Contents
Content Type: 1
Title: #Langchat Summary: Strategies for Group Work
Body:
Last Thursday (May 12), #langchat participants talked about group work: when to use it and why, effective management strategies, differentiation, assessment, and specific challenges and solutions.
Read the summary here: http://calicospanish.com/group-work-strategies-to-make-it-successful-for-students-in-the-world-language-classroom/
Learn more about #langchat, a weekly moderated Twitter discussion, at http://langchat.pbworks.com/w/page/39343677/FrontPage
Source: Calico Spanish
Inputdate: 2016-05-21 21:46:19
Lastmodifieddate: 2016-05-23 03:36:04
Expdate:
Publishdate: 2016-05-23 02:15:01
Displaydate: 2016-05-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Deconstructing Rubrics
Body:
In this blog post, teacher Amy Lenord explains how she breaks down her school districts language assessment rubrics into smaller chunks over the course of instruction so that students can narrow their focus at a given time and become familiar with the entire rubric over time: http://www.amylenord.net/blog/deconstructed-rubrics-getting-performance-assessment-in-any-day
Source: Language Coaching
Inputdate: 2016-05-21 21:46:55
Lastmodifieddate: 2016-05-23 03:36:04
Expdate:
Publishdate: 2016-05-23 02:15:01
Displaydate: 2016-05-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Using GIFs for Language Teaching
Body:
Here is an article explaining what GIFs are (the short answer: moving images that play in a loop) and how they and other images can be used in language teaching. The short article includes links to several other resources.
http://ddeubel.edublogs.org/2016/05/08/gifs-the-perfect-language-learning-object/
Source: EFL Classroom 2.0
Inputdate: 2016-05-21 21:47:37
Lastmodifieddate: 2016-05-23 03:36:04
Expdate:
Publishdate: 2016-05-23 02:15:01
Displaydate: 2016-05-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Shortcomings of Grammar Instruction and Ways to Address Them
Body:
From https://gianfrancoconti.wordpress.com
Read Gianfranco Conti’s list of nine shortcomings that he finds with direct grammar instruction in second language teaching and learning, and how he proposed to address them, in this blog post: https://gianfrancoconti.wordpress.com/2016/05/15/nine-major-shortcomings-of-l2-grammar-instruction-and-how-to-address-them/
Source: The Language Gym
Inputdate: 2016-05-21 21:48:12
Lastmodifieddate: 2016-05-23 03:36:04
Expdate:
Publishdate: 2016-05-23 02:15:01
Displaydate: 2016-05-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: Sustainability and Responsibility
Body:
By Renée Marshall, CASLS International Programs Specialist
This lesson was created for CASLS’ place-based summer program for Japanese college students. During the second week of the four week program, students discuss and do activities related to the topic of sustainability. In order to prepare them for these upcoming tasks this lesson was created to introduce key vocabulary and language structures as well as content.
Learning Objectives
Students will be able to:
1.Use common vocabulary pertaining to the topic in conversation
2.Discuss their opinion on the topic and support their opinion with evidence
3.Politely disagree with someone on the topic
Materials: PowerPoint, Handout 1, Handout 2
Procedure:
Warm-up - 15-20 minutes
1.Handout sustainability sheet. Write the word sustainability on the board and ask them the Question in part I of the sheet: What do you think of when you hear the word sustainable? If students really have no idea, you may have to prompt them a little or give an example or two.
2.Play the video “Sustainability easily explained” After they have watched it once, then have them look at the questions in Part II (1-5). Then have them watch the video again while answering the questions. https://www.youtube.com/watch?v=_5r4loXPyx8.
3.Review the answers and clarify any confusions, maybe watching parts of the video again.
4.Answer students Part III question: What do YOU do to live a sustainable life? Review the example with them and have them do the same for themselves on the back page. Once students are done ask them to share with a partner and then ask a few students to share with the class. Maybe write what they say on the board.
Vocabulary – 40 minutes
5.(Slide 1) Using the PowerPoint, introduce the idea of sustainable cities. So, these are the things you all do in your lives to live a sustainable life. What can cities do? Some cities are more sustainable than others.
6.(Slides 2-10) Introduce the vocabulary word and the language phrases for sharing opinion by reviewing the slides. Add as much as you need to in order to make it engaging and understandable. Ask students questions and do some comprehension checks to keep students engaged and check their understanding.
7.(Slides 11-15) Have students select the appropriate answer by themselves or with a partner. Take a vote on which answer, ABC, and then reveal the answer. Clarify anything if needed.
8.(Slide 16) Have students use the sentence frames to create sentences that reflect their own opinion. Of course they can say other things than just what is listed there. Have them do this with a partner and then share some with the class.
9.(Slide 17) Have students take some time to gather their thoughts on the question. They can use the helpful opinion phrases handout to help them. Then discuss in groups. Then discuss as a class.
Discussion/Debate – 30 minutes
10.Have students read the paragraph in part IV. Have them discuss with their group what “moral responsibility” means to them.
11.Watch the video once, then have them look at the questions (1-2) and play the video again. You may want to stop it in certain places so they have time to write. http://study.com/academy/lesson/environmental-ethics-human-values-definition-impact-on-environmental-problems.html
12.Review answers and clarify anything. Maybe re-watch parts of the video if needed. Make sure they understand the concept of question #2, that what is “moral” changes based on values which changes on situation. There are many sides to the argument.
13.Part VI: Tell the students we will have a debate about the question: Do we have a moral responsibility to protect the environment and why? To prepare the students need to come up with reasons to support both sides: Yes we do and No we don’t. Might want to give an example (from the video perhaps) to get them started.
14.After they brain storm, have students in groups discuss the question. They should not only just be sharing their opinion but also explaining why and giving their reasons.
Source: CASLS Activity of the Week
Inputdate: 2016-05-24 11:44:52
Lastmodifieddate: 2017-02-27 03:50:16
Expdate:
Publishdate: 2017-02-27 02:15:02
Displaydate: 2017-02-27 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 5
Title: The Language Flagship Community Comes Together
Body:
Each May, the National Security Education Program (NSEP) and the Institute of International Education (IIE) gathers The Language Flagship community for its annual meeting. Program directors, coordinators, and university administrators join together to discuss successes, challenges, and best practices in implementing and sustaining advanced-level language learning programs.
UO Chinese Flagship team at the annual meeting.
Julie Sykes, CASLS Director notes, "The Flagship Annual meeting is a unique opportunity to bring together people from institutions across the country, all aligned around language learning for professional purposes. This year we learned about many new initiatives including K-12 programs to build proficiency early, the Technology Innovation Center (http://lftic.lll.hawaii.edu), and a large scale culture initiative. It was exciting to be part of the team of amazing educators across the country and I am looking forward to the direction of the Language Flagship."
Through a network of twenty-seven Flagship Programs at twenty-two institutions of higher education across the U.S., The Language Flagship graduates students who will take their place among the next generation of global professionals, commanding a superior level of proficiency in one of ten languages critical to U.S. national security and economic competitiveness.
NSEP selected the University of Oregon to be home of the Oregon Chinese Flagship Program in 2005. Portland Public Schools creates innovative K-12 Chinese immersion instruction for the Oregon Flagship Program, and students may continue their language learning studies at the University of Oregon, or any other Flagship Program across the country, while majoring in an academic field of their choice.
To learn more about The Language Flagship Program visit http://thelanguageflagship.org/.
Source: CASLS Spotlight
Inputdate: 2016-05-25 11:15:51
Lastmodifieddate: 2016-05-30 03:34:04
Expdate:
Publishdate: 2016-05-30 02:15:01
Displaydate: 2016-05-30 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Rethinking Second Language Learning
Body:
From http://www.multilingual-matters.com/display.asp?isb=9781783095391
Rethinking Second Language Learning: Using Intergenerational Community Resources Edited by Marisa Cordella and Hui Huang
Published by Multilingual Matters
This book evaluates a project where formal classroom learning of a second language was supplemented with informal, natural interactions with older native speakers of the target language, delivering a number of pedagogical and societal benefits. The authors introduce a model of intergenerational, intercultural encounters which aims to promote the use of community language resources; enrich the experiences of young learners; foster greater understanding between generations; break down cultural stereotypes; encourage appreciation of different cultures and enhance the quality of life and community engagement of older people with a bi/multilingual background. It draws on theories of language acquisition, discourse analysis and psychosocial perspectives to propose a model of language learning for students that can be used for any language or locality. It is therefore an essential resource for graduate students, researchers and language teachers as well as for education, aged and youth care policy makers, practitioners and community services workers who are interested in innovative language pedagogy.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783095391
Source: Multilingual Matters
Inputdate: 2016-05-28 16:11:20
Lastmodifieddate: 2016-05-30 03:34:04
Expdate:
Publishdate: 2016-05-30 02:15:01
Displaydate: 2016-05-30 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Educating Second Language Teachers
Body:
Educating Second Language Teachers
By Donald Freeman
Published by Oxford University Press
Donald Freeman examines how core ideas and practices in educating second language teachers relate to and differ from teacher education in other content areas. He weaves together research in general and second language teacher education with accounts of experience and practice to examine how background knowledge is defined in language teaching.
Visit the publisher’s website at https://global.oup.com/academic/product/educating-second-language-teachers-9780194427562?lang=en&cc=gb#
Source: Oxford University Press
Inputdate: 2016-05-28 16:12:45
Lastmodifieddate: 2016-05-30 03:34:04
Expdate:
Publishdate: 2016-05-30 02:15:01
Displaydate: 2016-05-30 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Preparing to Study in the USA: 15 Things Every International Student Should Know
Body:
Preparing to Study in the USA: 15 Things Every International Student Should Know
By Stacie Nevadomski Berdan and Allan E. Goodman
Published by the Institute of International Education
The United States welcomes more international students than any other country. They come from all over the world to access the country’s rich and dynamic education system. But the depth and breadth that attracts international students is also a source of complexity and confusion. That’s why international careers expert Stacie Nevadomski Berdan and IIE president Allan Goodman have written their third co-written student guide, Preparing to Study in the USA: 15 Things Every International Student Should Know.
This new book prepares students planning to attend a U.S. college or university to succeed in and fully embrace the U.S. education system by addressing the topics most critical to international student success, identified by U.S. international student advisors, including:
• Finding and applying to the right school
• Understanding the importance of critical thinking and the value of liberal education
• Taking full advantage of the broad range of available resources
• Becoming immersed in a wide variety of campus activities beyond academics
Learn more about the book and see purchasing options at http://www.iie.org/Research-and-Publications/Publications-and-Reports/IIE-Bookstore/Preparing-to-Study-in-the-USA#.Vz3zTD-aw68
Source: IIE
Inputdate: 2016-05-28 16:13:55
Lastmodifieddate: 2016-05-30 03:34:04
Expdate:
Publishdate: 2016-05-30 02:15:01
Displaydate: 2016-05-30 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Proposals: 4th National Symposium on Spanish as a Heritage Language
Body:
From http://linguistlist.org/issues/27/27-2317.html
The 4th National Symposium on Spanish as a Heritage Language (SSHL) will be held at the University of California, Irvine February 16th - 18th, 2017. Professor Julio Torres, Assistant Professor of Spanish Applied Linguistics and Director of the Spanish Language Program at UC Irvine, invites you to participate in this K-16 community-oriented meeting. Activities include research presentations from a number of fields within linguistics and pedagogy, workshops on conducting action research in the classroom, task-based language teaching, translanguaging approaches to heritage language pedagogy, and a Creative Writing Contest.
Deadline for abstracts: October 1st, 2016
View the full call for papers at http://4sshl2017.weebly.com/call-for-papers.html
Source: LINGUIST List
Inputdate: 2016-05-28 16:15:17
Lastmodifieddate: 2016-05-30 03:34:04
Expdate: 2016-10-01 00:00:00
Publishdate: 2016-05-30 02:15:01
Displaydate: 2016-05-30 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
