Contents
Content Type: 4
Title: Five Ways You Can Use Mapping the Nation in Your Own Classroom
Body:
- Have learners map the places where the target language is spoken in their local community and come up with five ways they could interact with that community.
- Create an infographic in the target language around an issue they deem to be important. See Mapping the Nation's instructions for this type of activity here: http://mappingthenation.net/pdfs/resources/MTN_Educator_Resources_Activity_4.pdf
- Have learners write a letter to their local representatives using data that supports their argument about the importance of language education in their local community.
- Ask learners to search for an interactive map that is relevant to a region where the language they are learning is spoken. Compare the data points with those of of their local community to discuss ways in which demographic, economic, and educational indicators play a role in each of the communities.
- Have learners collect their own data for a community they are interested in, using the Interactive Map as a guide.
Source: CASLS Activity of the Week
Inputdate: 2014-10-12 08:41:03
Lastmodifieddate: 2014-10-13 03:08:30
Expdate:
Publishdate: 2014-10-13 02:15:01
Displaydate: 2014-10-13 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 5
Title: Welcome Kestrel!
Body:
We are excited to welcome baby Kestrel to CASLS' extended family.
Congratulations Mandy (CASLS Associate Director)!
Source: CASLS Spotlight
Inputdate: 2014-10-12 08:44:44
Lastmodifieddate: 2014-10-13 03:08:30
Expdate:
Publishdate: 2014-10-13 02:15:01
Displaydate: 2014-10-13 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 5
Title: Using Technology to Bring Swahili Language and Culture Alive by Mandy Gettler, CASLS Associate Director
Body:
The Swahili College Readiness Academy prepares high school students for college success through an intensive summer experience in Swahili followed by an online course in the fall. This past summer, twenty-four novice and intermediate students participated in a two-week residential program at the University of Oregon. Many chose to continue learning Swahili by enrolling in a ten-week online course. After completing both portions, students have fulfilled the requirements for one year of high school foreign language study.
The online course follows a narrative-based approach, in which students imagine they are taking a trip to East Africa. Along the way, they have lots of adventures as they experience East African culture. The course allows students to learn new language skills while interacting with native speakers and their fellow students in an online environment.
The course is delivered using the University of Oregon's College of Education learning management system called ObaWorld. ObaWorld allows students to complete work in a flexible manner in their school's computer lab or at home. Videos, textbooks, online articles, links, and podcasts are included in the course.
Swahili College Readiness Academy is funded by the STARTALK Program coordinated by the National Foreign Language Center.
Source: CASLS Spotlight
Inputdate: 2014-10-17 05:17:16
Lastmodifieddate: 2014-10-20 03:09:18
Expdate:
Publishdate: 2014-10-20 02:15:02
Displaydate: 2014-10-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: Travel Radio Show
Body:
By Lindsay Marean
Last summer, high school students in the Swahili College Readiness Academy had several hours of intensive Swahili language instruction in the morning, followed by more hours of meaningful practice in the afternoon. Students had already spent time researching travel destinations in East Africa and learning modes of transportation, geographical features, and flora and fauna. This activity gave students an opportunity to use language having to do with travel, to be creative, to stretch their legs, to really focus on their listening skills, and to imagine themselves in East Africa.
Materials/Preparation:
- Blindfold Safari Radio Show worksheet
- blindfolds for 3-5 students
- access to a space where students can simulate a trip to a destination in East Africa
Procedure:
- Put students in groups of 3-5. Each group will create a "blindfold tour" simulation to lead another group through.
- Give each group a Blindfold Safari Radio Show worksheet.
- Each group will choose a travel destination to describe, "radio tour" style. For each narrated element, students will think of special effects that their blindfolded classmates can experience on the tour. For example, if the narration is, "You climb a mountain," students might lead their peers up a slope, ramp, or short series of stairs. If the narration is, "You hear elephants in the distance," designated students will make elephant noises on cue.
- Students use the Blindfold Safari Radio Show worksheet to plan out all of the elements of the tour, including who will narrate each element, what the "special effects" will be, and who will implement them.
- Once the tour is planned, each group will make a list of 6-8 key words/phrases to pre-teach their classmates.
- Each performance requires three groups: One to read their narration/implement "special effects," one group of blindfolded tourists, and a third group who will serve as personal guides for the safety of each blindfolded classmate. The performing group should meet briefly with the safety group to outline any special concerns (for example, climbing up a few stairs).
- Show time! Each group will have a turn preteaching their targeted words and phrases and then taking another group on their planned tour, while the rest of the class watches.
Management Considerations:
We chose a small courtyard area on campus that has a water feature and nice landscaping for our simulation area. Obviously, an excursion outside of the classroom, sound effects, blindfolds, and a complex set of roles for different groups create lots of potential for disruption. Here are some special management considerations:
- Discuss safety and comfort concerns with the whole class at the beginning of the activity. As a whole class, give examples of appropriate "special effects" and experiences that are inappropriate because they are unsafe or could cause discomfort (for example, walking near a water feature is nice, but splashing water on your classmates is inappropriate).
- Stress the importance of the "safety group." Each blindfolded student will be paired with a guide.
- Naturally, no one should ever have to wear a blindfold if they don't want to. Be sure that all students know that they can opt out of wearing a blindfold if they would prefer not to wear one.
- One student at a time will be narrating, most likely in a setting where there's already some background noise. Stress with the whole class the importance of having no side talk during performances, and projecting your voice if you're the narrator.
Source: CASLS Activity of the Week
Inputdate: 2014-10-17 06:16:42
Lastmodifieddate: 2014-10-20 03:09:18
Expdate:
Publishdate: 2014-10-20 02:15:02
Displaydate: 2014-10-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 2
Title: Heritage, Indigenous, and Less-Commonly Taught Languages
Body:
Our Topic of the Week today deals with the importance of indigenous language education, and our Activity of the Week was originally created to teach Swahili, a less-commonly taught language (LCTL) in the United States. Public perception of a "normal" language class is usually a popular language such as Spanish being taught to students who have no prior experience with the language. However, we believe that a variety of language learning contexts can inform all language teaching. Much of the research cited in our Topic of the Week article supports not only indigenous language education, but also all heritage language instruction, early childhood language education, and language immersion at all levels. Our Activity of the Week can be adapted to travel to a destination within any target culture. We hope that you enjoy this week's InterCom.
Source: CASLS
Inputdate: 2014-10-17 06:24:48
Lastmodifieddate: 2014-10-20 03:09:18
Expdate:
Publishdate: 2014-10-20 02:15:02
Displaydate: 2014-10-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: October 2014 Issue of Reading in a Foreign Language
Body:
The October 2014 issue of Reading in a Foreign Language is available online at http://nflrc.hawaii.edu/rfl/October2014/
In this issue:
How much input do you need to learn the most frequent 9,000 words?
Paul Nation
Reading rate gains during a one-semester extensive reading course
Jeffrey Huffman
Toward independent L2 readers: Effects of text adjuncts, subject knowledge, L1 reading, and L2 proficiency
Cindy Brantmeier, JoAnn Hammadou Sullivan, & Michael Strube
Strategic Processing and Predictive Inference Generation in L2 Reading
Shingo Nahatame
Reviews:
Reading Assessment: Linking Language, Literacy, and Cognition Melissa Lee Farrall
reviewed by Kamal Heidari Soureshjani
Phonological Awareness and Reading Acquisition: An Educational Proposal for Introducing English in Italian Preschools
Verusca Costenaro
reviewed by Haomin Zhang
Feature:
Reading on L2 reading: Publications in other venues 2013–2014
Source: NFLRC
Inputdate: 2014-10-17 21:46:03
Lastmodifieddate: 2014-10-20 03:09:18
Expdate:
Publishdate: 2014-10-20 02:15:02
Displaydate: 2014-10-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: New Issue: Papers in Language Testing and Assessment
Body:
Volume 3.1 of Papers in Language Testing and Assessment: An international journal of the Association for Language Testing and Assessment of Australia and New Zealand is available online in open access format at http://www.altaanz.org/current-issue.html
In this issue:
ARTICLES
· Test of English as a Foreign Language (TOEFL): Interpretation of multiple score reports for ESL placement
Kateryna Kokhan & Chih-Kai (Cary) Lin
· The effect of assessment of peer feedback on the quantity and quality of feedback given
Rachael Ruegg
· Concepts underpinning innovations to second language proficiency scales inclusive of Aboriginal and Torres Strait Islander learners: a dynamic process in progress
Catherine Hudson & Denise Angelo
BOOK REVIEW
· The Cambridge guide to second language assessment. C. Coombe, P. Davidson, B. O’Sullivan & S. Stoynoff.
Reviewed by Naoki Ikeda
Source: Association for Language Testing and Assessment of Australia and New Zealand
Inputdate: 2014-10-17 21:46:44
Lastmodifieddate: 2014-10-20 03:09:18
Expdate:
Publishdate: 2014-10-20 02:15:02
Displaydate: 2014-10-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Critical Perspectives on Language Education
Body:
From http://www.springer.com/education+%26+language/book/978-3-319-06184-9
Critical Perspectives on Language Education
Edited by Katie Dunworth and Grace Zhang
Published by Springer
The studies in this volume investigate how multilingual education involves a critical engagement with questions of identity and culture, and a movement towards new ways of being and belonging. It addresses previously under-explored issues, in particular the integration of theories like ‘thirdness’, and practices of language education and maintenance with relevance to the Asia-Pacific region. The analyses reveal the delicate balance of interests of all stakeholders and offer detailed insights into the reality of multilingual education, with specific examples of Chinese, English, Japanese and Tamil. In a globalized world, effective language education has become increasingly important, and the studies presented here have the potential to inform and advance evidence-based multilingual education through adding important dimensions of theoretical exploration and fresh empirical resources.
Visit the publisher’s website at http://www.springer.com/education+%26+language/book/978-3-319-06184-9
Source: Springer
Inputdate: 2014-10-17 21:47:51
Lastmodifieddate: 2014-10-20 03:09:18
Expdate:
Publishdate: 2014-10-20 02:15:02
Displaydate: 2014-10-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Researching Identity and Interculturality
Body:
From http://www.routledge.com/books/details/9780415739122/
Researching Identity and Interculturality
Edited by Fred Dervin and Karen Risager
Published by Routledge
This volume focuses on advances in research methodology in an interdisciplinary field framed by discourses of identity and interculturality. It includes a range of qualitative studies: studies of interaction, narrative studies, conversation analysis, ethnographic studies, postcolonial studies and critical discourse studies, and emphasizes the role of discourse and power in all studies of identity and interculturality. The volume particularly focuses on critical reflexivity in every stage of research, including reflections on theoretical concepts (such as ‘identity’ and ‘interculturality’) and their relationship with methodology and analytical practice, reflections on researcher identity and subjectivity, reflections on local and global contexts of research, and reflections on language choice and linguacultural aspects of data generation, analysis and communication.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415739122/
Source: Routledge
Inputdate: 2014-10-17 21:48:26
Lastmodifieddate: 2014-10-20 03:09:18
Expdate:
Publishdate: 2014-10-20 02:15:02
Displaydate: 2014-10-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: The Integrated Approach to Arabic Instruction
Body:
From http://www.routledge.com/books/details/9781138822320/
The Integrated Approach to Arabic Instruction
By Munther Younes
Published by Routledge
Leading teacher of Arabic, Munther Younes, explores the realities of teaching Arabic as a foreign language (AFL) and outlines his groundbreaking approach to instruction, tried and tested over many years at Cornell University.
The Integrated Approach to Arabic Instruction introduces teachers to the features of an integrated Arabic program—one that simultaneously teaches the two varieties of the language, Modern Standard Written Arabic, fu??a, and the dialect, ammiyya,in a way that reflects the authentic practice of native Arabic speakers. This pedagogy, Younes argues, is the most logical, effective and economical method of instruction as it prepares students fully for the realities of the Arabic diglossic situation.
Visit the publisher’s website at http://www.routledge.com/books/details/9781138822320/
Source: Routledge
Inputdate: 2014-10-17 21:49:11
Lastmodifieddate: 2014-10-20 03:09:18
Expdate:
Publishdate: 2014-10-20 02:15:02
Displaydate: 2014-10-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
