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Content Type: 1
Title: Refinement through Reflections
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From http://www.creativelanguageclass.com/
Kara Parker writes on the Creative Language Class blog, “I have greatly underused the power of reflection in my teaching. Typically I would write comments on a rubric, let them read it, and then we move on, thinking that was sufficient. I was SOOO wrong. Now I’m incorporating reflection as a nice chunk of time, usually one class period, for them to reflect using the following strategies, forms and activities.”
See how she incorporates student reflection and choice into her curriculum in her blog post: http://www.creativelanguageclass.com/assessments/refinement-through-reflections/
Source: Creative Language Class
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Title: Ohio World Language Career Videos and Handouts
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From the OFLA listserv:
ODE worked in conjunction with PBS stations in Ohio to create dozens of career videos for grades 7 -12 students. We have selected the videos that apply to world languages and added them to our Career Connections page in the Model Curriculum. We hope these will be helpful as we try to emphasize to our students how important it is for them to be knowledgeable about other languages and cultures for ANY career.
- Click here to access world language career videos and related handouts for Middle and High school: http://education.ohio.gov/Topics/Ohios-Learning-Standards/Foreign-Language/World-Languages-Model-Curriculum/World-Languages-Model-Curriculum-Framework/Career-Connections/Careers-Associated-with-World-Languages
- All videos are based on Ohio companies, showing the importance of languages right here in our state.
- Videos are between 5 – 7 minutes long.
- All videos and materials are in English (since the PBS videos are for every student in Ohio), but teachers could choose to lead a follow-up discussion or activity in the target language.
Feel free to contact me with any questions. We hope you are having a great start to the New Year!
Kathy Shelton
World Languages Education Program Specialist
Office of Curriculum and Assessment
25 South Front Street | Columbus, Ohio 43215-4183
(614) 995-4840 | (877) 644-6338 |
Kathleen.Shelton@education.ohio.gov
Source: OFLA
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Content Type: 5
Title: CASLS Moves!
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We at CASLS are excited to announce our move to our new location! We have moved from the Baker Center in Downtown Eugene to the University of Oregon Riverfront Research Park, right across from Campus. Our new space is located on the Willamette River, at 1600 Millrace Dr, Suite 201. Our mailing address has not changed. 
Source: CASLS Spotlight
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Content Type: 2
Title: January Inspiration
Body:
We hope you are enjoying our series of inspirational posts from ACTFL Teachers of the Year. This week Nicole Naditz invites us all to re-consider the grading status-quo in a thought-provoking piece that aligns well with CASLS' commitment to proficiency-based language learning.
Source: CASLS
Inputdate: 2016-01-09 17:47:13
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Content Type: 5
Title: Farewell to Fall 2015 OIIP Cohort
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The fall 2015 cohort of the Oregon International Internship Program will complete their 5-month internship on January 30th. This 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. This full-time internship is complemented by two courses at the University of Oregon on English pragmatics and teaching pedagogy. Students also live with an American family and gain valuable conversational and cultural knowledge to take back with them. CASLS honors their hard work and expresses gratitude to the mentor teachers and homestay families at the farewell party on January 22nd. Please join us in wishing the OIIP cohort well whereever their journeys may take them next!
For more information about OIIP, you can see our two prior spotlights on the program from September 14th, 2015, and December 21st, 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.
OIIP students during class at the University of Oregon during a guest lecture by Ben Pearson, CASLS' Digital Technologies Associate
Source: CASLS Spotlight
Inputdate: 2016-01-13 18:20:45
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Content Type: 2
Title: pebll Survey
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Source: CASLS
Inputdate: 2016-01-14 21:03:07
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Content Type: 1
Title: New Issue of Heritage Language Journal
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From http://www.heritagelanguages.org/
The December 2015 issue of the Heritage Language Journal is available online, for free for registered users. In this issue:
Mel M. Engman
“Muslim-American Identity Acquisition”: Religious Identity in an Arabic Language Classroom
Florencia G. Henshaw
Learning Outcomes of L2-Heritage Learner Interaction: The Proof is in the Posttests
Francesca R. Moro
Modal Categories in Contact: The Case of Heritage Ambon Malay in the Netherlands
Julio Torres and Cristina Sanz
Is There a Cognitive Advantage for Spanish Heritage Bilinguals? A First Look
Reviewed by Kim Potowski
Book Review: Voces: Latino Students on Life in the United States. (2015). Maria Carreira and Tom Beeman. Santa Barbara, CA: Praeger Publishers. 183 pp.
Reviewed by Naomi L. Shin
Book Review: Bilingual Language Acquisition: Spanish and English in the First Six Years. (2014). Carmen Silva-Corvalán. Cambridge University Press. 408pp.
Access the latest issue at http://www.heritagelanguages.org/#
Source: Heritage Language Journal
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Content Type: 1
Title: Book: Multilingual Perspectives on Child Language Disorders
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From http://www.multilingual-matters.com/display.asp?isb=9781783094714
Multilingual Perspectives on Child Language Disorders
Edited by Janet L. Patterson and Barbara L. Rodríguez
Published by Multilingual Matters
This book investigates language disorders in children who speak languages other than, or in addition to, English. The chapters in the first section of the volume focus on language disorders associated with four different syndromes in multilingual populations and contexts. This section discusses language disorders associated with autism spectrum disorders, Down syndrome, fetal alcohol syndrome and Williams syndrome. The chapters in the second section of the book relate to language impairment in children who speak diverse languages, although the issues they address are relevant across languages and cultural contexts. The book also reviews assessment procedures and intervention approaches for diverse languages, including Bengali, Cantonese, French, Spanish, and Turkish. The volume aims to stimulate thoughtful clinical practice and further research in language disorders in multilingual populations.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783094714
Source: Multilingual Matters
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Content Type: 1
Title: Book: A Psycholinguistic Approach to Technology and Language Learning
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From http://www.degruyter.com/view/product/206754
A Psycholinguistic Approach to Technology and Language Learning
Edited by Ronald Leow, Luis Cerezo, and Melissa Baralt, Melissa
Published by de Gruyter
The use of technology for second language learning is ever more present. This book offers a unique four-prong approach (theoretical, methodological, empirical, and pedagogical) to current and prospective uses of technology in L2 learning from a psycholinguistic perspective. It is accessible to teachers, graduate students, and professors of all disciplines interested in technology and L2 learning.
Visit the publisher’s website at http://www.degruyter.com/view/product/206754
Source: De Gruyter
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Content Type: 1
Title: Book: Practice in TESOL
Body:
From http://www.euppublishing.com/book/9780748645527
Practice in TESOL
By Fiona Farr
Published by Edinburg University Press
Building on existing practice-based TESOL experience, knowledge and research, Practice in TESOL covers a range of topics that will comprehensively inform and enhance preparation for classroom practice. The book adopts three underlying principles to offer an accessible and highly practical resource for beginning and novice teachers.
Firstly, it is strongly evidence-based, and mediates the relevant international research so that it becomes useful for beginner teachers. Secondly, it remains true to strong pedagogic foundations, while considering how technology can be appropriately integrated to enhance language teaching and learning. Thirdly, it takes a broader perspective on practice to include detailed discussions about teaching practice and feedback, reflective practice, and professional development and research.
Drawing on the author’s own experiences and research as a teacher and educator, incorporating international case studies and examples, and including guided tasks and activities that can be carried out in-class, as well as independently outside the classroom, Practice in TESOL is a practical resource for TESOL student teachers and practicing teachers.
Visit the publisher’s website at http://www.euppublishing.com/book/9780748645527
Source: Edinburgh University Press
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