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Title: FLIS Day, University of Oregon
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From https://babel.uoregon.edu/main-menu/flis-day
The University of Oregon's 37th Annual Foreign Language and International Studies Day
May 1, 2015
FLIS Day is Oregon's largest foreign language and culture event. FLIS presenters are faculty and students from more than 40 different countries, and represent UO's 15 foreign language, linguistics, and international studies programs and departments.
This event is intended for high school students. Find out more at https://babel.uoregon.edu/main-menu/flis-day
Source: University of Oregon
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Title: Get Ready for the Eurovision Song Contest 2015
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From http://www.eurovision.tv/
The Eurovision Song Contest 2015 will take place May 19, 21, and 23 in Vienna, Austria. Running up to the event you can have students make predictions, talk about which contestant entries they like best and worst and why, hold their own contest with their own music videos they create, learn about Vienna and/or make travel plans to visit Vienna for the Contest, etc.! If you teach a language or languages from the countries participating in this year’s Song Contest, there are many possibilities. The contestants and their entry videos can be found here: http://www.eurovision.tv/page/vienna-2015/about/all-participants
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For some lesson ideas on the topic of Eurovision, check out this post from "The Language Point" http://thelanguagepoint.com/english_collections/show/Eurovision_Song_Contest and/or this post from Isabel Perez http://www.isabelperez.com/rosaparty.htm. Please note that these two resources were made for past Eurovision contests, and you would need to adapt them to work for this current year’s contest.
Source: Eurovision Song Contest
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Title: New to Twitter? – Tips on the Journey from Lurking to Listing to Chat…
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As the posts states, “Learning to manage your PLN, can take some time – as you configure what works for you. I wanted to repost some tips that I gathered as I began my Twitter journey and hopefully they will be helpful to you too!” The post lists a few strategies and decisions to make as you step out into the world of Twitter and Twitter chats, such as #langchat.
Access this post http://leesensei.edublogs.org/2015/03/19/new-to-twitter-tips-on-the-journey-from-lurking-to-listing-to-chat/
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For more about how to use #langchat to grow your PLN, revisit this post http://caslsintercom.uoregon.edu/content/viewContent/17980 from July 21, 2014, when Sara-Elizabeth Cottrell, the blogger behind musicuentos.com, the author of the Calico Spanish Homeschool Learning Series, and a founding moderator of #langchat, wrote a Topic of the Week for InterCom entitled “#Langchat as a Professional Development Resource.”
Source: Language Sensei
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Content Type: 3
Title: Considering Context
Body:
by Julie Sykes, CASLS Director
Contextualization of learning experiences is essential for learners when considering what to say in a variety of situations with different types of people. However, contextualization presents a number of challenges for classroom instruction, where contexts must be created and imagined to allow for diverse learning opportunities. Researchers and practitioners alike have proposed a number of ideas for addressing the role of context. Here we present three possibilities for increased integration of contextualized language learning opportunities in the language classroom.
1 – Allow learners to select from a variety of contextual possibilities that relate to the target language function.
Through choice, instructors can increase learners' ownership of, and engagement with, the possible topics and contexts. This could include the option to take on a variety of roles and identities, at the hands of the learner, as they so choose. Choices could include varied professions, personalities, or character traits. Regardless of the options given, learner choice is key to authenticating the imagined scenarios.
2 – Use digital technologies to connect with other speakers.
Digital contexts present an authentic space where learners can decipher context and make decisions about the discourse they would like to use. Learners can either interact with other users themselves or, alternatively, analyze and simulate the context on their own.
3 – Divide context into discernable units.
Asking learners to focus on specific contextual elements can help build learners' skills and aid in their understanding of the multiple complexities involved in understanding and analyzing the relevant contextual features. This week's Activity of the Week is one example of this type of activity.
Source: CASLS Topic of the Week
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Title: Call for Papers: ePortfolios@edu
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ePortfolios@edu: What We Know, What We Don’t Know, and Everything in Between
Editors: Howard Sanborn, Ph.D. and Mary Ann Dellinger, Ph.D.
Submissions Due: 31 May 2015
PROPOSED VOLUME
Submissions are invited for an edited volume that addresses best practices across the different stages of implementation of an interdisciplinary ePortfolio program. With this volume, the editors, two former institution ePortfolio Directors, seek to provide advice to administrators, program directors, instructors, and other institutional stakeholders on ePortfolio program development.
Submissions can address or recommend approaches to developing and maintaining a robust ePortfolio program, affordances and conventions of ePortfolios vs. digital storytelling, reflective piece(s), software considerations, technical support issues, and faculty buy-in. The editors encourage a variety of types of submissions, including evaluations of the electronic portfolio as a developmental project-based assessment model, personal/institutional anecdotes and advice, empirical analyses of initiatives, and interviews with ePortfolio practitioners. These submissions can come from authors with a variety of experiences, including those individuals just beginning their work on program implementation.
Abstracts should not exceed 250 words and should be emailed to sanbornhb@vmi.edu. Please include your affiliation, title, and a brief academic biography. Deadline for abstracts: May 31, 2015. If requested, complete essays will be due January 15, 2016.
Download the full Call for Papers here.
Source: Mary Ann Dellinger
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Content Type: 2
Title: COFLT Website
Body:
Rigoberta Menchú is coming to Oregon in April! Oregon lawmakers are considering allowing high school students to use computer-coding courses to satisfy foreign language requirements. How do we know this news? From the newly redesigned COFLT website. Not only can you stay up-to-date with local language-related news, but also you can check up on who your COFLT board is, when the next conference is, and what awards and honors are available for COFLT members and their students.
Visit the COFLT website at http://cofltoregon.org/
Source: COFLT
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Title: April 2015 Issue of KinoKultura
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The April 2015 issue of KinoKultura, a journal dedicated to Russian cinema, is available online at http://www.kinokultura.com/2015/issue48.shtml
Source: KinoKultura
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Title: Book: Developing International EFL/ESL Scholarly Writers
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From http://www.degruyter.com/view/product/203710?format=G
Developing International EFL/ESL Scholarly Writers
By Donna Bain Butler
Published by de Gruyter
This study had a research purpose and a pedagogical purpose. Research disclosed the dynamic, changing nature of (learner-internal and learner-external) variables that influence strategic competence for developing EFL/ESL writers. This competence was found necessary for international graduate students to move from writer-centered learning to reader-centered communication. The research instruments proved to be practical tools for guiding learners' processes of learning and writing a scholarly paper or article and avoiding plagiarism. The implication for teachers and program administrators is a systematic approach for developing self-regulation (control) in EFL/ESL writing. The first part of the book reports on the mixed methods (quantitative and qualitative) research. The second part gives an in-depth report of the 6 cases used in the research. The third part presents tools for systematically developing self-regulation in scholarly (and academic) writing with (a) student and teacher checklists for formative assessment that are valid and reliable; and (b) a model syllabus for teachers that can be adapted across disciplines and genres. These tools deal with learning strategies and their applications to writing and writing instruction.
Visit the publisher's website at http://www.degruyter.com/view/product/203710?format=G
Source: De Gruyter
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Title: Book: First Language versus Foreign Language
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First Language versus Foreign Language: Fluency, Errors and Revision Processes in Foreign Language Academic Writing
By Esther Odilia Breuer
Published by Peter Lang International Academic Publishers
First Language versus Foreign Language deals with the battle that takes place in writers’ heads when writing in a foreign language. Most academics today need to write in another language than in their first language (L1) in order to publish in internationally recognized journals. However, as writing research has shown, writing in a foreign language (FL) presents difficulties. The study compares L1 and FL writing, analysing written texts and the writing processes in terms of fluency, errors and revision. It takes a closer look at the «battle» between the L1 and the FL and offers useful insight. The findings allow a glimpse at the processes that take place in the brain, calling for new didactic approaches to FL writing.
Visit the publisher's website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=80180&concordeid=264698
Source: Peter Lang International Academic Publishers
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Title: Book: Grammar Growth in Child Second Language German
Body:
Grammar Growth in Child Second Language German
By Christiane Schöneberger
Published by Peter Lang International Academic Publishers
This empirical study investigates the acquisition and development of nominal morphology in L1-English-speaking children acquiring German as a second language in an immersion school context. The focus is on accuracy development in the emerging German article system. Embracing theoretical and applied aspects of second language acquisition research, the study brings together educational, cognitive and psycholinguistic dimensions of second language learning and teaching. Results have implications for curriculum design and quality development in language immersion and content and language integrated learning.
Visit the publisher's website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=84312&concordeid=265728
Source: Peter Lang International Academic Publishers
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