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Title: Curriculum Planning Outside the Textbook: Part 1
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Are you wondering how to integrate Can Do statements in your curriculum? Want to design your own curriculum? Here is an excellent blog post from Musicuentos to get you started: http://musicuentos.com/2014/03/curriculum-planning
Source: Musicuentos
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Title: Idea: Recipes Make for Good Listening Material
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From http://frenchteachernet.blogspot.co.uk
Former French teacher and blogger Steve Smith writes,
I've been looking around for good video listening material … and discovered that there are a myriad of useful short videos featuring cooking recipes. Many are short enough (up to about 4 minutes is good) and easy enough to be very usable in the classroom or for homework.
As with all listening resources you need to find language which is clear and not too fast. With recipes you have the great advantage that the visuals follow the language very closely so comprehension is facilitated. In addition, most students would find at least some interest in following recipes.
Videos like this can be exploited in a number of ways. Here are a few:
True/false/not mentioned
Gap fill
Matching starts and ends of sentences
Vocabulary list completion
Oral recounting of the recipe to a partner
Adapting the material to produce a written account in past tense
Making the recipe at home to be brought in for a class tasting.
Focusing on an aspect of grammar (e.g. imperatives and il faut)
Focusing on cooking vocabulary which can be re-used when describing another recipe orally or in writing
View the full blog post at http://frenchteachernet.blogspot.co.uk/2014/03/recipes-make-for-good-listening-material.html
Source: Frenchteacher Blog
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Title: eComma: Tool Allows for Shared Text Annotations
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From http://ecomma.coerll.utexas.edu/about-ecomma
A product of our sister LRC the Center for Open Educational Resources and Language Learning, eComma is a free software module that plugs into Drupal, a popular open source content management system. eComma allows a group of users to annotate the same text together and to share their annotations with each other. Collaborative online annotation offers a new kind of reading experience: instead of making notes in the margin of a book, readers can now share their reactions instantaneously and build a body of commentary about a text together. eComma may be used synchronously or asynchronously, depending on the task and circumstances.
eComma is available at http://ecomma.coerll.utexas.edu
Source: COERLL
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Title: Learner-computer Interactions: NLP-generated Feedback
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Trude Heift is a professor of linguistics at Simon Fraser University. Her research interests include Computer-Assisted Language Learning, and Applied and Computational Linguistics
Of all of the types of interactions that occur in language learning, particularly interesting in CALL development and research are the instances where learners are able to obtain help or feedback on their language as well as to engage in conversation and negotiation of meaning with another speaker of the language. Both cognitive interactionist (e.g., Long, 1983, 1996; Gass 1997; Pica 1994) and input processing theories (VanPatten, 2007) focus on how learners process L2 input. The task for language learners is to make form-meaning mappings that are essential for ultimately incorporating new items into their interlanguage knowledge and ability for use. For CALL, this means that learner-computer interactions must support students with their language comprehension and production by, for instance, 1) making key linguistic characteristics salient by highlighting and providing opportunities for repetitions and modifications for particular forms, and 2) supporting modified interaction between the learner and the computer by providing the learner with control over when to request help, modify responses, and get access to repetition and review (see Chapelle, 1998, 2011; Heift & Chapelle, 2011). Developers of CALL materials can intentionally provide these opportunities for learners.
In the past, form-focused learning environments such as commonly found with Tutorial CALL (Levy, 1997) have offered language students a relatively low level of interactivity and a limited ability to construct meaning independently. A heavy emphasis was placed on the production of accurate language with limited learner feedback and little flexibility of student responses. However, by now and due to advances in technology and CALL pedagogy, there is a lot of potential in providing students with more valuable computer interactions in the form of informative feedback to a variety of learner input and individualization of the learning experience. Indeed, research has sought evidence that learner feedback in CALL makes a difference, and more specifically what kind of feedback makes a difference. One of the early studies investigating different feedback types for Japanese grammar instruction found that 'intelligent' feedback (with a metalinguistic explanation) was more effective than traditional feedback (e.g., wrong, try again!) (Nagata, 1993). A number of studies followed and they generally support the claim that students benefit from explicit feedback because they subsequently perform better on particular target language structures and/or because students' grammatical awareness is subsequently raised. Evidence for effects of computer-generated feedback has also been sought in studies examining learner error correction behavior, referred to as learner uptake(Lyster, 2007), in response to distinct feedback types (e.g., Heift & Rimrott, 2008). Here, the findings report significantly more learner uptake for feedback that provides detailed corrections. But what are the technical requirements for 'intelligent' feedback?
If one does not compare the students' input string to the strings of anticipated answers, the computer needs to be capable of a much more sophisticated linguistic analysis of student input to detect errors and provide corrective feedback and contextual instructional guidance in an individualized learning environment. This research approach is taken in Intelligent CALL (ICALL). One of the key features of an ICALL system resides in the detailed and individualized level of feedback that the program offers the student, along with keeping track of each student's most common mistakes. In addition, help tools and scaffolding are driven by complex underlying linguistic tools and analyses which help to provide a richer learning environment (see Heift, 2011). ICALL systems integrate natural language processing (NLP) and artificial intelligence (AI) modeling into CALL. NLP techniques model "understanding" of human language by computer, while AI techniques can be used to model the individualized learning experience, thus aiming at learning programs that come closer to natural language interaction between humans than has been the case in traditional CALL. The development of an NLP system, however, along with its integration into a CALL package is a very complex, onerous, and extremely time-consuming endeavor, largely due to its sophisticated underlying technology. There are currently a number of ICALL applications used in foreign language classrooms, most notably a system for Japanese (Robo-Sensei), for Portuguese (Tagarela) and for German (E-Tutor). In addition, we find an increase in more general NLP tools used and applied to online language learning environments (e.g., Compleat Lexical Tutor).
References
Chapelle, C. A. (2011). The relationship between second language acquisition theory and computer-assisted language learning. The Modern Language Journal, 93, 741-753.
Chapelle, C. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning & Technology, 2(1), 22-34.
Heift, T. (2010). Developing an Intelligent Language Tutor. CALICO, 27(3), pp. 443-459.
Heift, T. & Chapelle, C. (2011). Learning through Technology. In Gass, S. & Mackey, A. (eds.). Handbook of Second Language Acquisition, Routledge, pp. 555-570.
Heift, T., & Rimrott, A. (2008). Learner responses to corrective feedback for spelling errors in CALL. System, 36(2), 196-213.
Levy, M. (1997) CALL: Context and conceptualization. Oxford: Oxford University Press.
Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied linguistics, 4(2), 126.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. C., & Bahtia, T. K. (eds.), Handbook of second language acquisition (pp. 413-68). New York: Academic Press.
Lyster, R. (2007). Learning and Teaching Languages Through Content: A Counterbalanced Approach. John Benjamins.
Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44(3), 493-527.
VanPatten, B. (2007). Input processing in adult second language acquisition. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (pp. 115–135). Mahwah, NJ: Erlbaum.
Source: CASLS Topic of the Week
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Title: April 2014 Issue of Language Magazine
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The April 2014 issue of Language Magazine is available online at http://languagemagazine.com/?p=42545
In this issue:
Help for Every Struggling Reader
Invited authors provide sage advice for teachers
Cutting to the Common Core: Kinsella on Narrow Reading
Dr. Kate Kinsella advocates the use of Narrow Reading Units as a portal to word knowledge and literate discourse
Riding the Blogger Trail
Leah Stilman sees blogging as the logical development of creative writing
The Dilemma of Dyslexia and English Learners
Kelli Sandman-Hurley advocates using the mother tongue to diagnose dyslexia
Bilingual Storybooks
The books trending now in storytelling
Generation Study Abroad
Efforts to double the number of students abroad by 2020 creates opportunities and challenges
Last Writes
Richard Lederer with a some departures of a timely nature
Source: Language Magazine
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Title: New Resource: Language Nest Handbook for B.C. First Nations Communities
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The First Peoples' Cultural Council in B.C. (www.fpcc.ca) has just released a brand new resource, the Language Nest Handbook for B.C. First Nations Communities. It is available to download as a PDF here: http://www.fpcc.ca/about-us/Publications
Co-authored by Dr. Kathryn Michel of the Chief Atahm School and Cséyseten Language Nest program, the handbook outlines the vision and goals of the language nest model, summarizes research on language immersion at the early childhood level and answers some common questions about bilingualism and second language acquisition for young children. The handbook also provides practical solutions to common challenges in running a language nest program, based on the experience and knowledge of language nest program administrators and experts.
Parker, A. [ilat] New Language Nest Resource from B.C. ILAT listserv (ilat@list.arizona.edu, 2 Apr 2014).
Source: ILAT
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Title: New Briefs from the Language Policy Research Network
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From http://www.cal.org/lpren/index.html
The Language Policy Research Network (see http://caslsintercom.uoregon.edu/content/12424), hosted by the Center for Applied Linguistics, is launching a new series of informative publications entitled LPReN Briefs.
Here are March’s briefs:
Historical Orientations to Language Policy in the United States
by Terrence G. Wiley, with Haley de Korne
http://www.cal.org/lpren/pdfs/historical-orientations-to-language-policy-in-the-united-states.pdf
Applications of Language Policy and Planning to Deaf Education
by Sarah E. Compton, University of Jyväskylä and Francis M. Hult, Lund University
http://www.cal.org/lpren/pdfs/applications-of-language-policy-and-planning-to-deaf-education.pdf
Learn more about this new series at http://www.cal.org/lpren/resources.html
Source: LPReN
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Title: Book: Second Culture Teaching and Learning
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From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=78841&concordeid=431457
Second Culture Teaching and Learning: An Introduction
By Thomas Szende
Published by Peter Lang
This monograph offers an incisive analysis of how the second language learner can achieve cultural proficiency, which is more than a set of rules and facts to be memorized by rote. How can the cultural dimension be taken into account, among the many choices of instructional material and language assessment tools? Is it possible to distinguish levels of cultural competence? How can the degree of cultural proximity between the source language and the target language influence the acquisition process? What strategies should be implemented in order to decode any cultural pitfalls? This handy guide addresses these and many other frequently asked questions underpinning language teaching methodology.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=78841&concordeid=431457
Source: Peter Lang
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Title: Book: Introducing Second Language Acquisition: Perspectives and Practices
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From http://www.wiley.com/WileyCDA/WileyTitle/productCd-0470658045.html
Introducing Second Language Acquisition: Perspectives and Practices
By Kirsten M. Hummel
Published by Wiley
Introducing Second Language Acquisition: Perspectives and Practices represents a clear and concise introduction to the main concepts, issues, and debates in second language acquisition studies aimed specifically at undergraduates encountering the topic for the first time.
Follows six fictitious language learners throughout the text whose stories serve to introduce various concepts and issues
Contains specific chapters on first language acquisition and bilingualism, as well as explicit references to the most recent and important research
Covers key topics including acquisition contexts, theoretical perspectives, language teaching methods, second language development, and individual differences (such as age, aptitude, and motivation)
Grabs student attention with lighthearted cartoons that illustrate and reinforce key ideas
Features a full range of pedagogical tools to aid student learning, including “language learning in practice” textboxes; bolded new terms defined in the margins; an end-of-book glossary; self-assessment and classroom discussion questions; exercise and project ideas; and further online viewing sections
Visit the publisher’s website at http://www.wiley.com/WileyCDA/WileyTitle/productCd-0470658045.html
Source: Wiley
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Title: Call for Papers: 112th Annual Conference of the Pacific Ancient and Modern Language Association
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From http://www.pamla.org/2014
The 112th Annual Conference of the Pacific Ancient and Modern Language Association will take place October 31-November 2, 2014, in Riverside, California.
A list of approved session topics for PAMLA 2014 has been posted and the online submission system is now open. All paper proposals for General and Special Sessions must be submitted via the online system by May 15, 2014 for inclusion in the conference program.
For more details go to http://www.pamla.org/2014
Source: PAMLA
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