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Title: Teaching Global Competence Using the 2016 Presidential Election
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From http://asiasociety.org/education/immigration-xenophobia-and-racism
Immigration, Xenophobia, and Racism
Teaching Global Competence Using the 2016 Presidential Election
by Apoorvaa Joshi
…There have been numerous pieces written recently on introducing children to the coded (and explicit) racism and prejudice in the stump speeches of Donald Trump and other candidates. And the messaging from some of the presidential candidates is having a powerful, negative impact on the children of immigrants, or children who are immigrants themselves.
Given the rampant misinformation and high emotional tensions that run through this topic, we may instinctually keep quiet on the issues, wanting to maintain a safe and orderly space for young people, or to avoid giving more attention to vitriolic speech. But as educators, there are some important ways in which you can empower students to use the current rise of xenophobia and intolerance in the US and abroad to inspire global competence. Doing this will, in turn, help develop your students into young leaders who can engage with the current political discourse in a way that is meaningful and authentic to their own lives and contexts. Indeed, the four domains of global competence can act as a guide for you to help students to investigate their world, weigh perspectives, communicate across audiences, and finally take action on issues of global significance like immigration and xenophobia.
Read the full article at http://asiasociety.org/education/immigration-xenophobia-and-racism
Source: Asia Society
Inputdate: 2016-06-26 22:28:39
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Content Type: 1
Title: Seven Silent Short Films for Language Teaching
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Kieran Donaghy writes, “As many short films are artistic, they have limited appeal in the commercial marketplace and are funded from diverse sources. To make them easier to sell worldwide, they often contain little or no dialogue, which makes comprehension much easier. As a result, they offer intensely ‘filmic’ experiences, using images and movement, sequence and duration, sound and music to tell their stories. These silent films are perfect for the language classroom as they can be used with any level – the teacher just needs to adapt the difficulty of the task to match the level of the students. Here are the seven short films which I have found work best in the language classroom.”
Read his list and access the films at http://kierandonaghy.com/seven-best-silent-short-films-language-teaching/
Source: Kieran Donaghy
Inputdate: 2016-06-26 22:29:24
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Content Type: 1
Title: Twelve Helpful Habits for Learning New Languages
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From http://www.gamesforlanguage.com/
Here are some helpful hints for you and your students to make learning a new language part of your lifestyle outside of class: http://www.gamesforlanguage.com/blog/post/2016-06-my-12-best-habits-for-learning-foreign-languages
Source: Games for Language
Inputdate: 2016-06-26 22:30:08
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Content Type: 1
Title: Simple Interpersonal Exercises
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Here are two quick, no-prep activities you can do in a few extra minutes of class to get your student talking and listening to each other: http://www.teachthemenglish.com/2016/06/09/great-listening-energizers-part-1/
And here are a few more: http://www.teachthemenglish.com/2016/06/13/great-listening-energizers-part-2/
Source: Teach them English
Inputdate: 2016-06-26 22:30:48
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Content Type: 1
Title: Dice Cards: Activities for Interpersonal Communication
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From https://tekhnologic.wordpress.com
Here is an activity that gets students talking in groups; once the prep work is done, the activity can be used over and over with different prompts: https://tekhnologic.wordpress.com/2016/06/20/dice-cards-an-activity-to-encourage-participation/
Source: tekhnologic
Inputdate: 2016-06-26 22:34:06
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Content Type: 5
Title: Flagship Language Linkages Updates
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As we reported last year, the UO Chinese Flagship Program and the PSU Russian Flagship Program received a new grant from the National Security Education Program to support increased collaboration with the K-12 schools and community colleges in the Pacific Northwest through the creation of Pacific Northwest Pathways Collective. The collective brought together Chinese and Russian classroom teachers, pedagogy experts, and curriculum designers at all levels to enhance program articulation ad develop curriculum so that regional students have clear pathways to continue their language learning from kindergarten through their undergraduate degree programs.
This summer has been pivotal to meeting the goals of this grant. In order to increase best practices in instruction and assessment, the UO Chinese Flagship Program worked with Portland Public Schools to provide an ACTFL Oral Proficiency Interview (OPI) training to secondary and community college instructors. During this four day training, instructors learned about identifying the different major and sub proficiency levels of students and engaged in practice evaluations of learners with different proficiency levels.
Additionally, the PSU Russian Flagship Program hosted a weeklong summit for Russian immersion teachers entitled, “Assessment, Curriculum Development, and Articulation”. This summit was focused on understanding the Russian Immersion Language Curriculum Framework that was developed between 2012-2014 in partnership with Portland Public Schools and the Woodburn School District. In addition, educators were given the opportunity to refine their knowledge of current best practices and created and refined resources to be shared on an online repository.
We are excited to see the positive impact of these efforts in the upcoming school year and to continue our work in the region.
Source: CASLS Spotlight
Inputdate: 2016-07-03 13:54:15
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Content Type: 2
Title: Project-Based Learning
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Our InterCom theme for July is project-based learning (PBL). We hope you enjoy this month's Topic of the Week articles and Activities of the Week.
Source: CASLS
Inputdate: 2016-07-03 21:42:22
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Title: Brief: Supporting English Language Learners with Next-Gen Tools
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From http://gettingsmart.com/2016/05/supporting-english-language-learners-with-next-gen-tools/
Reaching all of America’s students includes meeting the needs of diverse learners that possess a wide variety of skills, backgrounds, cultures and family supports. Supporting ELLs, and ultimately all students, involves multiple strategies, professional learning and environmental support. It also means providing next-gen and technological tools that can support language acquisition.
A new publication by Getting Smart addresses these fundamental issues and includes:
• A landscape analysis of ELL programs, strategies, tools and applications.
• Findings on what students need to acquire English and what teachers need in order to teach ELLs.
• Specific recommendations for future tools based on findings.
Access the report at gettingsmart.com/wp-content/uploads/2016/05/SupportingEnglishLanguageLearnerswithNextGenToolsFINAL.pdf
Source: Getting Smart
Inputdate: 2016-07-03 22:23:01
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Title: Book: Decolonizing Primary English Language Teaching
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From http://www.multilingual-matters.com/display.asp?isb=9781783095766
Decolonizing Primary English Language Teaching
By Mario E. López-Gopar
Published by Multilingual Matters
This book tells the story of a project in Mexico which aimed to decolonize primary English teaching by building on research that suggests Indigenous students are struggling in educational systems and are discriminated against by the mainstream. Led by their instructor, a group of student teachers aspired to challenge the apparent world phenomenon that associates English with “progress” and make English work in favor of Indigenous and othered children’s ways of being. The book uses stories as well as multimodality in the form of photos and videos to demonstrate how the English language can be used to open a dialogue with children about language ideologies. The approach helps to support minoritized and Indigenous languages and the development of respect for linguistic human rights worldwide.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783095766
Source: Multilingual Matters
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Title: Book: Reconceptualising Authenticity for English as a Global Language
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From http://www.multilingual-matters.com/display.asp?isb=9781783095667
Reconceptualising Authenticity for English as a Global Language
By Richard Pinner
Published by Multilingual Matters
Developments in technology have led to constant interaction between cultures in today's world and the English language has become a fixture in cross-cultural exchanges. So how does the concept of authentic language fit in? This book explores authenticity as it relates to second language acquisition with a particular focus on the instruction of English as a foreign language. It discusses the theoretical issues surrounding authenticity and presents it as a complex dynamic construct that can only be understood by examining it from social, individual and contextual dimensions, in relation to actual people. Authenticity is examined from a chaos/complexity theory perspective and the author proposes that authenticity be considered as a continuum, which attempts to reframe it in a way which is more inclusive to L2 varieties of English. This work will be of interest to researchers working in the areas of SLA, ELT and TESOL, with particular interests in motivation, identity and authenticity, as well as those interested in the World Englishes debate.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783095667
Source: Multilingual Matters
Inputdate: 2016-07-03 22:24:40
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