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Content Type: 1
Title: Make a PowerPoint Advent Calendar
Body:
Here are two blog posts explaining how you can make a custom Advent calendar for your classes: https://tekhnologic.wordpress.com/2014/11/27/make-your-own-class-advent-calendar/ and https://tekhnologic.wordpress.com/2015/11/23/countdown-to-christmas/
Source: Tekhnologic
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Title: Blog Post: Intermediate Proficiency is Messy!
Body:
From http://somewheretoshare.com/
Teacher and blogger Carrie Toth has a great blog post reminding all teachers that as intermediate learners take more risks with their new language, they will also make more errors - and that’s OK! Read her post here: http://somewheretoshare.com/2015/11/22/the-disaster-of-intermediate-proficiency/
Source: Somewhere to Share
Inputdate: 2015-11-29 19:38:04
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Content Type: 1
Title: Pathways to Proficiency Infographic
Body:
From http://www.path2proficiency.com
From the new path to proficiency blog, here is a recent blog post by Alyssa Villarreal about her Path to Proficiency infographic and how to use it as a tool to explain and advocate for proficiency-based language instruction: http://www.path2proficiency.com/the-path-to-proficiency/. Here is a link to the infographic itself: http://scsworldlanguages.weebly.com/performance-feedback-tools.html
Here is another teacher’s graphic for portraying proficiency for her students, in the form of an ice cream cone: http://spanishplans.org/2015/11/25/promoting-performance/
Source: Path to Proficiency
Inputdate: 2015-11-29 19:38:57
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Title: New Black Box Podcast: Task-Based Language Teaching
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From http://musicuentos.com/2015/11/tblt1/
The newest podcast from the Black Box series is somewhat different; rather than focusing on a single research article, Elliott Goodman gives on overview of Task-Based Language Teaching (TBLT) as a framework. Watch his video at http://musicuentos.com/2015/11/tblt1/. You can watch other Black Box episodes at http://musicuentos.com/blackbox/
Source: Musicuentos
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Title: OneWorld Now Study Abroad Opportunities for High School Students
Body:
All currently enrolled high-school students - not just current OWN students - are eligible to apply. Programming runs from four to six weeks in July and August of 2016, and takes place in Seattle and abroad. Students will have the opportunity to:
- learn Chinese, Arabic or Russian language;
- gain important 21st-century leadership skills;
- experience immersion learning and community service abroad;
- develop lasting bonds within a diverse group of high school youth from the greater Seattle area;
- build friendships with peers in host countries.
For more information about eligibility, award packages, and application requirements, visit https://www.surveymonkey.com/r/D9CQVLZ. Deadline is December 31.
JNCL-NCLIS NewsBrief. http://campaign.r20.constantcontact.com/render?ca=9dd05b2d-a7b4-465e-9cfe-78a7c043e4b5&c=b7322860-7691-11e3-8440-d4ae52843aae&ch=b87e7e80-7691-11e3-844a-d4ae52843aae
Source: JNCL-NCLIS
Inputdate: 2015-11-29 19:42:33
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Content Type: 5
Title: Language Teaching and Learning Professional Series
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Over the course of the last academic term, CASLS, in addition to UO Language Council, Romance Languages, International Affairs, Yamada Language Center, and East Asian Languages and Literatures, has co-sponsored the “Language Teaching and Learning Professional Series” at the University of Oregon. This series has consisted of 6 “Language Talks,” where a presenter gives a brief presentation on some idea, approach, class, or material related to language teaching, and then opens the floor to discussion among the attendees, who have included language teachers and professors, language-teaching students, program directors, and language learners. Some examples of the talk subjects are listed below:
Designing for Autonomy and Interaction in Big and Small Learning Communities: Lessons from MOOCs and UO's Selfstudy Language Program by Jeff Magoto, Yamada Language Center
Interlanguage Pragmatic Development and Intercultural Competence by Julie M. Sykes, CASLS
Place-Based Games for Language Learning (a hands-on workshop) by Kazumi Hatasa, Purdue University
These talks were intended to help give members of the language-teaching community an opportunity to participate in conversations about language learning on the UO campus, without having to travel to conferences. They included innovative approaches and ideas in language learning, and generally ended up leading to thoughtful discussion, idea contribution, questions, and feedback from the attendees. Julie Sykes, director of CASLS, says, “We are all excited to see the value of collaboration and shared energy toward the common goal of high-quality language education at the University of Oregon. The UO Language Council and this professional development series are great examples of this shared vision.”
The last “Language Talk” will be a best practices showcase, held on the UO campus in PAC 119, from 3:00-4:00 on Dec 7th. All are welcome!
Source: CASLS Spotlight
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Content Type: 4
Title: Access to Education
Body:
Stephanie Knight is the Language Technology Specialist at CASLS.
The purpose of this activity is to engage intermediate mid and intermediate high learners in critical thinking, discussion, and writing regarding access to education around the world. In completing this activity, learners will be expected to use descriptive language to discuss their ideas.
Objectives: Learners will be able to:
- Defend their ideas with descriptions in the target language.
- Compare and contrast their schooling experience with one in an international context.
- Predict the long-term implications of access to education for individuals and their communities.
Modes: Interpretive Listening, Interpersonal Communication, Presentational Writing
Resources: Statement Handout, Video regarding access to education in international contexts, Letter Handout
Procedure:
- Allow learners to express their opinions regarding education by providing the class with the series of value judgements listed on the Statement Handout. After hearing each statement, learners will move to one of three designated points in the room: I agree, I disagree, or I need more information. Once they move to each location, call on 1-2 learners in each group to justify their selections.
- So that learners may gain perspective regarding access to education around the world, provide them with a short video clip about an international educational context that is different from their own. Some good examples in English for most students in the United States are “Rural education in China: Breaking the cycle of Poverty” and “Time for School”.
- Next, return to the value judgements on the Statement Handout. As a class, learners will complete Step 1 again. Be sure to engage the class in discussions regarding if and why their opinions have changed.
- Finally, learners will work individually to complete the Letter Handout. On this handout, learners will pretend that they are studying abroad in the location featured on the video from Step 2. They will use this experience to write a letter or email home (depending on the technology access featured in the video) in which they compare and contrast the school that they are attending with their home schools. In this letter, learners will predict the possible long-term implications of the differences between the schools for individuals and local communities.
This activity can easily be adjusted to other proficiency levels. For novice learners, teachers may find it beneficial to either use the first language during some of the classroom discussion or to provide the learners with simplified statements from the Statement Handout. This handout can be distributed before the classroom discussion takes place so that learners may write down notes to support their discussion. In advanced classes, learners should be required to justify their claims with as much supporting detail as possible and should incorporate a greater linguistic variety than that which is expected of intermediate learners.
Source: CASLS Activity of the Week
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Content Type: 4
Title: The Power of Language
Body:
Stephanie Knight is the Language Technology Specialist at CASLS.
The purpose of this activity is to have advanced low students consider the inherent power of language. In order to engage in this analysis, they will analyze the lexis and grammar employed by the media in order to discern the persuasive effects of the words as they relate to gender roles.
Objectives: Learners will be able to:
- Analyze how word choice in media empowers or marginalizes people groups.
- Analyze how grammatical structures in media empower or marginalize people groups.
- Create print media with careful selection of language to satirize a conventional power dynamic.
Modes: Interpretive Reading, Interpersonal Communication, Presentational Writing
Resources: Thinking Handout (two copies), three print ads in the target language, an article about a female athlete in the target language, an article about a male athlete in the target language, and materials to create print ads
Procedure:
- In order to introduce learners to how word choice and grammar impact perceptions of power, provide them with a series of three print ads that reflect gender roles. It is important that teachers select ads with text when choosing what their classes will analyze. The ads can easily be found with a Google Images search in the target language.
- As the learners observe the visual texts, provide them with the Thinking Handout and direct them to consider how language influences the perception of relative power that exists among genders.
- After learners have had 5 minutes to make note of their thoughts, lead a class discussion regarding their observations in the Think, Pair, Share format.
- Next, provide learners with an article about a male athlete and an article about a female athlete. They will analyze these articles using a second copy of the Thinking Handout.
- After that, have learner teams of 2-3 members create one print ad in which they satirize traditional gender power dichotomies by representing one gender with the language that they have discovered to describe the other gender. Ensure that learners spend more time collaborating on the language that they are using than on the creation of visual imagery to include in the ad.
- Finally, learners will view their classmates’ work in a gallery walk/carousel format. After they view the work, lead a class discussion regarding the following questions:
- How did viewing the gender role reversal depicted by your classmates make you feel? Why?
- How does language empower some people groups? What are some specific examples that you saw?
- How does language marginalize some people groups? What are some specific examples that you saw?
This activity can be easily adapted to other proficiency levels through selection of targeted language to analyze. For example, novice learners are able to focus largely on the adjectives and length of sentences employed by the media. Conversely, advanced learners are able to explore rhetorical devices and figurative language.
Given the needs of the curriculum at hand, teachers may also choose to adapt this activity to explore the power dynamic as reflected by language that exists among other groups of people (e.g., members of different races or religious groups).
Finally, teachers may also wish to analyze audio texts throughout the activity. If this is the case, teachers are encouraged to use commercials in Step 1 in lieu of print ads and recorded interviews in Step 4 in lieu of printed articles.
Source: CASLS Activity of the Week
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Content Type: 5
Title: Day in the Life of an Oregon International Internship Program Intern
Body:
Qu Yibing is almost done with her five-month internship at a Springfield, Oregon, elementary school as part of the Oregon International Internship Program (OIIP). The program sponsors students from universities in China, Japan, and Taiwan to come to the Eugene-Springfield area and gain valuable classroom experience by shadowing a mentor elementary school teacher for four days a week. Qu Yibing, who is studying language education at her university in China, is participating in the program because she wants to learn about the American school system and to see if she would enjoy teaching Chinese as a Foreign Language here in the United States in the future.
Qu Yibing, on the Oregon Coast
Currently she is busy in her internship, shadowing a teacher in a 2nd grade classroom. She teaches Chinese language and culture lessons twice a week to two 2nd grade classes, as well as helps out where needed in her placement class. During the school day she helps lead small reading groups in order to provide students more indvidualized instruction. She also visits the special education classroom in the afternoons for one-on-one tutoring with students. In addition to helping in the classroom full-time 4 days a week, she also runs the school's Chinese club on Tuesdays and is happily surprised to have more than 30 students attending each week.
When asked about her favorite part of her internship, Qu Yibing says how rewarding it is to see students with reading difficulties or other challenges progress everyday "because they are getting good attention from teachers." She believes strongly in the important role of teachers in students' development. "Teachers have a deep influence on their students, and their teaching philosophy plays an important role."
After her internship with OIIP ends in January, Qu Yibing will return to her university in China to finish her studies there. After that she plans to attend graduate school in the United States for education, with an emphasis in language education and bilingual/bicultural studies. When asked what she will take back home with her from this experience, she says she will take with her the ideals of "valuing every student and believing in every student’s potential."
For more information about OIIP, you can see our prior spotlight on the program from Sept 14th, 2015, and/or please visit the website for more information about OIIP, how to become a homestay family, or how an OIIP intern can join your classroom.
Source: CASLS Spotlight
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Title: Book: Introducing English for Academic Purposes
Body:
From https://www.routledge.com/products/9781138805101
Introducing English for Academic Purposes
By Maggie Charles and Diane Pecorari
Published by Routledge Taylor & Francis Group
Introducing English for Academic Purposes is an accessible and engaging textbook which presents a wide-ranging introduction to the field, covering the global and institutional position of EAP as well as its manifestations in classrooms and research contexts around the world. Each chapter provides:
• a critical overview introducing readers to theory- and research-informed perspectives;
• profiles of practice to guide readers in putting theory to use in real world contexts;
• tasks, reflection exercises and a glossary to help readers consolidate their understanding;
• an annotated further reading section with links to online resources to enable readers to extend their knowledge.
Covering both theoretical and practical issues, Introducing English for Academic Purposes is essential reading for students of applied linguistics, and pre-service and in-service teachers of EAP.
Visit the publisher’s website at https://www.routledge.com/products/9781138805101
Source: Routledge Taylor & Francis Group
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