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Content Type: 4
Title: Immigrants' Histories
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Stephanie Knight is the Language Technology Specials for CASLS at the University of Oregon. This activity was developed in order to meet the various needs of students in her International Baccalaureate Diploma Programme Spanish course at Hillsboro High School, an urban high school in Nashville, Tennessee.
This activity aims at developing speaking and critical thinking skills among intermediate-mid and intermediate-high students and is designed to engage students in making cross-curricular connections via backwards design. In completing the activity, students are engaged in listening, reading, and speaking skills and will consider the importance of preserving neglected histories. For more context, please visit Voices from Our America (http://www.voicesamerica.org/).
Modes: Interpersonal Speaking, Interpretive Listening, Interpretive Reading
Objectives:
- Students will understand the importance of preserving and communicating neglected histories.
- Students will learn how to develop leveled questions using Costa’s levels of thinking.
- Students will learn the various histories of immigrant populations in their neighborhoods.
- Students will collaborate to preserve the spoken histories of immigrants in a work of art.
- Students will develop their descriptive and interpersonal speaking skills.
- Students will develop their interpretive listening and reading skills.
Resources: Reading and listening resources, Costa’s levels of questioning documents, student handout, voice recorder with web capabilities, a method to upload and share digital resources
Procedure:
- Students learn of art’s power to preserve and teach neglected histories with Diego Rivera’s “Dream of a Sunday Afternoon in Alameda Central Park” (https://www.youtube.com/watch?v=SPKNtuAxWaI –video in Spanish, https://www.youtube.com/watch?v=WIB4nuLFaCA –video in English, http://www.artecontacto.net/site/modules/news/article.php?storyid=7 –reading in Spanish, https://www.khanacademy.org/humanities/art-1010/art-between-wars/latin-american-modernism1/a/rivera-dream-of-a-sunday-afternoon-in-alameda-central-park -Reading in English). In the discussion that ensues, students should consider the following questions:
- Why was Diego Rivera, along with other muralists, commissioned to paint the history of Mexico?
- Which population of Mexico was likely to have been unaware of the country’s history?
- How does the painting of the mural connect to the ideals of the Mexican Revolution?
- How are histories lost over time?
- What histories become neglected overtime? Why?
- Is visual art an effective medium for preserving histories?
- What groups of people in your home country are in danger of losing their history? Why?
- Is preserving history a worthwhile task?
In closing the discussion, teachers should make sure that students consider that the family histories of immigrants in the United States are in danger of being lost given a variety of factors including the desire to assimilate into mainstream culture and oral histories never being preserved in a more permanent format.
- The next step is to engage the students in developing leveled questions to ask to an immigrant in the community. In order to document these questions, students will use a handout. For additional resources, please see Costa’s Levels of Questioning (http://blog.adambabcock.com/wp-content/uploads/2013/03/Costa-House-Levels-of-Questions.pdf), available in Spanish here.
- For homework, the students prepare a list of at least ten leveled interview questions to ask to an immigrant within the community. Here is a worksheet in Spanish that they can use, and here is an English version.
- After approving the students’ questions, give them a week to conduct the interviews. These interviews should be recorded and uploaded to a shared classroom location such as www.wordpress.com or Google Drive.
- Divide the students into teams of 4-5 people. Make sure that each team is of mixed ability levels to ensure the team’s ability to dissect the various interviews. Once the students are divided into teams, they should listen to the interviews and take notes.
- After everyone has listened to the interviews, students will engage in the backwards design of a piece of art by creating a list of the recurring themes from the various interviews and a plan for how to visually communicate said themes. The themes might include the changing concept of home, education, opportunity, violence, or loss.
- Lastly, students will create corporate artwork that preserves the various histories of the immigrants interviewed.
It is recommended that students are given at least 1-2 weeks to produce the art that they are creating in order to ensure its quality. Since communication of history is as important as the preservation of it, the artwork should be displayed in a public setting. The unveiling of the artwork could be very ceremonious, allowing the students to engage in further backwards design via the planning of the ceremony.
Adaptations: While students originally completed this activity through the creation of a mural on panels, students could easily use any media to create their public artwork. Such an adaptation would allow students who feel less confident in their artistic skills to be just as involved in the creation of the piece as the more artistically talented students. Another possible adaptation is for students to transcribe their interviews before sharing with their group members. In doing so, students who struggle with auditory processing would be able read along with the transcript while they are listening. Lastly, different components of the classroom discussion and group work could be conducted in English in order to tailor this activity to lower proficiency levels.
Source: CASLS Activity of the Week
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Title: July 2015 Issue of Language Magazine
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The July 2015 issue of Language Magazine is available online at http://languagemagazine.com/?p=124080
In this issue:
Telling Stories
Stephen Krashen on what to do and what not to do when reading aloud
Powering Pedagogy
Margaret Don offers solutions to the problems arising from using PowerPoint in the language classroom
Portuguese from Cape to Cape
Brazil may be the Portuguese powerhouse, but the language is still alive and well in Africa
Spanish as a Vehicle for Social Change
Kristal Bivona, Sandra Ruiz and Daniel Ward discuss the movements and histories that made Spanish such an important language for activism
Global Spanish
One of the best things about learning Spanish is the diversity of places in which it is spoken — and taught
Fear and Loathing on the Acquisition Trail
Viviane Gontijo studies the intricate effects of second language anxiety
Last Writes
Richard Lederer with student bloopers on American history
Source: Language Magazine
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Title: Book: Film in Action
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From http://www.deltapublishing.co.uk/titles/methodology/film-in-action
Film in Action: Teaching language using moving images
By Kieran Donaghy
Published by Delta Publishing
Film in Action convincingly places the moving image at the center of the 21st century language learning agenda. This ground-breaking book shows how teachers can benefit enormously from the emergence of video distribution sites and the proliferation of mobile devices.
The book invites teachers to experiment with film, and provides:
- Insights into how learners can engage with film.
- Over 100 activities for teachers to bring film into the language class.
- Steps for teachers and learners to create their own moving images.
Visit the publisher’s website at http://www.deltapublishing.co.uk/titles/methodology/film-in-action
Source: Delta Publishing
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Title: Book: Innovation in Language Learning and Teaching
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From http://www.palgrave.com/page/detail/?K=9781137449740
Innovation in Language Learning and Teaching: The Case of Thailand
Edited by Pornapit Darasawang and Hayo Reinders
Published by Palgrave Macmillan
How does innovation in language teaching come about? This book covers the ways in which new developments in areas of language teaching practice, such policy-making, planning, methodology and the use of educational technology spread globally and are adopted, rejected or adapted locally. By looking at the drivers, stakeholders, obstacles and affordances in one specific context – Thailand in the case of this book - it is possible to gain a deeper insight into the ways in which change processes occur. This will help anyone involved in language development, from curriculum reform to materials development, and from program evaluation to the setting of assessment standards. The chapters in this book cover all aspects of language education in Thailand, from the primary to tertiary levels in both private and public education, as well as innovations at local, regional and national levels. The book will be of particular interest to those involved in managing change in language education that attempts to mediate between global trends and local priorities.
Visit the publisher’s website at http://www.palgrave.com/page/detail/?K=9781137449740
Source: Palgrave Macmillan
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Title: Book: Transcultural Interaction and Linguistic Diversity in Higher Education
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From http://www.palgrave.com/page/detail/?K=9781137397461
Transcultural Interaction and Linguistic Diversity in Higher Education: The Student Experience
Edited by Anne H. Fabricius and Bent Preisler
Published by Palgrave Macmillan
Increasing numbers of university students are travelling the globe in search of experiences and qualifications that will ensure their future in many different workplaces. In a world of linguistic diversity, what challenges do they meet, and what barriers, visible and invisible, do they have to overcome? This book presents sociolinguistic research on students' experiences of studying abroad. It gives accounts of students' own expectations, their personal social and psychological developments in challenging international study contexts, the demands they face and the breakthroughs they make. Using a range of research methods, the studies illuminate the many linguistic and educational issues that can confront anyone choosing to study or work abroad. It provides a fascinating inside view of the ramifications of a globalized and linguistically diverse educational market from the point of view of those coming of age within it.
Visit the publisher’s website at http://www.palgrave.com/page/detail/?K=9781137397461
Source: Palgrave Macmillan
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Title: Call for Proposals: MWALLT 2015 Conference
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From http://mwallt.org/event-1917927
The MidWest Association for Language Learning & Technology will hold its 2015 conference October 10 at Valparaiso University in Indiana. The theme is "Relevant Technologies for Language Learning: Methods and Spaces for Transfer of Knowledge, Practical Application, and Collaboration"
The organizers invite you to submit abstracts for presentations or workshops on topics related to language learning and technology. Possible topics include, but are certainly not limited to, the following:
- Adapting technology tools for on-line, hybrid and blended learning
- Flipping, micro-flipping
- Mobile devices, games and social media
- Extending the learning community beyond the classroom
- Online learning exchanges
- Task-based learning, service learning
- Remaining relevant--renewing and advancing our mission
- Current/future functions of language center spaces
- Developing campus allies, faculty/staff collaboration
The proposal deadline is August 10, 2015.
For full details and to submit a proposal go to http://mwallt.org/call2015
Registration for the conference is now open. Register at http://mwallt.org/event-1917927
Source: MWALLT
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Title: Call for Articles: NNELL's Learning Languages Journal
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The National Network for Early Language Learning is seeking articles for the Fall/Winter issue of Learning Languages. The theme of the upcoming issue is "Exploring Creativity and Innovation through Language Learning." The deadline for proposals is September 15, 2015 (http://www.nnell.org/publications/docs/learning_language_theme_deadlines.pdf). Author guidelines can be found on NNELL's website at http://www.nnell.org/publications/call_for_articles.shtml.
In an effort to address the interests of the profession, Learning Languages publishes both scholarly articles and invited features. Both types of submission must demonstrate the author(s) awareness of language learning theories and early-language learning classroom practices.
Source: NNELL
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Title: Call for Proposals: Language in the Present
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From http://www.uvic.ca/humanities/linguistics/home/news/current/150505-LiP.php
The UVic Linguistics Department is proud to be hosting the "Language in the Present" (LiP) workshop, September 26-27, 2015, at the University of Victoria in Canada.
The LiP workshop highlights the diversity and vitality of Indigenous languages. "Language in the Present" focuses on contemporary expressions of Indigenous languages in conversation, personal stories, and song. The aim is to bring together linguists and language activists to explore the methods, applications, and impacts of documenting these modes of linguistic expression.
The organizers welcome proposals for posters or 20-minute oral presentations related to the theme of documenting conversation, personal stories, and song in Indigenous languages. The extended deadline for submissions is July 27, 2015.
View the full call for papers at http://www.uvic.ca/humanities/linguistics/assets/docs/LiP_CFP_%20draft2b.pdf or at https://sites.google.com/site/languageinthepresent/call-for-papers
Source: University of Victoria
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Title: 2015 Kentucky World Language Association Annual Conference
Body:
From http://www.kwla.org/conference/2015/
2015 KWLA Annual Conference
Communicate - Collaborate - Captivate
Building Bridges to Proficiency
September 24-26, 2015
Louisville
Visit the conference website for workshop and session descriptions and to register: http://www.kwla.org/conference/2015/
Source: KWLA
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Title: Technology for Second Language Learning Conference
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From https://cywrite.engl.iastate.edu/wp/tsll-2015/
13th Annual Technology for Second Language Learning Conference
Data-driven Approaches to Learning Phraseology and Formulaic Language:
Computation, Co-selection, Contextualization, Cognition
Iowa State University
Friday September 18 and Saturday September 19, 2015
The annual Technology for Second Language Learning (TSLL) conference brings together researchers, developers and practitioners who are interested in improvements and innovations in the uses of technology in language learning.
Visit the conference website to learn more and to register: https://cywrite.engl.iastate.edu/wp/tsll-2015/
Source: Iowa State University
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