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Content Type: 1
Title: Outside Games
Body:
From http://foreignlanguagehouse.com/free-downloads/#
Spring is in the air, school gets out soon, and most of us have students who would rather be outside than in a classroom. Here are some outdoor language game ideas from Foreign Language House.
For preschool: http://foreignlanguagehouse.com/2015/05/outdoor-pre-school-language-games/#
For elementary: http://foreignlanguagehouse.com/2015/05/may-marvels-for-excellent-elementary-language-classes/#
For secondary: http://foreignlanguagehouse.com/2015/05/may-marvels-in-language-classes-super-secondary-grades/#
Source: Foreign Language House
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Title: Games Galore
Body:
From http://www.nikitottingham.com
If you can’t play games outside, here’s a list of games to be played in the classroom.
Access the post at http://www.nikitottingham.com/blog/games-galore
Source: Mejor dicho
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Content Type: 5
Title: CASLS Attends CALICO
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May 26-30 marked the annual CALICO (Computer-Assisted Language Instruction Consortium) convention - Places and Spaces: Redefining Language Learning. Held in Boulder, CO, highlights of the conference included:
- an opening keynote address by Dr. Deborah Fields about mischievous behavior and how we can leverage the benefits of this behavior in learning spaces.
- a shared booth space and presentation with the NFLRC, COERLL, and CLEAR, CASLS sister LRCs.
- insightful presentations and panels about new research and pedagogy, including Terri Nelson’s presentation about Occupied Paris, a mobile game to explore Paris during the 1940s and an open forum on digital games with Dr. Frederik Cornielle, Dr. Chris Holden, Dr. Julie Sykes, and Dr. Steven Thorne.
- the official establishment of a CALICO graduate student special interest group.
We look forward to next year’s conference at Michigan State University!
Source: CASLS Spotlight
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Content Type: 3
Title: National Heritage Language Resource Center
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Kathryn Paul is the Executive Director of the National Heritage Language Resource Center at the University of California, Los Angeles.
The National Heritage Language Resource Center (NHLRC), founded in 2006, is a project of the UCLA Center for World Languages and funded by Title VI of the Department of Education. NHLRC’s mission is to contribute to and disseminate knowledge on effective language education for heritage speakers.
Heritage speakers have been exposed to a language other than the one spoken dominantly in a society (English in the U.S.) at home but they are educated primarily in English. Their skills in their heritage language are unevenly developed; for example, they may hold conversations and understand movies and broadcasts but at the same time be illiterate and unable to speak about academic topics.
While it is unknown how many U.S. residents are heritage speakers, they are a subset of the 20% of the U.S. population that speaks a language other than English at home. This percentage varies by location, and in some urban areas it far exceeds 50%.
Heritage speakers have the potential to become highly proficient bilinguals but teachers have been trained, and textbooks written, to teach foreign languages, and these approaches and materials are not appropriate.
The right pedagogy and materials help heritage speakers to develop intellectually and personally, strengthen family ties, and contribute to the country’s language capital. However, many heritage speakers who seek out instruction in their home languages have no courses or programs that address their needs, resulting in diminished motivation and squandered potential.
NHLRC seeks to develop and institutionalize the field of heritage language education in the following areas:
Research: with an annual research institute, where participants present and discuss research findings, the Heritage Language Journal, which publishes research papers informing heritage language education, and an international conference every four years. Our website offers research papers, assessment tools, and other materials for instructors and researchers.
Teacher education: with yearly workshops for K-16 heritage language instructors, a free online workshop, and work with several local school and systems to offer teacher education across languages. We also have created a website for community school educators to share ideas and resources.
Program design and teaching materials: with a high school heritage language program for local high school students, an especially underserved population, in languages that widely spoken but rarely taught. In summer 2015 we will offer Armenian, Korean, Persian, and Russian. Teaching materials, guidelines, and more related to heritage language programs are freely available on our website.
This week's Activity of the Week features an annotated list of resources available from the NHLRC.
Source: CASLS Topic of the Week
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Content Type: 4
Title: Resources from the National Heritage Language Resource Center
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Rather than a single classroom activity, this week's Activity of the Week highlights resources available from the National Heritage Language Resource Center, as described in our Topic of the Week article.
Download the annotated list of resources here.
Source: CASLS Activity of the Week
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Title: May 2015 Issue of TESL-EJ
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Volume 19, Number 1 (May 2015) if TESL-EJ, an online free journal for English as a second language, is available at http://www.tesl-ej.org/wordpress/
Articles in this issue:
From PPP and CALL/MALL to a Praxis of Task-Based Teaching and Mobile Assisted Language Use
by Huw Jarvis
Guji Guji Goes to College: Promoting Critical Literacy in Taiwan
by Jun-min Kuo
Factors Affecting Learners’ Attention to Teacher Talk in Nine ESL Classrooms
by Weiqing Wang
Learning English Pragmatics in China: An Investigation into Chinese EFL Learners’ Perceptions of Pragmatics
by Yifeng Yuan, Donna Tangen, Kathy A. Mills & John Lidstone
Maximizing Target Language Use in a Pre-service Practicum: Tensions, Power, and Identity Formation
by Susan Parks
The Conflation of Adult ESL and Literacy: The Views of Experienced Teachers
by Douglas Fleming, Carène Pierre René, Francis Bangou & Gul Shahzad Sarwar
Plus reviews of articles, books, and Internet resources.
Source: TESL-EJ
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Title: June Issue of Language Learning & Technology
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From http://llt.msu.edu/
Volume 19 Number 2 (June 2015) of Language Learning and Technology is available for free online at http://llt.msu.edu/issues/june2015/index.html
In this issue:
The Accuracy of Computer-Assisted Feedback and Students’ Responses to It
Elizabeth Lavolette, Gettysburg College
Charlene Polio, Michigan State University
Jimin Kahng, Northeastern Illinois University
Negotiation of Meaning to Comprehend Hypertexts Through Peer Questioning
Yu-Fen Yang, National Yunlin University of Science and Technology
Pei-Yin Hsieh, National Yunlin University of Science and Technology
A Meta-Synthesis of Empirical Research on the Effectiveness of Computer-Mediated Communication (CMC) in SLA
Huifen Lin, National Tsing Hua University
Bridging the Communication Divide: CMC and Deaf Individuals’ Literacy Skills
Carrie Lou Garberoglio, University of Texas at Austin & pepnet2
Duncan Dickson, University of Texas at Austin & pepnet2
Stephanie Cawthon, University of Texas at Austin & pepnet2
Mark Bond, University of Texas at Austin & pepnet2
Computer-Supported Cooperative Prewriting For Enhancing Young EFL Learners’ Writing Performance
Yu-Ju Lan, National Taiwan Normal University
Yao-Ting Sung, National Taiwan Normal University
Chia-Chun Cheng, New Taipei Municipal Banqiao Senior High School
Kuo-En Chang, National Taiwan Normal University
Facilitating Participation: Teacher Roles in a Multiuser Virtual Learning Environment
Airong Wang, Mid-Sweden University
L2 Blogging: Who Thrives and Who Does Not?
Rainbow Tsai-Hung Chen, National Chengchi University
The Practices and Challenges of Telecollaboration in Higher Education in Europe
Francesca Helm, University of Padova
Corpus Approach for Autonomous Teachers and Learners: Implementing an On-line Concordancer on Teachers’ Laptops
by Jang Ho Lee, Hansol Lee, & Cetin Sert
Contextual EFL Learning in a 3D Virtual Environment
by Yu-Ju Lan
Plus reviews, announcements, and calls for papers.
Source: NFLRC
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Title: Book: Language Learning and Study Abroad
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From http://www.palgrave.com/page/detail/?K=9781137504548
Language Learning and Study Abroad: A Critical Reading of Research
By Celeste Kinginger
Published by Palgrave Macmillan
What do we know about language learning in study abroad? The research base on this topic has expanded to include a wide variety of approaches and methods. In addition to documenting the outcomes of student sojourns overseas, researchers have attempted to understand the relationship between language learning and the qualities of the experience. Now in paperback, this book provides a wide-ranging overview and critical assessment of research on language learning and student mobility, taking the reader on a tour through the history and contemporary landscape of this field. The book opens with an overview of policy related to language education in study abroad, then explores various ways in which researchers have documented the language-related outcomes of these programs. The focus then turns to the nature of student experiences and the role of identity in classrooms, homestays, and informal interactions. The book ends with practical suggestions to teachers, program designers, and policy makers to help students make the most of study abroad.
Visit the publisher’s website at http://www.palgrave.com/page/detail/?K=9781137504548
Source: Palgrave Macmillan
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Title: Book: Evaluating ALL Teachers of English Learners and Students With Disabilitie
Body:
From http://www.corwin.com/books/Book243783
Evaluating ALL Teachers of English Learners and Students With Disabilities: Supporting Great Teaching
By Diane Staehr Fenner, Peter Kozik, and Ayanna Cooper
Published by Corwin
Teacher evaluation can be a valuable tool for evaluators and teachers alike. But it should never be used in a “one-size-fits-all” manner, especially when evaluating all teachers who work with the nation’s growing numbers of English learners (ELs) and students with disabilities.
Just as these diverse students’ needs require nuanced teaching methods, the evaluations of all teachers who work with these students require unique considerations. Such considerations are precisely what you’ll learn in this comprehensive, action-oriented book. Drawing on a focused array of authoritative research on supporting the success of ELs and students with disabilities, case studies, and action plans, the authors detail
• Four principles for inclusive teacher evaluation of diverse learners that are compatible with the Danielson and Marzano frameworks
• Sample specialized “look-fors” that evaluators can use and adapt to recognize effective teaching of ELs and students with disabilities
• Strategies for coaching teachers of ELs and students with disabilities who need more support reaching these learners
Visit the publisher’s website at http://www.corwin.com/books/Book243783
Read a fuller description of this book at http://blog.colorincolorado.org/2015/04/30/new-from-diane-and-colleagues-evaluating-all-teachers-of-english-learners-and-students-with-disabilities/
Source: Corwin
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Title: Book: Performing Your Communicative Competence in English
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Performing Your Communicative Competence in English
By Soraya García-Sánchez and Carmen Luján-García
Published by Lincom Academic Publishers
Performing Your Communicative Competence in English is designed for higher education students interested in improving their communicative skills in English. It can be used as a compulsory reference in any undergraduate or postgraduate degree with an educational, medical, scientific, human, social or technical purpose (Degree in Social Sciences, Degree in Arts, Degree in Modern Languages, Degree in Microbiology, Degree in Telecommunications Engineering or Degree in Computing Sciences, for instance). The content of the textbook can be applied to any other subject or area and even any postgraduate or professional interested in improving their communicative competence and their foreign language abilities in English. The starting level to fulfill these topics is European Level B1 of CEFR, and after the completion of this textbook, students are expected to have fully consolidated a B1+ level (Upper intermediate).
This volume has 5 learning units. Each unit has 10 sections with clear objectives and various practical exercises. There is also a section devoted to key words and also a self-learning grid that aims at promoting independent learning. Although unit 1 has a special section which provides some tips for vocabulary organization and learning, the following units (from 2 to 5) are specially planned to allow learners to practice their written and oral expression.
To order this book go to http://www.lincom-shop.eu/shop/article_ISBN%25209783862886234/LLT-06:-Performing-Your-Communicative-Competence-in-English.html
Source: Lincom Academic Publishers
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