University of British Columbia Okanagan campus in Kelowna, British Columbia.
Abstracts are invited for papers on any topic that addresses the main theme of the workshop: innovation in language teaching. The organizing committee is especially interested in papers that focus on the following areas, although other topics are welcome:
Flexible learning in language classes
Community-based (experiential) learning
Innovative uses of technology in the language classroom
Social media as a language teaching tool
The organizers expect a volume of the workshop proceedings to be published through the UBC Open Access Journals.
Abstract submission deadline: April 5, 2014
View the full call for papers at http://www.ubc.ca/okanagan/fccs/news-events/owilt.html
Source: University of British Columbia Okanagan
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Content Type: 1
Title: Live Your Language Alliance Conference
Body:
From http://www.liveyourlanguagealliance.org
Bi-annual Live Your Language Alliance (LYLA) conference
“Speak what you can, teach what you know”
March 21-23, 2014
Humboldt State University campus,
Arcata, California
Learn more about this conference for indigenous language activists at http://www.liveyourlanguagealliance.org
Source: LYLA
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Content Type: 1
Title: TESOL International Convention & English Language Expo
Body:
From http://www.tesol.org
The TESOL International Convention & English Language Expo will take place in Portland, Oregon, March 26-29, 2014. The theme is “ELT for the Next Generation.”
Visit the convention website at http://www.tesol.org/attend-and-learn/international-convention/convention2014
Source: TESOL
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