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Content Type: 1
Title: Idea for Helping Your Students to Understand: VCR Posters
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From https://sradentlinger.wordpress.com
Elizabeth Dentlinger shares an idea she got while observing the Concordia Language Villages. Here is her description:
“One idea that I got from El Lago del Bosque that I think would be extremely valuable for a TPRS teacher (or a teacher who is using a story in an activity like MovieTalk, reading a novel, etc.) would be to add VCR setting posters to employ during the story. Basic VCR settings include: Pause, Rewind, Fast-Forward, and Play, but could be opened up to even more options like Stop, Mute, Record, etc. to incorporate more vocabulary.
“I envision these “buttons” being something both teachers and students can use alike. I can see the teacher directing the class to the “VCR” (said in target language) and then allowing a student to choose which one. I could see giving the “botón de pausa” to a specific student to employ at any time during the story and the teacher creates 5 questions in the target language instantaneously. I can also see the teacher using these while having students act out a chapter they’ve read out of a novel. The possibilities are endless!”
Read the full blog post here: https://sradentlinger.wordpress.com/2016/06/13/vcr-posters-get-your-extra-repetitions-within-the-target-language/
Source: La Clase de la Señora Dentlinger
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Content Type: 5
Title: CASLS Programmer Attends Apple WorldWide Developer Conference
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Each year, the Apple Worldwide Develpers Conference (WWDC) brings together the developer community to learn about the future of Apple operating systems. CASLS Educational Software Programmer Carl Burnstein was fortunate enough to be selected as an attendees for this year’s conference in San Francisco.
“The guest speakers were inspirational,” says Carl. “Haben Girma, the first blind and deaf woman to graduate from Harvard law school, talked about how important accessibility is for everyone. Ajit Narayanan, another guest speaker, developed two language apps for autistic children using a visual language. Children drag and drop pictures, and the app puts together a sentence to help them communicate. The new version called Free Speech has multilingual capabilities.”
Carl also connected with colleagues across the country and learned about upcoming advancements in Apple technologies directly from Apple experts. Carl asked specific questions to Apple engineers during one-on-one appointments.
Carl is the lead developer behind CASLS’ educational technology tools that rely on iOS operating systems. He designed the popular LFO to Go app to accompany LinguaFolio Online so that students can capture their language use in real time using their mobile devices.
Special thanks to the University of Oregon Innovation Partnership Services for sponsoring Carl’s attendance at this year’s WWDC.
Source: CASLS Spotlight
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Content Type: 3
Title: Branching Out with an Ecological Language Curriculum
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Christopher Daradics is a graduate student of linguistics at the University of Oregon.
"Something you feel will find its own form." Jack Kerouac
At the end of our month together spent looking at language learning outside of the classroom the big question on my mind is, how exactly can we help an individual go from being a student in a classroom to being a language learner in the wild?
I believe some compelling answers to this question come from Ecology which is, fundamentally, the study of processes in context. For us the process in question is language learning, and the contexts are the language classroom and the world at large.
As a masters student in the UO’s LTS program I have developed an ecological language learning framework to raise student awareness and to build the skills, habits, and outlook necessary for students to embrace lifelong language learning. I think this ecological approach to language learning can help us better understand the difficulty students face in making the transition and it also illuminates some specific steps students and teachers can take to help students work towards engagement and autonomy. The ecological framework gives students a structured and detailed process for transitioning out from the guided instruction of a classroom towards the independent exploration of an
intrepid and cosmopolitan language learner. The model has three parts: branching (outward, world facing activities), rooting (reflection/analysis) and trunking (planning and self-evaluation).
Branching activities encourage students to engage in the world around them. Branching shows students that anywhere can be ground for an authentic experience, linguistic or otherwise. Within the ecological framework, the branching activities generate authentic language material "leaves" which in turn become the "soil" for rooting activities. Rooting activities are thoughtful, introspective, and analytical activities that help learners better understand the forms, functions, and uses that were at play when they collected their language material during the branching activities.
As teachers we desire that our students leave our watch better able stand and function on their own. Trunking, in the ecological model, allows students to begin taking on more of the evaluation and planning they will need as they mature and integrate with their environment. Trunking then is the scaffolded transition of responsibility which allows students to support, plan for, and stabilize their own growth.
Think of a tree firmly rooted and flourishing. Perhaps it’s along the bank of a river. Think of all that makes the branches reach up towards the sun; think of what makes the roots burrow down deep into their grounding soil; and think about what makes the trunk able to stabilize and support the branching and rooting processes. Trees start with a pattern for their kind, much in the same way that students in our classroom are provided with a pattern of how to learn a language by our instruction, but as they mature into adults they find their way into a life of their own making.
"Something [our students] feel will find its own form." What are the feelings of your target language and how can your students branch, root, and trunk into those feelings such that they find their own form?
See the Activity of the Week for an ecological activity adapted for the classroom.
Source: CASLS Topic of the Week
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Content Type: 4
Title: Ecological Model Adapted for the Classroom
Body:
by Christopher Daradics
Materials: “Exploration #1” + Ecological Model Handout
Preparation:
1) Have a look at our activity prompt, Exploration #1.
2) Find the Sample Activity Card on the Ecological Model sheet (upper right corner). This card highlights how Exploration #1 fits into the Ecological model.
Execution:
1) Do Exploration #1 with students in their L1—to minimize selective filtering based on language competency.
2) Students will work in pairs (or small groups) and take turns trying to figure out in the target language what entries are on each other’s lists.
Some options:
The students can take turns switching being “askers” and “answerers”.
The “askers” can use gesture, but the “answerers” cannot.
As helpful adjectives come up in conversation Ss can annotate their lists for future use.
Debrief of the activity can include a discussion of in/effective communicative strategies.
Extension:
Consider creating assignments that allow students to choose their own combinations of “Branching” and “Rooting” activities. If this is too open, restrict student options to create the outcomes you are interested in. If we are looking to increase agency, then it only makes sense to give students a sense of how they can more reflectively participate in the world, and in their own target language development.
Source: CASLS Activity of the Week
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Content Type: 1
Title: Book: Working Memory and Second Language Learning
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From http://www.multilingual-matters.com/display.asp?isb=9781783095711
Working Memory and Second Language Learning Towards an Integrated Approach
By Zhisheng (Edward) Wen
Published by Multilingual Matters
This book introduces an approach to understanding and measuring working memory components and functions in second language learning, processing and development. It presents comprehensive, thorough and updated reviews of relevant literatures from cognitive sciences and applied linguistics. Drawing on multidisciplinary research, the book advocates a conceptual framework for integrating working memory theories with second language acquisition theories. An innovative theoretical model is also presented, which illuminates research studies investigating the distinctive roles of phonological and executive working memory as they relate to specific L2 learning domains, skills and processes. Theoretical and methodological implications of this integrative perspective are further elaborated and discussed within the specific realms of L2 task-based performance and language aptitude research.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783095711
Source: Multilingual Matters
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Title: Book: Performative Teaching Learning Research
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From https://www.schibri.de/?a=bookviewer&ISBN=978-3-86863-168-5
Performatives Lehren Lernen Forschen – Performative Teaching Learning Research
Edited by Susanne Even and Manfred Schewe
Published by Schibri-Verlag
When I first heard the phrase “performative teaching and learning” I was reminded of a quote from Wittgenstein that “a new word is like a fresh seed thrown on the ground of the discussion.” These are the opening words of an article in this volume of the SCENARIO book series, whose goal it is to advance the intercultural dialogue within drama and theatre pedagogy. The six contributions to this anthology, in both English and German, explore performative teaching, learning, and research from multiple perspectives: general education, foreign language didactics, as well as drama and theatre pedagogy. Since the word “performative” features in many languages, we advocate its use – particularly in intercultural contexts – to characterize approaches to teaching, learning, and research that emerge from the dynamic interplay of pedagogy and the performing arts.
Visit the publisher’s website at https://www.schibri.de/?a=bookviewer&ISBN=978-3-86863-168-5
Source: Schibri-Verlag
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Title: Book: The Usage-based Study of Language Learning and Multilingualism
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From http://press.georgetown.edu/book/languages/usage-based-study-language-learning-and-multilingualism
The Usage-based Study of Language Learning and Multilingualism
Edited by Lourdes Ortega, Andrea E. Tyler, Hae In Park, and Mariko Uno
Published by Georgetown University Press
When humans learn languages, are they also learning how to create shared meaning? In The Usage-based Study of Language Learning and Multilingualism, a cadre of international experts say yes and offer cutting-edge research in usage-based linguistics to explore how language acquisition, in particular multilingual language acquisition, works.
Each chapter presents an original study that supports the view that language learning is initiated through local and meaningful communication with others. Over an accumulated history of such usage, people gradually create more abstract, interactive schematic representations, or a mental grammar. This process of acquiring language is the same for infants and adults and across varied contexts, such as the family, the classroom, the laboratory, a hospital, or a public encounter. Employing diverse methodologies to study this process, the contributors here work with target languages, including Cantonese, English, French, French Sign Language, German, Hebrew, Malay, Mandarin, Spanish, and Swedish, and offer a much-needed exploration of this growing area of linguistic research.
Visit the publisher’s website at http://press.georgetown.edu/book/languages/usage-based-study-language-learning-and-multilingualism
Source: Georgetown University Press
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Title: WIDA 2016 National Conference
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From http://widaconference.us/
WIDA’s annual conference provides PreK through grade 12 educators of language learners opportunities for professional learning, idea sharing, relationship building, and strategic collaboration. The 2016 national conference will take place October 12-15 in Philadelphia.
For more information, visit the conference website at http://widaconference.us/
Learn more about WIDA at https://www.wida.us/
Source: WIDA
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Title: Workshop: Motivate, Elicit, and Assess:
Body:
From https://docs.google.com/document/d/1f2th__2SLOJ3RpTTiSLPF2n4XA6oXT84YVaQFBhZkPE/edit
1-Day Summer Workshop
Motivate, Elicit, and Assess: Getting students to speak in the TL and assessing their proficiency
Meeting Date: Friday, July 8, 2016, 9am-4pm
Meeting Place: Miami University Voice of America Campus
(Conveniently located near I-75 Northeast of Cincinnati)
If you are dreaming of getting not only yourself, but also your students speaking at the 90%+ in the target language recommended by ACTFL, this is the workshop for you! This workshop will help you ignite enthusiasm for using the target language with classroom-tested strategies, activities, and assessment tools.
For full details go to https://docs.google.com/document/d/1f2th__2SLOJ3RpTTiSLPF2n4XA6oXT84YVaQFBhZkPE/edit
Source: Miami University
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Title: Summer Institute on Slavic and Eurasian Language Pedagogy, Research and Testing
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The Duke Slavic and Eurasian Language Resource Center will host a summer institute for instructors (K-12 and university faculty) and language program coordinators in Slavic and Eurasian languages.
The institute will include presentations by speakers from Duke University, Indiana University, the University of Arizona, the National Aeronautic and Space Administration, the Department of Defense, and other leading institutions on topics including:
**Teaching language and culture through film
**Specialized language instruction at the advanced and superior levels
**The use of technology in the language classroom
**Integrating heritage students in the language classroom
**Addressing the needs of differently-abled students
**Using computer technologies to create pedagogical materials
**The role of grammar in proficiency-based instruction
**Popular culture and language instruction
**Web resources for Slavic and East European language teachers
Date: August 10-12, 2016
Location: Duke University, Durham, NC
Cost is free. Interested language instructors should contact Michael Newcity at mnewcity@duke.edu for further information.
Source: JNCL-NCLIS
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