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Content Type: 1
Title: ReadWorks Website Offers Resources for Improving Reading Comprehension in English
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From http://www.readworks.org/
The non-profit ReadWorks is committed to solving the nation's reading comprehension crisis by giving teachers the research-proven tools and support they need to improve the academic achievement of their students.
ReadWorks provides research-based units, lessons, and authentic, leveled non-fiction and literary passages directly to educators online, for free, to be shared broadly.
The ReadWorks curriculum is aligned to the Common Core State Standards and the standards of all 50 states. Most importantly, ReadWorks is faithful to research-proven instructional practices in reading comprehension.
Take a site tour to learn more about ReadWorks at http://www.readworks.org/take-tour
Source: ReadWorks
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Title: Serving English Language Learners with Learning Difficulties
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From http://languagemagazine.com/?page_id=122596
When Language and Learning Get Tough
by John Carr
"This article provides guidance about how to informally assess ELs [English learners] for an LD [learning difficulty] and then use the data and literature about what works to design a way for all diverse learners in the classroom to be successful learning the English language and content within a response-to-intervention (RTI) framework. Ideally, ELs and EL-LDs are served in inclusive classrooms in which co-teaching is often used."
Read the full article at http://languagemagazine.com/?page_id=122596
Source: Language Magazine
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Content Type: 1
Title: New Projects and Updated Website from the Center for Open Educational Resources and Language Learning
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Our sister Language Resource Center the Center for Open Educational Resources and Language Learning has updated their website; you can access their many free learning materials and learn about upcoming opportunities as well as COERLL's projects for the next four years at http://www.coerll.utexas.edu/coerll/
COERLL's planned projects for the next four years fall under 4 main areas of focus:
Open Educational Resources (OER) for Less Commonly Taught Languages
Collaborative projects with National Resource Centers for the development and dissemination of OER designed to advance the instruction of less commonly taught languages using technology-enhanced settings such as video conferencing and mobile learning.
Open Platforms for FL Teaching and Learning
Platforms that facilitate language learning through open educational practices such as the remixing and repurposing of open content.
OER for Teacher Development
OER used in FL teacher training related to new instructional methods, language technology and current pedagogical research.
OER Research
Research on foreign language OER adoption and use in K-12 and post-secondary institutions, including community colleges and minority-serving institutions.
Over the next 4 years COERLL will also continue to offer professional development events including conferences as well as webinars that focus on quality training for which teachers will be able to receive CPE credits.
Source: COERLL
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Content Type: 1
Title: Decoding Skills for Listening: Collection of Useful Links
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Here is a nice collection of links to lectures, articles, and resources dealing with decoding skills for listening: http://elt-resourceful.com/2014/11/26/decoding-skills-for-listening-a-collection-of-useful-links/
Source: elt-resourceful
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Content Type: 1
Title: Using Mystery Pictures To Teach Numbers
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From http://debbiespanish.blogspot.com
Here is a nice activity for young children to practice their numbers and colors: the teacher finds a "mystery picture" that is made up of a grid with a different number in each square. One at a time, the teacher says what color each numbered square should be. Once students start to guess what the picture is of, they can take over calling out numbered squares and colors.
See a description of the activity as well as links to sources of "mystery pictures" at http://debbiespanish.blogspot.com/2014/10/using-mystery-pictures-to-teach-numbers.html
Source: Debbie's Spanish Learning
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Content Type: 3
Title: The Power of Choice: Fostering Learner Agency in the Foreign Language Classroom
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by Julie Sykes, CASLS Director
The power of choice is a noteworthy theme throughout second and foreign language learning research, no matter one's theoretical orientation. Learner agency can be beneficial to long-term study, learner motivation, and learner authentication of real world tasks. Despite the best-laid plans, if learners themselves do not buy-in to learning experiences, their intended impact may be lost.
A key element to enhancing the success of classroom activities is the opportunity for learners to make choices and take alternate paths to success. However, practical realities such as limited planning time, large numbers of students, and a wide range of students' interests makes individualized instruction for a large number of learners challenging and unrealistic. This week we explore three ways to enhance learner agency and foster learner choice, despite these challenges.
- Do less to do more. One way to allow learner agency is to select a smaller set of core content that all must learn and then have learners expand their own repertoire with content in which they are interested. For example, consider the endless number of words for food around the world. Learning all of the words is an impracticality. Instead an instructor could select 10-15 core words and then have learners choose 10 additional words they are interested in learning. Both lists should be encouraged and assessed throughout the lesson. As learners advance, they can continue to add to their repertoire.
- Always give at least two options.While individual assignments are not practical, 1-2 choices can be empowering. For example, in a writing assignment, learners could have the choice to write a review about a product or a restaurant. Evaluation would entail the same rubric with different content. Furthermore, the same target learning objectives would be met.
- Let learners pick a variety of roles. When engaging learners in group work, a variety of roles can add depth to a task. For example, this could include a note taker, reporter, and facilitator. Instead of assigning these roles, allowing learners to select their own role adds choice to the experience and can foster learner agency.
Whatever the learning context, empowering learners to take charge of their own learning adds to their experience and can lead to increased success in meeting target outcomes.
Source: CASLS Topic of the Week
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Content Type: 4
Title: Utilizing Journaling To Foster Independent Learning
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by Renée Marshall, CASLS Research Assistant
There are many ways to use journaling in language study. Students can reflect on and practice what they've learned. It can be very structured by the teacher or hardly structured at all. Journals also provide a record of growth and change over time. Journals/Blogs can be used to encourage students to explore and post things that are interesting to them using the target language. For example, if they are very interested in French movies they could give reviews in French about the movies they have seen. Teachers from all disciplines employ journaling to help students synthesize what they've learned and put it in their own words and/or to make the subject matter more personal. In this activity, students set up a Blogger account in order to keep an online language journal.
Objectives:
- Students will be able to create an online journal using the free resource Blogger.
- Students will be able to reflect on what they have learned in the language classroom using their new blog.
Resources: Journaling using Blogger handout
Procedure:
- Handout the Journaling using Blogger handout to all students.
- Either in class or at home, have students follow the steps to create their blog. They will need a computer and Internet access.
- Once their blog is created, you can either assign them tasks to complete or leave it up to them what they do with their online journal.
- If you want access to everyone's blog, be sure that they give you their blog's web address. If they have their settings set to private, be sure they also send you an invitation to see the blog so that you have access to it.
Note: There are ideas for different ways to use the blog at the bottom of the Journaling using Blogger handout.
Source: CASLS Activity of the Week
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Content Type: 5
Title: LinguaFolio Online Network by Mandy Gettler, CASLS Associate Director
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LinguaFolio Online, a portfolio assessment tool, allows students to collect evidence demonstrating their communicative abilities to themselves and others. It also documents intercultural experiences and reflections that enhance language learning and cultural understanding. When used successfully, LinguaFolio Online supports learner-centered classrooms.
To help educators most effectively implement the portfolio system, CASLS has updated its resource site, LinguaFolio Network. The website includes text and video tutorials for educators and students.
Tutorials include topics such as creating learner-centered classrooms, integrating LinguaFolio Online with an existing curriculum, and effectively using classroom activities as evidence students can use in their portfolios. There are special sections designed specifically for STARTALK program directors, instructors, and students.
In addition, the website includes access to LinguaFolio Jr., a paper-and-pencil portfolio developed by the National Council of State Supervisors for Languages (NCSSFL) specifically for K-5 students. LinguaFolio Jr. lays the foundation for helping younger learners answer questions about what they are learning and why, thus preparing them for success inside and outside of the classroom.
Source: CASLS Spotlight
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Content Type: 2
Title: Independent Learning and Study Abroad
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This month's InterCom theme is Independent Learning. As a result, we at CASLS wanted to hear from some of our students. This week is dedicated to a student's perspective on language learning and study abroad. We hope you find it useful in motivating your own students.
Source: CASLS
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Title: Five Things I wish I Had Known About Language Learning Before I Went Abroad
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Dega Westerhoff-Mason is a Senior at the University of Oregon where he is majoring in Philosophy and Romance Languages. He is an expert speaker of English and French and is learning Spanish. He has studied abroad in Lille, Querétaro, and Lyon. After graduation, Dega plans to pursue graduate studies in political philosophy.
My name is Dega, and I am a self-proclaimed professional exchange student. As a result, I have attended more study abroad informational sessions than I wish to remember, and I find that the one theme that is truly inexhaustible in study abroad is the role of a new language. It is both the most immediate reminder of where you are and your otherness, and in the future, it will serve as an emblem of your time abroad and proof that it really did happen. This does not mean that learning the new language is easy. Instead, it requires courage to grow yourself beyond what you have known. Here is list of five things that have helped me in this difficult yet rewarding process.
1- Get personal with your new language. You are not a blank slate when you leave to go abroad, you have preferences, desires, and passions that come with you, so let your host language become a part of those things. If you enjoy watching movies, writing poetry, discussing politics, etc., try it in your new language; let it become a part of you.
2- Build meaningful relationships in your host language. Communicating with people whom you care about is the best way to keep or create a connection to the language. Also, when you return from your time abroad, these people will help you continue with the language.
3- Recognize your language level. Be aware of where you are with the language. This means not only congratulating yourself for real progress, but also not setting unrealistic expectations and goals, because that will only leave you feeling inadequate and blind to other impressive accomplishments.
4- There is no one moment when you become fluent. Don't wait for some magical day where you are fluent, because you are going to keep changing your definition of fluency, so it will be more like an ever-changing horizon. Trust yourself and know that you will learn the language, but keep making an effort, even if you do not see your own progress.
5- Have fun. Languages are not set in stone, and neither are you. Never be afraid to play with language, and let yourself have fun in the process, because this is when you will learn the most.
Source: CASLS Topic of the Week
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