Contents
Content Type: 3
Title: Strategic Attention to Lexical Acquisition
Body:
by Julie Sykes, CASLS Director
No matter one's take on second language acquisition and classroom methodology, vocabulary plays a critical role in learning. Words are needed for simple utterances at the novice level and complex discourse patterns as learners become more advanced. Gass and Selinker (2001) note that most common errors occur through lexical mistakes and that those errors are seen as some of the most obvious. A strategic approach to learning vocabulary highlights not only learning words, but also connecting those words as part of a system. A number of elements are key to facilitating vocabulary acquisition and a strategic approach enables learners to make the most of their efforts when learning new words. Drawing on design features for effective vocabulary activities (Lafford, Lafford, and Sykes, 2001), the following are sample strategies to aid learners in their learning of new vocabulary.
Strategy #1: Draw on background knowledge to connect new words with things learners already know.
This strategy emphasizes the importance of drawing on learners' current system and making explicit use of this knowledge. In one application of this approach, learners are encouraged to select three words associated with any new word. These can be morphological or semantic connections. For example, if the new word is carrot connected words could be orange, vegetable, cake or anything else the learners already associate with carrots.
Strategy #2: Use multimodal processing for new lexical items.
This strategy asks learners to consider a variety of modes, such as pictures, sound files, and written text, to access new words. When making flashcards or other study tools, learners are encouraged to include a sentence, image, and picture on the flashcard as opposed to only a one-to-one translation (whether or not one exists).
Strategy #3: Develop communication strategies to facilitate the learning of unknown words.
Learners are encouraged to uses circumlocution, descriptions, and gestures to explain words they do not know. Developing skills in this area is critical to ongoing vocabulary development through interaction. Explicit classroom practice using unknown words can make this technique more salient and helpful to learners.
References
Gass, S., & Selinker, L. (2001). Second language acquisition: An introductory course (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Lafford, B., Lafford, P., & Sykes, J. (2007) Entre dicho y hecho...: An Assessment of the Application of Research from Second Language Acquisition and Related Fields to the Creation of Spanish CALL materials for Lexical Acquisition. CALICO Journal, 24(3), 497-529.
Source: CASLS Topic of the Week
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Content Type: 4
Title: Using Mind Maps to Strengthen the Learning of Vocabulary
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A key component of language learning is the acquisition of vocabulary to extend the domains in which learners are comfortable. Using a mind map to extend connections around word groupings and semantic connections can strengthen this learning.
Objective: To extend vocabulary learning through the use of mind mapping.
Resources: Strategic Approach to Vocabulary
Procedure:
- Work with learners to select a list of thirty words they need to know around a relevant topic. The list can be constructed by the instructor, the students, or a combination of the two.
- Assign learners the task of categorizing each of the words into a mind map and then expanding on each with a definition, image, or use in a sentence that will help them remember the word. See the Strategic Approach to Vocabulary resource sheet for student instructions.
- Ask learners to make an additional mind map with the same words, but grouped into different categories.
- Have learners share their maps with a classmate and select their favorite.
Source: CASLS Activity of the Week
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Content Type: 5
Title: Educators Come to Together for CALICO by Mandy Gettler, CASLS Associate Director
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Each year, the Computer-assisted Language Instruction Consortium (CALICO) hosts an annual conference where its members come together to share their research and current projects and to learn from one another.
"CALICO is an organization that really cares about its members, no matter where they are in their career," says CASLS Director Dr. Julie Sykes, long-time CALICO member, and member of the executive board. "It is highly supportive of those just starting out and meaningful for those who have been engaged with the field longer. Each year, the membership works together to make all feel welcome and, simultaneously, push each other to do higher quality work."
The 2014 conference was held May 6-10 at Ohio University. The conference theme was Open, Online, Massive: The Future of Language Learning? With over 130 sessions ranging from using web conference services in the classroom, incorporating mobile devices, and implementing game-based theory into the classroom.
Jeff Magoto, Director of the University of Oregon Yamada Language Center and long-time collaborator with CASLS, gave a presentation on ANVILL. ANVILL is a learning management system designed specifically for the language classroom and available to educators at no-cost. ANVILL can be used as a standalone application, as part of a school's existing learning management system, or as a cloud-based application.
Dr. Sykes served on a panel with Dr. Steve Thorne, Associate Professor of Second Language Acquisition at Portland State University, and Dr. Chris Holden, Assistant Professor at the University of New Mexico, on place-based augmented reality for language learning.
Source: CASLS Spotlight
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Content Type: 2
Title: Come Work at CASLS: Chinese Flagship Recruitment Coordinator
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From http://jobs.uoregon.edu/unclassified.php?id=4772
The University of Oregon Chinese Flagship Program helps undergraduate University of Oregon students develop real-world linguistic and cultural skills to work in a Chinese professional environment. Students enroll in a four-year, honors-level program and study abroad at Nanjing University in China during their junior year. Students also participate in regular cultural programming and continue their learning outside of the classroom.
The Chinese Flagship Recruitment Coordinator would work with the Program Coordinator and Co-Directors to develop and maintain a recruitment/outreach plan to recruit both on- and off-campus students to the Flagship Program.
Essential Responsibilities
Develop and maintain the Chinese Flagship Program’s recruitment/outreach plan for undergraduate students in consultation with the Flagship co-directors and coordinator
Play key role in strategizing and executive student search strategies
Plan, organize, and attend recruitment events, both on and off campus
Create recruitment materials related to key recruitment activities (print and electronic)
Coordinate with UO Admissions on outreach efforts
Coordinate admissions process of new students
Ability to travel
Flexibility to work evenings and weekends
Required Qualifications
Bachelor’s Degree in a related field
Experience in undergraduate student affairs and/or recruitment
Strong organizational skills
Excellent oral and written communication skills
Experience in event planning
Ability to work independently and collaboratively within a multicultural, multilingual environment
Preferred Qualifications
Master’s degree in a related field
Proficiency in Chinese
3-5 years’ experience in undergraduate student affairs and/or recruitment
Review of applications will begin on July 4, 2014.
The full job posting is available at http://jobs.uoregon.edu/unclassified.php?id=4772
Source: CASLS
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Title: Now Hiring: Le Monde French Immersion Public Charter School in Portland
Body:
Le Monde French Immersion Public Charter School in Portland is hiring. For more information go to http://www.lemondeimmersion.org/pages/Le_Monde/Employment
Source: Le Monde French Immersion Public Charter School
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Content Type: 1
Title: Job: Elementary Immersion French and Spanish Teacher, Eugene School District 4J
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Eugene School District 4J is a student-centered district; everything we do must be good for children. As a collaborative staff we create an environment that is demanding but nurturing, rigorous but compassionate, safe but risk-taking. We foster independence, collaboration, social responsibility, and require accountability as well as involvement from everyone. The Eugene School District’s mission is Investing in Students, Creating the Future. We are interested in individuals who are collaborative, innovative, and focused on providing a strong educational experience for our economically and culturally diverse community. We are currently looking for teachers at the two schools below. You can click on the link to review the posting and apply.
Bilingual Spanish Teachers - El Camino del Rio Elementary
French Immersion Elementary Teachers – Charlemagne
We hope you will visit our webpage to learn more about our district and these exciting teaching opportunities: http://www.4j.lane.edu
Hardin, K. [LIM-A] Immersion Teacher Needed in Eugene, Oregon (French and Spanish). LIM-A listserv (LIM-A@LISTS.UMN.EDU, 17 Jun 2014).
Source: LIM-A
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Title: Volume 14:1 of Working Papers in TESOL & Applied Linguistics Available
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From http://journals.tc-library.org/index.php/tesol
Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics is an on-line journal dedicated to publishing research in progress in the fields of TESOL and Applied Linguistics.
In the latest issue:
Articles
-The Conceptualization and Operationalization of Diagnostic Testing in Second and Foreign Language Assessment
Heidi Han-Ting Liu
-Strategic Competence and L2 Speaking Assessment
Yuna Seong
Forum
-Introduction: Pre-service TESOL Teachers Speak Out About edTPA
Amanda McKenna & Catherine Box
-Reflections on an edTPA Experience: A Disappointing, Anticlimactic Conclusion
Amy Proulx
-What’s the Hardest Part of edTPA?
Niove Theoharides
-edTPA: An Assessment that Reduces the Quality of Teacher Education
Stephanie Chiu
-edTPA? Good Grief!
Amanda McKenna
-edTPA: You, Too, Shall Pass
Justine McConville
Book Reviews
-Business and Service Telephone Conversations: An Investigation of British English, German, and Italian Encounters.
Di Yu
-Collaborative Writing in L2 Classrooms.
Dennis Koyama
Interview
-An Interview with APPLE Lecture Speaker Professor Alister Cumming
Rongchan Lin, Yuna Seong, & Catherine Box
And more. Available at http://journals.tc-library.org/index.php/tesol
Source: Columbia University
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Title: Dowato: New Journal of Nubian Studies
Body:
The inaugural issue of Dotawo: A Journal of Nubian Studies has been published.
Dotawo is an online, open-access journal supported by the Digital Commons of Fairfield University in Fairfield, Connecticut. It may be found online at http://digitalcommons.fairfield.edu/djns/ and available for purchase in hard-copy at http://punctumbooks.com/titles/dotawo-volume-1-2014/.
Dotawo is a venue for diachronic, cross-disciplinary scholarship on all aspects of Nubia and its civilizations. Accordingly, the editors look forward to submissions from any scholar of Nubian studies.
The first volume is dedicated to Nubian languages of the medieval and modern periods.
ANN: Dotawo: A Journal of Nubian Studies. H-AFRICA listserv (H-AFRICA@H-NET.MSU.EDU, 14 Jun 2014).
Source: H-AFRICA
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Title: Book: Studies in Second Language Acquisition of Chinese
Body:
From http://www.multilingual-matters.com/display.asp?k=9781783092086
Studies in Second Language Acquisition of Chinese
By ZhaoHong Han
Published by Multilingual Matters
Interest in learning Chinese as an additional language has soared worldwide over the last ten years. Yet little is known about the learning process, and much less about what pedagogical strategies might facilitate or, otherwise, hinder it. This book thus aims to further understanding of the acquisition of Chinese as a foreign or second language. It brings together six independent studies which explore aspects of learning Chinese as an additional language across the domains of morphosyntax, pragmatics, cognitive capacity, interactional learning, and instructed learning via a variety of conceptual frameworks and methodological strategies. These studies, as well as the suggestions for future research, will be of interest to second language acquisition researchers, graduate students and second language teachers of Chinese, as well as to curriculum developers and materials writers.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?k=9781783092086
Source: Multilingual Matters
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Title: Book: The Language of Adult Immigrants
Body:
From http://www.multilingual-matters.com/display.asp?isb=9781783092031
The Language of Adult Immigrants: Agency in the Making
By Elizabeth R. Miller
Published by Multilingual Matters
This book is the first to explore the constitution of language learner agency by drawing on performativity theory, an approach that remains on the periphery of second language research. Though many scholars have drawn on poststructuralism to theorize learner identity in non-essentialist terms, most have treated agency as an essential feature that belongs to or inheres in individuals. By contrast, this work promotes a view of learner agency as inherently social and as performatively constituted in discursive practice. In developing a performativity approach to learner agency, it builds on the work of Vygotsky and Bakhtin along with research on ‘agency of spaces’ and language ideologies. Through the study of discourses produced in interviews, this work explores how immigrant small business owners co-construct their theories of agency, in relation to language learning and use. The analysis focuses on three discursive constructs produced in the interview talk–subject-predicate constructs, evaluative stance, and reported speech–and investigates their discursive effects in mobilizing ideologically normative, performatively realized agentive selves.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783092031
Source: Multilingual Matters
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