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Content Type: 1
Title: Ideas for Talking about Family
Body:
A Ñandutí listserv user recently asked for ideas for practicing family relationships with elementary students. Other subscribers suggested awkward family photos, celebrity families, and royal families. Read the full thread here: http://caltalk.cal.org/read/messages?id=59601#59601http://caltalk.cal.org/read/messages?id=59601#59601
Source: Ñandutí
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Title: Travel Portland Website Available in 9 Languages
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Portland, Oregon, is a popular destination for travelers these days. For a fun authentic resource, try the Travel Portland website, which is available in English, German, Spanish, French, Italian, Dutch, Portuguese, Japanese, and Chinese: http://www.travelportland.com/
Source: Travel Portland
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Content Type: 3
Title: Advanced Language Learning in The Language Flagship
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Dr. Sam Eisen is the director of The Language Flagship. Previously, Dr. Eisen served as the Director of the Advanced Training and Research Group in International and Foreign Language Education at the U.S. Department of Education, where he provided oversight for Title VI and Fulbright Hays programming designed to develop and maintain national capacity in foreign language and international and area studies.
The David L. Boren National Security Education Act, as amended, which created the National Flagship Language Initiative, is unique in specifying advanced language proficiency outcomes in U.S. higher education for students of all majors, and also unique in requiring testing to assess proficiency gains. However, when the legislation for Flagship was written there was no roadmap for how to produce these results consistently in U.S. higher education. Today The Language Flagship trains undergraduates in a wide variety of majors at 22 institutions of higher education to advanced and superior language proficiency levels in 10 critical languages (Arabic, Chinese, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish and Urdu). In order to qualify for the Overseas Capstone year, Flagship students must demonstrate ILR 2 proficiency in Speaking and at least one other modality (Reading, Listening or Writing). This year approximately 150 Flagship undergraduates qualified at the advanced proficiency levels required for participation in the Overseas Capstone program with the goal of achieving ILR 3 proficiency across modalities.1
The practices that promote advanced proficiency levels are not surprising, but there must be concerted effort to employ the practices consistently. First and foremost is the expectation of success. Students must understand that they can achieve working proficiency if they work hard. Contact hours and maximum exposure to the language are crucial. Class time must be used efficiently in a learner-centered environment, rich with authentic materials and infused with the goal of eliciting student speech at the sentence and then paragraph level. Intensive language and cultural immersion abroad articulated with the domestic program is an effective component. Flagship students working from intermediate to advanced levels participate in at least an eight week intensive summer language immersion in approved overseas programs with a language pledge. On the domestic campus content courses (sheltered, hybrid, or direct instruction in the language) help students to master vocabulary, comprehension, and idiomatic style in humanities, social science or science disciplines. Connecting advanced proficiency to disciplines and professions outside of the traditional language and literature major helps to increase motivation for a wider variety of students, and also showcases their accomplishments across the institution. Finally, implementing consistent language proficiency assessment practices is crucial for evaluating student progress and for analyzing areas for program improvement. Flagship is a dynamic experiment that constantly uses assessment results and peer review to feed back into improving pedagogy, materials and curriculum design.
1For more information about the Interagency Language Roundtable Language Skill Levels, see this page: http://www.govtilr.org/Skills/ILRscale2.htm
Source: CASLS Topic of the Week
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Content Type: 4
Title: Reading across Genres
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This activity targets literacy skills of advanced learners and is designed to prepare learners to read a wide variety of genres targeted at their domain-specific interests. For example, a student could examine global health issues, sports marketing, or design.
Mode(s): Interpretive Reading, Presentational Writing
Objectives:
Students will be able to:
- Select readings about their topic in three different genres.
- Make comparisons about the content and language of different types of reading materials
- Write a reflective piece about their selected topic in which they incorporate information about what they have read.
Resources: Advanced Reading Resource Sheet
Procedures:
- As a class, review readings around a common topic to explore key components of different types of reading materials. Ask learners to identify key features, audience, and language structures.
- Ask students to explore reading sources in the target language and select three reading passages that represent three different genres about the same topic.
- Have students read the passages and compare the information, language, and purpose of the three reading by completing the table on the resource sheet.
- Ask learners to write a reflective blog entry in which they synthesize what they have read and offer three new insights into the topic.
As an extension activity, learners could also be asked to read one another’s blog and discuss the relevant topics.
Source: CASLS Activity of the Week
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Title: Book: Policy and Planning for Endangered Languages
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Policy and Planning for Endangered Languages
Edited by Mari C. Jones
Published by Cambridge University Press
Language policy issues are imbued with a powerful symbolism that is often linked to questions of identity, with the suppression or failure to recognize and support a given endangered variety representing a refusal to grant a 'voice' to the corresponding ethno-cultural community. This wide-ranging volume, which explores linguistic scenarios from across five continents, seeks to ignite the debate as to how and whether the interface between people, politics and language can affect the fortunes of endangered varieties. With chapters written by academics working in the field of language endangerment and members of indigenous communities on the frontline of language support and maintenance, Policy and Planning for Endangered Languages is essential reading for researchers and students of language death, sociolinguistics and applied linguistics, as well as community members involved in native language maintenance.
Visit the publisher’s website at http://www.cambridge.org/us/academic/subjects/languages-linguistics/sociolinguistics/policy-and-planning-endangered-languages?format=HB
Source: Cambridge University Press
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Title: Call for Papers: Multiliteracies and Heritage Language Teaching
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From http://linguistlist.org/issues/26/26-4152.html
The editors are seeking abstracts (300 words) for research papers (7,000-7,500 words) for an edited volume on the application of the Multiliteracies pedagogical framework (Cope & Kalantzis, 2009; Kalantzis & Cope 2010, 2012) to the teaching of Spanish to heritage speakers in the United States at all levels of instruction.
This book will be the first one that is solely devoted to empirical studies on the application of an established pedagogical approach to the teaching of Spanish to heritage speakers in the United States. More specifically, the main aims of this edited volume are to (a) address the existing research needs in heritage pedagogy; (b) compile quality research on the application of the Multiliteracies approach to the teaching of Spanish to heritage speakers in the United States; and (c) provide solid guidelines and recommendations for future research in the field.
Potential topics include, but are not limited to, the following:
Studies focusing on:
- The teaching of Grammar and vocabulary
- Writing
- Oral language use
- Reading and listening/video-mediated listening
- Digital literacies
- Teacher education
- Community service learning
- Spanish for the professions
- Curriculum design
- Materials development
Submission deadline for abstracts: October 15, 2015
View the full call for papers at http://linguistlist.org/issues/26/26-4152.html
Source: LINGUIST List
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Title: Call for Papers: Journal of Immersion and Content-Based Language Education
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The Journal of Immersion and Content-Based Language Education (JICB) is an international research journal published twice per year by John Benjamins.
JICB aims at publishing research on language immersion and other types of content-based language education programs that are subject matter-driven and subject matter-accountable. The editors welcome submissions from around the world based on, for example, language immersion education, dual language education, bilingual education, CLIL (content-and-language integrated learning), sheltered English as a Second Language (ESL), language across the curriculum (LAC), language for specific/academic purposes, content-based indigenous language revitalization initiatives, and so on.
Please visit the JICB website for more information and guidelines for authors: http://www.benjamins.com/#catalog/journals/jicb/main
Tedick, D. [LIM-A] Call for Papers. LIM-A listserv (LIM-A@LISTS.UMN.EDU, 25 Sep 2015).
Source: LIM-A
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Title: 40th Annual Boston University Conference on Language Development and Society for Language Development Symposium
Body:
40th Annual Boston University Conference on Language Development
November 13-15, 2015
SATURDAY SYMPOSIUM
Saturday, November 14, 2015
“In(put)s and Out(put)s of the Syntactic Bootstrapper”
Anne Christophe, CNRS, Ecole Normale Supérieure, Paris
Cynthia Fisher, University of Illinois at Urbana-Champaign
Jeffrey Lidz, University of Maryland
SUNDAY SYMPOSIUM
Sunday, November 15, 2015
“What Does Infant Artificial Grammar Learning Tell Us About Language Development?”
LouAnn Gerken, University of Arizona
Rebecca Gómez, University of Arizona
Jill Lany, University of Notre Dame
SUNDAY PROFESSIONAL DEVELOPMENT WORKSHOP
Sunday, November 15, 2015, 1:15-3:15 PM
Shanley Allen, University of Kaiserslautern, Germany
The second annual professional development workshop for students and postdocs will be on the topic of scientific writing.
For more information about BUCLD, go to http://www.bu.edu/bucld/
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SOCIETY FOR LANGUAGE DEVELOPMENT (SLD)
Thursday, November 12, 2015, 1:00-6:00PM
The SLD symposium will be about “The Development of Pragmatics”
Eve Clark, Stanford University
Jesse Snedeker, Harvard University
David Barner, University of California at San Diego
For more information about the SLD symposium, please refer to: http://www.bcs.rochester.edu/sld/symposium.html
Source: Boston University
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Title: STARTALK Program Design Institute
Body:
From http://www.actfl.org/assessment-professional-development/startalk-program-design-institute
STARTALK Program Design Institute
New Languages | New Opportunities
October 22-24, 2015
Minneapolis
DEVELOP – Three-day institute to envision and create your plan to add or expand a critical language program, providing new opportunities for learners in your school community; come as a school-based team
GROW – Support continues after the institute through:
Webinars on the issues critical to successful implementation
Focused discussion sessions for exchanging what is working and seeking help for what is not working
Access to resources
SUSTAIN – Maintain the networking, share results, and showcase success:
Regular reporting and feedback on progress in implementing your program’s plan every four months
Who can participate: Teachers of a critical language and/or Administrators affiliated with a critical language program (“Critical languages” include these less commonly taught languages: Arabic, Chinese, Dari, Hindi, Korean, Persian Farsi, Portuguese, Swahili, Russian, Turkish, and Urdu)
For full details go to http://www.actfl.org/assessment-professional-development/startalk-program-design-institute
Source: ACTFL
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Title: Workshop: Identifying Culturally and Linguistically Diverse Students for Special Education
Body:
Identifying Culturally and Linguistically Diverse Students for Special Education
October 13, 2015
Lane ESD, Eugene, Oregon
Participants will learn a methodology that incorporates a tier-intervention (RTI) and pre/referral process. Instructional interventions, data gathering, and team decision-making will be reviewed to ensure that English Language Learner or Culturally Diverse students who are suspected of having a disability are appropriately referred for a Comprehensive Evaluation. Participants will discuss the Data Team process, examine the life/cultural context and language development of students, and review case studies. Critical issues related to Special Education Law will also be discussed.
For full details go to http://www.lesd.k12.or.us/workshops/listings/oct2015/identifying-culturally-and-linguistically-diverse-students.html
Source: Lane ESD
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