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Title: Call for Submissions: 15th Coloquio Anual de Literatura, Lingüística y Cultura Hispanoamericana y Peninsular
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15th Coloquio Anual de Literatura, Lingüística y Cultura Hispanoamericana y Peninsular
March 5-6, 2015
Orlando, FL
Contact Person: Juan Villegas
Meeting Email: saga@ucf.edu
Oradores Invitados:
Dra. Martha García (University of Central Florida)
Dr. Louis Imperiale (University of Missouri – Kansas City)
Podrán presentarse trabajos que traten sobre pero no se limiten a:
La lucha por la libertad
Cordura y locura
Realidad y ficción
El amor cortés
Literatura como herramienta educativa
Literatura infantil y juvenil
Influencia cervantina en la literatura latinoamericana
Análisis del discurso
Lenguas en contacto
Lingüística histórica
Sintaxis generativa
Fonética y fonología
Cultura peninsular
Hispanidad en los Estados Unidos
Bilingüismo
Proposals must by submitted by January 23, 2015.
For more information visit http://www.bu.edu/applied-linguistics/2014/11/19/xv-coloquio-anual-de-literatura-linguistica-y-cultura-hispanoamericana-y-peninsular/
Source: University of Central Florida
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Content Type: 1
Title: Losing My Welsh: What it Feels Like to Forget a Language
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From http://www.theguardian.com/education/2015/jan/21/welsh-language-part-me-slipping-away
Ellie Mae O'Hagan writes a short but poignant piece about how it feels to lose a language. It could be a great discussion starting piece to read in a heritage language class, or any language class, about how language and culture are so intimately intertwined. Language is a part of ourselves and losing it (or being told / forced not to use it) can be painful.
Read the full article here: http://www.theguardian.com/education/2015/jan/21/welsh-language-part-me-slipping-away
Source: TheGuardian.com
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Title: Digital Literacy and Responsibility
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From http://inspireyourlearners.blogspot.com/
In this article, Michelle Worgan discusses some strategies that teachers can use to encourage students to be responsible online, like setting good examples, providing sources, using information adequately and introducing them to the Creative Commons licenses.
Access the article at http://inspireyourlearners.blogspot.com/2015/01/digital-literacy-and-responsibility.html
Source: So this is English
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Title: Chinese Podcast: Boiled Eggs, Salted Duck Eggs
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From http://www.slow-chinese.com/
The latest podcast episode (#125) from slow-chinese.com is about boiled eggs, tea eggs, and salted ducks eggs in Chinese cuisine. The podcast is for upper intermediate to advanced students of Mandarin. As the website states: "慢速中文 Slow Chinese is a cultural podcast for Chinese learners. Our podcasts are personal narratives by native Chinese people read in Mandarin at a slow speed. If you are learning Chinese and are curious about China, you've come to the right place!" Also provided on the website is a written transcript of each episode in Chinese and in English.
Access this resource: http://www.slow-chinese.com/podcast/125-cha-ye-dan-xian-ya-dan-he-song-hua-dan/
Source: Slow Chinese
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Title: Japanese in Anime and Manga
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From http://anime-manga.jp/index_english.html
According to jpf.org.uk in their Teaching and Learning Resources section found at http://www.jpf.org.uk/language/teaching_resources.php#websites, "The purpose of this site is to give Japanese learners and anime/manga fans from all over the world an opportunity to learn Japanese in an enjoyable way, using the anime and manga they enjoy as a gateway to their studies. The site aims to deepen learners' understanding of the Japanese language and culture, and to give an added incentive to study." Anime-Manga lets students read Japanese and hear Japanese through their interactive Manga series.
Access this resource: http://anime-manga.jp/index_english.html
Source: Japan Foundation
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Title: 10 German Words Non-Germans Can't Pronounce
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From http://www.dw.de/10-german-words-non-germans-cant-pronounce/a-18173048
Kate Müser contributes this article of 10 words that are quite hard for L2 German speakers to pronounce in a way that is understood by most L1 German speakers. The article also provides audio for the 10 words, pronounced by L1 German speaker Stephan Kaiser. It is always helpful to practice the most difficult sounds in a second language, especially if mispronunciation of these sounds interferes with meaning. That said, it's important to remind your students that they don't need to sound "perfectly German" to be understood, particularly since pronunciation of words varies even among L1 speakers.
Access this resource: http://www.dw.de/10-german-words-non-germans-cant-pronounce/a-18173048
Source: Deutsche Welle
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Title: List of Sites to Watch German Videos, TV Shows and Movies Online
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From http://www.germanwithandrew.com/
Andrew shares this list of websites where teachers of German can find videos of all kinds to use and adapt for class. Since the post is set up as a guide for learners of German, there is also a glossary German-English with the most common words found when watching videos (e.g. Bericht, Staffel...) to help them navigate the sites.
Find the post here: http://www.germanwithandrew.com/list-of-sites-to-watch-german-online/
Source: Learn German with Andrew - Tips, Lessons, Resources and More
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Title: Classics in Pop Culture, Part II
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From http://bcpublishers.blogspot.com/2015/01/classics-in-pop-culture-part-ii.html
This is the second part of the article on Classics in Pop Culture. Part 1 ran in the previous InterCom issue on January 19th. In Classics in Pop Culture the author explores how to combine contemporary music with Latin and Greek by using a classroom project. In Part II, as the author states, "Instead of driving students to go out and find songs with Latin or Greek, have them choose popular songs they like and translate them into Latin or Greek! This is a task that some professional musicians have undertaken in recent years—and have met with success in their attempts." He also suggests "To make the project most useful for learning Latin, students should be able to account for the decisions they made in word choice and arrangement. Students could, and perhaps should, also aim to include some poetic devices, like alliteration or chiasmus, in their translations. An ambitious student may choose to emulate the style of his or her favorite ancient author, or an author relevant to the course."
More information here: http://bcpublishers.blogspot.com/2015/01/classics-in-pop-culture-part-ii.html
Source: Bolchazy-Carducci Publishers
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Title: Practicing French Using Dictations
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This French website created for native French speakers is full of dictées - dictations. This site is divided into grade levels based on the French school system. (For a brief run-down of the grade levels in France visit the blog from Transparent Language entitled À l'École!: French and American Grade Levels Compared at http://blogs.transparent.com/french/a-lecole/) Since the ladictee.fr website is targeted toward elementary aged children, the language level works well for beginner and intermediate French L2 learners. Even though a dictée isn't what people would call a "communicative" activity, it does serve the purpose of helping students make connections between spoken language and written language, especially since French spelling is not phonemic. The site includes various dictées for each level, along with a PDF of the written text so student's can check their work. Doing dictées can help students improve their spelling, recognize spelling patterns, and learn to listen for cues in spoken speech that indicate whether the person is speaking in the plural or singular (often tricky in the French language). Note: When doing a dictée, students are focused on writing down what is said word for word, and NOT on comprehension. It would NOT be effective to give a student a dictée and then immediately ask them specific comprehension questions about what they just heard.
Access this resource: http://www.ladictee.fr/
Source: ladictee.fr
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Title: Bon Appétit: A Proficiency-based Unit for Novice Learners
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Madame's Musings is a site about proficiency-based foreign language instruction from "a National Board Certified French teacher who is excited to collaborate with other language teachers" as she continues on her "journey to create a proficiency-based classroom." Her latest blog post describes the ending lessons to her unit on food. It includes handouts and links to her previous blog posts from earlier in her "French 1 Meals unit."
Access this resource: http://madameshepard.com/?p=321
Source: Madame's Musings
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