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Content Type: 1
Title: Resources from Bill VanPatten
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We’ve written before about Tea with BVP, a weekly radio show hosted by applied linguist Bill VanPatten that addresses questions about language, language acquisition, and language teaching. You can find his weekly podcasts archived here: https://www.teawithbvp.com/, and of course you can tune in on Thursdays at 3:00 PM Eastern time.
Now Dr. VanPatten has added a Resources page on his website. Learn more about his approach to language acquisition and teaching at http://www.teawithbvp.com/resources/.
Source: Tea with BVP
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Title: Blog Post: Improving Formative Feedback
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From http://leesensei.edublogs.org/
Last week we included a blog post by teacher Colleen Lee-Hayes about her efforts to move away from a number-based grading system. This week she made another great blog post about formative feedback - different opportunities she gives her students to know exactly how they’re doing.
Read the new blog post here: http://leesensei.edublogs.org/2016/01/20/how-am-i-doing-i-know-how-improving-formative-feedback/#.Vp_ir_Gawfs
Source: Language Sensei
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Content Type: 4
Title: Activity Ideas on Teacher of the Year Blogs
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Rather than describing a particular activity this week, we would like to point you in the direction of teachers’ blogs and wikis. Specifically, we would like to point you to a few blogs and wikis that ACTFL Teachers of the Year use to share their reflections, ideas, and materials.
Read Nicole Naditz’s excellent reflections on language teaching on her blog, 3 Rs 4 Teachers: https://3rs4teachers.wordpress.com/
Lisa Lilley provides plenty of resources on her wiki: http://lisalilley.wikispaces.com/
Likewise, Toni Theisen provides lots of resources, especially relating to curriculum design and assessment, on her wiki: http://tonitheisen.wikispaces.com/
Source: CASLS Activity of the Week
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Title: ACTFL TOY Talks
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We are grateful to the ACTFL Teachers of the Year who have contributed to this month’s InterCom. We hope that they’ve inspired you and given you some new ideas.
This last November at the ACTFL Convention in San Diego, several Teachers of the Year gave “TOY Talks.” All of these are well worth listening to. Here is a summary of the available talks.
Nicole Naditz encourages us to radically revise our thinking about grading and assessment systems. See her engaging talk here: https://www.youtube.com/watch?v=UYQpqWwStCw
Linda Egnatz makes an analogy to coaches and student athletes and inspires us to apply principles of life-long athletic skill building to life-long language learhing here: https://www.youtube.com/watch?v=l7U7T4J0-5c
Noah Geisel stresses the importance of skills (as opposed to knowledge), and how to document them with digital badges here: https://www.youtube.com/watch?v=UU2hwkRIRrM
Lisa Lilley discusses teacher efficacy in connecting with and engaging their students, as influenced by teacher’s perception of their own impact, here: https://www.youtube.com/watch?v=s8UwMnTSVbQ
Toni Theisen addresses the hectic lives that teachers and students are pressured to lead to keep up with their academic demands. Teachers and students both need more autonomy so that they feel honored and respected and can carry on joyfully with their teaching and learning, here: https://www.youtube.com/watch?v=vyU4Qx13idw
Christine Lanphere talks about connections and expanding and overlapping our professional and personal networks here: https://www.youtube.com/watch?v=7zmR1VPO6fE
Source: CASLS Topic of the Week
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Title: CASLS Research Pool Open
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The Center for Applied Second Language Studies (CASLS) is seeking qualified applicants for its open research pool. Positions are limited duration appointments potentially renewable for up to a total of three years. In limited circumstances, there is the possibility of renewal beyond three years based on programmatic need, funding, and performance.
CASLS is one of sixteen National Foreign Language Resource Centers across the country. Candidates would assist the center with grant-funded research and development projects. This work will relate to language teaching and learning and may include conceptualizing, developing, and verifying the efficacy of practical language learning tools or developing technology-based tools for language learning and testing.
For full details go to http://jobs.uoregon.edu/unclassified.php?id=5440
Source: CASLS
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Content Type: 5
Title: Flagship Ethnographies Project
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CASLS is excited to announce an upcoming partnership with Portland Public Schools to analyze, describe, and share the details of the high-quality K-16 language program at PPS, though an ethnographic study. The immersion program at PPS is one of the best in the nation, and is visited by districts from all over the country who hope to learn from it. This study will be a qualitative ethnography that will include classroom observations; interviews with students, teachers, parents, and other stakeholders; and documentation of student work, with two purposes. The first is to document PPS practices to help sustain the program and the related UO Chinese Flagship model, and the second is to create a guide for other programs based on the PPS model.
The research team will be comprised of CASLS director Dr. Julie Sykes as Principal Investigator, CASLS Director of Research Dr. Linda Forrest, and Graduate Teaching Fellow Kathryn Carpenter. CASLS plans on publishing the results of the study in fall 2016.
We received funding for this study from the Institute of International Education (IIE) as a sub-award from the National Security Education Program (NSEP) as part of their National Flagship Language Initiative.
Source: CASLS
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Title: Free Download: Early Childhood Education in English for Speakers of Other Languages
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From http://www.teachingenglish.org.uk/article/early-childhood-education-english-speakers-other-languages
Early Childhood Education in English for Speakers of Other Languages
Edited by Victoria A. Murphy and Maria Evangelou
Increasingly around the world children are engaging in Early Childhood Education and Care (aged 0-7) before entering primary school. At the same time, there is an increase in the extent to which non English-speaking children are taught English through educational provision. This volume brings these two issues together by offering both evidence-based global reviews and more localized research-oriented reports on current issues in teaching children English through ECEC internationally.
The volume will be of interest to practitioners, teacher educators, researchers and families who engage with and/or are interested in the teaching and learning of English in early years settings.
Download the book at http://www.teachingenglish.org.uk/article/early-childhood-education-english-speakers-other-languages
Source: British Council
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Title: Book: From Trainee to Teacher: Reflective Practice for Novice Teachers
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From Trainee to Teacher: Reflective Practice for Novice Teachers
By Thomas S. C. Farrell
Published by Equinox Publishing
For many novice ESL/EFL teachers the transition from their teacher education program (Cert or MA) to their first year of teaching has been characterized as a type of ‘reality shock’ because the ideals that novice teachers may have formed during the education program are often replaced by the harsh realities of the classroom, and social and political contexts of the school in which they are teaching. One reason for this may be that teacher education programs are unable to reproduce an environment similar to that teachers face when they graduate. Even though many schools may have induction programs available, novice teachers are often left to cope on their own in a sink-or-swim type situation, with some ultimately leaving the profession because of difficulties encountered during their first year.
From Trainee to Teacher outlines and describes a comprehensive framework for the professional development of novice teachers through reflective practice that is grounded in the classroom realities of real teaching contexts so that they can develop beyond their novice years and become expert ESL/EFL teachers. In addition, the suggestions presented in this book can be operationalized as standards for future ESL/EFL teacher education and development programs worldwide.
Visit the publisher’s website at https://www.equinoxpub.com/home/reflective-practice-novice-language-teachers-trainee-teacher-thomas-farrell/
Source: Equinox Publishing
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Title: Book: Crosslinguistic Influence in Second Language Acquisition
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From http://www.multilingual-matters.com/display.asp?isb=9781783094813
Crosslinguistic Influence in Second Language Acquisition
Edited by Rosa Alonso Alonso
Published by Multilingual Matters
This volume provides an unprecedented insight into current approaches to crosslinguistic influence (CLI). The collection investigates a range of themes including linguistic relativity, the possible contributions of neurolinguistics, the problem of cognitive development and the role of the frequency of structures in acquisition from distinct, overlapping and complementary perspectives. Chapters focusing on vocabulary, morphosyntactic categories, semantic structures, and phonetic and phonological structures feature in the volume, as do over 20 languages, in order to offer new insights into both theoretical and empirical issues in CLI, including the consequences of great or little similarity in structures between languages. The relevance of CLI research for teaching is discussed in a number of chapters, as is the phenomenon of multilingualism. The collection will appeal to researchers, graduate and postgraduate students, teachers and professionals interested in the field of CLI in SLA.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783094813
Source: Multilingual Matters
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Title: Book: Language Dominance in Bilinguals
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Language Dominance in Bilinguals: Issues of Measurement and Operationalization
Edited by Carmen Silva-Corvalán and Jeanine Treffers-Daller
Published by Cambridge University Press
With contributions from leading scholars of bilingualism, Language Dominance in Bilinguals is the first publication to survey different approaches to language dominance, along with suggested avenues for further research. It illustrates how a critical approach to the notion of language dominance, as well as its operationalization and measurement, can provide new insights into this burgeoning area of research. Drawing on adult and child data from a variety of language pairs, the chapters discuss how language dominance is to be conceptualized and distinguished from such related constructs as language proficiency and language competence. This volume is the first of its kind to present an overview of different approaches to language dominance from across the theoretical spectrum, as well as suggested avenues for further research. Accessibly written, Language Dominance in Bilinguals is a valuable new addition to the field and essential reading for students and scholars working in bilingualism, speech therapy and education.
Visit the publisher’s website at http://www.cambridge.org/us/academic/subjects/languages-linguistics/sociolinguistics/language-dominance-bilinguals-issues-measurement-and-operationalization?format=HB
Source: Cambridge University Press
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