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Content Type: 1
Title: ESL Leadership Lesson
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From http://www.beherebethere.com/lessons/leadership-learning-goals/
Full lesson, from start to finish, including vocabulary, listening and writing activities, and a test, on the topic of leadership and what makes a good leader.
Access this resource: http://www.beherebethere.com/lessons/leadership-learning-goals/
Source: BeHereBeThere
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Title: Online Learning Module: Using Concordance Programs in the Modern Foreign Languages Classroom
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From http://www.ict4lt.org/en/en_mod2-4.htm
The Information and Communication Technology for Language Teachers (ICT4LT) website includes online modules that language teachers can use to learn about integrating technology into their teaching. One of them, a large 50-page module, deals with using concordance programs with corpora for language teaching.
Learn about corpora, concordances, different tools and software, and practical illustrations of concordancing for language teaching by going to http://www.ict4lt.org/en/en_mod2-4.htm
Source: ICT4LT
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Title: Corpus Resources from CALPER
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From http://calper.la.psu.edu/corpus_portal/index.php
Our sister LRC, the Center for Advanced Language Proficiency Education and Research (CALPER), has an extensive collection of resources dealing with corpora and corpus-based instruction. Visit the CALPER Corpus Portal at http://calper.la.psu.edu/corpus_portal/index.php to get started.
Resources include corpus tools, a tutorial for using corpora in language instruction and learning, reports from language teachers who have used CDI, and links to more resources.
Access it at http://calper.la.psu.edu/corpus_portal/index.php
Source: CALPER
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Title: The Wikipedia Corpus
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The Brigham Young University has recently released the BYU Wikipedia Corpus, which is composed of 1.9 billion words in 4.4 million articles. With this new corpus, you can now search Wikipedia in all of the ways that you can search the other corpora from BYU – word and phrase, part of speech, variable strings, synonyms, comparisons of words, collocates, and concordance lines.
Most importantly, however, with this interface you can quickly and easily create and then search personalized ''virtual corpora'' from the 4,400,000 web pages. For example, in just a few seconds you could create a corpus with 500-1,000 pages (perhaps 500,000-1,000,000 words) related to any topic. You can also modify any of these corpora – adding, deleting, or moving texts; creating groups of corpora, etc.
You can then limit your search to just that portion of Wikipedia, to see collocates or concordance lines from just that virtual corpus. You can also compare the frequency of words and phrases across these different virtual corpora. And perhaps best of all, you can quickly and easily create keyword lists for these corpora, including multi-word expressions.
So rather than having to scour the Web to find web pages for a corpus on a given topic, you can now just create a corpus from the relevant pages in Wikipedia. And then use the data from the new Wikipedia corpus to focus in on the words and phrases of that particular topic.
Access the corpus at http://corpus.byu.edu/wiki/
Source: Mark Davis, Brigham Young University
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Content Type: 1
Title: Teaching with Twitter
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Social networks are becoming widely used in language teaching, provided school policies allow them. In her article, Lori Stokes shares some good ideas on how to make effective use of Twitter in the classroom: From holding a conversation to group work or giving peer feedback.
To read the article for more ideas, go to http://learnerlog.org/socialstudies/teaching-with-twitter/
Source: Annenberg Learner
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Title: A Lesson Framework for Getting Learners to Prepare and Present Infographics
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From http://www.eap-infographics.com/
A lot of students with a visual learning style can maximize learning vocabulary by using visually attractive resources such as infographics. Although this website and article focuses on the teaching of EAP, the ideas and resources could easily be adapted to fit other contexts. The article presents a whole sequence of lessons to introduce students to the world of infographics. The sequence starts by making students reflect on the use of infographics, what makes it a good or bad choice, and different aspects to consider when creating one. The second stage focuses on the use of software to create infographics, as well as some ideas on how to use infographics effectively in the EAP classroom. Finally, there is a creation part where students present their work and are assessed.
You can access the article at http://www.eap-infographics.com/2015/02/a-lesson-framework-for-getting-learners-to-prepare-and-present-infographics/
Source: EAP Infographics
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Content Type: 1
Title: Lucky Dip - Encourage Speaking and Give Compliments
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From https://tekhnologic.wordpress.com/
This article shows an adaptation of a Japanese TV show to use in class on Valentine’s Day. It can be adapted to any language to teach about compliments.
Access the article at https://tekhnologic.wordpress.com/2015/02/05/lucky-dip-encourage-speaking-and-give-compliments/
Source: Tekhnologic
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Content Type: 3
Title: Using Corpora to Notice Language Features Across Registers
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Gena Bennett is an Online Adjunct Professor in TESOL and Applied Linguistics in Kailua, Hawaii, and the Outgoing Chair of TESOL's Second Language Writing Interest Section. Her research interests include corpus linguistics, second language writing, and their intersections.
The value of corpus linguistics as a discipline has expanded rapidly in the field of English language teaching in the past two decades. One of the most significant contributions corpus research has made for classroom use is register description. Corpus-cited reference grammars such as the Cambridge Grammar of English (Carter & McCarthy, 2006) and the Longman Grammar of Spoken and Written English (Biber, Johansson, Leech, Conrad, & Finegan, 1999) provide empirical descriptions of grammatical features which characterize registers (e.g. fiction, news, academic writing, conversation), allowing us to see how language is employed differently, depending on context. Using register descriptions to inform instruction can help students make correct language choices. For example, some ESL "ear" learners may use casual spoken language in formal written work (Hinkel, 2002, 2003) while some EFL "eye" learners may use too formal language when speaking, causing awkwardness in social situations; while students in both contexts may be "grammatically" correct, their language may be marked due to their language choices. Thus, students need to notice and analyze differences amongst registers to heighten their awareness of language choice.
Data-driven learning, where students study concordance lines to observe patterns of language use, is one method instructors may employ to enable students to notice register differences. For example, students can study concordance lines for the subordinators since and as in both conversation and academic writing to inductively learn that although both words are used to refer to time in conversation, they are both used to signal reason in academic writing. Corpora which focus on complimentary registers, such as the BAWE1 and BASE2, MICUSP3 and MICASE4, and different registers searchable via the COCA5 are ideal resources for such activities.
Corpus-based descriptions of academic writing have even revealed that though there does exist a set of features which characterize academic writing as a whole, these shared features are realized differently within different disciplines, courses, and even assignments. Corpora comprising academic writing from different disciplines, such as the NAFWIC6, MICUSP, or the Viking Corpus7, can highlight how different disciplines utilize features of general academic writing in different ways. For example, papers in the humanities and social sciences use personal pronouns considerably more frequently than hard sciences and engineering papers (Hyland, 2002).
Describing language across registers is not necessarily a prescription of features for learners to use; rather, it is a presentation of data so that learners can make their own informed choices, a significant aspect of language learning.
References
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E., (1999). Longman grammar of spoken and written English. New York, NY: Pearson Education.
Carter, R. & McCarthy, M. (2006). Cambridge grammar of English: A comprehensive guide to spoken and written English grammar and usage. Cambridge, UK: Cambridge University Press.
Hinkel, E. (2002). Second language writers' text. Mawah, NJ: Lawrence Erlbaum Associates.
Hinkel, E. (2003). Simplicity without elegance: Features of sentences in L1 and L2 academic texts. TESOL Quarterly (37)2, p. 275-301.
Hyland, K. (2002). Options of Identity in Academic Writing. ELT Journal, 56(4), p. 351-358.
1The corpus is available free of charge to researchers who agree to the conditions of use and who register with the Oxford Text Archive. It can also be searched online via the Sketch Engine open site https://ca.sketchengine.co.uk/open/. Please contact Hilary Nesi (h.nesi@coventry.ac.uk) for further information, or if you have any queries or comments relating to the project.
6Available via request from genabennett@yahoo.com
7Available via request from conrads@pdx.edu
Source: CASLS InterCom
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Content Type: 4
Title: Using a Corpus for Inductive Teaching and Learning
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by Patricia Roldán Marcos, CASLS Graduate Teaching Fellow for Curriculum
Two weeks ago Robert Poole shared an activity on academic language that was closely linked to this week's Topic of the Week on register, so have a look here if you're looking for a lesson on that topic. This week we're sharing a sequence of activities that can be used with any level and language group. The examples provided are in Spanish, but they could be easily adapted to fit your context. For example, in English your students could look up different functions of "yet."
Objectives:
- Students will be able to use a corpus effectively to look up problematic expressions.
- Students will be able to analyze the concordances found in the corpus and discuss different functions of the target expression.
- Students will be able to write a dialogue exemplifying two different functions of an expression or chunk.
Resources: Using a Corpus for Inductive Teaching and Learning
Procedure:
Part 1 – Explore:
- Day 1 – In class: Get students to answer question 1 in pairs. Ask them to report some ideas to the class and then spend some time showing them how to use the corpus (www.corpusdelespanol.org). You can look up one of the examples they came up with. Make sure you tell them about the different options for searching and go through more examples if necessary.
- Set the homework for the next class (activities 2-5) and clarify any questions. They should fill in the chart for the next lesson. Note: if students can work on computers individually, the whole lesson could be done in class, but you'd need to allow enough time for students to analyze their findings before checking in pairs or reporting back. Therefore, it may be more time efficient to set it as homework.
Part 2 – Analyze:
- Day 2 – In class: Get students to work in pairs to share and discuss their findings.
- Ask some pairs to report to the class and analyze the chunks by eliciting ideas and functions from students.
Part 3 – Extend:
- Get students to work in pairs and come up with a situation where they could include their target expression twice, but with different functions.
- Ask students to write a dialogue exemplifying that situation and then get them to create a comic strip. Show them different websites to choose from to create comic strips.
- Alternatively, you could get students to combine their two expressions or chunks in the dialogue.
- If time allows, get each pair to present their comic to the rest of the class, as they'll probably have the same kind of problems with the language, so they could benefit from seeing examples of their use and analyze their function.
Here are some tools to create comic strips: http://www.makebeliefscomix.com/Comix/, http://www.toondoo.com/, http://stripgenerator.com/, http://www.pixton.com/
Source: CASLS Activity of the Week
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Content Type: 1
Title: CASLS Positions: UO Chinese Flagship Coordinator and Language Technology Specialist
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The Center for Applied Second Language Studies is seeking applicants for two open positions:
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UO Chinese Flagship Coordinator
The Chinese Flagship Program is designed to graduate students with Superior Chinese language and culture proficiency. Students choose from any of the 77 academic majors offered at the university while developing professional-level Chinese proficiency. The program also includes a yearlong study abroad and personalized internship related to each student’s career interests. This unique combination of academic and Chinese language preparation challenges and prepares our students, creating opportunities for their futures.
The Chinese Flagship Coordinator plays a large role in creating a welcoming environment where students can thrive. As the coordinator, you will focus on student recruitment and retention. You’ll help develop recruitment strategies and lead recruitment efforts. You’ll also provide support to some of the university’s brightest, most dedicated students.
For more information on requirements and how to apply visit http://jobs.uoregon.edu/unclassified.php?id=5021
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Language Technology Specialist
The Language Technology Specialist designs, pilots, and revises curricular materials for learners studying a second and/or foreign language at the high school and university levels. CASLS’ language learning programs often utilize emerging technologies and take advantage of online and hybrid contexts. The Language Technology Specialist may work with language experts who will provide input and guidance on language-specific issues. Curriculum should be aligned with national standards. Design work will include the creation of a scope and sequence, timeline of instructional activities, instructional manuals, learning materials, and in-class assessments and rubrics. All curricula should be piloted and revised to ensure the highest quality.
For more information on requirements and how to apply visit http://jobs.uoregon.edu/unclassified.php?id=5018
Source: CASLS
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