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Content Type: 1
Title: Personal Vocabulary Blogs
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From http://www.pblinthetl.com
Laura Sexton AKA Sra. Spanglish shares her idea for building students’ vocabulary in a self-guided way, with vocabulary blogs. Read about the different components of this process here: http://www.pblinthetl.com/2016/05/personal-vocabulary-blogs.html
Source: PBL in the TL
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Title: Language Game: Word Dominoes
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Here is a game that your students can play that targets specific vocabulary of your choice: https://tekhnologic.wordpress.com/2016/05/23/word-dominoes/
Source: tekhnologic
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Title: Domain-Training: Tips and Tricks from OIIP and OSP
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By Renee Marshall, CASLS International Programs Specialist
The Oregon International Internship Program (OIIP) offers English Language Learners from China, Taiwan and Japan the opportunity to work in the United States at internship placements in local elementary schools in Eugene and Springfield, Oregon. The Oregon Summer Program (OSP) offers international students the opportunity to come experience place-based and community learning at the University of Oregon. We prepare ESL students of varying proficiency-levels to participate in conversations about teaching pedagogy, the U.S. school system, sustainability, health, and emergency response through focused and targeted language instruction. The following are a few tips and tricks that we have learned:
- Identity what language tasks students will be using most. For example, in the one-week unit on sustainability students will be expressing their opinion and supporting those opinions with evidence. During the first day of focused language instruction we target language tasks that ask students to practice giving opinions and supporting them extensively.
- Identity key and frequent vocabulary students will hear and use most. For example, in the one-week unit on health and emergency response students will be focusing on earthquakes and what to do after an earthquake. During the first day of targeted language instruction students hear and use ten vocabulary words related to earthquakes and emergency response that they are likely to hear and use the most during this unit.
- Listen to students and try to identify the language tools they need to discuss what they already know. For example, the OIIP students often can already speak about teaching pedagogy in their L1 as they are studying to be teachers in their home country. However, they often don’t have the English language skills to discuss the same topics in English. Through journals and in class discussions we try to identify the concepts students are trying to address and provide them with the language to do so. For example, many students often describe the concept of “affective filter” but do not know the word for it in English.
Source: CASLS Topic of the Week
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Title: Developing Intercultural Communicative Competence in the World Language Classroom and Beyond
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Manuela Wagner is Associate Professor of Foreign Language Education and Director of the German Language and Culture Program at the University of Connecticut, USA. Fabiana Cardetti is Associate Professor of Mathematics and Graduate Director for Instructional Development at the University of Connecticut. Michael Byram is Professor Emeritus at the University of Durham, UK and Guest Professor at the University of Luxembourg. This is the second part of a two-part piece; Part 1 was published on May 30.
In part one of this two-part series, we examined how to develop intercultural communicative competence (Byram, 1997) in the language classroom. Our suggestions included six steps (first three described in part 1). Here we provide an example of the teaching of ICC in the classroom and beyond, and describe the next three steps: 4) co-design activities and assessments, 5) implement and document, and 6) assess and refine.
Imagine you observe a Spanish classroom. Students working in groups discuss in Spanish the living costs (e.g.: housing, transportation, education) for an immigrant family who just arrived in the United States. In order to be able to do this they a) use knowledge (e.g., of products, perspectives, and practices in the target culture(s) and culture(s) in the USA) and b) interpret and relate their findings to their specific situation. Using critical questions and reflections throughout, students interact with each other and discover a variety of perspectives (of fellow students and invited informants and through relevant readings) and display growing critical cultural awareness of the target cultures as well as their own. Because each group received a different scenario they become aware of (and are sometimes perturbed by) the diverse challenges the families face. Students complete a survey prior and post completion of the unit. Analyzing and comparing their responses helps them reflect on their prior knowledge as well as their pre-conceptions about immigration.
In order to come up with a good financial plan, students grapple with the meaning of each of the spending components (e.g., percents, ratios, known/unkown(s)) and think about the different mathematical ideas (e.g., operations, equations, formulas) that could help them find feasible solutions. They also discuss, still in Spanish, how to best represent their plans so that the mathematical calculations, processes, and relationships can be made clear. This exchange of ideas and collaborative exploration of representations is mutually beneficial, as it is essential for mathematics learning (NCTM, 2000) and in turn reinforces linguistic skills and ICC development.
As a final stage in their learning, students create a Spanish language blog with selected take-aways from their fictional explorations (information, challenges, materials). In this way it can be used in the factual world as a useful resource for a family/facilitator in a similar situation.
What we have seen therefore is that students take what they learn in a classroom project to address a challenge in their community (here it is local, but it could also be national, or international) and collaborate to find solutions. Combining ICC, as in the example above, with such an action component in the here and now is what Byram (2008) calls “Intercultural Citizenship”. For more information on interdisciplinary intercultural citizenship projects see Wagner, Cardetti, & Byram, 2016; Cardetti, Wagner, & Byram, 2015; and Byram, Han, Golubeva, and Wagner, 2016.
We emphasize that co-designing these activities and their assessment (step 4) is fundamental in meaningfully integrating world languages and other disciplines; in this case done by language and math educators. In addition, the importance of documenting the results of implementation (step 5) and using these to assess and refine the materials (step 6) cannot be overstated, as this will help ensure that you provide a unique learning experience that truly helps develop students’ 21st century skills.
Authors’ note:
Thanks to Wallace and Tombarello (forthcoming) for the first version of the above, which was further developed by the authors and Andrea Bohling. A description of this unit is available as today's Activity of the Week.
References
Byram, M. (1997) Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.
Byram, M. (2008) From foreign language education to education for intercultural citizenship. Clevedon, UK: Multilingual Matters.
Byram, M., Han, H., Golubeva, I., & Wagner, M. (in press). Education for Intercultural Citizenship – Principles in Practice. Clevedon, UK: Multilingual Matters.
Byram, M., Perugini, D., & Wagner, M. (forthcoming). Teaching Intercultural Competence Across the Age Range: Theory and Practice. Clevedon, UK: Multilingual Matters.
Cardetti, F., Wagner, M., & Byram, M. (2015). Interdisciplinary collaboration to develop intercultural competence by integrating math, languages, and social studies. Proceedings of the 46th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Trumbull, CT.
National Council of Teachers of Mathematics [NCTM] (2000). Principles and standards for school mathematics. Reston, VA: Author.
Wagner, M., Cardetti, F., & Byram, M. (2016). Exploring Collaborative Work for the Creation of Interdisciplinary Units Centered on Intercultural Citizenship. Special Issue of Dimensions 2016: Focus on Intercultural Competence, 35-51. Retrieved from http://www.scolt.org/images/PDFs/dimension/2016_Dimension_Final.pdf
Wallace, D. & Tombarello, J. (forthcoming). Implementing intercultural communication in the classroom. In Byram, M., Perugini, D., & Wagner, M. (forthcoming). Teaching Intercultural Competence Across the Age Range: Theory and Practice. Clevedon, UK: Multilingual Matters.
Source: CASLS Topic of the Week
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Title: Ecopod: Survival
Body:
The purpose of this activity is to have learners produce questions based on a passage from Ecopod: Survival. By composing their own questions, learners will both display reading comprehension as well as interrogative production in the target language.
Learning Objectives: Students will be able to
- Critically think how their decisions impact outcomes
- Understand and produce vocabulary related to themes of illness, survival, and information gathering
- Understand a game narrative
- Compose grammatically correct questions in the target language
Modes: Presentational Speaking, Interpretive Reading, Presentational Writing
Materials Needed: Passage sheet, Jeopardy! Reference Sheet, Ecopod: Survival in the ARIS app
Procedure:
- Learners will play through Ecopod: Survival in their target language as far as they can. As they play, tell the learners to record vocabulary related to illness and survival on their own sheets of paper so that they may use the words later on in class. If learners have difficulty finding the desired vocabulary during gameplay, teachers may choose to provide them with the Intermediate Activity 1 Passage Sheet, a document that includes passages that feature the target vocabulary.
- After they have finished playing, learners will come up with some comprehension questions about the game either individually or in pairs. Give the learners about ten minutes to come up with as many questions as they can and be ready to share them with you. If the learners have not yet been introduced to question formation in class, give them instruction on how questions are formed in the target language.
- Learners take turns sharing their questions and challenge you to answer the questions about the game. If there are grammar mistakes in the questions, give corrective feedback by rephrasing the question in the correct way before giving the answer.
- After going through several of the questions, divide the class in half and tell learners that they will be playing Jeopardy! in teams. Have learners come up with their own team names and explain how to play the game. Keep track of score somewhere that is visible to learners. The categories and questions for Jeopardy! are taken from what they just played in Ecopod: Survival and can be found in Intermediate Activity 1 Jeopardy! Reference Sheet.
Notes:
As a follow-up activity, learners come up with a list of eight to ten comprehension questions based off of the theme of a global epidemic or an apocalyptic scenario. Each learner will swap his or her questions with a classmate who will use the questions to construct his or her own narrative. Afterwards, learners will share both the questions that they were given and the narratives that they inspired in small groups.
Please see the Ecopod: Survival overview for instructions for downloading the game.
For more Ecopod: Survival activities, please see the Games2Teach website at https://games2teach.uoregon.edu/download/classroom-activities/.
Source: CASLS Activity of the Week
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Content Type: 4
Title: Using ChronoOps to Explore Sustainability
Body:
Learning Objectives: Students will be able to
- Play a place-based game called ChronoOps and understand notions of sustainability in a local community.
- Compare and contrast what inspires happiness in a population with ideas of sustainability.
Modes: Interpersonal, Interpretive Reading, Presentational Speaking
Materials Needed: iOS devices (iOS 4.0 or higher), Worksheet 1, Venn Diagram, Worksheet 2
Procedure
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Put students into groups w/ mobile devices (or students can use their own if they have iOS). Instruct them to download the “ARIS” app and create an account, if they do not have one already.
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Tell students to search for ChronoOps in the target language (English, French, Spanish, Japanese, Russian) and play the game. As they play the game, students will fill out Worksheet 1, which allows them to have physical versions of both the questions they are asked in the game, as well as the answers they give.
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Once each team has finished the game, give them some time to finish filling out their worksheets. Once every group has had enough time to think about the worksheet in enough detail, bring the class together and go over it.
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Introduce learners to the World Happiness Report (http://worldhappiness.report/) in order to discuss why some countries are considered happier than others. Learners will review the different conditions that are chosen and argue why each is a good/bad measurement to consider when talking about happiness. Where would sustainability fit into these standards?
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As a class, learners will brainstorm what city services and utilities make them feel happy, safe, and satisfied with life (eg. police, health care, entertainment, etc.). Afterwards, learners will brainstorm what they don’t want in a city (eg. pollution, crime, bad weather, etc.). They will have a venn diagram to fill out themselves, then the teacher will draw one up on the board and ask for learner input when necessary.
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After discussing the good/bad things of living in a city, learners will choose a city to focus on and individually fill out Worksheet 2, writing down ideas that they have for improving the happiness of their city.
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Learners should prepare and present about what they consider to be their best ideas. This presentation should take no more than 1 minute and may be guided by what the learners wrote down on Worksheet 2. As each learner presents, other learners should write any other interesting ideas they find good or interesting down in Part B of the worksheet.
- Learners will hand in the Worksheet 2 at the end so that the teacher can get a better sense of how well the learners understand concepts of sustainability and how to put them to use in their daily lives.
Source: CASLS Activity of the Week
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Title: Bridging Activities: Bringing the World into the Language Classroom
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Steven L. Thorne currently holds faculty appointments in the Department of World Languages and Literatures at Portland State University (USA) and secondarily in the Department of Applied Linguistics at the University of Groningen (the Netherlands). His interests and research include cultural-historical and usage-based approaches to language development, language use and learning in social media and online gaming environments, and theoretical investigations of language, communication, and development.
People learn all the time – increasing their capacity to function autonomously as well as productively in groups and developing ways to present themselves competently and contingently across diverse activity setting. Formalized educational activity, of course, is a powerful contributor to second and foreign language (L2) learning, but so too are lived experiences in less explicitly structured environments. Processes variably described as informal learning, apprenticeship, language socialization, and becoming a particular kind of person over historical time (e.g., Lave & Wenger, 1991), may include explicit instruction, but also encompass a wide array of participation in non-instructed culturally organized activity. The question is – how can we enhance engagement and better incorporate student-relevant language-culture materials in instructed L2 setting?
As a response to this challenge, my colleague Jon Reinhardt and I have developed a pedagogical model, called bridging activities, for systematically incorporating digital vernacular texts into L2 education (e.g., Thorne & Reinhardt, 2008; Reinhardt & Thorne, 2011). Grounded in principles of language awareness and the concept of multiliteracies (e.g., New London Group, 1996), bridging activities bring together students’ digital communication interests with instructor guidance to explore grammatical, functional, and pragmatic dimensions of living language use. The immediate instructional objective is to strengthen the relations between language practices developed within both instructional L2 settings and the plurilingual world available on the Internet. The superordinate goal is to foster critical awareness of the recurrent patterns, core linguistic assets, and functional organization of a wide range of communicative practices relating to both digital and print literacy conventions (Thorne, 2013).
Participation in Internet-based communities (for example, social media, online gaming, synchronous text chat, instant messaging, and topical web sites, to name a few) has the potential to propel language learners beyond the confines of the institutional identity of ‘student’ by fraying the boundaries separating language study from social life, student from player, and information consumer from knowledge contributor (Sykes, Oskoz & Thorne, 2008; Thorne, Black, & Sykes, 2009). In many new media contexts, from literary sites like fan fiction communities to language-mediated coordination among players in an online game, specific language competencies develop in interaction within particular written language genres (e.g., fan fiction, online discussion forums) and interactional scenarios (e.g., online multiplayer gaming, Youtube commentaries).
Incorporating bridging activities into the foreign language syllabus involves the integration of learning objectives that promote the development of language awareness in application to various contemporary (and to students, high stakes) communication media. Key to a pedagogical application of the model is student selection of Internet/new media literacy texts and/or environments, which ensures that the texts will be relevant to the kinds of communicative practices students either already are, or want to become, engaged in for interpersonal, recreational, and professional purposes.
A pedagogical application of the bridging activities model would include a 3-phase cycle of activities centered on 1) observation and collection, 2) guided exploration and analysis, and 3) creation and participation. Observation activities involve students developing an awareness of their own Internet and digital media preferences, the sites and activities they engage in regularly, and ultimately the search for and collection of relevant texts (or media) for these areas of interest in the language/culture that they are studying. Guided exploration and analysis activities lead students to notice and critically examine the specific linguistic resources and social-interactional features of the observed and collected texts. In creation and participation activities, students join the Internet communities they have chosen and participate in communication, game play, curating a social media presence, and/or text creation, which (hopefully!) eventually lead to new observations and analyses.
An integrated project that incorporates this 3-phase cycle might have students begin by building a portfolio of texts they have collected, perhaps in a blog or wiki/googledoc format with weekly or monthly entries, and to annotate the entries with reflective commentary. The instructor-guided analysis activities could take the form of in-class discussion of the language used in various social media, websites, gaming environments, remixing/fan fiction texts, and Youtube videos students have chosen and collected (a side benefit is that teachers often get to learn new things too!). Possible questions for guided exploration and analysis could include:
- Are there lexical, phrasal, rhetorical, and/or text-convention features that stand out in the data you analyze?
- What sorts of communicative (pragmatic) functions are common? For example, do you see instances of soliciting help, providing instruction, reprimanding and apologizing, sharing of information, introductions/greeting and leave-taking rituals, soft and hard types of argumentation, etc.? List out specific examples, learn them, and incorporate them into your own developing linguistic repertoire.
- What linguistic resources do community insiders frequently use? Assemble a list of words, phrases, emoticons, and stylistic features that might help students become an accepted member of the online discourse community they have chosen to investigate and participate in.
Another analysis activity might have students compare and contrast texts within one linguistic community (e.g. two popular blogs in Spanish), across linguistic communities (e.g. a discussion forum in Chinese with one in English), or within one social community (e.g. a selection of different text types associated with a particular fan group, movie or video game, or forms of commentary appearing on social media sites). The more general language proficiency goals of the model include:
- To improve understanding of both conventional and Internet-mediated text genres, emphasizing the concept that specific linguistic choices are associated with desired and successful social-communicative actions.
- To raise awareness of genre specificity (why certain text types work well for specific purposes) and context-appropriate language use.
- To build linguistic, communicative, and analytic skills that enable lifelong learning in the support of participation in existing and future genres of plurilingual and transcultural language use.
- To bridge from classroom instruction toward relevance to students’ communicative lives outside of school.
- To increase student agency in relation to the choice, content and stylistic specifics of the texts contributing to the language learning process.
The above description of the bridging activities approach attempts to balance the resources and performance potentials of Internet generation youth with the analytic traditions and pedagogical frameworks that instructed foreign language education provide. To be clear, the bridging activities approach is designed to enhance engagement and relevance through the incorporation of students’ digital-vernacular expertise, experience, and/or curiosity, coupled together with instructor guidance to better understand linguistic and expressive action, interactional features, grammar, and genre. The ultimate goal is to foster critical awareness of the anatomy and functional organization of a wide range of communicative practices relating to both digital and conventional textual conventions. Our experience is that this approach has been beneficial for both students and instructors alike -- enjoy!
References
Lave, J., & Wenger, E. (1991). Legitimate peripheral participation. Cambridge: Cambridge University Press.
New London Group (1996). A pedagogy of multiliteracies. Harvard Educational Review, 66(1), 60-92.
Reinhardt, J., & Thorne, S. L. (2011). Beyond comparisons: Frameworks for developing digital L2 literacies. In Arnold, N., & Ducate, L. (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching, 2nd edition (pp. 257-280). San Marcos, TX: CALICO.
Sykes, J., Oskoz, A., & Thorne, S. L. (2008). Web 2.0, synthetic immersive environments, and mobile resources for language education. CALICO Journal, 25(3), 528-546.
Thorne, S. L. (2013). Digital literacies. In M. Hawkins (Ed.), Framing languages and literacies: Socially situated views and perspectives (pp. 192-218). New York: Routledge.
Thorne, S. L., Black, R. W., & Sykes, J. (2009). Second language use, socialization, and learning in Internet interest communities and online games. Modern Language Journal, 93, 802-821.
Thorne, S. L. & Reinhardt, J. (2008). “Bridging activities,” new media literacies and advanced foreign language proficiency. CALICO Journal, 25(3), 558-572.
Source: CASLS Topic of the Week
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Title: June InterCom Theme: Non-Classroom Language Learning
Body:
Our InterCom theme for June is non-classroom language learning. We are excited to bring you an excellent series of Topic of the Week articles from practicing language teachers and experts in the field of language teaching and learning. If you have any colleagues who aren't currently receiving InterCom each Monday morning, now is a great time to encourage them to subscribe at http://caslsintercom.uoregon.edu/.
Source: CASLS
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Title: Special Issue of Papers in Language Testing and Assessment
Body:
A special issue of Papers in Language Testing and Assessment: An international journal of the Association for Language Testing and Assessment of Australia and New Zealand is now available online. The focus of this special issue, guest edited by Cathie Elder, is Evaluating language assessment programs and systems in use. The contents are listed below.
Papers in Language Testing and Assessment (PLTA) is available exclusively online in open access format at ALTAANZ http://www.altaanz.org/current-issue.html and the Language Testing Research Centre, University of Melbourne http://ltrc.unimelb.edu.au/resources/papers/current-issue
In this issue:
ARTICLES
Evaluating the achievements and challenges in reforming a national language exam: The reform team’s perspective. Carol Spöttl, Benjamin Kremmel and Franz Holzknecht, University of Innsbruck & J. Charles Alderson, Lancaster University
Defining assessment standards for a new national tertiary-level qualification. John Read, The University of Auckland
Using evaluation to promote change in language teacher practice. Rosemary Erlam, The University of Auckland
Maintaining the connection between test and context: A language test for university admission. John Pill, American University of Beirut
An evaluation of an online rater training program for the speaking and writing sub-tests of the Aptis test. Ute Knoch, University of Melbourne, Judith Fairbairn, British Council & Annemiek Huisman, University of Melbourne
Negotiating the boundary between achievement and proficiency: An evaluation of the exit standard of an academic English pathway program. Susy Macqueen, Australian National University, Sally O’Hagan, University of Melbourne & Brad Hughes, Insearch, University of Technology Sydney
BOOK REVIEW
Talking about language assessment: The LAQ interviews. A. J. Kunnan, (Ed). Reviewed by Paul Gruba, University of Melbourne
Source: LTEST-L
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Title: Volume 20, Number 1 of TESL-EJ Available Online
Body:
The May 2016 issue of TESL-EJ is available online at http://www.tesl-ej.org/wordpress/
In this issue:
Feature Articles
Okim Kang, Son Ca Thanh Vo, & Meghan Kerry Moran, Perceptual Judgments of Accented Speech by Listeners from Different First Language Backgrounds
Susan Mary Featro & Daniela DiGregorio, Blogging as an Instructional Tool in the ESL Classroom
Kim Hyunsook Song, Applying an SIOP-Based Instructional Framework for Professional Development in Korea
Rintaro Sato & Shigenobu Takatsuka, The Occurrence and the Success Rate of Self-Initiated Self-Repair
Gözde Balıkçı & Ayşegül Daloğlu, Critical Reading Discourse of Pre-Service English Teachers in Turkey
Marian J. Rossiter, & Marilyn L. Abbott, & Andrea Kushnir, L2 Vocabulary Research and Instructional Practices: Where Are the Gaps?
On the Internet
Mark Wyatt, Anne Burns, & Judith Hanks, Teacher/Practitioner Research: Reflections on an Online Discussion
Media Articles & Reviews
Edmodo. The Facebook of Learning Platforms; Reviewed by Krisztián Simon
English Accent Coach; Reviewed by Beth Sheppard
Source: TESL-EJ
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