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Title: Social Justice Issues in the Language Classroom
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by Julie Sykes, CASLS Director
Social justice issues span a wide range of topics, political arenas, and social contexts. Yet, despite the critical nature of these topics, they are often missing from language classrooms. This can be due to administrative and curricular concerns, missing materials in textbooks or time constraints, among other reasons. Despite the many challenges associated with teaching social justice issues, their inclusion in the language classroom is vital, and should be addressed to ensure the best possible outcome. This week, we explore three tips for framing classroom implementation with the intention of avoiding potential pitfalls and landmines.
1. Use non-crucial topics before discussing major issues to help learners recognize everyone has a perspective and has to use that perspective responsibly.
One reason to avoid social justice issues is the fear of stepping on someone’s toes or bringing up issues that are highly polemic. While this does happen, one way to help mitigate instances of disrespect is to remind all that they come with a unique perspective by having learners engage in activities to challenge that perspective prior to adding sensitive subject matter. Often, it can also be helpful to have learners act from a perspective that is different than their own.
2. Learning objectives should be carefully defined, clearly articulated, and skill centered.
Without intention, caution, and carefully defined learning objectives, discussions of hot button topics can result in unwieldy conversations in which many students’ feelings are hurt, parental concerns are voiced, and which, despite best intentions, further solidify the need for caution. Learning objective should include the learning of relevant information, but, more importantly the skill of discussion and meaningful inquiry around a topic. For example, this could include teaching skills to evaluate news sources, to support an idea respectfully, to use data to make an argument, to avoid the use of “buzzwords” in a scholarly argument, or to learn how to ask instead of assume. Whatever the objective, learners must be explicitly taught how to engage around critical issues respectfully, instead of avoiding the topics.
3. Be sure to be well versed in all perspectives, regardless of one’s own opinion.
Preparation does not mean that you must agree with all of the arguments from multiple perspectives; in fact, you may have strong personal feelings about the issue. However, knowing all sides is critical to engaging all students where they are. Without proper preparation, an instructor might have trouble identifying hurtful language, refocusing a conversation using facts, or selecting learning objectives related to the topic. A thorough understanding of the issues is needed to ensure a productive outcome.
Source: CASLS Topic of the Week
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Content Type: 3
Title: InterCom in 2015
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Source: CASLS
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Content Type: 5
Title: CASLS 2016 Projects
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As we move into the New Year, CASLS is excited to continue our work on several continuing projects and to introduce some new projects as well.
We will be unveiling a redesign of LinguaFolio Online, our online e-portfolio system for language learning. The redesign includes making the portfolio interface more user friendly with more in-depth reporting functions for teachers. The design is scheduled to be released and available to current and new LinguaFolio Online subscribers in fall 2016. LinguaFolio Online is funded by the Title VI Department of Education and the STARTALK Program administered by the National Foreign Language Center at the University of Maryland.
Ecopod, our place-based, augmented-reality game designed for students living in immersive language environments, will have a second module added in spring 2016. It will continue to be available through ARIS, an open-source platform, for iOS, and we expect to debut our Android ARIS platform, which we developed in collaboration with ARIS programmers. Ecopod is funded by the Title VI Department of Education and the University of Oregon Academic Affairs, Academic Extension, Division of Undergraduate Studies, and Office of International Affairs.
We are beginning work on our Bridging Project course, which will provide a unique learning experience, centered on meaningful, real-world issues, for high-proficiency high school learners. The course will go live in fall 2016, and we will be releasing a pilot unit in the spring. The U.S. Department of Education Title VI, under grant #P229A140004, supports development of the Bridging Project. Contents do not necessarily represent the policy of the U.S. Department of Education nor imply endorsement by the federal government.
In summer 2016, the Pacific Northwest Pathways Collective, funded by the Institute of International Education, will host Oral Proficiency Interview (OPI) training for Chinese-language community college and K-12 instructors in addition to an OPI training in Russian for Portland Community College instructors. There will also be the opportunity for Community College and post-secondary Chinese and Russian instructors to share resources on the website.
CASLS and sister Language Resource Center the Center for Open Educational Resources and Language Learning (COERLL) will be leading enhancements to the joint website for all sixteen Language Resource Centers. This redesign will include a more stable, quicker site and may also include a more modern look and feel; an easier search function; and a virtual pressroom with stories, photos, and videos from teachers who have successfully used LRC resources.
Get ready for updates to some of our current resources, and keep an eye out for new resources that we are developing! Follow us on Twitter, Facebook, and Instagram for ongoing news updates!
Source: CASLS Spotlight
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Content Type: 5
Title: New CASLS Partnership with Hillsboro High School in Nashville
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The Center for Applied Second Language Studies at the University of Oregon is excited to announce its official partnership with the Academy of the International Baccalaureate Diploma Programme (IBDP) at Hillsboro High School in Nashville, Tennessee. CASLS joins the Center for Latin American Studies at Vanderbilt as a postsecondary partner for the academy.
Stephanie Knight, Language Technology Specialist at CASLS and former IBDP coordinator, is excited about this new collaboration. She stated, “CASLS’s commitment to transformative education is palpable. The same commitment is evident in all of Hillsboro’s endeavors, and there are some beautiful synergies that will be capitalized upon between the two organizations in the ever-present quest to inspire meaningful learning in students. I am thrilled to get started!”
This partnership will involve the creation of cross-curricular, game-enhanced materials for IBDP instructors. This work will be supplemented by shadowing opportunities for students interested in teaching and studying world languages at high levels. The combination of best practices and innovation that is inherent in this partnership demonstrates the commitment of both organizations to developing the best possible educational experiences for students.
Source: CASLS Spotlight
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Title: New Journal: Study Abroad Research in Second Language Acquisition and International Education
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From https://benjamins.com/#catalog/journals/sar/main
Reflecting the growth of international exchange programs in an educational context, Study Abroad Research in Second Language Acquisition and International Education has as its focus the role of study abroad in language learning and educational development. In the area of language learning, articles explore all facets of second language acquisition during study abroad such as the nature of linguistic development, input engagement and interaction, and the role of contextual, social and socio-biographical factors underpinning the learner’s experience abroad. The journal also explores issues beyond the linguistic, such as the relationship between study abroad and academic, professional, personal and social development. A complementary area of focus is educational policy and planning issues in study abroad exchange programs within international education. The journal publishes peer-reviewed articles, thematic issues, invited state-of-the-art articles, and short squibs and research reports.
Go to https://benjamins.com/#catalog/journals/sar/main for guidelines for submissions and information about subscriptions.
Source: John Benjamins Publishing Company
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Title: Book: Intercultural Learning in Modern Language Education
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From http://www.multilingual-matters.com/display.asp?isb=9781783094660
Intercultural Learning in Modern Language Education: Expanding Meaning-Making Potentials
By Erin Kearney
Published by Multilingual Matters
Many educators aim to engage students in deeply meaningful learning in the language classroom, but they often face challenges in connecting students with the cultures of the languages they are learning. This book aims to demonstrate that substantial intercultural learning can and does occur in the modern language classroom, and explores the features of the classroom that support meaningful culture-in-language-learning. The author argues that transformative modern language education is intimately tied to a view of language learning as an engagement in meaning-making activity, or semiotic practice. The empirical evidence presented is analyzed and then linked to both the theorizing of culture-in-language-teaching and to practical concerns of teaching.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783094660
Source: Multilingual Matters
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Title: Book: Refugee Resettlement in the United States
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From http://www.multilingual-matters.com/display.asp?isb=9781783094561
Refugee Resettlement in the United States: Language, Policy, Pedagogy
Edited by Emily M. Feuerherm and Vaidehi Ramanathan
Published by Multilingual Matters
This edited volume brings together scholars from various disciplines to discuss how language is used by, for, and about refugees in the United States in order to deepen our understanding of what 'refugee' and 'resettlement' mean. The main themes of the chapters highlight:
• the intersections of language education and refugee resettlement from community-based adult programs to elementary school classrooms;
•the language (of) resettlement policies and politics in the United States at both the national level and at the local level focusing on the agencies and organizations that support refugees;
• the discursive constructions of refugee-hood that are promulgated through the media, resettlement agencies, and even the refugees themselves.
This volume is highly relevant to current political debates of immigration, human rights, and education, and will be of interest to researchers of applied linguistics, sociolinguistics, anthropology, and cultural studies.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783094561
Source: Multilingual Matters
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Title: Call for Proposals: Spokane Regional ESL Conference
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Spokane Regional ESL Conference
Inspiring Teachers
Saturday, February 27, 2016
at Mukogawa Fort Wright Institute, Spokane, WA
The Spokane Regional ESL Conference Advisory Committee invites you to submit a proposal on English Language Learner (ELL) topics related to any of the areas below:
• K-12 settings
• adult education settings
• intensive English programs
• university or community college programs
• refugee or immigrant programs
• curriculum and textbook development
The deadline is January 10, 2016.
View the full call for proposals at http://spokaneesl.com/proposals/index.html
Source: Spokane Regional ESL Conference
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Title: Call for Papers: Northeast Association for Language Learning Technology Annual Conference
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The Northeast Association for Language Learning Technology (NEALLT) will hold its annual conference at Gettysburg College, Gettysburg, PA from Friday, March 18 to Sunday, March 20, 2016. The conference will be hosted by the Gettysburg College Language Resource Center.
The theme will be “Motivating Students with Media, Games, and Style.” We welcome proposals for presentations and panel discussions on topics including:
• Digital games
• Social networks
• Emerging technologies
• Flipped classrooms
• Student agency - tasks for student expression
• Scaffolding student learning
• Language center management and design
• Mobile technology
• Online courses
• MOOCS
• Open educational resources
Presentations will be about 20 minutes with 10 minutes Q&A. Panel discussions will be 45 minutes. Proposals for 3-hour pre-conference workshops are also welcome. We welcome a variety of perspectives and encourage presentations that report on ongoing or in-progress projects or research.
Proposals will be considered on a rolling basis and we encourage early submissions. Proposals should be submitted online at:
http://goo.gl/forms/L9qAZ96ubr
For more information, please contact Betsy Lavolette (elavolet@gettysburg.edu or 717-337-6340).
Proposal deadline: January 11th
Notification of acceptance: no later than January 18th
Registration: Conference registration and lodging information will be posted soon on the NEALLT web site at http://www.neallt.org.
Betsy Lavolette, PhD
NEALLT 2016 Conference Host
Director, Language Resource Center
Gettysburg College
Lavolette, B. NEALLT 2016 Call for Proposals. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 10 Dec 2015).
Source: CALICO-L
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Title: Call for Papers: 3rd International Conference of the American Pragmatics Association
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From http://indiana.edu/~ampra/home/
3rd International Conference of the American Pragmatics Association
November 4-6, 2016
Indiana University, Bloomington
The goal of the conference is to promote both theoretical and applied research in pragmatics, and bring together scholars who are interested in different subfields of pragmatics (philosophical, linguistic, cognitive, social, intercultural, interlanguage, etc.). Three main topics of the conference are as follows:
(i) Pragmatics theories: neo-Gricean approaches, relevance theory, theory of mind, meaning, role of context, grammaticalization, semantics-pragmatics interface, explicature, implicature, speech act theory, presuppositions, im/politeness, experimental pragmatics, etc.
(ii) Intercultural, cross-cultural and societal aspects of pragmatics: research involving more than one language and culture or varieties of one language, lingua franca, technologically mediated communication, bilinguals’ and heritage speakers’ language use, intercultural misunderstandings, effect of dual language and multilingual systems on the development and use of pragmatic skills, language of aggression and conflict, service encounters in monolingual or multilingual contexts, etc.
(iii) Applications: usage and corpus-based approaches, pragmatic competence, teachability and learnability of pragmatic skills, pragmatic variations within one language and across languages, developmental pragmatics, etc.
The early submission deadline is January 15, 2016. The regular submission deadline is April 15, 2016. View the full call for papers at http://indiana.edu/~ampra/docs/AMPRA3CallforpapersNov4-6-2016.pdf
Source: Indiana University
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