Contents
Content Type: 4
Title: Differentiated Activity: Art Project
Body:
By Kathryn Carpenter, CASLS GTF/Curriculum Development Assistant
This activity is intended for an art-themed lesson in a Spanish as a world language intermediate high/advanced-low classroom. However, it could be adapted to any language. In this activity, learners will choose an artist to research and to present about. This activity should be spread out over a week and should only take up part of classroom time each day.
This activity is based on the ideas presented in the above Topic of the Week and features three different types of differentiation. It includes content differentiated based on learner interest, process differentiated based on learner interest and knowledge/ability, and a product differentiated based on learner need and ability.
Objectives:
Learners will be able to:
- Identify their own artistic interests or explore a context that interests them.
- Demonstrate knowledge gained from research on an important artist from a Spanish-speaking country.
- Demonstrate knowledge gained from research on a style of art, historical context, or artist.
- Demonstrate understanding of what they need to describe their topic (art/artist/context) through a comprehensive vocabulary list.
- Describe the artist/art/context using mostly correct descriptors, grammar, pronunciation, and target vocabulary.
Modes: Interpretive Reading, Presentational Writing, Presentational Speaking
Resources: Printed works of art (at least 25), computers with internet, Guiding Questions Worksheet (attached in Spanish and English), other resources as needed based on final projects.
Procedure:
- The teacher will introduce learners to the topic of art in Spanish-speaking countries by providing them with examples of art from some of these countries through a gallery walk around the classroom. Examples should be varied and numerous and include a brief description of the title, artist, and political or social context of the art. Learners will note what works and styles resonate with them and why. The teacher can choose to focus on a specific region (the examples included here are all from Mexico) or can use art from any Spanish-speaking region.
- Learners will research more about some of the art, artists, and contexts that they liked so that they can make an informed decision when they ultimately pick the art/artist/context that they will be researching and presenting on. This research can involve looking up other art, biographies, history, etc. They will need to come up with a list of 3 possible artists, pieces, styles of art, or contexts that interest them. Learners then finalize their choices (with input from the teacher, as duplicates should be avoided) and begin their in-depth research of the artist/art/context (either at home or in a computer lab session). Some possible resources for information on Mexican artists are listed below:
- http://www.artesmexico.org/galerias/index.asp
- http://www.galeriadeartemexicano.com/es#!/contemporaneos
- http://culturacolectiva.com/los-artistas-mexicanos-mas-representativos/
- https://es.wikipedia.org/wiki/Categor%C3%ADa:Artistas_de_M%C3%A9xico
- http://culturacolectiva.com/20-artistas-del-arte-moderno-que-te-puedes-perder-en-el-munal-parte-dos/
- http://www.pintoresmexicanos.com/
Learners should be encouraged to not use only Wikipedia, though it can be a good place to start. To get resources in Spanish specifically about their topic, learners can Google the artist’s name plus “artista mexicano”, for example.
- As they are researching, learners need to fill out Part 1 of their Guiding Questions Worksheet. They should fill it out in Spanish. They will also need to fill out Part 2-a list of vocabulary words that they encountered in their research, with Spanish descriptions, synonyms, etc. They will need to use these words in their final project. All learners will need to fill out the Guiding Questions Worksheet.
- As a part of the worksheet, learners will need to choose a focus for their project and ongoing research. They may choose: a biography of an artist, an analysis of a specific work, a historical context review and a description of its effect on the art, an art technique analysis, or a general overview of multiple aspects.
- Here, individual learners and the teacher will also need to decide what the final project looks like based on each learner's abilities, academic strengths and weaknesses, and level of proficiency and comfort. Possible products include: an in-class presentation, a poster, an essay, a mini-lesson taught to the class, a screencast video or other digital product, or potentially even a community contribution or a presentation of a replication of a piece of art. The only requirements here are that the product involves the use of Spanish, is presentational, and involves a description of an artist’s life, some piece of art, or an artistic context. Learners will record their opinions on their worksheet, but the teacher may want to make the final decision, or at least consult with the learner, in choosing the format of the presentation.
- Learners continue unguided research on their projects. Learners can do this as homework, using class books, or in a computer lab session. The teacher should make sure that students understand that while their research needs to have an art aspect, the focus can vary, as stated in steps 4 and 5.
- The culmination of this lesson is the learners’ presentations. Presentations should include: description of their research/analysis, presentation of what they found/their product, an effective mode of presentation, mostly accurate grammar, vocabulary, and discourse, and correct citations.
This lesson could easily be adapted for different languages. The Guiding Questions Worksheet is included in both English and Spanish, and could be translated. In addition, the activity could be amended for different proficiency levels. Learners could do a less in depth analysis of their artist/context/work, and could do research in their L1 to facilitate lower-level language use. In addition, learners of any level could use English when needed, depending on Spanish ability, but should try and stay in Spanish as much as possible.
Source: CASLS Activity of the Week
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Title: February 2016 Issue of Seminar: A Journal of Germanic Studies
Body:
Volume 51, Number 1 of Seminar: A Journal of Germanic Studies is available online at http://muse.jhu.edu/journals/seminar_a_journal_of_germanic_studies/toc/smr.52.1.html
In this issue:
Articles
“Süß im Licht, Wach im Wind”: Rainer Maria Rilke’s Search for a Locus Amoenus in Paris
Jennifer Hansen-Glucklich
The Sovereign Translation: Mediation and Hölderlin’s “Das Höchste”
Richard Pierre
Zwischen Befreiung und Einschränkung: Die Poetik der Verwandlung in Das nackte Auge von Yoko Tawada
Miriam Llamas Ubieto
Polite Hauntings: Same-Sex Eroticism in Sophie Albrecht’s Das höfliche Gespenst
Sara Luly
Reviews
Miniature Monuments: Modeling German History by Helmut Puff
Stephan Jaeger
Theodor Storm: Der Schimmelreiter: Eine kommentierte Leseaugabe. Mit den Radierungen von Alex Eckener ed. by Gerd Eversberg
Raleigh Whitinger
Roma Voices in the German-Speaking World by Lorely French
Julia Blandfort
Walter Ruttmann and the Cinema of Multiplicity: Avant-Garde – Advertising – Modernity by Michael Cowan
Joel Westerdale
The Nazi Past in Contemporary German Film: Viewing Experiences of Intimacy and Immersion by Axel Bangert
James M. Skidmore
Christian Petzold by Jaimey Fisher
Marco Abel
Source: Project Muse
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Title: Book: New Insights into Corpora and Translation
Body:
From http://www.cambridgescholars.com/new-insights-into-corpora-and-translation
New Insights into Corpora and Translation
Edited by Daniel Gallego-Hernández
Published by Cambridge Scholars Publishing
This publication brings together some of the papers presented at the 4th International Conference on Corpus Use and Learning to Translate (CULT), which took place at the University of Alicante on 27–29 May 2015, organized by the University’s Department of Translation and Interpreting. Spanish and international researchers, translator trainers, and trainee and professional translators gathered at the conference in order to further their knowledge of corpus use, translation training and professional practice.
The book includes contributions on the use of multilingual corpora in teaching scientific translation; trans-collocations in parallel corpora; teaching and learning the language of tourism as a Language for Specific Purposes (LSP); and a collocational analysis of verb work in a specialized corpus of English non-financial reports, among others.
Visit the publisher’s website at http://www.cambridgescholars.com/new-insights-into-corpora-and-translation
Source: Cambridge Scholars Publishing
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Title: Call for Papers: Corpus Linguistics Fest
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From http://linguistlist.org/issues/27/27-871.html
The Corpus Linguistics Fest (CLiF) at Indiana University will be a week-long effort (June 6-10) to provide a space for linguists, psycholinguists, computational linguists, and anyone else wishing to explore the use of corpus data and to understand the methodologies and practices of Corpus Linguistics. In addition to the presentations on Friday, participants will have chances to develop skills in theoretical and practical sessions Monday-Thursday through courses on:
- Statistical methods for corpora (using R) (Amir Zeldes)
- Tools for annotating and searching corpora (Stefanie Dipper)
- Learner corpora and Second Language Acquisition research (Anke Lüdeling)
For the final day of the fest, the organizers seek papers representing in-progress or completed work from all areas of corpus linguistics. Young researcher and student submissions are especially welcome.
Areas of interest include, but are not limited to, the following topics:
- Corpus linguistic studies of linguistic phenomena
- Methodological issues in using corpora in linguistics
- The interface between corpus linguistics and linguistic theory
- Corpus annotation (morpho-syntactic, syntactic, semantic, pragmatic, etc.)
- Automatic annotation
- Applications of corpora in the humanities
- Using corpora for language learning/teaching
- The use of corpora in discourse analysis and computer-mediated communication
Call Deadline: 15-Apr-2016
View the full call for papers at http://linguistlist.org/issues/27/27-871.html
Source: LINGUIST List
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Title: Call for Abstracts: Call for Contributions: New Ways in Teaching with Music
Body:
New Ways in Teaching with Music (NWTM) will be a collection of activities and exercises contributed by teachers who have used them in their teaching in ESL and EFL higher-ed or IEP classrooms around the world. Music is a new focal area for the popular New Ways series, and TESOL Press is seeking to publish successful, fresh, and innovative methods of using music to enhance English language learning in the following areas:
- Listening
- Speaking
- Reading
- Vocabulary
- Writing
- Grammar
- Cultural Exploration
- CALL
Contributors may explore options for using music in teaching ESL or EFL to adult or young adult students in an academic setting.
Deadline: June 30, 2016
View the full call for contributions at http://www.tesol.org/read-and-publish/information-for-authors/call-for-contributions-new-way-in-teaching-with-music
Source: TESOL
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Title: Call for Papers: World Languages & Literatures Graduate Student Colloquium
Body:
From http://www.pdx.edu/wll/graduate-colloquium
CALL FOR PAPERS
World Languages & Literatures
Graduate Student Colloquium
Saturday May 7, 2016
Processes: How do agents, acts and artifacts interact in Literature, Linguistics, Language Pedagogy, Film and Cultural Studies
The Department of World Languages & Literatures at Portland State University invites graduate students of modern and classical foreign languages to present their scholarly research on literature, film, culture, linguistics, applied linguistics, language pedagogy, and interdisciplinary studies (e.g., cognitive literary studies, ecocriticism, communication studies). Participants are encouraged to explore the ways in which agents and authors, acts, and artifacts interact in texts. How are events and artifacts determined by the processes surrounding their realization? How do these processes affect their reception? Possible topics within this theme include:
Evolution • Interaction • Adaptation •Intervention • Influence • Inspiration • Dissemination
Submit abstracts and panel proposals by March 1, 2016.
View the full call for papers at http://www.pdx.edu/wll/graduate-colloquium
Source: Portland State University
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Title: Call for Chapters: International Political Contexts of Second Language Writing Assessment
Body:
Todd Ruecker and Deborah Crusan are seeking chapters for an edited collection tentatively titled International Political Contexts of Second Language Writing Assessment. The editors are seeking proposals for chapters that explore the intersections of politics and assessment in a variety of contexts. They are interested in work based in elementary and secondary schools as well as postsecondary settings, private language institutes, and other contexts. They are interested in chapters that deal with large scale standardized high-stakes tests as well as those that deal with local political contexts of assessment, such as institutional policies or the way different material conditions (such as access to technology, teaching loads, class size, and other factors) impact the ways teachers assess writing in their classes.
Abstracts are due by May 15, 2016.
View the full call for chapter proposals at https://docs.google.com/document/d/1xGw78TrIlYRaDyZTVus1aQeLCbW4rJzuu4LsjTFCkIo/edit
Source: LTEST-L
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Title: Forum: New Applications and Challenges in Second Language (L2) Pragmatics Assessment
Body:
The Second TC/ETS Forum on Teaching, Learning, and Assessment of English Language Learners
New Applications and Challenges in Second Language (L2) Pragmatics Assessment
March 4, 2016
Teachers College, Columbia University
New York
The goal of the TC/ETS Forum is to bring together teachers, students, researchers, testing specialists, administrators, and others interested in language assessment topics to listen, explore, discuss, and debate issues and concerns related to the assessment of English Language Learners. This forum features three presentations followed by time for discussion.
Talk 1: Contextualizing L2 Pragmatics as Part of Assessing Communicative Language Ability: Framing a New Video-Based Pragmatics Placement Test
Fred S. Tsutagawa, Andrea E. Durkis, & Soo Hyoung Joo, Teachers College, Columbia University
Talk 2: Designing a Self-Access Tool for L2 Pragmatics Learning and Assessment
Veronika Timpe-Laughlin, Educational Testing Service
Heidi Han-Ting Liu, Teachers College, Columbia University
Talk 3: Generalizability Considerations and the Interactionalist Approach to Construct Definition in L2 Pragmatics Assessment: Examining the Trade-Offs
Kirby C. Grabowski, Teachers College, Columbia University
For full details about the forum go to http://www.iltaonline.com/index.php/en/language-testing-and-related-conferences/gcalendar/44-the-second-tc-ets-forum-on-teaching-learning-and-assessment-of-english-language-learners
Source: ILTA
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Title: CARLA Summer Institutes for Language Teachers in 2016
Body:
From http://carla.umn.edu/institutes/index.html
The Center for Advanced Research on Language Acquisition will be offering its twentieth selection of summer institutes for language teachers in 2016. CARLA summer institute participants - more than 4,600 to date - have come from every state and countries all over the world. They have included foreign language, immersion, and ESL teachers at all levels of instruction, as well as program administrators, curriculum specialists, and language teacher educators.
Source: CARLA
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Title: ILTA Language Testing Bibliography 2015 Now Available
Body:
From the LTEST-L listserv:
Dear colleagues,
The 2015 updates of the language testing bibliographies are now available on the ILTA website:
· The PhD Bibliography is freely accessible under ‘Resources’: http://www.iltaonline.com/index.php/en/resources/l-t-diss-bibliography
· The ILTA Language Testing Bibliography is available to ILTA members only. Please sign in with your Member Login (http://www.iltaonline.com/index.php/en/cb-login) and go to Resources – Resources Members Only – ILTA publications.
I will send a request for 2016 updates at the end of the year, but please feel free to send me new references (in particular of completed PhD theses) throughout the year. Please send these to languagetesting@lancaster.ac.uk, following the instructions provided below. Thank you!
Best wishes,
Tineke Brunfaut
Brunfaut, T. [LTEST-L] ILTA Language Testing Bibliography 2015 now available. LTEST-L listserv (LTEST-L@LISTS.PSU.EDU, 15 Feb 2016).
Source: LTEST-L
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