Contents

Here is a recent blog post with lots of ideas for listening activities: http://modernlanguagemusings.blogspot.co.uk/2014/08/livening-up-listening.html

Through the Oregon International Internship Program (OIIP), CASLS hosts a cadre of students each academic year from China, Japan, and Taiwan who are interested in language education. The students attend the University of Oregon, receive training on intercultural communication and pragmatics, and intern in K-12 schools in Eugene and Springfield, Oregon.

As interns, the OIIP students learn from master teachers and get a taste of the American educational system. The OIIP interns also contribute to language and culture education in K-12 schools and bolster programs that may otherwise be threatened with budget cuts.

CASLS recently welcomed a new cadre of OIIP students. Students, their homestay families, and teachers supervising the internship joined together to kick off this year's program.

by Lindsay Marean, InterCom Editor

Several years ago I got to spend some time in Córdoba, Spain, and I loved the food! I brought some recipes home with me and discovered that Spanish recipes aren't written exactly like recipes here in the United States. In this activity, students look at a few recipes in the target culture and think about how they are written. Then they write their own recipes and check over them to be sure they're consistent with target culture norms for writing recipes.

I've included links to a few recipes for salmorejo Cordobés, but you could use any target culture recipes as models.

Procedure:

1. Students look at examples of recipes in the target culture. For Spain, here are links to two recipes online: http://www.todareceta.es/click/index/9613426/?site=pintxos.paratorp.es and http://www.airesdecordoba.com/servicios/gastronomia-cordobesa/recetas-tipicas-de-cordoba/371-salmorejo
2. Students fill out the first page of the recipe writing worksheet (available here). An example based on the recipes for salmorejo Cordobés is available here.
3. As a whole class, discuss the different elements of a recipe in the target culture.
4. Students write their own recipes.
5. Students look back over their recipes using the checklist at the bottom of page two as a guide. This guide could also be used for peer review.

Naturally, you and your students may want to try out some of these recipes!

by Carl Falsgraff, CASLS Founding Director

Twenty is an exciting, if somewhat scary, age. Young enough to still be full of potential and possibility, but old enough to bear the burdens of responsibility and expectations, CASLS is a typical twenty year old. 

Parenting CASLS through vulnerable infancy, mind-boggling growth, and a difficult adolescence was my life’s work. I have done other work and will do more in the future, but founding and directing CASLS is what they should put in my obituary. Wishing not to become a helicopter parent, after nineteen years I left CASLS to make its own way in the world. 

Which it did with distinction. The staff pulled together and performed incredible feats through the transition. Partners stood up to be counted. Most importantly, CASLS found an ideal leader in Julie Sykes. Succeeding a founder is the toughest gig around. Nineteen years is a long time to get used to things being a certain way, and Julie doesn’t think, act, or (thank goodness) look like me. Change unsettles people.

But now, just a year in, Julie runs the joint. She has charted new and exciting intellectual directions around gaming and online communities, established new partnerships, and embedded CASLS in the life of the University in a way I never could. Plenty has changed, but the mission and fundamental values remain unchanged. 

CASLS at twenty has established its own identity and stands on its own in a tough world. It acts with integrity and purpose, and its best years lie ahead. 

That makes me one proud papa. 

Friday: “Keeping It Real: Reaching Global Competence through Authenticity, ” presented by Noah Geisel, 2013 ACTFL Teacher of the Year. 

Saturday: “Linking Standards and Proficiency to Your Classroom” presented by Dr. Mary Lynn Redmond, Professor of Education and coordinator of K-12 foreign language education at Wake Forest University.

Pre-Conference Workshop, Thursday, October 9, 9 a.m to 4 p.m:  Donna Clementi, co-author with Laura Terrill of The Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design will offer an all-day workshop based on their book.

Post-Conference Workshops, Saturday, October 11, 2 p.m. to 5 p.m.

Workshop 1: Engaging World Language Students with Culture with Noah Geisel.

Workshop 2:  Thinking About Syncing? Technology tools for World Language Educators with Catherine Ousselin.

We hope to see you at the conference!

Volume 11, Number 2 of the Heritage Language Journal is available online at http://www.heritagelanguages.org/

There are three articles in this issue:

Museums as a Site for Racialization and Heritage Language Maintenance
Foreign Accent in Adult Simultaneous Bilinguals
Acquisition of Noun Plurals among Early Sequential Russian-Hebrew Speaking Bilinguals: A Longitudinal Multiple Case Study

From http://www.multilingual-matters.com/display.asp?isb=9781783092222

The Multilingual Turn in Languages: Education Opportunities and Challenges
Edited by Jean Conteh, Gabriela Meier
Published by Multilingual Matters

Starting from the key idea that learners and teachers bring diverse linguistic knowledge and resources to education, this book establishes and explores the concept of the ‘multilingual turn’ in languages education and the potential benefits for individuals and societies. It takes account of recent research, policy and practice in the fields of bilingual and multilingual education as well as foreign and second language education. The chapters integrate theory and practice, bringing together researchers and practitioners from five continents to illustrate the effects of the multilingual turn in society and evaluate the opportunities and challenges of implementing multilingual curricula and activities in a variety of classrooms. Based on the examples featured, the editors invite students, teachers, teacher educators and researchers to reflect on their own work and to evaluate the relevance and applicability of the multilingual turn in their own contexts.

Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783092222

From http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118487133,subjectCd-EDZ0.html

Who's Afraid of the Big Bad Dragon?: Why China Has the Best (and Worst) Education System in the World
By Yong Zhao
Published by Wiley

Chinese students' consistently stunning performance on the international PISA exams— where they outscore students of all other nations in math, reading, and science—have positioned China as a world education leader. American educators and pundits have declared this a "Sputnik Moment," saying that we must learn from China's education system in order to maintain our status as an education leader and global superpower.

Indeed, many of the reforms taking hold in United States schools, such as a greater emphasis on standardized testing and the increasing importance of core subjects like reading and math, echo the Chinese system. We're following in China's footsteps—but is this the direction we should take?

Who's Afraid of the Big Bad Dragon? by award-winning writer Yong Zhao offers an entertaining, provocative insider's account of the Chinese school system, revealing the secrets that make it both "the best and worst" in the world.

Visit the publisher’s website at http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118487133,subjectCd-EDZ0.html
Read a New York Times interview with Yong Zhao at http://sinosphere.blogs.nytimes.com/2014/09/14/q-and-a-yong-zhao-on-education-and-authoritarianism-in-china/?_php=true&_type=blogs&_php=true&_type=blogs&_php=true&_type=blogs&_r=2&

From http://linguistlist.org/issues/25/25-3664.html

2nd Annual University of Texas at Arlington Student Conference in Linguistics & TESOL 19-Feb-2015 - 20-Feb-2015
Arlington, TX, USA

The University of Texas at Arlington Student Conference in Linguistics & TESOL is a student-led conference specifically designed to give graduate students a chance to present their original research. This is a great opportunity to join students from across America and around the world to present research on language.

Papers for this conference are invited in all areas of linguistics and TESOL. Students from any educational institution are strongly encouraged to submit their research and share their discoveries in the field. Presenters can choose between oral and poster presentations. Oral presentations will last 20 minutes with 5 minutes for discussion and questions. An allotment of time will be set aside for poster presentations and discussion. Poster and oral presentations are considered, accepted, and judged as equal counterparts, and the best presentations will be awarded the Yumi Nakamura Memorial Prize in Linguistics, which is a cash prize.

Call Deadline: 30-Nov-2014

View the full call for papers at http://linguistlist.org/issues/25/25-3664.html

From http://www.nasdme.org/

The 2015 National Migrant Education Conference will take place March 22-25 in Seattle.

Each year, the National Association of State Directors of Migrant Education (NASDME) sponsors the National Migrant Education Conference in order to provide an important, broad, and cutting-edge professional development opportunity to all who work in migrant education and others who provide services to, and advocate for, migrant children and their families. It is the largest migrant conference in the U.S. each year.

For the 2015 conference, NASDME is looking for high quality workshop proposals with strong substantive content that will enrich the work of conference attendees and which will energize all who work on behalf of migrant children and families. The organizers are especially looking for educational strategies, models that have worked in implementing the program in all its aspects, and new, creative or innovative ideas that will spark discussion and expand approaches to the Migrant Education Program.

The workshop presentations should focus on educational solutions which will ensure that migrant children are given equal access to all educational resources. NASDME welcomes presentations regarding a wide variety of topics.

Submission Deadline: Friday, December 12, 2014

Learn more about the conference at http://www.nasdme.org/ and view the full call for papers at http://www.nasdme.org/2015Guidelines.pdf