Contents
Content Type: 4
Title: Vocabulary Use for Advanced Learners
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Emily Minelli teaches French Ab Initio, SL, and HL in the International Baccalaureate Programme at Hillsboro High School in Nashville, Tennessee. This activity was created in order to motivate students to use applicable vocabulary in a spontaneous speaking activity, to learn self-evaluation methods, and to become reflective learners. The activity is intended to embody academic risk-taking and reflection, two central characteristics of any International Baccalaureate language classroom.
The aim of this activity is to strengthen vocabulary connections while engaging students in empathy and encouraging authentic language synthesis. Student choice and personal relevance increase engagement while offering autonomy within academic boundaries. An anchor activity allows for differentiation among native, heritage, and advanced students. Students are able to self-evaluate and move toward mastery at a pace appropriate to their personal linguistic abilities.
Mode(s): Interpersonal Speaking, Presentational Writing, and Presentational Speaking
Objectives:
- Students will produce spoken and written reactions to a stimulus.
- Students will engage in metacognition.
- Students will reflect on how well they have learned given content.
Resources: Vocabulary, RAFT Menu, Recording device (Smart phones with Google app when possible)
Procedure:
- Review the vocabulary to be used in the activity.
- Explain the RAFT activity and present student with RAFT menu.
- Students choose an option from each column. Set a timer for 15 minutes and allow students to make notes to be used when they record their presentation. Notes should be limited to 10 bullet points. Encourage students to include an idiom from the vocabulary list!
- After the 15 minute preparation period, students record their presentations (goal: 2 minutes) and upload to LinguaFolio Online or a personal Google folder that has been shared with the teacher. Students will evaluate whether or not they ‘Can-do with help’ or ‘Can –do’ when they upload.
- Next, students will listen to their recordings and write a transcription of what they recorded. This should include errors, English words, long pauses, etc. They should mark their transcription using the included key in order to easily identify areas for improvement.
- Students should then write their presentation out as they would have said it if they could redo the recording, paying special mind to their common errors. If they did not reach the 2 minute goal, they should include additional information.
- Students should complete the reflection portion of the activity.
- Students at higher proficiency levels must complete a written reaction to the activity.
- 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.
An additional support for struggling students is to let them use a vocabulary list or a sheet of key words while preparing for their presentation. 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. Some students may complete the entire activity while others may need to complete the transcription and rewrite for homework or with addition help at a later time. Allow students to work at a rigorous yet comfortable pace.
Source: CASLS Activity of the Week
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Content Type: 1
Title: Book: Teachers Research!
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From https://www.teachingenglish.org.uk/article/teachers-research-edited-deborah-bullock-richard-smith
Teachers Research!
Edited by Deborah Bullock and Richard Smith
Published by IATEFL
Teachers Research! is a new kind of book for the field of English language teacher-research, containing stories arising from poster presentations at an International Association of Teachers of English as a Foreign Language Research SIG event in 2014.
The book is innovative in the varied writing styles and uses of visuals, which reflect the variety of posters at the event, and in the way most stories are hyperlinked to recordings of the original presentations. The result is a set of stories presented in a teacher-friendly manner which address important practical issues.
Download a free copy of this book at http://resig.weebly.com/teachers-research.html
Source: IATEFL
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Title: Book: Multilingual Learners and Academic Literacies
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From https://www.routledge.com/products/9781138846487
Multilingual Learners and Academic Literacies: Sociocultural Contexts of Literacy Development in Adolescents
Edited by Daniella Molle, Edynn Sato, Timothy Boals, and Carol A. Hedgspeth
Published by Routledge Taylor & Francis Group
Shifting the discourse from a focus on academic language to the more dynamic but less researched construct of academic literacies, this volume addresses three key questions:
• What constitutes academic literacy?
• What does academic literacy development in adolescent multilingual students look like and how can this development be assessed?
• What classroom contexts foster the development of academic literacies in multilingual adolescents?
The contributing authors provide divergent definitions of academic literacies and use dissimilar theoretical and methodological approaches to study literacy development. Nevertheless, all chapters reflect a shared conceptual framework for examining academic literacies as situated, overlapping, meaning-making practices. This framework foregrounds students’ participation in valued disciplinary literacy practices. Emphasized in the new college and career readiness standards, the notion of disciplinary practices allows the contributing authors to bridge the language/content dichotomy, and take a more holistic as well as nuanced view of the demands that multilingual students face in general education classrooms. The volume also explores the implications of the emphasis on academic literacy practices for classroom instruction, research, and policy.
Visit the publisher’s website at https://www.routledge.com/products/9781138846487
Source: Routledge Taylor & Francis Group
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Title: Book: Social Interaction and L2 Classroom Discourse
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From http://www.euppublishing.com/book/9780748692644
Social Interaction and L2 Classroom Discourse
By Olcay Sert
Published by Edinburgh University Press
This book offers a close investigation of interactional practices in L2 classrooms, and provides a deeper appreciation of the processes involved in the co-construction of understanding and knowledge in settings for instructed language learning.
Using Conversation Analysis, and referring to epistemic, multimodal, and multilingual resources, Olcay Sert interprets key interactional and pedagogical practices observed in language classrooms by closely examining the verbal and nonverbal features of teacher-student interaction; for example, gaze, gestures and orientations to classroom artefacts.
With an emphasis on the multimodal and multilingual resources, this is one of the first studies to comprehensively address these issues in L2 classrooms with a clear theoretical and practical underpinning, and is an essential study for researchers and postgraduate students in TESOL and Applied Linguistics.
Visit the publisher’s website at http://www.euppublishing.com/book/9780748692644
Source: Edinburgh University Press
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Title: Call for Proposals: SLAT Interdisciplinary Roundtable
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From http://slat.arizona.edu/slat-interdisciplinary-roundtable
The Second Language Acquisition and Teaching (SLAT) Student Association cordially invites student and faculty participation at the 15th Annual SLAT Roundtable at the University of Arizona in Tucson, Arizona.
Roundtable Dates: February 26-27, 2016
Submissions may include but are not limited to language pedagogy, language assessment, program administration, language planning and policy, literacies, language use, sociolinguistics, pragmatics, language processes, cognitive sciences, psycholinguistics, language analysis, discourse analysis, multilingualism, heritage languages, gaming, language learning and technology, as well as those that bridge these.
Submission Deadline: November 15, 2015
View the full call for proposals at http://slat.arizona.edu/slat-interdisciplinary-roundtable
Source: University of Arizona
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Title: Central Association of Teachers of Japanese Conference
Body:
From http://sites.lsa.umich.edu/catj26/
The 26th Central Association of Teachers of Japanese Conference (CATJ) will be held at the University of Michigan, Ann Arbor, Oct. 31 – Nov.1, 2015, in celebration of University of Washington Professor Michio Tsutsui’s retirement.
Registration is now open. Visit the conference website at http://sites.lsa.umich.edu/catj26/
Source: University of Michigan
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Title: Texas Foreign Language Association 2015 Annual Conference
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From http://www.tfla.info/2015-annual-conference.html
TFLA 2015 Annual Conference
Proficiency and Beyond: Global Competency through Language, Culture and Literature
October 15-17, 2015
Houston
Visit the conference website to learn more and to register: http://www.tfla.info/2015-annual-conference.html
Source: TFLA
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Title: La Cosecha 2015: National Dual Language Conference
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From http://information184.wix.com/lc15
La Cosecha 2015: National Dual Language Conference
November 4-7
Albuquerque, New Mexico
La Cosecha, a national dual language conference — brings together educators, parents, researchers, and practitioners supporting dual language enrichment programs in New Mexico and across the U.S. La Cosecha will offer you the opportunity to share experience and knowledge, as well as a time to network and “harvest” the best of our multilingual/multicultural communities.
For more information visit the conference website at http://information184.wix.com/lc15
Source: La Cosecha
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Title: Foreign Language Association of North Carolina 49th Fall Conference, 2015
Body:
From http://www.flanc.org/home
FLANC 49th Fall Conference, 2015
Pre-conference webinars on Mon., Oct. 19 ~ Wed., Oct. 21
On-site conference on Friday, October 23 ~ Saturday, October 24
Sheraton Imperial Hotel & Convention Center, Durham, NC
Conference Theme:
Power Up and Engage!
- Celebrating World Language Education –
Visit the conference website at http://www.flanc.org/fall-conference
Source: FLANC
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Title: NYSAFLT 98th Annual Conference
Body:
From http://conference.nysaflt.org/2015/
New York State Association of Foreign Language Teachers 98th Annual Conference
21st Century LOTE Education: Providing the Keys to College and Career Readiness
October 30-31, 2015
Saratoga Springs, NY
Keynote Presenter: Marty Abbott, Executive Director, ACTFL
Visit the conference website at http://conference.nysaflt.org/2015/#
Source: NYSAFLT
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