Contents
Content Type: 1
Title: Idea: Use QR Codes for Understanding Directions
Body:
Anna Cartwright, a French teacher in New York, recently shared this idea on the FLTEACH listserv:
I used QR codes with a classroom set of iPads at the MS level to have students practice following directions (with expressions like "Turn left" and "Turn right" etc.). I selected 9 locations around my school building and wrote directions from location to location, so the directions formed a sort of circuit as a whole. I placed each set of directions on a page of my website, created a QR code with the link to that page, and then hung the QR codes around the building.
Students worked in pairs for the activity. I gave them a map of the building to use as reference and a question to answer at each location so I could verify that they'd been there. I sent each group to a different starting point. Then I circulated through the areas they'd be likely to be passing through when stuck so that I could assist them with finding their way.
It was a ridiculous amount of work to prepare that lesson. It was also voted the students' favorite activity of the year, and the group that I did this with knew their right from their left in French better than in English.
Cartwright, A. Re: [FLTEACH] QR codes. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 4 Nov 2014).
Source: FLTEACH
Inputdate: 2014-11-14 09:49:03
Lastmodifieddate: 2014-11-17 03:09:35
Expdate:
Publishdate: 2014-11-17 02:15:01
Displaydate: 2014-11-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Generation Study Abroad Initiative
Body:
From http://www.iie.org/en/Programs/Generation-Study-Abroad/About
Generation Study Abroad is a five-year initiative of the Institute of International Education (IIE) to mobilize resources and commitments with the goal of doubling the number of U.S. students studying abroad by the end of the decade. IIE is investing $2 million in the initiative and seeking funds to provide scholarships to college and high school students and grants to institutions.
Learn more about Generation Study Abroad on their website: http://www.iie.org/Programs/Generation-Study-Abroad
Source: Generation Study Abroad
Inputdate: 2014-11-14 09:49:47
Lastmodifieddate: 2014-11-17 03:09:35
Expdate:
Publishdate: 2014-11-17 02:15:01
Displaydate: 2014-11-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: This Week Is International Education Week
Body:
From http://eca.state.gov/programs-initiatives/international-education-week
International Education Week is an opportunity to celebrate the benefits of international education and exchange worldwide. This joint initiative of the U.S. Department of State and the U.S. Department of Education is part of efforts to promote programs that prepare Americans for a global environment and attract future leaders from abroad to study, learn, and exchange experiences in the United States.
This year’s activities will be held from November 17-21, 2014.
The organizers encourage the participation of all individuals and institutions interested in international education and exchange activities, including schools, colleges and universities, embassies, international organizations, businesses, associations, and community organizations. Individuals and institutions tend to hold IEW events as it is convenient for them in their local communities. Celebrate as much and as often as you like! Promotional materials allow you the flexibility to promote events whenever they may be planned!
For additional resources or to search for or post events please go to http://eca.state.gov/programs-initiatives/international-education-week
Source: Department of State
Inputdate: 2014-11-14 09:50:27
Lastmodifieddate: 2014-11-17 03:09:35
Expdate:
Publishdate: 2014-11-17 02:15:01
Displaydate: 2014-11-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 3
Title: Domain-specific Lexical Acquisition
Body:
by Julie Sykes, CASLS Director
In recent decades, the study of the acquisition of language for specific purposes (LSP) has increased in both relevance and complexity. "LSP courses have long been learner-centered, with a focus on helping students discover and practice the types of language they need to meet their specific professional goals" (Crouse, 2013, p. 32). Critical to success in this area is lexicon development.
In the study of LSP, domain-specific lexicon is critical to meaningful acquisition. As learners not only become experts in language, but also their own domain, they must acquire the specific repertoire of words necessary to, for example, conduct business, provide medical advice, or meet with parents. The study of vocabulary must, therefore, include one-to-one relationships with concepts they are already familiar with and associated domain training to ensure the appropriate use and interpretation of those lexical items.
A number of strategies can be useful in building domain-specific skills.
- Semantic mapping: have learners categorize words according to relevant conceptual areas. This can build depth of understanding.
- Frequency: have learners engage in study of the most frequent words in their domain, often different from frequently used words in more general areas.
- Self-study: ask learners to identify the areas most relevant to their success in their professional domain and allow opportunity for study.
Reference
Crouse, D. (2013). Language for specific purposes in the 21st century. The Language Educator, ACTFL, April 2013.
Source: CASLS Topic of the Week
Inputdate: 2014-11-16 20:44:10
Lastmodifieddate: 2014-11-17 03:09:35
Expdate:
Publishdate: 2014-11-17 02:15:01
Displaydate: 2014-11-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 5
Title: CASLS Director Leads BYU Seminar on Language Learning in Digital Spaces by Mandy Gettler, CASLS Associate Director
Body:
CASLS Director Dr. Julie Sykes just completed a week as guest professor for a weeklong mini course offered by Brigham Young University in Provo, Utah. The course, "Expanding Contexts: Teaching and Learning Language in Digital Spaces" examined online language learning and learners' digital behaviors.
"It was an exciting, engaged and thoughtful group of people. We had a lot of fun exploring a complex topic." said Dr. Sykes of the course. "The mini course concept is a great resource for BYU students and presents great opportunities for breadth of study. It was a honor to be a small part of that."
Students in the course began by learning the current landscape of online teaching and learning. They then explored various learning management systems and discovered ways to facilitate interaction and conversation in a digital environment. The course also covered reading, writing, and assessment in digital contexts.
Upon conclusion of the seminar, students will be able to select and evaluate tools useful for both hybrid and distance learning contexts, create and administer online courses, and assess students' learning.
Source: CASLS Spotlight
Inputdate: 2014-11-16 21:05:20
Lastmodifieddate: 2014-11-17 03:09:35
Expdate:
Publishdate: 2014-11-17 02:15:01
Displaydate: 2014-11-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: Vocabulary for Specific Purposes: Job-hunting
Body:
Renée Marshall is a Research Assistant at CASLS. Her interests are in bilingualism, bicultural identity, second language acquisition, and language policy and advocacy. She has taught French at both the high school and university level. She earned her Master’s in Education from UC Santa Barbara in 2011.
Both size and depth of vocabulary are essential components of language acquisition. Size refers to the number of words learners can use and depth refers to how familiar a learner is with the complex uses of a word. The goal of this activity is to help language learners expand their vocabulary within a particular domain. For my example, I have chosen the topic of job-hunting, but this activity can be adapted for varying specific purposes.
Objective: Students will be able to identify high frequency and useful vocabulary for job-hunting in the target language.
Resources:
Procedure:
1. Have students brainstorm with a partner about what they already know about job-hunting in general in their home culture and/or the target culture. Elicit from students the different steps people go through when searching for a job (job-hunting, applying, interviewing, etc.). Where do people go to search for jobs (newspapers, online websites)? What vocabulary do the students think they will need to know in order to search for a job in the target language? This is also a good time to point out any important cultural differences when job-hunting in the target culture.
2. Pass out the Job-hunting Vocabulary handout to all students. Have students complete #1 either alone or with a partner. Circulate and offer any help/commentary as needed. Review Activity #1 as a class, ensuring comprehension of vocabulary words and highlighting any relevant cultural information or additional vocabulary as needed.
3. Have students move to #2 on the handout. They will complete #2 on their own. Note that students will most likely need to use a dictionary (online or hardcopy) as well as guidance from the teacher in order to find the vocabulary they need for their specific job interests. The vocabulary words on the Job-hunting Vocabulary handout are mainly nouns, but there may be specific verbs that students will need, particularly for the job duties section (such as: answer, provide, read, write, handle, file, etc.)
4. Once #2 on the handout is finished, have students do a real job search (#3-#5 on handout). The teacher will need to provide students with, or point them in the direction of, resources for job-hunting in the target language, such as newspaper help-wanted ads or online resources like Monster.com or craigslist.org (see the helpful job-hunting websites handout.
Note: You can give students the freedom to search websites and newspapers for job postings on their own, or you can structure the activity more by selecting job postings yourself and providing only the selected job postings to students. With either variation, it is important for the job postings to be authentic postings in the target language.
Source: CASLS Activity of the Week
Inputdate: 2014-11-16 21:23:49
Lastmodifieddate: 2014-11-17 03:09:35
Expdate:
Publishdate: 2014-11-17 02:15:01
Displaydate: 2014-11-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: Checking Vocabulary While Practicing Circumlocution
Body:
Renée Marshall is a Research Assistant at CASLS. Her interests are in bilingualism, bicultural identity, second language acquisition, and language policy and advocacy. She taught French at both the high school and university level. She earned her Master's in Education from UC Santa Barbara in 2011 and her M.A. in Romance Languages from University of Oregon in 2014.
This activity has two goals: to check if students know certain vocabulary words and to help students practice successful use of circumlocution to describe the meaning of the word. This activity should be used after students have been exposed to and have had ample opportunities to practice the assigned vocabulary. This is a way to gauge student vocabulary knowledge and also to help them to practice an invaluable language skill: circumlocution. Circumlocution in language learning is when you talk around the word; you describe it; you try to express the meaning of the word without actually using the word itself. In this way, even when students do not know a particular word, they can still express their ideas through circumlocution.
Objective(s):
- Students will be able to employ circumlocution to get their partner to identify the appropriate vocabulary words.
- Students will be able to decipher the appropriate vocabulary words based on the descriptions given by their partner.
Resources: Check your vocabulary handout
Procedure:
- Have students partner up and decide who is Partner A and who is Partner B. Pass out the Check your vocabulary handout to students, being sure to give Partner A the Partner A handout (top half of handout) and Partner B the Partner B handout (bottom half of handout). Stress that they cannot show each other their handouts!
- It's a good idea to go over the directions (#2 on handout) as a whole class. Model the example given on the handout. You could explain the importance of learning how to use circumlocution, and that this activity will help test their vocabulary and practice their circumlocution skills.
- While students work on the activity, walk around and monitor. Take notes of which words are harder than others for students.
- When students have finished guessing all 4 of Partner A's words, have a few Partner A's share what they said to get their partners to guess the word correctly. This highlights the variety there may have been in describing the words.
- Now have students move to #3 on the handout and switch roles. Partner B now uses circumlocution to describe the vocabulary on their sheet to try to get Partner A to guess the vocabulary words correctly.
- Again, once students have finished guessing all 4 of Partner B's words, have a few Partner B's share what they said to get their partners to guess the word correctly.
Source: CASLS Activity of the Week
Inputdate: 2014-11-20 18:05:25
Lastmodifieddate: 2014-11-24 03:10:29
Expdate:
Publishdate: 2014-11-24 02:15:01
Displaydate: 2014-11-24 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 2
Title: Welcome New ACTFL Subscribers
Body:
Your InterCom editor is on her way home from an information-packed ACTFL Convention and World Languages Expo. It was wonderful to hear positive feedback about InterCom content and the original content that we have introduced in 2014. We also added a lot of new subscribers, and we would like to extend a special welcome to those who are receiving InterCom for the first time this morning. We hope that you will continue to enjoy your InterCom subscription.
Source: CASLS
Inputdate: 2014-11-23 12:24:49
Lastmodifieddate: 2014-11-24 03:10:29
Expdate:
Publishdate: 2014-11-24 02:15:01
Displaydate: 2014-11-24 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 5
Title: ACTFL 2014
Body:
Last week the CASLS team joined over 6000 language teaching and learning professionals for the American Council on the Teaching of Foreign Languages 2014 convention. The annual ACTFL gathering is a great opportunity to connect with colleagues, old and new, as we explore innovations in teaching and learning languages. This year was no exception. Some highlights included:
- An inspiring opening keynote by Annie Griffiths highlighting personal stories of global perspective through photography.
- Many great conversations with teachers from around the country at the CASLS booth in the World Languages Expo.
- Connections with the newly funded group of Title VI Language Resource Centers.
- A working meeting of language partners working around the country to expand language capacities through a collaboration of leaders in immersion, heritage, foreign language, and Flagship programs.
- And...members of the CASLS team on the cover of The Language Educator!
Thanks for a great week and we look forward to continued work throughout the year!
Source: CASLS Spotlight
Inputdate: 2014-11-23 12:29:33
Lastmodifieddate: 2014-11-24 03:10:29
Expdate:
Publishdate: 2014-11-24 02:15:01
Displaydate: 2014-11-24 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Consciousness and Second Language Learning
Body:
From http://www.multilingual-matters.com/display.asp?isb=9781783092659
Consciousness and Second Language Learning
By John Truscott
Published by Multilingual Matters
This book explores the place of consciousness in second language learning. It offers extensive background information on theories of consciousness and provides a detailed consideration of both the nature of consciousness and the cognitive context in which it appears. It presents the established Modular Online Growth and Use of Language (MOGUL) framework and explains the place of consciousness within this framework to enable a cognitively conceptualized understanding of consciousness in second language learning. It then applies this framework to fundamental concerns of second language acquisition, those of perception and memory, looking at how second language representations come to exist in the mind and what happens to these representations once they have been established (memory consolidation and restructuring).
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783092659
Source: Multilingual Matters
Inputdate: 2014-11-23 13:42:15
Lastmodifieddate: 2014-11-24 03:10:29
Expdate:
Publishdate: 2014-11-24 02:15:01
Displaydate: 2014-11-24 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
