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Content Type: 1
Title: Reading Strategy: Story Sequencing
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From http://www.teachthemenglish.com/
English teacher and blogger Adam Simpson continues his series about communicative reading strategies with a post describing “story sequencing” for developing comprehension: http://www.teachthemenglish.com/2015/07/great-reading-strategies-story-sequencing-for-developing-comprehension/
Source: Teach them English
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Content Type: 1
Title: 50 Things to Do the First Week of School
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From http://ddeubel.edublogs.org
Especially helpful for new teachers, here is a list of 50 things to think about before school starts: http://ddeubel.edublogs.org/2015/07/27/50-things-to-do-the-first-week-of-school/
Source: EFL Classroom 2.0
Inputdate: 2015-08-02 22:36:44
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Content Type: 1
Title: Virtual Field Trips
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Amy Erin Borovoy has assembled a playlist of videos featuring virtual field trips. Get inspired at http://www.edutopia.org/blog/film-festival-virtual-field-trips
Source: Edutopia
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Content Type: 1
Title: Educational Resources for Endangered Languages
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Workers at the Living Tongues Institute have created a meaningful and easy-to-navigate list of links to teaching methods, handbooks, and supplementary materials. The list focuses mostly on educational material from Australia, Canada, New Zealand, and the U.S.
Access the list at http://livingtongues.org/educational-resources/
Source: Living Tongues Institute
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Content Type: 1
Title: Two Translation Contests
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Here are two contests for translating literature from other languages into English:
Close Approximations: Deadline December 15, 2015. More information at http://www.asymptotejournal.com/contest.php#sthash.l8zvaGuv.dpufS
John Dryden Translation Competition: Deadline February 16, 2016. More information at http://bcla.org/prizes-and-competitions/john-dryden-translation-competition/
Source: Various
Inputdate: 2015-08-02 22:39:15
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Content Type: 1
Title: How “Noticing” the L1-L2 Gap Can Enhance Learning
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From https://gianfrancoconti.wordpress.com/
In this August 2 post, Gianfranco Conti talks about Richard Schmidt’s “noticing hypothesis” and its implications for teaching and learning: https://gianfrancoconti.wordpress.com/2015/06/24/noticing-the-l1-l2-gap-in-the-foreign-language-classroom-how-it-can-enhance-learning/
Read another analysis of the Noticing Hypothesis here: http://nflrc.hawaii.edu/PDFs/SCHMIDT%20Attention,%20awareness,%20and%20individual%20differences.pdf
Source: The Language Gym
Inputdate: 2015-08-02 22:40:04
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Content Type: 1
Title: New Black Box Videocast: If I Learn It, Can I Use It?
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From http://musicuentos.com/blackbox/
The Musicuentos Black Box is a collection of video podcasts and other media resources designed to address the great disconnect in world language teaching: the lack of effective communication between researchers investigating how people learn language and the teachers working to help those people develop communicative language skills.
The latest episode, released August 1, discusses ZhaoHong Han and Rosette Finneran’s 2014 article “The Interface Debate: Strong, Weak, None, or All?” Can explicit instruction and learning inform implicit language knowledge? Watch Sara-Elizabeth Cottrell unpack the article and address this important question here: http://musicuentos.com/2015/08/blackbox-interfac/
Access past Black Box episodes here: http://musicuentos.com/blackbox/
Source: Musicuentos
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Content Type: 1
Title: SLO Resources from the Ohio Foreign Language Association
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From http://oflaslo.weebly.com/
The Ohio Foreign Language Association and the Ohio Department of Education have worked closely together to create and assemble resources to help teachers with proficiency-based instruction. One such resource is an OFLA website dedicated to Student Learning Objectives and much more: integrated performance assessments, rubrics and scoring templates, a discussion forum, links to external resources, and workshop resources, all with plenty of examples and classroom-ready materials.
Explore this helpful website at http://oflaslo.weebly.com/
Also, explore the ODE’s “Student Learning Objectives (SLO) Guidance for World Languages” website at http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Foreign-Language/SLO-Guidance-for-World-Language-Educators
Source: OFLA
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Content Type: 5
Title: Mandy Gettler, CASLS’ Associate Director
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From language researchers to computer programmers, CASLS employs a wide array of staff, all with a unique role at the center. Mandy Gettler, CASLS’ Associate Director, brings vision and attention to detail to the team. Julie Sykes, CASLS Director, says "Mandy is a huge asset to the CASLS team. Her attention to detail, strategic thinking, and personnel management skills are key to making CASLS a great place to work. It is a pleasure to work with her."
Mandy began working at CASLS as a student employee in 2003, and for the following 10 years, in addition to working at CASLS, she also volunteered as the publications director for the Pacific Northwest Council for Languages (PNCFL), the regional professional organization for world language teachers. She began her current position as the Associate Director in 2013 where she brings her plethora of first-hand knowledge that extends to nearly every corner of the department. She notes, "I love working at CASLS. The center’s commitment to supporting the professional development and mentorship of all employees has made it both a challenging and rewarding place to work".
In addition to Mandy Gettler’s outstanding professionalism, her coworkers revere her. Linda Ellis claims that not only is she a "great writer", but she is "the most awesome working mother" to her two children, Vryce and Kestrel. In 2014, the president of the University of Oregon officially recognized Mandy for her exemplary work by awarding her the Officer of Administration Recognition Award at the University of Oregon. Among his words of praise, the president mentioned how Mandy "stands out as an extraordinary community builder". More information on the award can be found here: http://caslsintercom.uoregon.edu/content/17581
Source: CASLS Spotlight
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Content Type: 4
Title: SMS vs. Academic Writing
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Stephanie Knight is the Language Technology Specialist for CASLS at the University of Oregon. This activity was developed in order to complement this week’s Topic of the Week.
This activity aims to develop the speaking, listening, and critical thinking skills among mixed classes of advanced-low students learning Spanish as a second language and students learning Spanish as a heritage language. In completing this activity, students are engaged primarily in speaking and listening skills and will consider the importance of context in determining the register of language being used. In order to foment this discussion, students will view a video regarding texting among teenagers. The register of the language used in texting and the emerging problem of students using SMS conventions in academic writing is the principal focus of this video.
Modes: Interpersonal Speaking, Interpretive Listening
Objectives:
- Students will understand that language is not hierarchical in nature. Thus, different registers are not better than one another, but rather more appropriate than one another given specific contexts.
- Students will learn linguistic clues to use to decipher information about a speaker.
- Students will develop their interpersonal speaking skills.
- Students will develop their interpretive listening skills.
Resources: PowerPoint presentation regarding SMS conventions in Spanish (some are not very common but are included to get students thinking), student handouts with discussion questions (available here in English), YouTube video (https://www.youtube.com/watch?v=-W9PZ_T0yf8&feature=related)
Procedure:
- As a class, students view different terms form the SMS dictionary in the language that you teach. Have the class guess as to what each term might mean. An answer key is available here.
- Next, give the students some interview questions to inspire thinking regarding the wide-spread usage of SMS language for communication. Have them write two questions of their own to add to the list. They can either interview someone seated nearby or can move around the classroom and interview other students at random.
- After that, have the students watch a video about using SMS in the target language. This video should discuss the use of text messaging in general as well as the use of cell phones in the classroom. If one such video cannot be located in a different target language, two short videos could be used.
- Next, direct a classroom discussion in which students focus on the register of language used given different situations. Also, have them discuss the appropriateness of using SMS terms in formal settings. Draw parallels between these comments and other critiques of language usage given context.
- Finally, have students write a text messaging conversation that they have with a friend explaining that the air conditioner has broken on a very hot day. Then, they should rewrite the conversation pretending that they are communicating with their respective bosses.
It is important that students are reminded that a given register of language in and of itself is not superior or inferior to other register. However, it may be more appropriate given the context of a situation.
This activity can be easily adapted to a variety of languages. If it is difficult to find a video in the language that you teach, have students find examples of language being used in an inappropriate register to share. Less formal electronic settings such as blogs could serve as great fodder for the discussion given that students will likely see multiple registers being used in varying blogs depending on the audience.
Source: CASLS Activity of the Week
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