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Content Type: 1
Title: Article Series: Transforming Classroom Management for ELLs
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In this series of articles Erick Herrmann discusses classroom management strategies that are effective for culturally and linguistically diverse students.
The first in the series is “Transforming classroom management for ELLs: The issues.” Read it at http://exclusive.multibriefs.com/content/transforming-classroom-management-for-ells-the-issues/education
The second in the series is “Transforming classroom management for ELLs: Strategies for success.” Read it at http://exclusive.multibriefs.com/content/transforming-classroom-management-for-ells-strategies-for-success
Source: MultiBriefs
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Title: Getting To Know You Activities
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From http://eltexperiences.com
English language teacher and blogger Martin Sketchley describes ten different getting to know you activities in this recent blog post: http://eltexperiences.com/2014/10/02/first-lessons-ten-gtky-ideas/
Source: ELT Experiences
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Title: iPads in the Languages Classroom – Where Do You Start?
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From http://networkforlanguageslondon.org.uk/blog/ipads-in-the-languages-classroom-where-do-you-start/
Technology in language learning consultant Joe Dale writes,
“Finding out what are the most useful apps for language learning on the App Store is a daunting task for those lucky enough to have access to iPads in their classrooms. The shortcut which I’ve found most useful is to follow the community of language teachers on Twitter known as the MFLTwitterati who regularly tweet and blog about apps they use in their lessons. …
“To get you started, I thought I would share some of my favourite apps at the moment for promoting speaking and listening through multimedia.”
Read on for Mr. Dale’s recommendations at http://networkforlanguageslondon.org.uk/blog/ipads-in-the-languages-classroom-where-do-you-start/
Source: Network for Languages
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Content Type: 3
Title: Why Language Advocacy Matters
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by Lindsay Marean, InterCom Editor
Our InterCom theme for October is language advocacy. As an InterCom subscriber, you are undoubtedly in favor of second language education in the United States, whether foreign, heritage, or indigenous. Our challenge as language advocates is to connect our personal reasons for believing in multilingualism with facts about its benefits.
I am a second-generation language educator. My mother started teaching me Spanish at home when I was in elementary school. By the time I reached high school (and the first available foreign language classes in our school district), I was so excited about learning languages that in addition to Spanish I took French, and then I had an opportunity to be an exchange student in Brazil, where I learned Portuguese.
Children who have the opportunity to learn more than one language, as I did, are likely to have certain advantages. They tend to exhibit more creativity and divergent thinking, be more capable of ignoring extraneous information when solving problems, and score higher on tests of verbal and non-verbal intelligence. They tend to have better academic performance than their monolingual peers, especially in the long run. They are more apt to feel comfortable in different cultural settings.
As an adult, I began studying my heritage language, Potawatomi. I am enthusiastic about all languages, but I am in love with Potawatomi, because it is a core part of my identity. Potawatomi is also critically in danger of no longer being spoken, and so my efforts to learn and teach it are not just from personal compulsion but also community necessity.
Indigenous and heritage language study connects new generations with their parents and grandparents. The stronger a child is in his or her heritage language, the more likely he or she is to be strong in English and to go on to college.
My own career path has included public school language teaching, college supervision of pre-service language teachers, and indigenous language documentation and revitalization. My language skills have also given me some great conversations with strangers, a few odd jobs that required bilingualism, rich travel experiences, and a more competitive resume.
Multilingualism opens up markets both locally and abroad that would otherwise be closed by language and cultural barriers. Strong local language programs attract global businesses to your community. A broad base of multilingual citizenry helps us in diplomatic dealings with other nations and is critical to our national defense.
I love languages because they have opened the world to me, cemented my own identity, and provided me with better job security. Our nation benefits from multilingualism for the same reasons: higher achieving children, culturally secure and interculturally competent citizens, and globally competitive workers. I encourage you to reflect on why you are a language professional and to use your personal insights to promote multilingualism at local, state, national, and international levels.
Here are a few resources with facts about multilingualism and suggestions for how you can be a stronger advocate:
- The American Council of the Teaching of Foreign Language's advocacy page: http://www.actfl.org/advocacy
- The Joint National Committee for Languages and the National Council for Languages and International Studies' website: http://www.languagepolicy.org/
- "A Rationale For Foreign Language Education," a position paper of the National Council of State Supervisors for Languages: http://www.ncssfl.org/papers/index.php?rationale
- A recent article from the Indian Country Today Media Network about indigenous language immersion: http://indiancountrytodaymedianetwork.com/2014/09/01/teaching-whole-child-language-immersion-and-student-achievement-156685
Source: CASLS Topic of the Week
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Content Type: 5
Title: CASLS Receives Title VI National Language Resource Funding
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CASLS is pleased to announce that we have received funding from the U.S. Department of Education's Title VI Language Resource Centers program for 2014-2018. We are honored continue as an LRC and look forward to meeting the needs of educators and students over the next four years. Our work during this cycle will address four cornerstone areas:
(1) Place-based learning: the design and implementation of place-based experiences for language learning.
(2) Articulation and collaboration: systematic analysis and professional development to improve the transfer experience between two-year and four-year institutions in the area of foreign language education.
(3) Innovative Assessment: assessment tools to measure success along a variety of dimensions.
(4) Professional Development: resources for second, foreign, and heritage language educators.
We look forward to sharing more about the specific projects in each area. Thank you to everyone for your contribution in making CASLS a success!
Source: CASLS Spotlight
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Content Type: 4
Title: Reflection as Advocacy
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The use of reflection to remind learners why they are studying another language can have a number of advantages including continued study, recruitment, and general awareness.
Objective: To utilize reflection as a tool to advocate for the study of language.
Resources: Why am I studying (insert language here)?
Procedure:
- Use the Why am I studying (insert language here)? resource sheet as a guide to engage learners' in the reflection process around motivation, benefits, and advocacy.
- After completing the sheet, have learners share two things they noticed through the activity.
Source: CASLS Activity of the Week
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Title: Long Term French Substitute Position in Portland
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French Teacher – Long Term Substitute – November 19 to December 19.
Courses: French 2 & 3, potential higher level based on experience.
Desired qualifications: B.A. or MAT in French, high school teaching and Advanced Placement experience. TSPC licensure
Compensation: $100-$120/day dependent on teaching load, no additional benefits.
Position posting open until filled
Please submit: Letter of interest, resume and references to:
St. Mary’s Academy
Alena Kelly, Assistant Principal, Academics
1615 SW 5th Ave.
Portland, OR 97201
alena.kelly@stmaryspdx.org
Source: St. Mary's Academy
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Title: Book: The Bilingual Advantage
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From http://www.multilingual-matters.com/display.asp?K=9781783092413
The Bilingual Advantage: Language, Literacy, and the US Labor Market
Edited by Rebecca M. Callahan and Patricia C. Gándara
Published by Multilingual Matters
The Bilingual Advantage draws together researchers from education, economics, sociology, anthropology and linguistics to examine the economic and employment benefits of bilingualism in the US labor market, countering past research that shows no such benefits exist. Collectively, the authors draw on novel methodological approaches and new data to examine the economics of bilingualism for the new generation of bilinguals entering a digital-age globalized workforce. The authors also pay considerable attention to how to best capture measures of bilingualism and biliteracy, given the constraints of most existing datasets.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?K=9781783092413
Source: Multilingual Matters
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Title: Book: Challenging the Monolingual Mindset
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From http://www.multilingual-matters.com/display.asp?isb=9781783092505
Challenging the Monolingual Mindset
Edited by John Hajek and Yvette Slaughter
Published by Multilingual Matters
This volume illustrates the distinctive and interconnected use of languages in increasingly diversified communities, examining a range of multilingual contexts, including post-migration settlement, language policy, education, language contact and intercultural communication. With contributions from researchers in Australia, Europe and Asia, the book discusses the opportunities and tensions that can emerge when societies attempt to manage and understand multilingual communication within and across communities. Reflecting the ideas of Professor Michael Clyne, the volume makes clear how ongoing research across a broad range of topics can assist in challenging the monolingual mindset by bringing to the attention of readers the rich linguistic diversity, as well as linguistic potential, of our communities around the world.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783092505
Source: Multilingual Matters
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Title: Call for Submissions: Kentucky Foreign Language Conference
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From https://kflc.as.uky.edu/about
Founded in 1948, the KFLC is one of the country's longest-running literary, linguistics, pedagogy, and technology conferences. The 2015 conference will take place April 23-25 at the University of Kentucky in Lexington. Abstracts for conference proposals must be submitted by November 10, 2014.
View the full call for submissions at http://kflc.as.uky.edu/call-for-papers
Source: KFLC
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