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Content Type: 1
Title: The Yellow Brick Road Review
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From http://somewheretoshare.com/
If you’re looking for ways to review for a test, here’s a very nice way to get students talking using prompts. In the example given, the class was reviewing a novel they had read, so the prompts were sequencers to elicit the events of the story from students. However, this could be adapted to practice or review other topics too.
To read the post go to http://somewheretoshare.com/2015/03/04/the-a-yellow-brick-road-review/
Source: Somewhere to Share
Inputdate: 2015-03-22 17:59:00
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Content Type: 1
Title: Song Activity: Comparaciones: Barbie de Extrarradio, de Melendi
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From https://mundoele1.wordpress.com/
Here’s a song by Spanish singer Melendi with a ready-made activity on comparatives.
To access the materials go to https://mundoele1.wordpress.com/2015/02/17/comparaciones-trabajando-la-cancion-barbie-de-extrarradio-de-melendi/
Source: Mundo ELE
Inputdate: 2015-03-22 18:00:12
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Content Type: 1
Title: Article: Dual Language Programs on the Rise
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From http://hepg.org/hel-home/issues/27_2/helarticle/dual-language-programs-on-the-rise#home
Dual Language Programs on the Rise
“Enrichment” model puts content learning front and center for ELL students
by David McKay Wilson
March/April 2015
At a time when other types of bilingual education are on the decline and the B-word—bilingual—has been scrubbed from the U.S. Department of Education lexicon, dual language programs are showing promise in their mission to promote biliteracy and positive cross-cultural attitudes in our increasingly multilingual world.
Read the full article at http://hepg.org/hel-home/issues/27_2/helarticle/dual-language-programs-on-the-rise#home
Source: Harvard Education Letter
Inputdate: 2015-03-22 18:01:50
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Title: Article: Managing Diversity: What Administrators Should Learn about Culturally Diverse Classrooms
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From http://languagemagazine.com/?page_id=122910
In this article, elementary assistant principal and former EL/bilingual teacher Anne Scatchell discusses the need for administrators to have specific training to manage culturally diverse classrooms, and she summarizes some key practices that schools can put into place to successfully meet the needs of their English language learners and bilingual students: http://languagemagazine.com/?page_id=122910
Source: Language Magazine
Inputdate: 2015-03-22 18:03:06
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Content Type: 3
Title: Making Presentational Speaking Work in Your Classroom
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by Julie Sykes, CASLS Director
Presentational speaking is a key skill for learners wishing to use language in professional contexts. It can be a challenge to address in language classrooms with large numbers of students. Below we present ten guiding principles for facilitating the development of presentational speaking skills in your classroom.
- Scaffold presentational content and delivery through pre-speaking activities, presentation development, and follow-up. This includes setting learners up for the presentational speaking task much like learners are set-up to write academic prose.
- Encourage the use of visuals, but not at the expense of presentational skills. One way to diminish the reliance on written text that is read, is to allow a maximum of three words on each slide a learner might use to present.
- Create an authentic audience by inviting guests to the presentations. Guest can be class visitors, online viewers, parents, other teachers, or anyone else interested in the topic. Even if they do not speak the target language, authentic listeners heighten the reason a learner is presenting.
- Encourage active listening though short presentations and interactive responses by the audience. This can include graded notes, follow-up questions, and audience rating and participation.
- Allow a repeat performance to encourage the application of feedback to the presentation. Much like a second draft of the paper, a revised presentation allows for the incorporation of feedback.
- Utilize online resources as models and opportunities to disseminate presentations. Online resources expand the repertoire of presentation types and offer an extended range of genres of presentational speaking.
- Allow learners to choose their topic, format, and/or audience. Learner agency can help build consequence, trust, and desire to complete the assigned task.
- Include multiple opportunities for presentational speaking throughout the course instead of only once or twice in a high stakes setting. In this way, learners are given the opportunity to build presentational speaking skills throughout the course.
- Reference the NCSSFL-ACTFL Can-Do Statements as part of the learning outcomes, instructional resources, and assessment practices. The statements can be found at http://www.actfl.org/global_statements.
10. Have fun! While the format is more academic than other tasks, learners and instructors can enjoy the development of presentational speaking skills throughout the course!
Source: CASLS Topic of the Week
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Content Type: 4
Title: Volver and Friends: Context in Interpersonal Communication
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By Patricia Roldán Marcos and Loreli Mann, University of Oregon graduate students in the LTS program.
Objectives:
- Students will be able to demonstrate an understanding of three situational factors, i.e. social distance, power relationship, and degree of imposition.
- Students will be able to analyze how those elements influence request strategies used in a given situation.
- Students will be able to analyze and compare 2 videos in English as well as another one in their own language, extracting relevant information related to the three factors above and reaching conclusions.
- Students will be able to judge how a role play follows or doesn't follow the pragmatic rules in that context and results in a successful or unsuccessful interaction.
- Students will be able to produce a successful and an unsuccessful role play given a specific scenario and applying a choice of request strategies.
Resources and materials:
- Observation handout, Analysis handout, Extension scenarios, and Assessment, all found here in one file
- Video in L1: Volver (2006) https://www.youtube.com/watch?v=Qe4tlj3O-Ns
- Videos in L2: The Cosby Show https://www.youtube.com/watch?v=_jBXbRFo5UU
Procedure & Notes: To see the procedure and notes, click [here].
Source: CASLS Activity of the Week
Inputdate: 2015-03-24 14:28:21
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Publishdate: 2015-03-30 02:15:01
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Content Type: 2
Title: Congratulations
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Congratulations to Kerry O'toole! After reading our Spotlight article about LinguaFolio Online last week, she was the first person to email us and mention InterCom. The 37 free accounts she received will enable three full classes of her students at Sharon Center School to document their language proficiency online. We wish you and your students a productive spring of language learning.
Source: CASLS
Inputdate: 2015-03-25 13:40:43
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Content Type: 5
Title: UO Global Research Map Wins CASE Award
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What research are University of Oregon faculty and students conducting worldwide right now? Thanks to a collaboration between the Office of International Affairs and the Global Studies Institute, you can explore research projects on the new UO Global Research website. An interactive map leads to videos and short articles that showcase different research projects in different locations around the world. According to Chakris Kussalanant, one of the designers, “What this project demonstrates is the diversity of connections our university has around the world. This project proves the world is ‘green.’ From architects helping to shape new urban settings in Gabon to young researchers helping others explore the wonders of the Arctic shelf, the UO has a presence worldwide.”
Recently the website won a Silver Circle of Excellence award from the Council for Advancement and Support of Education (CASE) in the category of Opportunity and Inclusion. Kussalanant, Sheila Bong, and Lindsay Kelchner managed the project with help from UO faculty, alumni, and trustees; the School of Journalism and Communication; the School of Architecture and Allied Arts; Venture Department; and TrackTown USA. “The UO Global Research map was definitely a collaborative endeavor. I think that each team … was driven by the idea of pieces they could contribute to the whole—professors could contribute their research stories, students their storytelling, and designers their craftsmanship to a set of interactive screens,” says Kussalanant.
Visit UO Global Research and learn about University of Oregon research that is taking place all over the globe.
Source: CASLS Spotlight
Inputdate: 2015-03-25 13:58:51
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Content Type: 2
Title: April 1 Is the Deadline for Many COFLT Opportunities
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COFLT leadership has consolidated deadlines for several COFLT opportunities into one: April 1. Here are some great opportunities that you and your students can apply for:
For teachers:
- The COFLT Honor Roll honors an outstanding K-12 teacher, and outstanding college/university teacher, and an outstanding contributor to language teaching. This is the first step of being nominated for the ACTFL Teacher of the Year. Learn more at http://cofltoregon.org/honors/honor-roll/
- Mini Grants offer awards of up to $250 that can be used for materials, professional development, or other events and projects that benefit language students, teachers, and the community. Here are the details: http://cofltoregon.org/honors/mini-grants/
For students:
- Four $1000 scholarships are available for high school and college students. For full details go to http://cofltoregon.org/honors/scholarships/
- Honor your exceptional students in their final year at your school with a Certificate of Achievement. Find out how at http://cofltoregon.org/honors/certificate-of-achievement/
The deadline for all of these opportunies is this Wednesday!
Source: COFLT
Inputdate: 2015-03-26 14:13:37
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Content Type: 1
Title: Book: Working Memory in Second Language Acquisition and Processing
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From http://www.multilingual-matters.com/display.asp?isb=9781783093571
Working Memory in Second Language Acquisition and Processing
Edited by Zhisheng (Edward) Wen, Mailce Borges Mota, and Arthur McNeill
Published by Multilingual Matters
This volume offers a comprehensive discussion of essential theoretical and methodological issues concerning the pivotal role of working memory in second language learning and processing. The collection opens with a foreword and introductory theoretical chapters written by leading figures in the field of cognitive psychology. Following these are three research sections containing chapters providing original data and innovative insights into the dynamic and complex relationships between working memory and specific areas of second language processing, instruction, performance and development. Each section concludes with a commentary which is written by a noted SLA researcher and which charts the course for future research. This book provides a fascinating collection of perspectives on the relationship between working memory and second language learning and will appeal to those interested in the integration of cognitive psychology with SLA research.
To see a table of contents and learn more visit http://www.multilingual-matters.com/display.asp?isb=9781783093571
Source: Multilingual Matters
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