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Title: Francophone Research and Resource Center
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From http://dornsife.usc.edu/francophone-center/about-us/
The Francophone Research and Resource Center (FRC) develops and conducts programs, workshops, conferences, seminars and other activities for a wide range of audiences, Francophiles and Francophones, members of the University of Southern California community, French teachers at all levels, and students learning French, French literature and French culture.
See what events are coming up at http://dornsife.usc.edu/francophone-center/home/
Access online resources for French teachers at http://dornsife.usc.edu/francophone-center/teachers-resources/
Source: University of Southern California
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Title: 1 jour 1 actu: News for Children in French
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Here is a French-language website with easy-to-understand new articles targeted at children. Even older students may appreciate the simpler language as a source of authentic reading, and the child-oriented choice in content may give teachers of younger students new ideas for topics to teach.
The website is available at http://1jour1actu.com/
Source: 1 jour 1 actu
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Title: Cinema Shorts for Spanish Learners
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Here are two sources of cinema shorts that you may find useful as sources of authentic input for your students:
A collection of 30 shorts that deal with values: http://www.educaciontrespuntocero.com/familias-2/cortometrajes-educar-en-valores/16455.html
Entries in a contest being put on by RTVE: http://www.rtve.es/radio/concurso-cortos/
Source: Various
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Title: Teaching About Family with Spanish Examples
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From http://www.creativelanguageclass.com
The “family unit.” Broad topics like this often stump teachers in their curriculum planning. “What am I supposed to teach about family?” “What should my students be able to do?” “Family and WHAT?!?” Here are two recent blog posts from The Creative Language Class addressing these difficulties. The first is a beginning to curriculum planning, and the second is a specific lesson.
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Where does one begin when planning a “family unit?” Where do the Can-Do statements come in? What kinds of questions will lead to good curriculum design? Get ideas in this blog post: http://www.creativelanguageclass.com/planning/unit-family/
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Here is a blog post about expanding this Can-Do statement: "I can talk about what my family and I like to do together." The author used three traditional games with her Spanish students: Lotería, Pernola, and Dominó. See how her students became familiar with the games and related their learning to other aspects of their lives here: http://www.creativelanguageclass.com/activities/games/cultural-games/
Source: Creative Language Class
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Title: Blogging Rubric in Spanish: Rúbrica para Bloguear y Comentar
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From http://langwitches.org/blog/2015/04/01/blogging-rubric-in-spanish-rubrica-para-bloguear-y-comentar/
For sample rubrics in Spanish on posting a blog and commenting on one, see http://langwitches.org/blog/2015/04/01/blogging-rubric-in-spanish-rubrica-para-bloguear-y-comentar/
Source: LangWitches.org
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Title: BBC Learn How to Get that Job English Language Lesson
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From http://www.bbc.co.uk/learningenglish/english/course/lower-intermediate/unit-27/session-4
“Most people are nervous before they do a job interview, and the experience can be even more worrying if it’s in English. So how can you prepare for interviews and make sure you get the job? In this session we find out!” This is the 4th part of a 4 part series lesson. It provides content and tips for getting a job, along with vocabulary, quizzes, grammar and activities.
Access this resource http://www.bbc.co.uk/learningenglish/english/course/lower-intermediate/unit-27/session-4
Source: BBC Learning English
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Title: 7 Happy Idioms in English
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From http://www.ecenglish.com/learnenglish/lessons/7-happy-idioms
This blog post highlights 7 idioms in English for expressing the feeling of happiness. Check out the seven idioms with explanation and examples at http://www.ecenglish.com/learnenglish/lessons/7-happy-idioms
Source: EC Learn English
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Title: Flipped Learning in the World Language Classroom
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If you’re interested in the idea of a flipped classroom but aren’t sure how to go about, this blog post discusses how some language teachers have implemented “the flip.” “Heather Clydesdale, former assistant director of curriculum development at Asia Society, explores how some Chinese language teachers are using flipped learning to make the most of limited classroom time. These principles, however, can be applied to any language classroom.”
Read this post http://blogs.edweek.org/edweek/global_learning/2015/03/flipped_learning_in_the_world_language_classroom.html
Source: Education Week
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Content Type: 3
Title: Making the Connection Between Language and Careers: K-12 LSP
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Mary Risner is the Associate Director of Outreach and Latin American Business Environment programs at the Center for Latin American Studies at the University of Florida. Her areas of interest include global education, Languages for Specific Purposes (LSP), teacher professional development, and Globally Networked Learning Environments (GNLEs).
Industry reports regularly tout the need for language and culture skills to succeed in the 21st century workplace. These skills are not only necessary for those who will work abroad, but for those entering the increasingly diverse US workforce who will also virtually collaborate with clients and colleagues around the world.
Integrating Languages for Specific Purposes (LSP) in the curriculum ensures students are prepared to interact appropriately in real-world contexts. An LSP approach helps students discover and practice the types of communication skills and terminology they need to meet their specific professional goals (Crouse, 2012).
Traditional LSP courses have focused on professions including business, healthcare, law enforcement, and translation. Recent high school courses have expanded the scope by offering “Language for Leadership” (Bleess and Cornelius, 2012) and “Language for the Community and the Workplace” (Beeck, 2013). These courses allow students with broad career interests to acquire global professional skills as they contemplate what type of work to pursue in the future.
Offering a full LSP course requires garnering support from colleagues, obtaining course approval, developing content, and recruiting students. However, LSP activities focusing on future work-related skills can be integrated in existing courses. LSP activities should infuse intercultural components by continually reflecting on the "world of origin" and the "world of the target community" (CEFR, 2001:103). Building partnerships with industry and making interdisciplinary connections between liberal arts and career academies are key to inform workforce skill needs and bring together technical expertise across content areas. (Figure 1)
Sample activities for courses consist of basic communicative tasks that will be needed across a variety of job possibilities and in everyday life such as taking messages, answering the phone, writing numbers, and introducing oneself. By introducing business cards, students can create their own, as well as learn about variations in content and how they are exchanged across cultures. Lessons using foreign currency build math skills by converting exchange rates and increasing awareness of national symbols on bills and coins. Sample activities at the intermediate level include discussing leadership concepts through literature (Zich, 2003) and career exploration projects followed by face-to-face or virtual guests who use language and culture skills in their work. A free downloadable e-handbook of these LSP lesson plans is available with examples in Spanish, but can be adapted to any language.
To develop materials, teachers should seek out LSP professional development opportunities. A list of LSP events, social media networks, and resources can be found here.
References
Beeck, K. (2013). Preparing Students for Jobs of the Future- Three Models. Presented at the 2013 American Association of Teachers of Spanish and Portuguese annual conference. Retrieved from http://www.slideshare.net/maryrnsb/preparing-students-for-jobs-of-the-future
Bleess, C. and Cornelius, D. (2012). Two High School Models: Spanish for Leadership. Presented at the 2012 Florida Foreign Language Association annual conference. Retrieved from http://www.slideshare.net/maryrnsb/ffla20122c-final
Common European Framework of Reference for Languages (CEFR): Learning, teaching, assessment. (2001). Retrieved from http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf
Crouse, D. (2012). Languages for Specific Purposes in the 21st Century. The Language Educator. April Issue. https://www.actfl.org/sites/default/files/pdfs/TLE_pdf/TLE_Apr13_Article.pdf
Zich, J. (2003). Don Quixote's Lessons for Leadership. Insights by Stanford Business. Retrieved on April 5, 2015 from http://www.gsb.stanford.edu/insights/don-quixotes-lessons-leadership
Source: CASLS Topic of the Week
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Content Type: 5
Title: Games 2 Teach Website Has Launched
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At CASLS, one of the cornerstones of our philosophy is to provide busy language instructors with the materials and research to support their own classes. One of these resources is the newly-redesigned website Games 2 Teach, an online hub for curricular resources and professional development specifically involving games, pragmatics, and language learning. This site will build off of an existing website by providing new materials and up-to-date resources for instructors to use. Games 2 Teach will continue to provide:
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Reviews of popular games based on their relevance and suitability for L2 teaching and learning
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Classroom materials for L2 learning activities using widely available games in Chinese, German, Japanese, Korean, Portuguese, Russian, and Spanish
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White papers and academic-level working papers on issues related to digital game-mediated L2 teaching and learning
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A manual for L2 teachers and education professionals on evaluating, designing, and implementing game-enhanced L2 learning activities
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Announcements of summer workshops on digital game-mediated L2 pedagogy
With more and more games becoming simpler in design and free-to-play, the practicality of using games in the classroom is becoming more feasible and relevant to students. We are hoping that instructors are becoming more interested in this growing, dynamic field of study and we would love to hear your input on your experience with Games 2 Teach and the changes we have made. Write to us at info@uoregon.edu, follow us on https://twitter.com/CASLS_nflrc, or like us on Facebook http://www.facebook.com/casls.nflrc.
Source: CASLS Spotlight
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