Contents
Content Type: 1
Title: Senate’s ESEA Bill Fails English Learners
Body:
From http://languagemagazine.com/?p=124126#more-124126
The U.S. Senate has passed a reauthorization of the Elementary and Secondary Education Act (ESEA), replacing No Child Left Behind with a new iteration of federal education policy called the Every Child Achieves Act. The Senate had not approved of an overhaul of public education since No Child Left Behind was passed in 2001. With bipartisan support, the Every Child Achieves Act passed with an overwhelming majority of 81-17. Since its enactment in 1965, the ESEA has been a powerful tool in the struggle to ensure that all students, regardless of race, ethnicity, or income level, have the resources and support for academic success.
…Initial reactions to the bill include praise for requiring schools to measure how well schools serve disadvantaged populations, such as English language learners and students with disabilities. However, the Center for American Progress posited in a statement that, “it is imperative that Congress not undermine the federal government’s ability to hold states accountable for ensuring that taxpayer dollars are being well spent. Students—particularly at-risk students—should all be able to receive an excellent education that includes meaningful investments in high-quality early childhood education. Requiring states to take action in their consistently worst-performing schools and when any group of students fails to meet academic goals must be part of the final legislation.”
Read the full article at http://languagemagazine.com/?p=124126#more-124126
Read an essay arguing for the importance of students’ retaining their home languages at http://www.edweek.org/ew/articles/2015/07/14/congress-bilingualism-is-not-a-handicap.html
Source: Language Magazine
Inputdate: 2015-07-18 11:25:55
Lastmodifieddate: 2015-07-20 03:20:19
Expdate:
Publishdate: 2015-07-20 02:15:01
Displaydate: 2015-07-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Article: Oregon Students Can Prove Graduation Readiness in Their Native Languages
Body:
From http://www.oregonlive.com/education/index.ssf/2015/07/oregon_students_can_qualify_fo.html
Oregon students can prove graduation readiness in Tongan, Thai, 7 other less common languages
by Laura Frazier
July 15, 2015
Jiahui Ma, who goes by Johnny, said he remembers how nervous he felt during his first days of school in Portland. His family had moved to the area from Taishan City, China, and he barely spoke English.
…As a Franklin High student, Ma faced another challenge--passing Oregon's state tests required for graduation.
…Then a teacher told him he could complete work samples in his native language instead, an option given to qualifying Oregon students who are new to the United States.
…Ma graduated from Franklin High this spring and said his next step is to attend Portland Community College and study international business.
Starting this fall, the number of languages for the academic exercise that helped Ma be successful will more than double.
Multnomah Education Service District is leading an effort this summer to develop essential skills work samples, one way for students to meet graduation requirements for reading, writing and math, in nine additional languages. The work samples are geared toward high school students who may be new to the United States and can't pass required tests in English.
Read the full article at http://www.oregonlive.com/education/index.ssf/2015/07/oregon_students_can_qualify_fo.html
Source: Oregon Live
Inputdate: 2015-07-18 11:26:50
Lastmodifieddate: 2015-07-20 03:20:19
Expdate:
Publishdate: 2015-07-20 02:15:01
Displaydate: 2015-07-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: 50 Quick Activities for Tired English Teachers
Body:
From http://ddeubel.edublogs.org
Here is a list of 50 low-prep to no-prep activities that you can do with your English language learners: http://ddeubel.edublogs.org/2015/07/07/50-tips-for-tired-teachers/
Source: EFL Classroom 2.0
Inputdate: 2015-07-18 11:27:30
Lastmodifieddate: 2015-07-20 03:20:19
Expdate:
Publishdate: 2015-07-20 02:15:01
Displaydate: 2015-07-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Ideas for Strengthening English Skills over the Summer
Body:
From http://www.teachingenglish.org.uk/blogs/larry-ferlazzo
Teacher and blogger Larry Ferlazzo writes, “As I’ve done in the past … I have created virtual classrooms at a number of sites where students can easily enroll and do online activities. They will receive ‘extra credit’ for doing so — either from me (since many will have me as a teacher again next year) or from their new teachers (who have agreed to give them extra credit).
“Most of the sites are specifically for English Language Learners but, this year, I’ve also expanded to a few more advanced sites that would be more appropriate for many advanced ELLs and mainstream ninth-graders who are entering tenth-grade. In addition, a few other teachers of other mainstream classes invited their students to participate, as well. One great thing about most of these sites is that once the classrooms are set-up, it doesn’t really make any difference if 3 or 100 enroll.”
Read Mr. Ferlazzo’s article and annotated list at http://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-ideas-strengthening-english-skills-over-summer
Source: British Council
Inputdate: 2015-07-18 11:28:02
Lastmodifieddate: 2015-07-20 03:20:19
Expdate:
Publishdate: 2015-07-20 02:15:01
Displaydate: 2015-07-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Article: Needs Analyses and Reflection Logs in Telecollaboration
Body:
From http://fltmag.com/
Needs Analyses and Reflection Logs in Telecollaboration
By Dr. Carolin Fuchs
July 13, 2015
This contribution describes the potential of two tools, namely needs analysis questionnaires and telecollaboration log entries, for helping participants reflect actively on past and current telecollaborative practices.
Read the full article at http://fltmag.com/needs-analyses-and-reflection-logs-in-telecollaboration/
Source: FLTMAG
Inputdate: 2015-07-18 11:28:45
Lastmodifieddate: 2015-07-20 03:20:19
Expdate:
Publishdate: 2015-07-20 02:15:01
Displaydate: 2015-07-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Article: Study Abroad and Technology: Friend or Enemy?
Body:
From http://fltmag.com
Study Abroad and Technology: Friend or Enemy?
By Senta Goertler
July 13, 2015
“When I lived abroad, I couldn’t even call my parents let alone Skype or FaceTime with them. I had to send them a letter telling them that I met a man and we were going to get married.”
These are typical statements from study abroad leaders and language teachers, who lived abroad in the times of expensive global phone calls and without widespread Internet and email access. In many places of the world, our students have easy access to technology and to their friends and family at home, their favorite show, and their hometown news. Some might say study abroad students today never have to survive on their own abroad, because their support network is only a Skype call away. Robert Huesca (2013) provided a good personal narrative of the differences of his recent abroad experience with experience in the pre-technology age. This availability of home through the Internet can limit language contact and cultural immersion (cf. Trentman, 2013).
Before I discuss the advantages and disadvantages of technology use for language learning and the development of intercultural competence as it relates to experiences abroad, I will provide an overview of the state of study abroad in general. In the later section of this article, I will share how I implemented a model of using technology developed by Rachel Shively (2010) for two courses taught while abroad and a course-sequence at home. In those sections I will showcase what worked and what did not.
Read the full article at http://fltmag.com/study-abroad-and-technology/
Source: FLTMAG
Inputdate: 2015-07-18 11:29:27
Lastmodifieddate: 2015-07-20 03:20:19
Expdate:
Publishdate: 2015-07-20 02:15:01
Displaydate: 2015-07-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Series on Communicative Reading Strategies
Body:
From http://www.teachthemenglish.com/
English teacher and blogger Adam Simpson is writing a long series about communicative reading strategies. His first two posts are already available.
List-Group-Label for pre-teaching vocabulary: http://www.teachthemenglish.com/2015/07/great-reading-strategies-list-group-label-for-pre-teaching-vocabulary/
‘Word Maps’ for dealing with important vocabulary: http://www.teachthemenglish.com/2015/07/great-reading-strategies-word-maps-for-dealing-with-important-vocabulary/
Source: Teach them English
Inputdate: 2015-07-18 11:30:05
Lastmodifieddate: 2015-07-20 03:20:19
Expdate:
Publishdate: 2015-07-20 02:15:01
Displaydate: 2015-07-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: New Black Box Video Cast: I can do more with you than I can alone
Body:
From http://musicuentos.com/2015/07/blackbox-sociocultural/
Karen Tharrington talks about “Sociocultural theory and second language development,” a chapter in Bill Van Patten and Jessica Williams’ book Theories in Second Language Acquisition in the 4th video cast of the Black Box Videocast series, which seeks to connect researchers’ findings and teachers’ practices.
Learn about Lev Vygotsky’s theories and how they can inform language teaching and learning at https://www.youtube.com/watch?v=9X6NUlsGAO0&feature=youtu.be
Access other Black Box episodes at http://musicuentos.com/blackbox/
Source: Musicuentos
Inputdate: 2015-07-18 11:30:49
Lastmodifieddate: 2015-07-20 03:20:19
Expdate:
Publishdate: 2015-07-20 02:15:01
Displaydate: 2015-07-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Developing Writing Skills Through Personal Journals
Body:
Your students can improve their writing skills by writing in a personal journal in their target language. Learn why and how in this post: http://blog.tesol.org/developing-writing-skills-through-personal-journals/
Source: TESOL
Inputdate: 2015-07-18 11:31:18
Lastmodifieddate: 2015-07-20 03:20:19
Expdate:
Publishdate: 2015-07-20 02:15:01
Displaydate: 2015-07-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: Speed Dating and Self-Assessment
Body:
Stephanie Knight is the Language Technology Specialist for CASLS at the University of Oregon. This activity was developed in order to introduce teachers to LFO To Go, CASLS’ new mobile app designed to complement LinguaFolio Onlne.
This activity aims to develop interpersonal speaking for classes with novice-mid and novice-high learners. In completing this activity, students will engage in short conversations in a speed dating format. The goal of using this format is that students will have multiple opportunities to prove mastery of the relevant NCSSFL-ACFTL Can-Do statements to the activity. The students will do two rounds of interviews. The second time through, they will record each interview with a mobile device. At the end of the activity, they will upload their best samples to LinguaFolio Online, CASLS’s online language learning portfolio, with our mobile app, LFO to Go. These samples will serve as evidence regarding how well students achieved the relevant Can-Do statements.
Mode(s): Interpersonal Speaking, Interpretive Listening
Objectives:
- Students will develop interpersonal speaking skills.
- Students will engage in metacognition.
- Students will reflect on how well that they have learned given content.
Resources: 2 student survey/reflection sheets, mobile devices
Procedure:
- To begin class, lead students in a brainstorm of basic questions to ask when meeting someone for the first time. Review expectations and conventions regarding the use of register in such a situation.
- Students will fill out one survey/reflection sheet with information about themselves. After filling out the information, they rank how well that they think that they will be able to achieve the Can-Do statements listed at the bottom of the page. This page also give a brief explanation of the activity at hand.
- Set the classroom up so that two rows of students are facing each other. Explain that the students will engage in speed dating with 7-10 different members of the class. Each conversation will last for 1-1.5 minutes. At the end of the time, students will all move one spot to the right to change partners.
- After the students complete the first round of interviews, give global feedback to the class regarding trends that you heard. Each student should also fill out the remaining self-evaluation questions.
- Next, students will fill out a second survey sheet with information about an alternate personality that they have invented for the second round of speed dating. They will engage in the same self-reflection as they did for the first round.
- During the second round of speed dating, students should record each of their 7-10 conversations on their mobile devices.
- At the end of the interviews, have students upload their best interviews as evidence for the relevant can-do statements. Students will evaluate whether or not they ‘Can-do with help’ or ‘Can-do’ when they upload.
- Review student samples before the next class period to determine whether or not you agree with the students’ self-assessments. Use what you review to focus the following day’s lesson plans.
It is recommended that you leave the brainstorming session on the board for students who are struggling. Clearly, the students who use the board would have to answer ‘can-do with help’ when engaging in self-evaluation, but it is an appropriate mechanism to scaffold output for these students. An additional support for struggling students is to let them use their information sheets to read from when answering questions. While needing the sheet means that their capacity for spontaneous oral output is lower than that of some of their peers, it is a worthwhile support given that students are using information that they created in order to communicate.
Source: CASLS Activity of the Week
Inputdate: 2015-07-24 17:18:20
Lastmodifieddate: 2015-07-27 03:24:15
Expdate:
Publishdate: 2015-07-27 02:15:01
Displaydate: 2015-07-27 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
