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Content Type: 1
Title: Photo-Detectives: Connecting the Cross-Cultural with the Cross-Curricular
Body:
J. Sara Klatchko writes, “Knowing how to decipher an image—visual literacy—is a vitally important skill. It encourages young people to slow down and pay attention; to step back from the hyper skimming of the internet age, to look closely, to observe, to engage—skills that will set students down a path of deeper learning for a lifetime. Visual literacy is about understanding what we see—with our eyes, our minds, and our hearts.”
Read how she got young students “reading” photos in a photojournalism workshop and how you can apply her techniques in your classroom in this article: http://blogs.edweek.org/edweek/global_learning/2016/01/photo-detectives_connecting_the_cross-cultural_with_the_cross-curricular.html
Source: Education Week
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Title: Activity Idea: Star Interviews
Body:
From https://tekhnologic.wordpress.com/
Here is a zero-prep interpersonal activity idea that involves students asking and answering five questions in pairs: https://tekhnologic.wordpress.com/2016/01/25/star-interviews/
Source: Tekhnologic
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Content Type: 2
Title: CASLS Survey
Body:
Please helps us learn how we can better help you! This survey below is designed to help us understand the challenges you face as an educator and how you find information and resources available to you to meet those challenges. The survey should take about ten minutes to complete, and those who do complete it are entered into a drawing for a $30 Amazon gift certificate. https://oregon.qualtrics.com/SE/?SID=SV_6LGQarB7FjmnbxP
Source: CASLS
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Content Type: 5
Title: Welcome Kim Larsen, CASLS Office Specialist
Body:
CASLS is happy to welcome Kim Larsen as our new Office Specialist. She provides support for CASLS initiatives and helps manage the center’s business and administrative functions. Prior to joining CASLS, Kim was the Conference Planner and Communications Editor for the Fanconi Anemia Research Fund, a non-profit organization dedicated to funding scientific research and supporting families affected by this rare disease. She earned bachelor’s degrees in anthropology and geography and a certificate in European studies from the University of Oregon.
Kim loves her new job and contributing to CASLS’s goals. Having hosted two international students and traveled broadly, Kim understands first-hand the importance and challenges of cross-cultural communication.
Welcome Kim! We are glad to have you on our team.
Source: CASLS Spotlight
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Content Type: 5
Title: CASLS Collaboratees with Vanderbilt University
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At CASLS, we believe that transformational education is achievable through careful and intentional planning, innovation, and the development of pedagogical materials that speak to the needs of diverse populations of language learners. Keeping these ideals in mind, we recently collaborated with the Vanderbilt University Center for Latin American Studies in their teacher workshop entitled, “They are We: Exploring Afro-Cuban Identity through Film and Archives”.
At the workshop, teachers viewed They are We, a documentary created by Dr. Emma Christopher. This documentary reveals the first meeting of people living in Perico, Cuba with people living in a small village in Sierra Leone after discovering that they share the same traditional songs and dances as a result of the transatlantic slave trade. After viewing the film, educators were provided with lesson plans to incorporate the film in their classrooms and were treated to a presentation and question and answer session with the filmmaker. Then, Dr. Jane Landers, a Vanderbilt historian, discussed Cuba and the preservation of its various historical documents. Finally, Stephanie Knight, CASLS Language Technology Specialist, presented various CASLS resources to support the application of the material learned in the workshop including game-enhanced classroom activities for exploring African diaspora in Latino communities. These resources can be downloaded for free at https://games2teach.uoregon.edu/publications/.
We are happy to report that the workshop was a success. According to Adrian Bahan, an AP Human Geography teacher who attended the workshop, “I find immense value in the educational outreach programs offered through the Vanderbilt University Center for Latin American Studies because of their access to the academics behind the films and other resources that are presented. This allows … deeper insight into the material which leads to richer classroom experiences for my students”. Indeed, as we continue to work with educators to develop classroom lessons that are founded in relevant, real-world concepts, we can expect education to become increasingly more meaningful for all learners.
Source: CASLS Spotlight
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Content Type: 3
Title: Goal Setting and Reflection: SMARTER Goals
Body:
by Lindsay Marean, InterCom Editor
This month in InterCom we’re focusing on engaging learners. As Julie Sykes points out in our February 1 article, goal-orienting behavior that includes learner choice leads to learning experiences that motivate students. Stephanie Knight expands on learner choice and its interplay with ongoing assessment in last week’s article. This week we focus on helping students to set quality goals for themselves using the SMARTER goals framework.
George T. Doran first used the SMART acronym as a tool for writing meaningful objectives (Doran 1981). Specifically, a quality objective or goal satisfies five criteria: it is Specific, Measurable, Assignable, Realistic or Relevant, and Time-bound. Others have added Evaluation and Reflection to the process to makes goals “SMARTER” (Moeller, Theiler, and Wu 2011).
As Renée Marshall, CASLS Chinese Flagship Coordinator, writes,
The NCSSFL-ACTFL Can-Do Statements, progress indicators for language learners ... are specific, measurable, attainable, relevant, and time-bound. Consider for example one of the Novice-Low Interpersonal Communication Can-Do Statements, ‘I can introduce myself to someone.’ This is a very specific goal that is clearly stated. It is also measurable: either students can introduce themselves effectively to someone in the target language or they cannot. This is an attainable goal with appropriate input and practice. If students listen to people in the target language introducing themselves to others, they will pick up the phrases needed to complete the task. Practice along with guidance from a higher level speaker will help them learn to complete this language task successfully. The Can-Do goal is relevant because if students want to meet another person in the target culture they will need to know how to introduce themselves in the target language. This goal may be time-bound when either a teacher, student or outside force (such as an impending meeting or visit in the target language) indicates a timeline for attainment of the goal. With SMART goals such as the Can-Do Statements, students have a clear direction to focus their language learning efforts, setting them up to develop strategies that will help them meet these goals. Students can also use the Can-Do Statements to evaluate their current abilities and reflect on their progress and future goals.
You can get your students started setting SMARTER goals in conjunction with the Can-Do Statements using this webpage from CASLS’ LinguaFolio Online resources: http://lfonetwork.uoregon.edu/learner-goal-setting/.
For more background on goal setting and ongoing assessment and how they inform curriculum design, watch the first module in our LinguaFolio Online Best practices module: http://lfonetwork.uoregon.edu/linguafolio-online-best-practices-tutorials/.
References:
Doran, G. T. (1981). There's a S.M.A.R.T. Way to Write Management's Goals and Objectives. Management Review 70(11), 35-36.
Moeller, Aleidine J., Theiler, Janine, M., & Wu, Chaorong. (2011) Goal Setting and Student Achievement: A Longitudinal Study. The Modern Language Journal, 96 (ii), 153-169.
Source: CASLS Topic of the Week
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Content Type: 4
Title: Listening: Neighborhood walking-tour
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by Renée Marshall, CASLS Chinese Flagship Coordinator
This listening activity gets students exploring their community and using the target language. The audio-guided walking tour directs students to various locations providing information about each attraction. The students must actively listen to the directions on where to go and take notes on the information provided so that they can share it with their classmates. There are two different audio tours so that not all students are completing the same route. The activity includes pre-listening, while-listening, and post-listening activities. The example provided is in English with the University of Oregon campus as the neighborhood, but this activity can be adapted to any language and to any location. The ideal goal when possible is to connect the target language to the local community somehow by picking locations that have a connection or significance to the target language and/or target culture. If your students are not old enough to walk around on their own this could also be done as a class or group activity with the teacher as the tour guide.
Objectives: Students will be able to follow verbal directions to get from one point to another. Students will be able to pull out pertinent information from an audio guide and then reformulate and share that information with others.
Resources: Exploring your neighborhood handout, Note-taking guide Answer Key, Written transcript of audio tour, and pre-recorded audio for walking tours #1 and #2 (these can be read from the transcripts).
Procedure:
- Start this activity by bringing up the topic of the neighborhood/ community/ hometown/ university/ school your students live in / attend. What are the points of attraction/interest? You could also put up a map of the neighborhood to be explored to help with discussion. Also you can bring up the concept of an audio-guided walking tour. Has anyone done a walking-tour before? Where? Why?
- Have students pair up. Handout the Exploring your neighborhood handout to all students. Be sure half of the pairs have the Audio tour #1 and half have the audio tour #2.
- Briefly go over all the steps of the activity as a class, clarifying any questions/concerns. You may also want to go over the Vocabulary words/phrases at the bottom of the handout with students. Be sure students have a way to access the audio files for the tour (i.e. a link on your class website)
- Students meet with their partner and complete the audio walking-tour, completing the Note-taking guide on the back of their handout. Once students have completed the walking-tour, they individually answer questions to #3 on the handout.
- Back in class, pairs of students match up with other pairs of students who completed a different audio tour. They discuss where they went and what they learned. Encourage students to make it a discussion—not just reading their answers. What places did they see, and in what order? What did they learn? What did they all ready know? What was most interesting? Circulate and help/answer questions as needed. You can put up the Note-taking guide Answer Key on the board for students to reference. If there seems to be a particular comprehension difficulty you can replay the audio for that problem section and work through the problematic passage with the students.
Note 1: To vary the levels of this activity, you can shorten or lengthen the walking tour and the information provided and/or you can create more challenging or less challenging while-listening and post-listening questions. While-listening questions are used to keep students focused on the listening task and do not generally require extensive writing. The goal of while-listening activities is comprehension, not production. For a useful summary guide of creating pre-listening, while-listening, and post-listening activities visit: http://www.nclrc.org/essentials/listening/developlisten.htm
Note 2: This activity takes some time to create but can be used in many ways. It encourages students to connect with their community; it test students' understanding of verbal directions; it helps students practice their non-reciprocal listening skills by picking out information from the audio tour; it has students reformulate and share the information they learned with others; and it can provide a launching point for other activities, possibly as part of a larger overall project that has students interacting and/or investigating local communities in the target language.
Source: CASLS Activity of the Week
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Title: Book: Multidisciplinary Approaches to Multilingualism
Body:
Multidisciplinary Approaches to Multilingualism
Edited by Kristina Cergol Kovačević and Sanda Lucija Udier
Published by Peter Lang International Academic Publishers
This volume offers a selection of twenty papers presented at the 28th International Annual Conference of the Croatian Applied Linguistics Society held in 2014. The authors’ reflections on Multidisciplinary Approaches to Multilingualism fall into four different areas of investigation: 1) bilingual and multilingual studies focusing on research in foreign, second and lingua franca issues, 2) language policy and planning, 3) translation studies, lexis and lexical relations and 4) experimental research into language processing. The volume addresses an international audience and places a number of Croatian-based considerations onto the international applied linguistics scene.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=87637&concordeid=266377
Source: Peter Lang International Academic Publishers
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Title: Call for Papers: Rocky Mountain Modern Language Association Convention
Body:
From http://rmmla.innoved.org/call/default.asp
2016 RMMLA Convention
SALT LAKE CITY, Utah ~ October 6-8, 2016
Proposals must fit within one of the chosen sessions for the convention. You can see a list of sessions here: http://rmmla.innoved.org/call/default.asp#list
The deadline to email your proposal directly to the session chair is March 1.
View the full call for papers at http://rmmla.innoved.org/call/default.asp
Source: RMMLA
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Title: Call for Papers: Indigenous Language Teaching, Learning, and Identities
Body:
The Canadian Modern Language Review (CMLR) invites submissions for the 2017 special issue, “Indigenous Language Teaching, Learning, and Identities.”
The CMLR welcomes empirically-based and practice-oriented papers from researchers, language educators, and learners addressing Indigenous language teaching, learning, and speaker identities from a broad range of Indigenous contexts and methodological orientations. The editors are especially interested in papers that make use of methods specific to working in Indigenous contexts and that critically examine issues related to Indigenous language learning, teaching, retention, revitalization, standardization, and promotion. We welcome papers from Indigenous contexts within and outside of Canada, with the idea that the research will have implications for or applications to Canadian and other Indigenous contexts.
Submission deadline: June 30, 2016
View the full call for papers at http://www.utpjournals.com/blog/wp-content/uploads/2015/10/2017-special-issue-CFP-ads-for-printing-in-the-journal.pdf
Source: Canadian Modern Language Review
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