Contents
Content Type: 1
Title: Article: Shortage of Dual-Language Teachers
Body:
Shortage of Dual-Language Teachers: Filling the Gap
by Emily Liebtag and Caitlin Haugen
May 14, 2015
When examining teachers in dual language programs from a supply and demand perspective, the numbers do not add up.
Dual language programs are increasing across the country—from just over 200 programs in 2000 to nearly 2,000 by 2011. … Research on dual language programs indicates overwhelmingly positive outcomes for students. Program participants are less likely to drop out and have higher academic achievement in certain subjects. Students who learn another language exceed their peers academically, have increased cognitive function and performance, and are more globally competent—and effective immersion programs often lead to students becoming bilingual.
…High-quality instructional personnel who are proficient in the language of instruction are critical to the success of dual language programs. With a nearly ten-fold increase in programs, a rising demand among states and individual districts, and evidence supporting the benefits of dual language learning programs, it is also no surprise that the demand for educators available to teach in these programs has skyrocketed. Considering the lack of language study among teachers…, supply of these teachers is not keeping up with the growing demand.
Read the full article to see what states are doing to fill the gap: http://blogs.edweek.org/edweek/global_learning/2015/05/shortage_of_dual_language_teachers_filling_the_gap.html
Source: Education Week
Inputdate: 2015-05-24 22:46:00
Lastmodifieddate: 2015-05-25 03:25:28
Expdate:
Publishdate: 2015-05-25 02:15:01
Displaydate: 2015-05-25 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Learn English with Songs - The Lazy Song by Bruno Mars
Body:
From http://www.abaenglish.com/blog/learn-english-with-songs-the-lazy-song/
Do your ESL students want to learn some slang? What’s a snuggie? This recent song post from ABA English will help them learn and practice some slang. The website includes the song with lyrics and key vocabulary. Be sure to preview the song lyrics first to ascertain its appropriateness for your teaching context.
Access this song http://www.abaenglish.com/blog/learn-english-with-songs-the-lazy-song/
Source: ABA English
Inputdate: 2015-05-24 22:46:39
Lastmodifieddate: 2015-05-25 03:25:28
Expdate:
Publishdate: 2015-05-25 02:15:01
Displaydate: 2015-05-25 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Learn English Online Through Movies
Body:
From http://speechyard.com/us/
Speechyard has a collection of TV shows and movies that you can watch with subtitles. Select your L1 and then you can click on the English subtitles to get the definition of that word in your L1. If you sign up you can also add the selected word to a list that you can then study.
Access this resource http://speechyard.com/us/
Source: Speechyard
Inputdate: 2015-05-24 22:48:06
Lastmodifieddate: 2015-05-25 03:25:28
Expdate:
Publishdate: 2015-05-25 02:15:01
Displaydate: 2015-05-25 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Assessing Interpersonal Communication and Interpretive Reading
Body:
If you are using the NCSSFL-ACTFL Global Can-Do Benchmarks, you are probably looking for more ways to smoothly integrate assessment into your instructional time. Here are two recent blog posts that can help.
First, from the Creative Language Class blog, “4 steps for smooth interpersonal assessments”: http://www.creativelanguageclass.com/whats-new/4-steps-for-smooth-interpersonal-assessments/
Second, from the Madame’s Musings blog, “Musings on assessing Interpretive Reading”: http://madameshepard.com/?p=629
Source: Various
Inputdate: 2015-05-24 22:49:02
Lastmodifieddate: 2015-05-25 03:25:28
Expdate:
Publishdate: 2015-05-25 02:15:01
Displaydate: 2015-05-25 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Library of Congress Romanization Tables
Body:
From http://www.loc.gov/catdir/cpso/roman.html
What is the standard romanization used by North American libraries and the WorldCat library database, among others, for your non-roman script language? Find out by looking up the romanization tables provided by the Library of Congress for your language of choice.
Access this resource http://www.loc.gov/catdir/cpso/roman.html
Source: Library of Congress
Inputdate: 2015-05-24 22:50:18
Lastmodifieddate: 2015-05-25 03:25:28
Expdate:
Publishdate: 2015-05-25 02:15:01
Displaydate: 2015-05-25 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: What is “Sticky Teaching” and How Does it Work?
Body:
From http://dailygenius.com/sticky-teaching-work/
Do your students forget what they learned as soon as they learn it? Jeff Dunn gives some facts and some tips about preparing and presenting “sticky content”-- content that students are more likely to remember. “In a nutshell, sticky teaching is when you create and teach lessons that are memorable. They’re sticky. They’re going to be conveying ideas that students will actually (*gasp!*) remember after they leave the classroom.”
Access this article http://dailygenius.com/sticky-teaching-work/
Source: The Daily Genius
Inputdate: 2015-05-24 22:51:09
Lastmodifieddate: 2015-05-25 03:25:28
Expdate:
Publishdate: 2015-05-25 02:15:01
Displaydate: 2015-05-25 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 3
Title: What Every Teacher Should Know about Heritage Language Learning
Body:
María M. Carreira is the co-director of the National Heritage Language Resource Center. Her research focuses on heritage languages, with a concentration in Spanish in the US as well as the less commonly taught languages.
One out of five children in U.S. schools speaks a language other than English at home. In foreign language departments, these children are called heritage language (HL) learners or speakers. With considerable linguistic and cultural competencies, HL learners are widely considered a “national resource” (Brecht and Ingold, 2002). To further develop these competencies, HL learners need instruction that is responsive to their language and socio-affective needs.
Regarding language, children who speak their HL at home develop native or near-native pronunciation and the vocabulary and grammatical structures that are adequate for the needs of the family and possibly the community. Typically, however, they lack the kinds of skills associated with schooling – i.e. reading and writing skills and a facility with the academic registers, including its attendant vocabulary and grammar.
In the area of socio-affective needs, most HL learners want to understand themselves through their heritage language and culture and they want to communicate with HL-speaking relatives and friends in the U.S. and abroad (Carreira and Kagan, 2011, He, 2006). Many HL learners also grapple with feelings of linguistic insecurity (Carreira and Beeman, 2014).
Olga Kagan (Kagan & Carreira, 2015) has compiled five principles of HL teaching that respond to HL learners’ linguistic and socio-affective needs. Formulated in a “From-To” format, these principles are best conceived as strategies for using HL learners’ skills as bridges to learning.
|
Principle |
Sample activities |
|
1. Listening → reading |
Students listen to a news report and then read a newspaper account of the same event. |
|
2. Speaking → writing |
Students discuss what they want to cook for dinner and then write a shopping list. |
|
3. Home-based register → general/academic registers |
Students describe their career goals to each other and then role play describing them to a school counselor. |
|
4. Every-day activities → in-class activities |
Students write a brief description of a favorite holiday or tradition from their home. |
|
5. Motivation & identity → content |
Students read US-based ethnic literature and react to elements that speak to their own experiences. |
Framing these principles and guiding the design of the type of activities that emerge from them is the concept of performative competence (Canagarajah, 2013), which refers to using language effectively in real-life situations. A performative competence orientation in HL teaching prioritizes what learners can do with their HL over what they know about it.
Overall, effective HL teaching is about building on HL learners’ considerable abilities through authentic tasks that reflect who they are and respond to who they want to become.
References
Brecht, R. D., & Ingold, C. W. (2002). Tapping a National Resource: Heritage Languages in the United States. ERIC Digest. EDO-FL-02-02.
Canagarajah, S. (2013). Theorizing a competence for translingual practice at the contact zone. The multilingual turn: Implications for SLA, TESOL, and bilingual education, Routledge, New York, 78-102.
Carreira, M. & Beeman, T. (2014). Voces. Latino Students on Life in the United States. Santa Barbara, CA: Prager.
Carreira, M. & Kagan, O. (2011). The Results of the National Heritage Language Survey: Implications for Teaching, Curriculum Design, and Professional Development.” Foreign Language Annals, 44(1), 40-64.
He, A. W. (2006). Toward an identity theory of the development of Chinese as a heritage language. Heritage Language Journal, 4(1), 1-28.
Kagan, O. & Carreira, M. (2015). Supporting Heritage Language Learners. Teaching Heritage Languages: Approaches and Strategies. ACTFL webinar. Jan. 28, 2015.
Source: CASLS Topic of the Week
Inputdate: 2015-05-28 12:41:23
Lastmodifieddate: 2015-07-08 11:56:13
Expdate:
Publishdate: 2015-06-01 02:15:01
Displaydate: 2015-06-01 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 2
Title: Our June Theme Is Heritage Learners
Body:
We hope you enjoyed looking at language learning at the pragmatic level last month as we discussed language learners as intercultural participants. Our theme for June is heritage language learners. Our first two articles this month are from our sister LRC, the National Heritage Language Resource Center. Later in the month we'll look at assessing heritage learners and hear from K-12 and Spanish as a heritage language perspectives. We hope you are able to use what you see in InterCom to help your heritage students to maximize their learning.
Source: CASLS
Inputdate: 2015-05-29 18:58:51
Lastmodifieddate: 2015-06-01 03:18:16
Expdate:
Publishdate: 2015-06-01 02:15:01
Displaydate: 2015-06-01 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Volume 12, Issue 1 of Heritage Language Journal Available
Body:
Volume 12, Issue 1 of the journal is on line (http://www.heritagelanguages.org). The four papers and two book reviews listed below make up this general issue:
• Approaches to Language Variation: Goals and Objectives of the Spanish Heritage Language Syllabus, by Sara M. Beaudrie (Arizona State University)
• Chinese Language Learning Anxiety: A Study of Heritage Learners, by Han Luo (Lafayette College)
• Manifestations of /bdg/ in Heritage Speakers of Spanish, by Rajiv Rao (University of Wisconsin-Madison)
• Attitudes and Beliefs of Teacher Candidates Regarding Heritage Language Maintenance, by Tunde Szecsi (Florida Gulf Coast University), Janka Szilagyi (The College at Brockport, State University of New York), and Debra A. Giambo (Florida Gulf Coast University)
• A book review of “Learning Chinese in Diasporic Communities: Many Pathways to Being Chinese” (2014), edited by X.L. Curdt-Christiansen and A. Hancock, reviewed by Yang Du (University of Pennsylvania)
• A book review of “Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice” (2014), edited by T.G. Wiley, J.K. Peyton, D. Christian, S.C.K. Moore, N. Liu, reviewed by Johanna M. Tigert (University of Maryland)
You must register to be able to read these articles for free: http://www.heritagelanguages.org/?AspxAutoDetectCookieSupport=1
Source: Heritage Language Journal
Inputdate: 2015-05-29 19:01:16
Lastmodifieddate: 2015-06-01 03:18:16
Expdate:
Publishdate: 2015-06-01 02:15:01
Displaydate: 2015-06-01 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Endangered Languages
Body:
Endangered Languages: An Introduction
By Sarah G. Thomason
Published by Cambridge University Press
Most of the 7,000 languages spoken in the world today will vanish before the end of this century, taking with them cultural traditions from all over the world, as well as linguistic structures that would have improved our understanding of the universality and variability of human language. This book is an accessible introduction to the topic of language endangerment, answering questions such as: what is it? How and why does it happen? Why should we care? The book outlines the various causes of language endangerment, explaining what makes a language 'safe', and highlighting the danger signs that threaten a minority language. Readers will learn about the consequences of losing a language, both for its former speech community and for our understanding of human language. Illustrated with case studies, it describes the various methods of documenting endangered languages, and shows how they can be revitalized.
• Uses case studies and a wide variety of examples of situations involving endangered languages
• Includes a glossary of technical terms to help readers gain a clear understanding of the concepts involved in language endangerment
• Complete with an extensive 'Sources and further readings' section at the end of each chapter
To see the table of contents and order the book, go to http://www.cambridge.org/us/academic/subjects/languages-linguistics/sociolinguistics/endangered-languages-introduction?format=PB
Source: Cambridge University Press
Inputdate: 2015-05-29 19:02:29
Lastmodifieddate: 2015-06-01 03:18:16
Expdate:
Publishdate: 2015-06-01 02:15:01
Displaydate: 2015-06-01 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
