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Content Type: 1
Title: How to Cultivate Student Agency in English Language Learners
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This article in KQED News is excerpted from Larry Ferlazzo and Katie Hull-Sypnieski’s book Navigating the Common Core with English Language Learners: Developing Higher-Order Thinking Skills.
“Agency is the ability to be proactive in determining one’s life path and not just react to the surrounding circumstances. Agency also recognizes that outside factors provide some limitations, and that people have some ability to influence and determine one’s response to them. Many of our English language learners face particularly large challenges in these outside factors—socioeconomically and linguistically. In addition, since many came to this country with little voice in the decision to do so, it may be an uphill battle to help them feel as though they do have control over what happens to them in life. Those issues make it even more important for teachers to encourage students to see these challenges not as limits to what they can do but, instead, obstacles that can be overcome.”
Read on for strategies to help English learners to develop a sense of agency: http://ww2.kqed.org/mindshift/2016/04/04/how-to-cultivate-student-agency-in-english-language-learners/
Source: KQED
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Title: Literacy Strategies for Librarians in Diverse Communities
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From http://www.colorincolorado.org
In this article written for Colorin Colorado, early childhood expert Karen Nemeth offers librarians and teachers strategies for engaging diverse families and using bilingual books effectively during story time.
Available at http://www.colorincolorado.org/article/literacy-strategies-librarians-diverse-communities
Source: ¡Colorín Colorado!
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Title: 2016 NYS TESOL Call for Student Projects
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From http://www.nystesol.org/pdf/2016StudentProjectsContest.pdf
Each year, in order to showcase the tremendous talents of English language Learners, NYS TESOL proudly sponsors a student project contest. As usual, the contest theme is framed within the shifting landscapes of the needs of our culturally and linguistically diverse society.
Contest Theme: Collaboration
Working with others is often required of students, employees, athletes, government officials, and many others in society. What are the benefits of working with others, and why do you think it is important that people work together?
Submission Guidelines:
Contestants can choose to enter in one of the following two categories: essay or digital storytelling. Notice that each category is defined by separate guidelines and rubrics. No double entries are allowed.
The contest is open to English language learners in 4th grade through adult.
Please submit your proposals online by May 31, 2016.
For full details go to http://www.nystesol.org/pdf/2016StudentProjectsContest.pdf
Source: NYS TESOL
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Title: 6 Steps to Making New Words Go from Unknown to Acquired
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In this short article, Nathan Hall describes a structured way to introduce and reinforce new vocabulary: http://blog.tesol.org/6-steps-to-making-new-words-go-from-unknown-to-acquired/
Source: TESOL
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Title: The Memory Card Game as a Post-Reading Activity
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From http://todallycomprehensiblelatin.blogspot.com
Most people are familiar with Memory, the game in which players try to turn over two cards that match. Here is a description of how you can use cards with complete sentences as a post-reading (or post-listening) activity: http://todallycomprehensiblelatin.blogspot.com/2016/04/memory-card-game.html
Source: Todally Comprehensible Latin
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Title: #langchat Summaries: Unit Design
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#langchat participants have been talking about curriculum design at the unit level. Start with the summary of the April 4 discussion: “How To Create A Well Built Foundation For New Units: Get Your Tools Lined Up!” available at http://calicospanish.com/how-to-create-a-well-built-foundation-for-new-units-get-your-tools-lined-up/. Then read the summary of the April 11 discussion: “Structuring & Designing New Units in the World Language Classroom,” available at http://calicospanish.com/structuring-designing-new-units-in-the-world-language-classroom/.
Older #langchat summaries are available here: http://langchat.pbworks.com/w/page/104425234/Summaries%202016
Join #langchat on Twitter: http://langchat.pbworks.com/w/page/39343677/FrontPage
Source: Calico Spanish
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Content Type: 5
Title: New and Improved LinguaFolio Online
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We debuted our e-portfolio system, called LinguaFolio Online, back in 2009. Based on the successful paper-and-pencil version developed by the National Council of State Supervisors for Languages, LinguaFolio Online:
- Encourages programs to align curriculum with Can-Do Statements, thereby making programs more proficiency based
- Promotes student ownership by concretely showing learners what they will be able to do using the target language
- Empowers students to set their own goals, understand proficiency levels and what they will achieve, and reflect on their growing proficiency
- Showcases the great work students do
As a result of feedback from teachers, we have made some targeted improvements that we’re excited to unveil at the upcoming STARTALK spring conference May 6-7, and we’ll release a non-STARTALK version with the same improvements for all programs in August 2016.
In addition to a more professional and sleek design, the new version of LinguaFolio Online will include:
- Easier navigation
- Quicker ways to capture and upload evidence
- Improved teacher report screens
- Easier to use functionality for teachers to assign Can-Do Statements to a their classes
- Ability for teachers to reset passwords
Of course, programs can still use our free mobile app to capture language proficiency where it happens. Students can record themselves using the target language as they order food from a restaurant, ask someone for directions, or even give a presentation during a world languages appreciation night.
If you use LinguaFolio Online, please let us know what you think of the new version. Email us at lfolio@uoregon.edu or share with us on Facebook (casls.nflrc), Twitter (@casls_nflrc), or Instagram (@casls_nflrc).
The STARTALK Program administered by the National Foreign Language Center at the University of Maryland and the U.S. Department of Education Title VI, under grant #P229A140004, support development of LinguaFolio Online. Contents do not necessarily represent the policy of the U.S. Department of Education nor imply endorsement by the federal government.
Source: CASLS Spotlight
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Title: Book: Authenticity, Language and Interaction in Second Language Contexts
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From http://www.multilingual-matters.com/display.asp?isb=9781783095292
Authenticity, Language and Interaction in Second Language Contexts
Edited by Rémi A. van Compernolle and Janice McGregor
Published by Multilingual Matters
This collection addresses issues of authenticity in second language contexts from a variety of theoretical and methodological approaches along three principal themes: What is authentic language? Who is an authentic speaker? How is authenticity achieved? The volume attempts to answer these questions by bringing together scholars working in a range of contexts, including with language learners in the classroom and on residence or study abroad, with a variety of second or additional languages: Chinese, English, French, German, Japanese and Spanish. Contributions focus on authenticity as it relates to patterns of language and meaning, and to agency, identity and culture, and will serve as an opening to an extended conversation about the nature of authenticity and its development in L2 contexts. It will be of relevance to students and scholars interested in learning about or investigating questions of authenticity and interaction in a wide range of language learning contexts.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783095292
Source: Multilingual Matters
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Title: Book: Positive Psychology in SLA
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From http://www.multilingual-matters.com/display.asp?isb=9781783095346
Positive Psychology in SLA
Edited by Peter D. MacIntyre, Tammy Gregersen, and Sarah Mercer
Published by Multilingual Matters
Positive psychology is the scientific study of how human beings prosper and thrive. This is the first book in SLA dedicated to theories in positive psychology and their implications for language teaching, learning and communication. Chapters examine the characteristics of individuals, contexts and relationships that facilitate learning: positive emotional states such as love, enjoyment and flow, and character traits such as empathy, hardiness and perseverance. The contributors present several innovative teaching ideas to bring out these characteristics among learners. The collection thus blends new teaching techniques with cutting-edge theory and empirical research undertaken using qualitative, quantitative and mixed-methods approaches. It will be of interest to SLA researchers, graduate students, trainee and experienced teachers who wish to learn more about language learning psychology, individual differences, learner characteristics and new classroom practices.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783095346
Source: Multilingual Matters
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Title: Book: A Practical Guide to Integrating Technology into Task-Based Language Teaching
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A Practical Guide to Integrating Technology into Task-Based Language Teaching
By Marta González-Lloret
Published by Georgetown University Press
However exciting new technologies and educational tools may seem, they can become solely for entertainment unless their design, use, and evaluation are guided by principles of education and language development. Task-based Language Teaching (TBLT) provides an excellent approach for teachers who want to realize the potential of technology to engage learners and improve language learning inside and outside the classroom.
This practical guide shows teachers how to successfully incorporate technology into TBLT in the classroom and to develop technology-mediated materials. Whether the goal is to conduct a needs analysis, to develop classroom or homework materials, or to implement a new approach of student assessment, A Practical Guide to Integrating Technology into Task-Based Language Teaching will be a welcome resource for language teachers at all levels.
Designed for use in the classroom as well as for independent study, the book includes reflective questions, activities, and further reading at the end of each chapter. Examples of units in Chinese, Spanish, ESL, and the hospitality industry are provided.
Visit the publisher’s website at http://press.georgetown.edu/book/languages/practical-guide-integrating-technology-task-based-language-teaching
Source: Georgetown University Press
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