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Title: World Languages Day at Pacific University
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From http://www.pacificu.edu/about-us/centers/center-languages-international-collaboration
The Department of World Languages and Literatures at Pacific University hosts World Language Day on Friday, October 23, 2015. High School language teachers from the Portland Metro area are invited to visit Pacific University with their language students for a day of language classes, cultural activities, international food tasting, and prizes.
This year's World Languages Day will take place on October 23. Registration opened April 1; space is limited to 200 students of Spanish, French, German, Japanese, or Chinese.
For full details go to http://www.pacificu.edu/about-us/centers/center-languages-international-collaboration/world-languages-day
Source: Pacific University
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Title: Pragmatics and Speech Acts Website
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From http://www.carla.umn.edu/speechacts/index.html
What is pragmatics? What are speech acts? Where can you learn more? A good place to start is CARLA's Pragmatics and Speech Acts website. Learn some background about why it's good to teach speech acts, read descriptions of them, access a bibliography about pragmatics and speech acts, learn specific strategies for Spanish and Japanese, and more.
Access the resources at http://www.carla.umn.edu/speechacts/index.html
Source: CARLA
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Title: Listening Through Video: 7 Things to Keep in Mind
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From http://www.richmondshare.com.br/video-listening-skills/
In this article, Luiz Otávio Barros looks at various issues and strategies related to using authentic videos in the classroom. He makes some interesting points to consider and also includes an English video-based lesson exemplifying the 7 tips posted.
To access the article and lesson go to http://www.richmondshare.com.br/video-listening-skills/
Source: Richmond Share Blog
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Title: Five of the Best Apps that Help Teachers Communicate with Parents
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From http://www.theguardian.com/teacher-network/2015/apr/28/five-best-apps-teachers-communicate-parents
This article looks at 5 apps that can be used to communicate with parents effectively: Bambizo, ClassDoJo, Edmodo, Pupil Asset, and Remind.
Access the article at http://www.theguardian.com/teacher-network/2015/apr/28/five-best-apps-teachers-communicate-parents
Source: The Guardian
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Title: Article: Why Parents Might Choose NOT to Raise a Child in Two Languages
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In a fascinating essay that connects well to this month’s theme of intercultural pragmatics, Janice P. Nimura writes about why she and her husband have chosen not to raise their daughter in both Japanese and English - her Japanese would be missing its pragmatic component, possibly resulting in more misunderstandings than if she were monolingual in English.
Read the article here: http://www.salon.com/2015/04/26/youre_raising_your_kids_bilingual_right_well_no/
Source: Salon
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Title: Spring 2015 Issue of CLEAR Newsletter
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From http://clear.msu.edu
The spring 2015 issue of the CLEAR Newsletter from our sister LRC the Center for Language Education and Research is available online at http://clear.msu.edu/clear/files/2414/2928/9288/CLEAR_Newsletter_Spring_15_FINAL.pdf
This issue features the theme “Flipped Classrooms” and a feature article by Le Anne Spino and Daniel Trego, “Strategies for Flipping Communicative Language Classes.” The issue also include information about CLEAR’s 2015 summer workshops and more information about CLEAR’s work, including its Rich Internet Applications.
Source: CLEAR
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Content Type: 3
Title: Learners as Intercultural Participants
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by Julie Sykes, CASLS Director
It is no secret that the state-of-affairs in language education is changing, sometimes for the better and sometimes in challenging ways. As we continue to expand, transform, and shape curricular models in response to shifting enrollment numbers, alternative funding models, and emerging research on best practices, it is critical to keep our ultimate goal at the forefront. In the end, we all aim to increase opportunities for meaningful person-to-person communication through speech and written texts. Whether it is on the subway, in a digital discussion forum, or on an airplane, people have more and more opportunities to interact with others from all over the world.
Essential to this mission is one's ability to both express and interpret meaning in an appropriate way, no matter the context. This month's InterCom returns to a focus on pragmatic skills to highlight ways in which classroom practice can integrate pragmatics to ensure learners have the skills to be strong participants in intercultural, multilingual discourse through the accurate expression of meaning. Take for example, the misstep that can occur when someone uses the greeting, "Hi, how are you?" and is met with a more detailed response then "I'm doing well, you?" This simple structure often causes confusion in that learners interpret the meaning as a genuine inquiry into their state, when, in most cases, "Hi, how are you?" serves as a formulaic greeting with a simple, short response.
Fundamental to the success of pragmatic instruction in the classroom, thereby minimizing such missteps, is a strong focus on positioning learners to be intercultural participants from day one. This means utilizing patterns to guide learners in predictable ways while, simultaneously, teaching skills to co-construct their interactional experiences and, when needed, offer alternative responses.
In the weeks to follow, we explore three areas which extend the opportunity to address meaning at all levels, from the first week to the advanced level – learner choice, accurate assessment, and the expansion of interactional contexts for multilingual discourse.
Source: CASLS Topic of the Week
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Content Type: 4
Title: Pragmatic Patterns in Classroom Situations
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by Lindsay Marean, InterCom Editor
As a Potawatomi person, I am active in learning and promoting our Potawatomi language. One time an elementary teacher, who was learning Potawatomi as a second language, asked a Potawatomi elder who speaks Potawatomi as a first language for some words and phrases that she could use in classroom management.
“How do you say, ‘May I go use the restroom?’” she asked.
“Well, you just wouldn’t say that,” the elder answered. “If you need to pee or poop, you don’t need anyone’s permission to do that, regardless of your age. You would just let the teacher know where you were going. But also, you wouldn’t say ‘use the restroom.’ In Potawatomi there’s nothing wrong with talking about body functions, so you’d say either ‘I’m going to go pee’ or ‘I’m going to go poop.’”
This experience taught me the importance of documenting the pragmatics of a language and of drawing students’ attention to pragmatic differences between languages. This week’s activity makes use of a situational questionnaire to discover and then teach appropriate responses to different situations in a typical K-12 classroom.
Procedure:
- Administer the Classroom Situations Questionnaire to fluent speakers of the target language (you can do this orally by asking the questions and then writing down the speakers’ answers). Compile all responses to each prompt.
- Use the same questionnaire with your students, but talk about appropriate responses in the students’ first language (in my case, English).
- Now distribute the compiled responses that the fluent speakers gave in the target language. Compare the students’ responses in their L1 with the expert speakers’ responses in the target language, using the discussion questions provided.
- Role-play classroom management situations with students, using the target language pragmatic norms that you’ve discovered using the questionnaire.
From now on, you and your students can manage classroom situations using not only the vocabulary and syntax of your target language, but also its pragmatic norms!
Source: CASLS Activity of the Week
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Content Type: 5
Title: Graduating CASLS Students
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Dega Westerhoff-Mason, Office Specialist at CASLS since June 2014, is graduating from the University of Oregon this June 2015 with dual degrees in Philosophy and Romance Languages. He is an expert speaker of English and French and is learning Spanish. He has studied abroad in Lille, Querétaro, and Lyon. At CASLS he has worked on LinguaFolio support as well as many other integral projects, including contributing to InterCom (see "Five Things I Wish I Had Known About Language Learning Before I Went Abroad"). He was accepted to the Teaching Assistant Program in France (http://tapif.org/) and is excited for the opportunity to teach English in Martinique next year. In the future he plans to pursue a doctoral degree in philosophy and become a philosophy professor.
Lara Kim Higgins began working at CASLS in July 2014 as a graphic designer work-study and is graduating summa cum laude with dual degrees in Chinese and Fine Arts this upcoming June. Over the past year, she has been working with various CASLS programs to develop visual materials and graphics, from promotional flyers to project logos, including InterCom's own logo. "Working at CASLS has been a wonderful and engaging experience," Lara says. "I've been truly fortunate to have found the perfect synthesis of my two areas of study, language and visual arts, and have so many opportunities to develop and grow as a part of a diverse, enthusiastic team." Reflecting on the past year at CASLS as she approaches her graduation, Lara says that "CASLS has taught me the importance of collaboration and has truly inspired me to put my best foot forward. As I navigate the post-graduation world, I know I'll take the lessons and experiences working at CASLS has given me to continue improving myself, and hopefully, the places around me as well."
Source: CASLS Spotlight
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Title: Newly Available for Free: Selected Papers from the Fifth International Conference on Language Teacher Education
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From http://www.carla.umn.edu/about/carlaupdate.html
Our sister LRC, the Center for Advanced Research on Language Acquisition (CARLA), has recently added a new publication to its treasure trove of free working papers:
Bridging Contexts, Making Connections: Selected Papers from the Fifth International Conference on Language Teacher Education
Edited by Mike Anderson and Anne Lazaraton
The eight papers selected for inclusion in this volume reflect the diversity of voices in the field. While each paper speaks to a different teaching environment, they all highlight 'best practices' in language teacher education. Some of the papers address practices in different contexts and others challenge readers to rethink the knowledge base of language teacher education, to think critically about what this knowledge consists of and why, and to describe classroom and professional tools that will best equip language teachers to help their students achieve their language learning goals.
Download your free PDF version of this publication and other free CARLA working papers at: carla.umn.edu/resources/working-papers/
Meanwhile, the Ninth International Conference on Language Teachers Education is coming up May 14-16. Learn more at http://www.carla.umn.edu/conferences/LTE2015/
Source: CARLA
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