Contents
Content Type: 4
Title: Making Plans with Others
Body:
Renee Marshall is a Curriculum Consultant at CASLS
In the perfect world, when you invite someone to do something with you they will always say yes and there will never be any complications. However, in real life that doesn't always happen! The goal of the activity is for students to make plans with a partner. If they accept, they must set up the details of meeting up, and if they decline, they must give an excuse as to why they cannot. It incorporates a variety of language functions and vocabulary: the activity gets students inviting, accepting, asking and answering simple questions in order to make plans with someone and also making simple excuses. This sample activity was created with Novice High students in mind. Also, it assumes that you will be using the NCSSFL-ACTFL Can-Do Statements. You can print out the relevant pages of this document for your students or create your own personalized version of Can-Do Statements. If you are using LinguaFolio Online e-Portfolio, which employs these Can-Do Statements, then you and your students can record evidence using it. After the activity, students will assess whether they met the Can-Do and they will set new goals for subsequent lessons.
Mode(s): Interpersonal Communication
Objective(s):
1. Students will be able to verbally invite their partner student to do certain activities. 2. Students will be able to verbally and politely accept their partner's invitation. 3. Students will be able to verbally ask and answer appropriate follow-up questions, such as where and when to meet. 4. Students will be able to verbally and politely decline their partner's invitation. 5. Students will be able to verbally and politely make a simple excuse as to why they cannot accept their partner's invitation. 6. Students will be able to self-access their language progress using NCSSFL-ACTFL Can-Do Statements
Resources:
You will need copies of the Making Plans (with LFO) OR Making Plans (without LFO) handout for each student. You will need a coin for each pair of students. You will need your students to have the LFO to Go application on their phones, iPads, or other smart devices, or they will need access to a computer during class or after school. Or, instead of LFO, you will need to have the NCSSFL-ACTFL Can-Do Statements: Interpersonal Communication NOVICE HIGH check-off list for all students (or your own similar version of these Can-Do statements)
Procedure:
- Pass out the Making Plans (with LFO / without LFO) handout to all students.
- Have students pair up and decide who is Partner A and who is Partner B.
- Model the entire activity for students, either on the board or with another student as your partner, or both. Student A will invite Student B to do an activity with them. Then Student B will flip their coin: If heads, Student B must accept the invitation and ask follow up questions such as where to meet and when. If tails, Student B must decline the invitation and give an excuse as to why they cannot accept. Afterwards, students switch roles. Model both an acceptance with follow up questions and also a declination with an excuse. If using LFO, remind students to record themselves at least once on their devices so they can upload it as evidence.
- Let students do the activity, walking around the room monitoring and helping when needed, making notes of common errors that impede successful communication.
- Once it seems that each partner has had a few turns, get students' attention. Review on the board any common errors you observed that impeded communication (if any).
- Give students a few minutes to complete numbers 5, 6 and 7 on the Making Plans handout.
- Call on volunteers to share their answers to number 5.
- Extension: For an extension of this activity that takes it from speaking to writing, in the next lesson you could have students read a formal letter from a business or school offering them a job, internship, or some item they may be interested in. After examining the conventions in the letter, you can have students write a formal letter in response either accepting or declining politely. This way learners practice both informal speaking and the more formal writing on the same topic.
Note: To learn more about the e-Portfolio LinguaFolio Online, visit http://lfonetwork.uoregon.edu/
Source: CASLS Activity of the Week
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Title: Book: Age and Foreign Language Learning in School
Body:
From http://www.palgrave.com/page/detail/?K=9781137525895
Age and Foreign Language Learning in School
By Amelia Lambelet and Raphael Berthele
Published by Palgrave Macmillan
Understanding how biological age affects language learning is of considerable significance in a variety of contexts: in research, in setting national and international language policy, but also in families and in schools – especially in the context of 'early' foreign language instruction.
This book discusses several empirical studies on how biological age influences foreign language learning. It covers topics such as whether the rate of acquisition varies with age, how the amount of time spent on the learning task correlates with age when attempting to achieve a particular level of mastery in a foreign language, whether developmental differences affect language subskills (e.g. pronunciation) or whether research should focus on a global operationalization of proficiency. By contributing to a constructive discussion of the characteristics and the possibilities in foreign language instruction in compulsory education, the book will be useful to experts and researchers interested in foreign language learning and teaching.
Visit the publisher’s website at http://www.palgrave.com/page/detail/?K=9781137525895
Source: Palgrave Macmillan
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Title: Book: Theory and Concepts of English for Academic Purposes
Body:
From http://www.palgrave.com/page/detail/?K=9781137504531
Theory and Concepts of English for Academic Purposes
By Ian Bruce
Published by Palgrave Macmillan
The rapidly growing field of English for Academic Purposes (EAP) at once requires a strong theoretical and conceptual framework for developing courses, built on the acknowledgement that EAP is a needs-driven, learner centered activity. Now in paperback, this book proposes principles for the organization of goals and objectives and the selection of content of an EAP syllabus. Addressing the needs-driven nature of EAP course design, Ian Bruce examines approaches to theorizing, and engaging with and researching academic subject communities, including their written and spoken genres.
The book then outlines the more specific details of 'fleshing out' a syllabus into a full course with a particular focus on the types of language processing and outputs required by university courses. Bruce also addresses the issue of the development of critical thinking and performance-based assessment within the context of an EAP course, and discusses the academic knowledge and skills of EAP teachers with reference to the Competency Framework for Teachers of English for Academic Purposes.
Visit the publisher’s website at http://www.palgrave.com/page/detail/?K=9781137504531
Source: Palgrave Macmillan
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Title: Book: Assessment and Autonomy in Language Learning
Body:
From http://www.palgrave.com/page/detail/?K=9781137414373
Assessment and Autonomy in Language Learning
Edited by Carol J. Everhard and Linda Murphy
Published by Palgrave Macmillan
While assessment and autonomy are areas that have been extensively explored in relation to EFL and foreign language learning in general, the nature of the relationship between the two has not been given the coverage that one might expect. This book examines this contested relationship from a number of perspectives in a variety of Higher Education language-learning contexts in Europe and the Far East. The contributors to the book, all teacher-researchers with direct experience of the issues and challenges involved, describe research into assessment both for and as autonomy, as well as approaches to the assessment of autonomy itself. The chapters explore how assessment can be used to promote and increase autonomy through learner involvement in assessment processes. Addressing a range of challenges to both autonomy in assessment and the assessment of autonomy, the book also provides practical models, tools and techniques for putting these ideas into practice, which can be adapted to other teaching contexts beyond language learning.
Visit the publisher’s website at http://www.palgrave.com/page/detail/?K=9781137414373
Source: Palgrave Macmillan
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Title: Book: Multiple Affordances of Language Corpora for Data-driven Learning
Body:
From https://benjamins.com/#catalog/books/scl.69/main
Multiple Affordances of Language Corpora for Data-driven Learning
Edited by Agnieszka Leńko-Szymańska and Alex Boulton
Published by the John Benjamins Publishing Company
In recent years, corpora have found their way into language instruction, albeit often indirectly, through their role in syllabus and course design and in the production of teaching materials and other resources. An alternative and more innovative use is for teachers and students alike to explore corpus data directly as part of the learning process. This volume addresses this latter application of corpora by providing research insights firmly based in the classroom context and reporting on several state-of-the-art projects around the world where learners have direct access to corpus resources and tools and utilize them to improve their control of the language systems and skills or their professional expertise as translators. Its aim is to present recent advances in data-driven learning, addressing issues involving different types of corpora, for different learner profiles, in different ways for different purposes, and using a variety of different research methodologies and perspectives.
Visit the publisher’s website at https://benjamins.com/#catalog/books/scl.69/main
Source: John Benjamins Publishing Company
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Title: Dual Language Symposium
Body:
From http://nabe-dls.com/
Biliterate, Bilingual, Bicultural: Competencia a nivel internacional
NABE 1st Annual Dual Language Symposium
July 8-10, 2015
Ana G. Mendez University System, Wheaton, Maryland
Visit the symposium website for full details: http://nabe-dls.com/
Source: NABE
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Title: TalkAbroad Grant Competition
Body:
TalkAbroad is providing grants to professors who want to do research on how interaction with native speakers can be fit into the curriculum and how it impacts second language acquisition. They are offering a couple types of grants that include free conversation practice with native speakers through TalkAbroad and cash reimbursement for expenses:
• Curriculum development grants: allowing for professors to experiment adding interaction with native speakers into their curriculum.
• Short and long term research grants. Topics of interest include but are not limited to:
• The impact of regular interaction with native speakers on program enrollment numbers.
• The impact of remote interaction with native speakers on oral proficiency as compared to other methods (study abroad programs, on-campus speaking opportunities, etc.)
• The impact of interaction with native speakers on students at novice and intermediate proficiency levels.
For more info, view the full RFP at http://talkabroad.com/grants. Deadline for proposals is July 28, 2015.
Source: JNCL-NCLIS
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Title: Workshop: Products and Practices of Open L2 Literacy
Body:
From http://coerll.utexas.edu/coerll/event/products-and-practices-open-l2-literacy
Products and Practices of Open L2 Literacy
Friday, July 31, 2015 - 09:00 to 15:00
The University of Texas at Austin
Presenter(s):
Joanna Luks (Cornell University)
Chantelle Warner (University of Arizona)
The Center for Open Educational Resources and Language Learning (COERLL) is pleased to offer a workshop on "Products and Practices of Open L2 Literacy: Materials and Methods from the Foreign Languages & the Literary in the Everyday (FLLITE) Project."
Are you a foreign language...
...Program Director who wants some new ideas for a teaching methods course?
...Curriculum Developer who wants to bridge “the language/literature divide”?
...Instructor who wants to create more innovative activities for the classroom?
...Graduate Student who wants to develop your teaching portfolio?
This workshop will demonstrate how collegiate foreign language programs can create up-to-date L2 literacy materials by adopting “open design” principles and practices. Workshop participants will learn how to design and produce Open Educational Resources (OER) that employ open technologies and open content. In brief, OER are educational materials made available through an open license that allows users to use, remix, improve and redistribute original content.
Participants will also learn the pedagogical principles of “The Literary in the Everyday,” a concept that integrates the goals of lower division courses focused on language with the goals of upper division courses focused on literary and cultural analysis.
Finally, the workshop will introduce participants to the FLLITE project website where users will be able to publish their own OER. Foreign language program directors are encouraged to attend with their colleagues and graduate students.
For full details about this workshop go to http://coerll.utexas.edu/coerll/event/products-and-practices-open-l2-literacy
Source: COERLL
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Title: Global Language Project Summer Institute: Unit Plan Creation
Body:
From http://www.globallanguageproject.org/glp-summer-institute.php
GLP Summer Institute: Unit Plan Creation
Dates: July 14th to 16th, 2015
Location: Columbia University
GLP's Summer Institute is an intensive three-day program designed to enhance the knowledge and skills of K-12 teachers of world languages. The Summer Institute will cover a range of topics including:
- Implementing the World Readiness Standards
- Teaching proficiency versus performance
- Checking for understanding
- Integrating the three modes of communication
- Comprehensible input
- Use of authentic materials and artifacts
The Summer Institute will be taught by nationally recognized instructors of world language teaching including Helena Curtain, Lori Langer de Ramirez, and Thomas Sauer. By the end of the three-day institute teachers will have completed a unit plan that can be used in the fall. This is a unique opportunity for K – 12 world language teachers to advance their practice.
For more information and to apply, go to http://www.globallanguageproject.org/glp-summer-institute.php. If you have any questions contact Liz Shovers at eshovers@glpny.org.
Source: GLP
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Title: Foreign Language Educators of New Jersey Summer Refresher
Body:
The Foreign Language Educators of New Jersey is pleased to announce its inaugural summer professional development offering, Summer Refresher!
• Do you find it difficult to get released from school to attend professional development conferences or workshops?
• Is your district cutting back on funding workshop attendance?
• Are you the only person in your building or district who teaches a world language?
• Has it been a while since you attended a workshop or conference that deals with your subject matter?
If you answered YES, then the FLENJ Summer Refresher may be exactly what you need! Did we forget to mention that the cost is only $15. . .and with that registration fee, you also get lunch, a five hour PD certificate, and the pleasure of networking with other world language educators.
For more information or to register, please go to http://flenj.org/summer/
Hurry, registration is open until July 31. The Summer Refresher will take place on August 11 at William Paterson University in Wayne, New Jersey.
Source: FLENJ
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