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Content Type: 1
Title: Vocabulary Activities
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From http://www.anthonyteacher.com
Here is a nice collection of activities and techniques for learning and retaining vocabulary: http://www.anthonyteacher.com/blog/my-favorite-vocabulary-activities
Source: Anthony Teacher.com
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Title: Word Walls for World Language
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From http://www.creativelanguageclass.com
In time for the start of the school year, here is a wonderful post full of ideas for different kinds of “word walls” for language classrooms: http://www.creativelanguageclass.com/activities/vocabulary-building/word-walls-for-world-language/
Source: Creative Language Class
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Title: How Does Personality Affect Foreign Language Learning?
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From https://gianfrancoconti.wordpress.com
In this recently posted article, Gianfranco Conti summarizes research into what personality traits impact language learning, and how: https://gianfrancoconti.wordpress.com/2015/06/03/how-does-personality-affect-foreign-language-learning/
Source: The Language Gym
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Title: Tips for Starting Interactive Notebooks in World Language Classes
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From http://islandteacherblog.blogspot.com
Here is a two-part series on how you can use interactive notebooks (pen-and-paper notebooks where teachers and students interact in writing) in a world language classroom.
Part 1: http://islandteacherblog.blogspot.com/2015/08/tips-for-starting-interactive-notebooks.html
Part 2: http://islandteacherblog.blogspot.com/2015/08/tips-for-starting-interactive-notebooks_8.html
Source: Island Teacher
Inputdate: 2015-08-09 13:45:04
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Title: Blog Post: Spark Excitement with Authentic Resources
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From http://www.creativelanguageclass.com/
Integrated performance assessments rely on the use of authentic materials. Your students will do better with authentic resources if they use them frequently in class. Here is a blog post from last month with lots of ideas for using authentic resources in classroom activities: http://www.creativelanguageclass.com/activities/modes-skills/reading/spark-excitement-with-authentic-resources/
Source: Creative Language Class
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Title: OFLA Technology Committee IPA Livebinder
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The Ohio Foreign Language Association’s activities include a technology committee that works to study, create, and disseminate materials that incorporate technology into language teaching and learning. One of their resources is a Livebinder containing sample IPAs created by the committee during the last school year. The particular IPA’s include a technology component, although many can also be used without the technology.
Access the livebinder at http://www.livebinders.com/play/play/1504217
Source: OFLA
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Title: The Case for the World Language Teacher as a Pedagogical Leader in Building Literacy
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By Stephanie Knight, CASLS Language Technology Specialist
To endeavor to teach literacy skills across subject areas without recognizing their inherent differences is short-sighted. As Unsworth (2001) mentions in his discussion of Wyatt-Smith and Cummings (1999), each subject area has its own most common text types and associated grammatical forms. Thus, though all teachers must be experts at imparting literacy skills to students, teachers should use a nuanced approach that is relevant to the expectations and conventions of the subject area in which communication occurs. Given the cross-curricular nature of language however, world language teachers cannot focus on the literacy demands of one or two subject areas but rather have to focus on the literacy demands of all subject areas.
Consider, for example, the thematic approach of the current AP Spanish and IB Diploma Program curricula. In both approaches, students are required to study disparate topics including science and technology, global issues, and customs in the Spanish-speaking world. It holds evident then that a student in either class would be expected to know how to interpret and create a breadth of text types including reports, sets of instructions, short stories, blogs about current events, and informative articles about historical events. Of course, these expectations are included in addition to expectations regarding conventions required for interpersonal communication.
Given these broad expectations and the relative proportion of what is known to what is unknown for emerging second language learners, world language teachers must be particularly intentional in creating learning opportunities for students. An easy way to contend with this cumbersome load of expectations is for teachers to use what is taught in other subject areas to their advantage-especially when activating prior knowledge and building schemata when dealing with unknown information. In doing so, students will be empowered by knowledge acquired in other subject areas.
Lists of pre-reading and pre-listening activities are ubiquitous and easily accessed on the internet. When creating these activities, remember the following suggestions.
- Scaffold when necessary, but have students complete these activities with as little direct instruction as possible in order to avoid limiting student thinking.
- Choose sources that are authentic rather than realistic. Authentic sources are superior because they offer more opportunities for student discovery and evaluation of a target language’s use by expert speakers.
- Make sure that your students are well-versed in conventions regarding text types.
- Use texts to help students infer both word meaning and the rules of syntax.
Teaching literacy is not something that is done in addition to teaching content. It is, in effect, how one teaches content. Though the literacy demands on world language students and teachers are considerable, they pose a great opportunity for world language teachers to both use cross-curricular connections to build relevance for students and to be pedagogical leaders in their respective institutions given their familiarity with teaching a variety of text types.
References
Unsworth, Len (2001). Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Retrieved from http://christurnerpractice.pbworks.com/w/file/fetch/54477805/Unsworth%20Book.pdf.
Source: CASLS Topic of the Week
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Title: We Need Your Feedback
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We at CASLS are looking for feedback from our InterCom subscribers. Please go to this link to complete a short survey that we will use to improve the content of our free weekly email digest for language professionals.
Source: CASLS
Inputdate: 2015-08-15 07:19:08
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Title: Book: Literature in Language Education
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From http://www.palgrave.com/page/detail/?k=9781137331830
Literature in Language Education
By Geoff Hall
Published by Palgrave Macmillan
Surprisingly little is known empirically about the use of literature in language education. Despite the popularity of literature, claims for its value rest more on speculation and assertion than on real understanding of the contribution it might make to greater language proficiency or language education more broadly. This book carefully details what is known of the language of literature, the reading of literature, and the uses of literature in language education, including assessment and curriculum, and in developing intercultural competence. Key studies are highlighted for what they tell us as well as for questions they leave unanswered. The book also incorporates pointers towards the kind of research now needed and practical guidance on how it might be carried out, as well as resources available. For this second edition, all sections have been substantially revised and updated to reflect the latest developments in the field.
Visit the publisher’s website at http://www.palgrave.com/page/detail/?k=9781137331830
Source: Palgrave Macmillan
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Title: Book: Cultural Migrants and Optimal Language Acquisition
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From http://www.multilingual-matters.com/display.asp?K=9781783094028
Cultural Migrants and Optimal Language Acquisition
Edited by Fanny Forsberg Lundell and Inge Bartning
Published by Multilingual Matters
This volume investigates cultural migrants: people who, from their own free will, move to another country because of their interest in the target language and culture. Chapters include studies on cultural migrants acquiring French, Italian, Spanish and English and consider linguistic, psycholinguistic, sociolinguistic and pragmatic aspects of language acquisition. Cultural migrants have social and psychological advantages when acquiring a second language as adults, and the study of their linguistic knowledge and production increases our understanding of the possibilities and limits of L2 ultimate attainment. The work thus fills a gap in our understanding of high-level proficiency and will be of interest to researchers working in the field of SLA, as well as to social scientists studying the relationship between language, culture and integration.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?K=9781783094028
Source: Multilingual Matters
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