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Content Type: 1
Title: Pronunciation Game Ideas for Spanish
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Here is a Spanish-language collection of different ideas for games to work on Spanish pronunciation: http://www.profedeele.es/2014/08/ideas-trabajar-pronunciacion-clase.html
Source: ProfeDeELE
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Title: 41st ELT Blog Carnival: Teaching with Humor
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The theme of the 41st ELT Blog Carnival is Teaching with Humor. Read summaries of and access the blog posts of the different contributors here: http://eslcarissa.blogspot.com/2014/08/41st-elt-blog-carnival-teaching-with.html
Access past blog carnivals at http://eltblogcarnival.com/
Source: mELTing activities
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Title: New Website: The ESL Rural Mural
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There's a new ESL website, The ESL Rural Mural, for education leaders which:
· Illuminates the changing NYS regulations
· Highlights evidence-based techniques and proven best practices
· Furnishes abundant resources addressing professional development
· Offers some helpful direction and support from a collaborative community of professional contacts, the Northern ESL PLC.
A colorful mural of meaningful material specifically suited for the rural perspective: http://sites.google.com/site/eslruralmural/
Garafalo, D. New ESL Website with a Rural Perspective. NYSTESOL-L listserv (nystesol-l@yahoogroups.com, 25 Jul 2014).
Source: NYSTESOL
Inputdate: 2014-08-10 20:35:32
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Title: Beginning of School Resources
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Here is a “Survival Guide for New Teachers” from Education Week, aimed at new teachers in any content area: http://www.edweek.org/tm/articles/2014/08/05/ctq_bohstedt_new_teachers.html
Get some classroom decoration ideas in this blog post: http://creativelanguageclass.com/2014/08/08/cover-the-classroom-with-culture/
Source: Various
Inputdate: 2014-08-10 20:36:10
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Title: Keeping It Real: Using Authentic Content in the Language Classroom
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From http://languagemagazine.com/?page_id=87567
“For years, theorists and cutting-edge language educators alike have been advocating a move away from rote learning and grammar-centered instruction. Many believe that facilitating content-driven, learner-centered acquisition is a better approach. However, until recently, there were few resources available to achieve this. But as language learning moves from textbooks to the online realm, a great opportunity has presented itself: easily and inexpensively immersing the student in a wide variety of authentic language produced by and for native speakers.”
Read Pat Guiney's full article at http://languagemagazine.com/?page_id=87567
Source: Language Magazine
Inputdate: 2014-08-10 20:36:43
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Title: Ideas to Add Visuals To Aid Learning
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From http://leesensei.edublogs.org
How can you use visuals to reinforce your students' learning? What are good ways to acquire and use teacher-generated and student-generated visuals? Get ideas in this recent blog post: http://leesensei.edublogs.org/2014/08/06/see-it-sayhear-it-recall-it-ideas-to-add-visuals-to-aid-learning/
Source: Language Sensei
Inputdate: 2014-08-10 20:37:18
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Title: Request Free ACTFL Information Packets for Your Methods Students
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As the beginning of the school year approaches, request packets loaded with information about the products and services available from ACTFL. Included are sample copies of The Language Educator and Foreign Language Annals. Encourage your students to take advantage of the many professional and career-related resources offered by ACTFL. ACTFL student membership is only $29/year. Learn more about ordering these FREE packets at http://www.actfl.org/request-free-student-information-kits. Student kits are intended for college students enrolled in a methods course with the intention of becoming a language teacher.
Source: ACTFL
Inputdate: 2014-08-10 20:38:01
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Title: Resources for Daily Routines and Activities of Teens
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An FLTEACH listserv user recently asked,
“I am having trouble locating resources (videos, commercials, short texts, etc.) that deal with a teen's daily life and routines. I did not see anything similar in the archives, so I am asking for help. I am trying to find these for a Spanish 3 Pre-AP class. Any suggestions will be greatly appreciated.”
Other listserv users have been responding with lots of helpful links to resources. Go to http://listserv.buffalo.edu/cgi-bin/wa?A2=ind1408&L=FLTEACH&P=R1323 to see the original query and then click on Next in Topic to begin reading the replies.
Source: FLTEACH
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Content Type: 3
Title: DocuScope and Learning Genre Effects in L2 Writing
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Naoko Taguchi is an Associate Professor of Japanese and Second Language Acquisition at Carnegie Mellon University. Her primary research interests include pragmatics in SLA.
Learning genres are essential in learning how to write in an academic setting. Higher-education contexts require students to write many different kinds of texts –essays, book reviews, research papers, laboratory reports, and reflective diaries. These different text types, or genres, can be constructed from a range of linguistic forms and text components. For example, a typical book review contains the components of introduction, summary of content, and evaluation. Phrases such as “many people suggest that . . .” and “one alternative is . . . ” are usually found in an argumentative essay. At the task of genre writing, L2 writers have to become able to not only control these linguistic forms and organizations, but also learn how to frame their language to fit a certain genre.
DocuScope (Ishizaki & Kaufer, 2011) is a string matcher software that contains 45 million English words classified into 120 categories or text types. It can serve as a useful diagnostic and assessment tool for L2 learners seeking to acquire a new genre in English. For example, the category “narrative” contains linguistic elements such as past tense verbs, expressions of time shift (e.g., “last year”) and time duration (e.g., “for two years”). When texts are analyzed by DocuScope, its pattern matcher automatically codes linguistic patterns and categorizes the texts based on the patterns found in the texts. In addition to the text tagging function, DocuScope provides a visualization environment that helps people visualize and understand intended genre effects in texts. For example, people can see how similar their text is compared with the prototypical text in the given genre, and what linguistic forms and categories are present or absent compared with the prototype.
An example application of DocuScope to L2 writing class is found in Zhao and Kaufer (2013). Students receive a prompt that intends to elicit a text in specific genre (e.g., narration). Students can upload their texts to DocuScope, and the instructor can turn on DocuScope functions. The tool generates assessment results of the assigned genre, and the instructor can bring the analytical diagram to the class. The instructor can provide feedback to students whether they met the requirements of their assigned genre. They can also show both prototypical and peripheral cases and demonstrate the linguistic choices that differentiate them from each other. In summary, DocuScope can serve as a useful instructional technology that facilitates writing development. DocuScope can enhance teachers and learners’ understanding of the correspondence between linguistic choices and genre effects in the practice of writing, which is usually taught only implicitly in classroom.
References
Ishizaki, S., & Kaufer, D. (2011). Computer-aided rhetorical analysis. In P. McCarthy & C.
Boonthum-Denecke (eds.), Applied natural language processing and content analysis (pp. 276–296). Hershey, PA: Information Science Reference.
Zhao, H., & Kaufer, D. (2013). DocuScope for genre analysis: Potential for assessing pragmaticfunctions in second language writing. In N. Taguchi & J. Sykes (eds.). Technology in interlanguage pragmatics research and teaching (pp. 235-260).Amsterdam/Philadelphia: John Benjamins.
Source: CASLS Topic of the Week
Inputdate: 2014-08-13 15:14:50
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Title: New Issue of Scenario: Journal about Drama in the Language Classroom
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From http://www.ucc.ie/en/scenario/
Scenario is a bilingual (English–German), fully peer-reviewed online journal. The journal's main focus is on the role of drama and theatre in the teaching and learning of foreign / second languages, including the literatures and cultures associated with these languages.
Scenario is pleased to announce that its fifteenth issue (2014-1) has just gone online, featuring contributions from teaching and learning contexts in Australia, England, Germany, Italy, and Japan: http://research.ucc.ie/scenario/current.
Inma Alvarez (Open University, UK) and Ana Beaven (C.I.L.T.A. Language Center, University of Bologna, Italy): Non-formal Drama Training for In-Service Language Teachers.
Jonathan Sharp (University of Tübingen, Germany): Drama in ‘Sprachpraxis’ at a German University English Department: Practical Solutions to Pedagogical Challenges.
Eucharia Donnery (Sophia University, Tokyo, Japan): Process Drama in the Japanese University EFL Classroom: The Emigration Project.
Erika Piazzoli and Claire Kennedy (Griffith University, Brisbane, Australia): Drama: Threat or Opportunity? Managing the ‘Dual Affect’ in Process Drama a research.
Alexander Riedmüller (Buenos Aires, Argentina) reports on a theater tour through Central and South America (February to June 2013), and Friedhelm Roth-Lange (Vienna Austria/Cologne, Germany) writes about a theatre festival for young people at the Volksbühne Berlin (June 2014).
The issue ends with an interview between Hanne Seitz (Fachhochschule Potsdam, Germany) and SCENARIO: Über Ästhetisches und Performatives.
The next SCENARIO issue will be dedicated to contributions based on talks and workshops at the First International Conference: Performative Teaching, Learning and Research in Cork (May/June 2014). More information will be uploaded in the next few weeks at http://www.ucc.ie/en/scenario/scenarioforum/scenarioforum-conference2014/.
Source: Scenario
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