Contents

Displaying 20021-20030 of 28843 results.
Contentid: 20300
Content Type: 1
Title: Learning IN a Language Rather Than ABOUT a Language
Body:

Teacher and blogger Justin Slocum-Bailey reminds us powerfully of what we already know from language acquisition research: students learn from interactions IN the target language, not from learning ABOUT the target language. Read this blog post to inspire yourself and also to explain your methods to students, parents, and administrators: http://indwellinglanguage.com/the-number-one-mistake-in-language-learning/


Source: Indwelling Language
Inputdate: 2015-10-30 17:26:56
Lastmodifieddate: 2015-11-02 03:25:38
Expdate:
Publishdate: 2015-11-02 02:15:01
Displaydate: 2015-11-02 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Contentid: 20301
Content Type: 1
Title: 7 Brain Breaks for World Language Teachers
Body:

Students can only focus hard for so long before their brains need a break. In this blog post, Sara-Elizabeth Cottrell shares seven activities you can do to re-charge your students and get them re-focused on building their proficiency: http://musicuentos.com/2015/10/brain-breaks/


Source: Musicuentos
Inputdate: 2015-10-30 17:27:42
Lastmodifieddate: 2015-11-02 03:25:38
Expdate:
Publishdate: 2015-11-02 02:15:01
Displaydate: 2015-11-02 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Contentid: 20302
Content Type: 1
Title: Using Newspapers in a Language Classroom
Body:

From http://www.teachingenglish.org.uk/article/newspaper-reading-activities

There is a danger of putting students off reading newspapers if articles are used in the same way as course books, with tedious comprehension activities. If used in a more inspiring way, newspapers can help students to develop not only reading skills but also writing, grammar, vocabulary and speaking skills.

Here are some tips and activities for using newspapers, applicable to any language classroom: http://www.teachingenglish.org.uk/article/newspaper-reading-activities


Source: British Council
Inputdate: 2015-10-30 17:28:23
Lastmodifieddate: 2015-11-02 03:25:38
Expdate:
Publishdate: 2015-11-02 02:15:01
Displaydate: 2015-11-02 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Contentid: 20303
Content Type: 1
Title: Adapting the Flyswatter Game: All Target Language, Deeper Thinking
Body:

From http://www.creativelanguageclass.com

Many teachers have played the flyswatter game - two students stand in front of a group of cards, and when someone calls out a word in English, the students compete to see who can swat its translation into the target language first. How can teachers move away from using English? One obvious adaptation is to have cards with images, and the words are called out in the target language. However, here are several less-obvious adaptations that not only stay in the target language but also require higher-order thinking: http://www.creativelanguageclass.com/activities/games/flyswatter-game-all-in-the-tl/


Source: Creative Language Class
Inputdate: 2015-10-30 17:31:44
Lastmodifieddate: 2015-11-02 03:25:38
Expdate:
Publishdate: 2015-11-02 02:15:01
Displaydate: 2015-11-02 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Contentid: 20304
Content Type: 1
Title: Kentucky Educational Television’s New World Languages Newsletter
Body:

From the KYFLT listserv:

Subscribe to KET's new World Languages newsletter: http://www.ket.org/world and spread the word. This newsletter will come out once a month, starting in November, and will inform about new and useful resources to teach World Languages. Stay current with information about new resources we are adding; ongoing KET language resources and services; and high quality existing resources from other PBS LearningMedia content contributors.

Warner, C. [KYFLT:] KET's New World Languages Newsletter. KYFLT listserv (KYFLT@LSV.UKY.EDU, 26 Oct 2015).


Source: KYFLT
Inputdate: 2015-10-30 17:32:33
Lastmodifieddate: 2015-11-02 03:25:38
Expdate:
Publishdate: 2015-11-02 02:15:01
Displaydate: 2015-11-02 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Contentid: 20305
Content Type: 5
Title: CASLS Around the Country
Body:

October marked a month of travel, professional development, a many workshops with amazing educators!

Overlooking the New York City Skyline from Mountclaire State University, Julie Sykes, CASLS Director presented a keynote on Play and Language Learning as well as a workshop of digital game application at the 8th Annual Italian Teaching Symposium.

She also presented as the invited keynote for the Institute of World Languages Symposium at the University of Virginia.

We look forward to seeing you at more CASLS’ sessions at ACTFL!


Source: CASLS Spotlight
Inputdate: 2015-11-01 08:51:53
Lastmodifieddate: 2015-11-02 03:25:38
Expdate:
Publishdate: 2015-11-02 02:15:01
Displaydate: 2015-11-02 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Contentid: 20306
Content Type: 3
Title: Digital Games and Language Learning
Body:

by Julie Sykes, CASLS Director

Recently, the use of digital games in the language classroom has received more and more attention – from both a theoretical and practical perspective.  So, why should we pay attention to this trend? What does it mean for classroom practice? Like any other tool, games are not a panacea nor a magic bullet for transformative education. They require thoughtful implementation tied to learning objectives and outcomes. As we begin this month focused on games, we begin by examinng a few critical assumptions around their use.

  1. Games come in many shapes and sizes. Just as there is a vast difference between People magazine and an article from the Wall Street Journal, there are vast differences around the types and possibilities for various types of games. A Guide to Game Types can be downloaded under D3 on our Games2Teach website (https://games2teach.uoregon.edu/publications/)
  2. Play and problem solving behavior are a critical component of digital game implementation. Jess Schell defines games as “a problem solving activity with a playful attitude” (Schell, 2008, pg. 37).  We have to ensure we retain this playful nature throughout any classroom unit.
  3. Motivation is the result, not the reason. Games should not be included in the classroom as merely fun exercises to increase motivation. Alternatively, when implemented well, they have the potential to facilitate transformative learning opportunities that motivate learners.

With these assumptions in mind, this month we will examine why and how digital games can be useful for transformational learning experiences and, moreover, will connect different types of digital games to different learning experiences. As Sykes and Reinhardt (2012) point out, a well-designed digital game:

  • provides goal-oriented activities for players
  • distributes skills, knowledge, and resources unevenly to encourage social interaction
  • adapts to and customizes feedback for the player just at the level needed
  • provides feedback loops--in other words, allows low-stakes failure and repetition to mastery
  • situates gameplay activities in meaningful contexts
  • motivates players by rewarding successful task completion with material and social capital

Each can be found in good teaching and learning environments and digital games are one way to facilitate these behaviors.  We look forward to a month of play, exploration, and transformation!

References

Schell, J. (2008). The Art of Game Design . Burlington, MA: Morgan Kauffman Publishers.

Sykes, J. & Reinhardt, J. (2012). Language at Play: Digital Games in Second and Foreign Language Teaching and Learning. Series on Theory and Practice In Second Language Classroom Instruction, J. Liskin-Gasparro & M. Lacorte, series eds. Pearson-Prentice Hall.


Source: CASLS Topic of the Week
Inputdate: 2015-11-01 08:55:47
Lastmodifieddate: 2015-11-02 03:25:38
Expdate:
Publishdate: 2015-11-02 02:15:01
Displaydate: 2015-11-02 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Contentid: 20307
Content Type: 3
Title: Ingress for Language Learning
Body:

By Dega Westerhoff-Mason. Originally posted on the Games 2 Teach website November 2, 2015.

A free location-based game for both Android and iOS mobile devices called Ingress has millions of users interacting worldwide, with each person adding to the game in their own way. However, what is the result of such a player-influenced game, and should it be viewed as anything other than a fun game? Based on Ingress’ large player base (currently at around 7 million active players with over 12 million downloads) and the sustained interactions between players, I suggest that we take Ingress seriously. Instead of brushing it off as an insignificant pastime, I will evaluate Ingress for its potentials as an effective tool for learning about another culture.

To start, an integral part to every culture is language, but Ingress keeps the built-in language to a minimum. The default language is set by the geographic location, although each user can manually change their language, the game relies on the physical location of each player. The premise of the game is that there is a new technology called “Exotic Matter,” XM, which players must pick up by walking, and it allows players to interact with portals and capture or link them for their team. To play, individuals walk to portals or local missions, all of which are created by other players, where users will do up to four actions. They can “hack,” which gives them useful items, “deploy resonators,” which is how a team captures a portal, “attack,” which destroys the other team’s resonators, or “link,” which joins two to three portals from the same team. The goal of the game is to create links for your team and to destroy links for the other team. However, with only these four actions available for basic game-play there is almost no language, so how would this be an effective activity for the language classroom?

The key to second language or culture learning lies in the social interaction based around the game. On a basic level, there is a forum where people can post messages for players in their area, but this is only the surface level of interaction. More integrally, all of the portals and missions are created by players and usually linked to landmarks of cultural or social importance. Usually, this translates into portals centered on unique buildings, landmarks, and pieces of art in a community. In many cases, these portals can show hidden or more creative aspects of an area, e.g. street art, beautiful plants, or unusual sights. In both of these examples, forums and portals, Ingress pushes players to interact individually with their surrounding area and community and collaborate around a real-world common task – community exploration. As a tour guide, Ingress serves as a means to discover a new, or even a very familiar, area, that can then lead to language activity tied to places, experiences, and collaborative problem solving. For example, learners could be asked to find ten portals relevant to a certain theme or follow a mission dedicated to a social problem. They can then engage in interpersonal communication around this topic or create a piece of presentational writing designed to offer a formal analysis of the cultural relevance.

Many people write about using Ingress as a way to discover new cities while traveling in the Americas, Europe, and Asia, and one need only look at the Ingress world map to understand why: https://www.ingress.com/intel. Simply put, there are nodes all around the world; there is even one in Antarctica. Due to its widespread popularity and the fact that it’s curated by locals, Alissa Walker, a writer for gizmodo.com, claims that Ingress “is probably one of the best ways to get out and explore any place on the planet on foot.” Although Walker’s insight is mostly for urban areas, Ingress has been downloaded more than 12 million times (https://plus.google.com/+Ingress/), which means that local portals represent a wide variety of perspectives and interests. This could be extremely valuable for traveling and looking for urban places off the beaten path.

In addition, not all Ingress interactions are solely individual; many aspects of Ingress help to create communities over time. For example, there is a large Ingress community on Google+, but the stronger social aspect comes from local communities that meet regularly in person. Ingress is credited by many as a way to “get out of their shell” and become part of a community, while at the same time it is a tool for discovering new areas and getting exercise (Henry, lifehacker.com). Much of this is due to the role that communities of people play in shaping the overall Ingress experience. From creating portals, forums, and coordinated events, Ingress is the culmination of players’ collective participation. Furthermore, Ingress reinforces cooperation by giving subtle advantages to a group working together in lieu of many individuals.

Ingress’ model of a community-centered mobile game suggests a different outlook as to how we should think of our mobile devices. We are often told that our phones are objects that isolate us from others (Turkle, http://www.ted.com), and that they stand in the way of meaningful connection, but perhaps Ingress can be one of the many exceptions to this public opinion. John Hanke, the Ingress project lead, encourages gamers to use it as an occasion to discover and connect: “The [Ingress] game mechanic is there as an incentive, and it nudges people to get out, meet new people and discover new places” (Smith, mic.com), and in learning about another culture, does it not come down to meaningful, cross-cultural connections? Nevertheless, Ingress as a game is anything but prescriptive. Similar to how the green and blue teams in Ingress are playing to determine whether humans should either embrace or reject an unknown technology, the same could be said for the position of mobile technology in connecting humans. Are we rejecting it, or are we instead looking as to how this new technology could be used to help us connect with others? Ingress is not a solution, rather, it is an opportunity for us to discover, engage, and connect.


Source: CASLS Topic of the Week
Inputdate: 2015-11-05 16:29:50
Lastmodifieddate: 2015-11-09 03:24:11
Expdate:
Publishdate: 2015-11-09 02:15:02
Displaydate: 2015-11-09 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Contentid: 20308
Content Type: 4
Title: Ingress Novice Activity: Places for Portals
Body:

Kathryn Carpenter is the CASLS Curriculum Development Assistant and Graduate Teaching Fellow. She is currently completing her MA in Linguistics with a Language Teaching Specialization at the University of Oregon.

Ingress Novice Activity

Places for Portals: Where are they?

In this activity, novice learners of any language supported by the Ingress app will use the portal location vocabulary to describe characteristics of places in which portals are located. Through these descriptions, learners will be able to note what common characteristics exist among portals and will use that knowledge to produce, present, and justify an idea for a place to put a new portal.

Objectives: 

Learners will be able to:

  • list various places around town and describe their locations.
  • discuss and defend their ideas with their peers.
  • give feedback to others.

Modes: Interpersonal Communication, Presentational Speaking, Presentational Writing 

Resources: Ingress worksheet, Ingress app, Definitions from Ingress, teacher tip sheet, game description

Procedure:

  1.       Learners play Ingress individually or in groups for 30 minutes. Especially when working with novice-low and novice-mid learners, it is fine to play in the first language so that learners may gain familiarity with the game. As they play, learners should note areas that they went to in their city on their own sheet of paper.
  2.       Learners will form pairs or small groups to work with the Ingress worksheet. Learner groups will start by completing questions 1 and 2 on the worksheet together. Make sure to tell learners to use this time to get help with vocabulary they do not know and places they cannot describe. This help may be solicited from the teacher or other classmates.
  3.       Regroup as a class and discuss with students what types of places serve as  portals and how the students have described them. Possible categories to discuss include community areas and busy or convenient places.
  4.      Next, students will complete question 3 on the Ingress worksheet individually and will join their small groups again to share their answers.
  5.      Individually, have learners think of a new place to put a portal  and write a description of why it would be a good place. This portal can be in their town or another place that they have visited. Learners should be informed that the selection of a new portal is a competition, and classmates will be voting on their favorite portal proposal. Learners will organize their thoughts by filling out the back of the worksheet. They will also draw a picture, write the name of the portal, and answer the related questions. Emphasize, however, that they should not write their names or fill out the comments section. 
  6.      As a class the teacher and learners should brainstorm about how to give constructive feedback and how to defend ideas. Here are some questions to discuss with the class:
    1. How can we give helpful feedback? How do we make our feedback constructive?
    2. What is an example of unhelpful feedback?
    3. Teacher: “If I proposed a portal location idea in the middle of a dangerous factory, very far away, how would you give me helpful comments in a kind way, to improve my idea?” Learners should brainstorm and answer.
    4. How can you defend or explain your ideas? Teacher can give the following examples.
      1. I chose X (the factory location) because Y (it’s different than all the other places).
      2. I like my idea because X (it’s an adventure for Ingress players).
      3. You’re right, I will think about that. My idea might be X (too dangerous). Thank you.
  7.      Students will individually present their ideas for where they would put a portal to the class (in larger classes, it is fine to have students collaborate and present in groups). Presentations should be 30-60 seconds each and should include some sort of explanation as to why the proposed portal is a good one. Encourage idea communication above grammatical correctness, and have other students ask WH questions (questions that include who, what, where, when, why and how) about each presenter’s ideas. The presenters should be prepared to explain their reasons and defend their ideas a best as possible, staying in the target language as much as they can. 
  8.      Students will anonymously post their worksheets, back side up, around the class. They will all walk around and write constructive comments until each form has at least five comments written. Then, they will vote on three of their classmates’ suggestions by marking tallies on the bottom of the worksheets.
  9.      The teacher will collect the top three ideas, describe them to class, and the class will vote on them. The teacher may wish to provide a reward for the winning idea.
  10.      As a possible follow-up, students can potentially submit their idea for a new portal if the place they suggested doesn’t already have one at http://ingressportal.com/research/portals/creating-new-portals/ and https://support.ingress.com/hc/en-us/articles/207343987-Candidate-Portal-criteria

Source: CASLS Activity of the Week
Inputdate: 2015-11-05 16:39:20
Lastmodifieddate: 2015-11-09 03:24:11
Expdate:
Publishdate: 2015-11-09 02:15:02
Displaydate: 2015-11-09 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Contentid: 20309
Content Type: 1
Title: New Articles in FLTMAG
Body:

From http://fltmag.com/

FLTMAG is a free online magazine about technology integration in the world language classroom. Here is a listing of recent articles:

Librarian As Pedagogical Partner: Language Learning And Information Literacy Practice
Simulation and Role-playing in Language Classrooms
A Language Center Design Primer
Adventures in Modalities, Materials, Responsibilities, and Resources in College Language Instruction and Faculty Development
iSpraak: Automated Online Pronunciation Feedback
ThingLink: Make Your Images Interactive
Explain Everything: Interactive WhiteBoard
Interview: Lisa Frumkes (Rosetta Stone) on Her Career Path

Check out these articles and more at http://fltmag.com/


Source: FLTMAG
Inputdate: 2015-11-06 13:37:34
Lastmodifieddate: 2015-11-09 03:24:11
Expdate:
Publishdate: 2015-11-09 02:15:02
Displaydate: 2015-11-09 00:00:00
Active: 1
Emailed: 1
Isarchived: 0