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Content Type: 5
Title: Ecopod Featured by Field Day Lab
Body:
Here at the University of Oregon students can live in a residential language immersion program at the Global Scholars Hall to reach high levels of proficiency in Chinese, French, German, Japanese, or Spanish. As part of their program, students play Ecopod, a CASLS-designed place-based, augmented reality game in which students work together to survive a pandemic.
Ecopod was recently featured by Field Day Lab, the creators of ARIS, the software that facilitates creating and playing mobile games, tours, and interactive stories. Go here to learn more about the story and design of Ecopod.
Last Saturday, January 23, CASLS staff presented a three-hour workshop on using ARIS to build place-based games such as Ecopod for language teaching as of a series of professional development initiatives through the University of Oregon Language Council, CASLS, and the Yamada Language Center.
If you’re interested in learning more about place-based games and how they can be used for language learning, we encourage you to learn more about our PEBLL project and to our PEBLL database to find activities that fit your teaching needs.
Source: CASLS Spotlight
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Content Type: 4
Title: Who Stole the Stickers?
Body:
This activity has students asking and answering questions in order to solve a crime: who stole the stickers? It is an information gap activity. Students must interact with their classmates to ask and answer questions about someone’s appearance and what they saw or heard someone do. This activity was inspired by the sample lesson in the LFO Unit Planner Guide and comes from a CASLS' presentation at ACTFL, 2015. This activity was designed with LFO to Go use in mind, but can easily be used without the app.
Learning objectives:
- Students will be able to say what someone looks like.
- Students will be able to ask some simple questions.
- Students will be able to answer questions about something they saw or heard.
Modes: Interpersonal Communication, Presentational Speaking
Materials needed: Who Stole the Stickers handout and copies of [suspect cards] for students
Procedure:
- Set the stage: Tell students the story of how something was stolen. For example, in this activity we used the stickers from the CASLS’ booth. During lunch someone stole the stickers from the CASLS’ booth! The CASLS team has narrowed down the suspects to these 6 people. We need your help to figure out who it was. Another idea: Last night the school mascot was stolen! The school police have narrowed down the suspects, and now they need the students help to figure out which suspect is the culprit.
- Handout [suspect cards] to each student. Tell them to only look at their card. This is the person they saw nearby the CASLS’ booth along with something they heard or saw that person do.
- Pass out the Who Stole the Stickers handout. Let students know their task is to go around and ask each other if they saw anyone near the CASLS’ booth, and if yes, what did they look like? Did they say or do anything? They will use the handout to keep track of what people say and to help them figure out who stole the stickers. The teacher can model a conversation for the students. If using LFO to Go instruct students to record themselves while speaking with other students.
- Once students have spoken to many other classmates and have a guess as to who is the guilty suspect, gather the class back together. Ask for students’ guesses as to who the culprit is, writing their guesses on the board. Then as a class review each suspect and the clues that go with each one. At the end, reveal who the culprit is and see who was correct.
Notes: In this activity, we have two clues per suspect, one that seems suspicious and one that provides an alibi, except for the culprit because both of their clues seem suspicious. This means two students with the same suspect will have two different clues. Just because a student spoke with one student about a particular suspect doesn’t mean they should skip over speaking with someone else who has the same one because their clue might be different. Depending on how many students you have, you will want to coordinate the number of suspects and clues accordingly.
Source: CASLS Activity of the Week
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Content Type: 1
Title: New Issue of NYS TESOL Journal
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From http://www.journal.nystesol.org/currentissue.html
The current issue of the NYS TESOL Journal (Volume 3, Issue 1) is now available at http://www.journal.nystesol.org/currentissue.html. The NYS TESOL Journal is an open-access, peer reviewed journal published by NYS TESOL.
This issue is a special issue on ESL in Higher Education.
Source: NYS TESOL
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Content Type: 1
Title: Book: Key Methods in Second Language Acquisition Research
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From https://www.equinoxpub.com/home/key-methods-second-language-acquisition-research/
Key Methods in Second Language Acquisition Research
By Alessandro G. Benati
Published by Equinox Publishing
Key Methods in Second Language Acquisition Research is a book written to help novice teachers and undergraduate students developing an awareness and understanding of the key methodological frameworks and processes used in second language research. The book should also help readers generating ideas and researchable questions and adopting particular research methods and procedures to collect and analyze data. The book is divided into three main parts: Key Stages in Second Language Research (Part One); Key Methodological Frameworks (Part Two); Mixed Frameworks and Psycholinguistics Methods (Part three).
Visit the publisher’s website at https://www.equinoxpub.com/home/key-methods-second-language-acquisition-research/
Source: Equinox Publishing
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Title: Book: The Acquisition of Heritage Languages
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The Acquisition of Heritage Languages
by Silvina Montrul
Published by Cambridge University Press
Heritage speakers are native speakers of a minority language they learn at home, but due to socio-political pressure from the majority language spoken in their community, their heritage language does not fully develop. In the last decade, the acquisition of heritage languages has become a central focus of study within linguistics and applied linguistics. This work centers on the grammatical development of the heritage language and the language learning trajectory of heritage speakers, synthesizing recent experimental research. The Acquisition of Heritage Languages offers a global perspective, with a wealth of examples from heritage languages around the world. Written in an accessible style, this authoritative and up-to-date text is essential reading for professionals, students, and researchers of all levels working in the fields of sociolinguistics, psycholinguistics, education, language policies and language teaching.
Visit the publisher’s website at http://www.cambridge.org/us/academic/subjects/languages-linguistics/sociolinguistics/acquisition-heritage-languages?format=HB
Source: Cambridge University Press
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Content Type: 1
Title: Book: ELT: New Horizons in Theory and Application
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From http://www.cambridgescholars.com/elt-26
ELT: New Horizons in Theory and Application
Edited by Christoph Haase, Natalia Orlova, and Joel Cameron Head
Published by Cambridge Scholars Publishing
This volume presents a survey of the latest results and discussions in the research on English Language Teaching (ELT), bringing together researchers from four continents and 11 different countries to discuss current topics and issues in the field. In doing so, it offers a debate in a conducive and intellectually charged environment which enables the reader to gain insights into new technologies, ideas and concepts of practitioners working at very different research and teaching institutions. The papers collected in this volume provide ample evidence of the lively atmosphere and the interesting conversations present in ELT in recent years.
Visit the publisher’s website at http://www.cambridgescholars.com/elt-26
Source: Cambridge Scholars Publishing
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Title: Call for Sessions: Illinois Council on the Teaching of Foreign Languages Fall Conference
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ICTFL Fall Conference 2016
“It’s Showtime: Spotlight on Core Practices in Language Learning”
October 20 - 22 • Tinley Park Convention Center
CTFL is committed to offering conference sessions that are current and are presented in a professional manner. ICTFL endeavors to provide professional development that produces credit toward the renewal of teaching licenses. The committee is seeking a balanced program on the teaching of classical and modern languages, including heritage languages, as well as professional concerns of language educators.
Submission Deadline: February 15, 2016.
View the full call for proposals at http://www.ictfl.org/form/call-sessions-%E2%80%9Cit%E2%80%99s-showtime-spotlight-core-practices-language-learning%E2%80%9D
Source: ICTFL
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Title: Call for Papers: Ninth Annual ASMEA Conference
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The Association for the Study of the Middle East and Africa will hold its annual conference October 27-29, 2016, in Washington, D.C.
Scholars from any discipline, tenured or nontenured faculty, or those otherwise affiliated with a recognized research institution, may submit proposals to present at the Conference.
The deadline for proposals is Thursday, March 31, 2016.
View the full call for papers at http://www.asmeascholars.org/conference/save-the-date-ninth-annual-asmea-conference/
Source: ASMEA
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Content Type: 1
Title: National Chinese Language Conference
Body:
The National Chinese Language Conference (NCLC) provides a high–profile platform for sharing new ideas and best practices in the fields of Chinese language teaching and learning, Chinese arts and culture, and U.S.–China educational exchange. The ninth annual NCLC is organized by Asia Society and the College Board and will be held in Chicago, IL, April 28–30, 2016. The conference will focus on:
- building and sustaining quality Chinese programs at all levels of K–12 and higher education;
- cutting-edge approaches to teaching that incorporate culture, technology and collaborations; and
- best practices in the classroom leading to high levels of language proficiency and cultural competency.
Registration is now open. Visit the conference website for full details: http://asiasociety.org/national-chinese-language-conference
Source: Asia Society
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Content Type: 1
Title: Language Testing Research Colloquium
Body:
From http://www.iltaonline.com/LTRC/index.php
LTRC 2016 Palermo
Theme: Language Constructs, Contexts, and Content in Classroom and Large-Scale Assessments
June 20-24, 2016
Palermo, Sicily (Italy)
The International Language Testing Association (ILTA) is an international group of language testing and assessment scholars and practitioners whose dedication and work are respected both within and outside the profession, and who together define what it means to be a language tester.
ILTA's annual international conference is the Language Testing Research Colloquium (LTRC).
Visit the conference website for full details about LTRC at http://www.iltaonline.com/LTRC/index.php
Source: ILTA
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