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Content Type: 1
Title: Teaching with Songs
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Do you use songs in your classes? Here is an excellent blog post by teacher Martina Bex about many different ways you can teach using songs, including before, during, and after activities: http://martinabex.com/2015/09/24/what-can-i-do-re-mi-fa-so-la-ti-with-a-song/
Source: The Comprehensible Classroom
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Title: Review Game for Stories
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From http://somewheretoshare.com/
Here is a review activity for stories (or anything with a chronological order) that focuses on the presentational and interpretive modes and keep students moving and engaged: http://somewheretoshare.com/2015/10/03/a-great-presentational-and-interpretive-mode-review-game/
Source: Somewhere to Share
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Content Type: 3
Title: CERCLL: A Starting Point for Exploring Culture, Language and Literacy
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by Julie Sykes, CASLS Director
The Center for Educational Resources in Culture, Language, and Literacy (CERCLL) at the University of Arizona offers numerous resources for the language classroom around the teaching and learning of literacy. CERCLL’s feature projects for the 2014-2018 grant cycle are arranged in three thematic areas.
1 – Innovative Pedagogies and Materials
- American Study Abroad Students in China: Archiving Interactions between the American and Chinese Youth: A project to create an archive of recorded and transcribed interactions between American college students and their Chinese peers in the study abroad context.
- Film Clips for Foreign Language Culture and Literacy: A project focusing on media literacy through the integration of film in the classroom.
- Literacy in the Everyday: The curriculum development project will focus on the creation of literacy-based materials for German, Portuguese, Arabic, Turkish, and Persian.
- Games for Literacies: A look at the way games can be utilized to build multiple literacies.
2 – Professional Development and Community Connections
- K-16 Professional Development: A series of professional development projects for language teachers.
- Reading Globally: Connecting K-8 Classrooms to the World: This project is designed to “bring International Consultants and Language and Culture Kits into K-8 schools.”
- Globalizing the Common Core State Standards: An intentioned effort to globalize and expand common core standards to meet the need for cultural and global literacy.
3 – Knowledge Generation and Sharing
- Intercultural Sojourns: Assessing Outcomes and Impact: This project will explore the outcomes of study abroad experience and, in doing so, expand on currently existing research.
- Intercultural Competence Conference: A world-renowned conference that brings together experts in the area of intercultural competence.
- Digital Literacies in L2 Language Education, a Hybrid Symposium for Research and Practice: A hybrid symposium to examine the role of digital literacies in the language classroom.
Each of the ten projects addresses an area of culture, language, and literacy training and is designed to facilitate integration of materials in the language classroom. The majority are free resources and can be accessed through the center’s website at http://cercll.arizona.edu.
Source: CASLS Topic of the Week
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Content Type: 5
Title: 2015 STARTALK Conference
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"We spoke...we all messed up, and that's how we learned". It is with this student testimony emphasizing the power of experiential learning and academic risk taking that the 2015 STARTALK Fall Conference began. STARTALK, a component of the National Security Language Initiative designed to expand the teaching and learning of strategic world languages, is in its tenth year and has much to celebrate. Since the initiative's inception in 2007, 55,873 students and teachers have received meaningful and functional world language training. The life-changing nature of this training is highlighted by the fact that in at least one former student returned in 2015 as a teacher, assistant, or tutor in 51 percent of programs.
One technological tool that is implemented across STARTALK programs is STARTALK LinguaFolio Online, an online skills portfolio for language learners developed by the Center for Applied Second Language Studies with collaboration and funding from National Foreign Language Center. In order to directly address the specialized needs of STARTALK programs, STARTALK LinguaFolio Online is implemented every summer in STARTALK's intensive language programs. Stephanie Knight, CASLS' Language Technology Specialist was on hand to showcase STARTALK Linguafolio Online and provide additional support and guidance to users at the STARTALK and NFLC Product Showcase. "LinguaFolio Online in STARTALK Programs: Making It Work for You," a breakout session led by Dr. Aleidine Moeller of the University of Nebraska-Lincoln and Dr. Julie Sykes, Director of CASLS, highlighted the potential of LinguaFolio Online to serve as a practical tool in the implementation of best practices as they relate to student production of evidence towards language learning goals, student and educator reflection regarding those goals, and assessment.
For more information about LinguaFolio Online, please access LinguaFolio Network at lfonetwork.uoregon.edu.
Source: CASLS Spotlight
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Content Type: 4
Title: K-8 Language and Culture Teaching Kit
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For this week's Activity of the Week, we would like to introduce the K-8 Language and Culture Teaching Kit that was created by Center for Educational Resources and Culture, Language, and Literacy (CERCLL). The kit can be accessed at http://www.scribd.com/doc/52862363/K-8-Language-and-Culture-Classroom-Teaching-Kit?secret_password=1jmjqnt85qo8bksf99nj.
This teaching kit involves many strategies for responding to literature that can be easily adapted to multiple proficiency levels and text types. Here is a brief preview for two of the activities:
*Cultural X-Rays: This activity involves students interpreting cultural norms from texts and documenting those interpretations in a visual format.
*Save The Last Word for Me: This activity teaches students how to think when reading a text. When engaging with the text, students pick a quote that stands out for some reason, be it the text's relevance to the story or the cognitive dissonance that it inspires within the student. Student learning groups share the quotes that they picked and their reasoning for their selections.
If you want some other ideas for strategies to help students to engage with text, please check out Games2Teach (https://games2teach.uoregon.edu), a website designed in cooperation between CERCLL and CASLS to connect teachers with curricular resources related to the successful incorporation of games in the classroom.
Source: CASLS Activity of the Week
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Title: Book: Social Interaction, Identity and Language Learning during Residence Abroad
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Social interaction, identity and language learning during residence abroad
Edited by Rosamond Mitchell, Nicole Tracy-Ventura, and Kevin McManus
Published by the European Second Language Association
Study and residence abroad are significant contexts for second language learning and development, which are known to promote oral skills, fluency and sociopragmatic competence in particular, alongside broader intercultural competence. However learner achievements during residence abroad are variable and cannot be fully understood without attention to the social settings in which learners engage, and the social networks they develop. This edited collection sets out to explore the relationship between sociocultural experience, identity and second language learning among student sojourners abroad. Three broad themes are identified: the contribution of different types of setting (host families, student exchanges, work placements etc.) to language learning opportunity; the role of social networks in sojourners’ language practices and learning success; and the evolving social identities of sojourners. The book is relevant for a readership interested in adult second language acquisition in informal settings, as well as for those concerned more specifically with the development and management of residence abroad programs.
Visit the publisher’s website at http://www.eurosla.org/eurosla-monograph-series-2/social-interaction-identity-and-language-learning-during-residence-abroad/
Source: EuroSLA
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Title: Book: Learning Chinese as a Heritage Language
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From http://www.multilingual-matters.com/display.asp?isb=9781783094288
Learning Chinese as a Heritage Language: An Australian Perspective
By Guanglun Michael Mu
Published by Multilingual Matters
This book explores the fascinating topic of heritage language learning, looking in particular at Chinese Australians' learning of Chinese. The author studies the investment, challenges and benefits of heritage language learning across varied contexts including school, work, home and in the community. The book investigates how Chinese Australians navigate and negotiate their Chineseness and how resources are used to support their learning. The book is based on a mixed methods study which uses Bourdieu's sociological theory, and offers implications for sociologists of language and education, Chinese heritage language learners and teachers, as well as language and cultural policy makers.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783094288
Source: Multilingual Matters
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Title: Book: New Perspectives on Transfer in Second Language Learning
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From http://www.multilingual-matters.com/display.asp?isb=9781783094325
New Perspectives on Transfer in Second Language Learning
Edited by Liming Yu and Terence Odlin
Published by Multilingual Matters
When people attempt to learn a new language, the language(s) they already know can help but also hinder their understanding or production of new forms. This phenomenon, known as language transfer, is the focus of this book. The collection includes both theoretical analyses and work based on empirical observation and consists of four sections considering lexical, syntactic, phonological and cognitive perspectives. The volume provides a wealth of studies on the influence of Chinese on the acquisition of English but also includes studies involving Finnish, French, Hindi, Korean, Persian, Swedish, Spanish and Tamil. It will be of great interest to researchers working in the areas of crosslinguistic influence in second language acquisition, language pedagogy and psycholinguistics.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783094325
Source: Multilingual Matters
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Title: Call for Presentations: Linguistics Matters Festival in Florida
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From http://linguistlist.org/issues/26/26-4520.html
The LINGUISTICS MATTERS FESTIVAL is an event associated with the annual Barbara Gordon Memorial Lecture series, commemorating and celebrating the work of Dr. Barbara Gordon. The focus of talks can be in any area of Linguistics; work focusing on issues of relevance to South Florida -- bilingualism, first- and second-language acquisition, sociolinguistics, language contact, Creole languages, Native American languages -- are particularly welcome.
The Linguistics Matters Festival is part of a longer Linguistics event, Miami FLing 2016, which includes FLYM 3, held at Florida International University, March 9-10, 2016.
Deadline for abstract submissions: October 30, 2015.
View the full call for presentations at http://linguistlist.org/issues/26/26-4520.html
Source: LINGUIST List
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Title: Call for Submissions: Second Language Writing in the Age of Computer-Mediated Communication
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From http://linguistlist.org/issues/26/26-4558.html
The Journal of Second Language Writing 2017 Special Issue solicits submissions on the theme of Second Language Writing in the Age of Computer-Mediated Communication (CMC). As emerging Web 2.0 technologies have revolutionized the ways in which we communicate and construct knowledge, this issue of JSLW will highlight what it means to be literate in the 21st century, how new technologies transform the teaching and learning of L2 writing, and how these new technologies are incorporated into L2 writing. This special issue aims to explore: a) the transformational roles these new tools may have on L2 writing processes, texts, or notions of authorship; and b) the affordances these tools provide for L2 writing development. Contributions may explore learners' use of asynchronous and synchronous CMC tools, as well as other forms of writing such as blogs and fanfiction and the impact these new modes of writing have on opportunities for language and writing development.
Abstracts should be submitted by January 1, 2016.
View the full call for submissions at http://linguistlist.org/issues/26/26-4558.html
Source: LINGUIST List
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