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Title: Organizing an Immersion Weekend
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From http://www.pblinthetl.com
French teacher Jeff Pageau describes how he and his colleague Franca Gilbert organized a weekend immersion program that has grown to include 9 high schools and 2 middle schools in this blog post: http://www.pblinthetl.com/2016/07/immersion-weekend.html
Source: PBL in the TL
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Title: Blog Post: Points of Agreement in Language Teaching
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Sara-Elizabeth Cottrell writes, “When I graduated from my master’s program in Linguistics with an emphasis on Second Language Acquisition, I suffered from a fundamental misunderstanding. I thought that there was a consensus on the general principles guiding how language acquisition works, what that means the second time around, and what that understanding ought to mean for the classroom teacher.
“I was wrong. I have since come to understand that differences exist on everything from why and how to implement ACTFL Can Do statements to how and why to assess students in their skills.”
Ms. Cottrell goes on to list six points of what she believes are general points of agreement among language teachers regardless of methodological approach, along with different perspectives on each one in this thought-provoking post on best practice in language teaching: http://musicuentos.com/2016/07/agreemen
Source: Musicuentos
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Title: Post-Reading Activity: Story Quilting
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From https://cipeek.com
Nelly Hughes describes a wonderful post-reading activity that gets students drawing, writing, moving around the room, responding to each other, and improving their comprehension of what they have read. Read her post here: https://cipeek.com/2016/07/12/story-quilting-by-nelly-hughes/
Source: CI Peek
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Content Type: 1
Title: Finding Authentic Resources
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From https://marishawkins.wordpress.com
In this extremely useful blog post, Maris Hawkins lists her favorite sources of and methods for finding authentic resources: https://marishawkins.wordpress.com/2016/07/12/how-i-find-authentic-resources/
Source: Maris Hawkins
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Title: Writing/Discussion Activity: Looking 10X2
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From https://chrysapapalazarou.wordpress.com/
Here is an activity, adaptable into any language, that gets students to slow down and reflect on a work of art or on a particular topic: https://chrysapapalazarou.wordpress.com/2016/07/01/looking-10x2-pushing-beyond-the-obvious/
Source: Art Least
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Content Type: 4
Title: Art and Issues Related to Race
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This activity involves the research and planning component of a speech that learners will deliver. It was created for Intermediate High and Advanced Low learners enrolled in a hybrid language course. The speech is the culminating component of a unit in which learners explore issues related to race in their communities that are revealed in community art. Prior to this activity, learners explored the community to find the art using a mission on the mobile app Ingress.
Learning Objectives: Learners will be able to:
- Understand the main ideas from a documentary or other historical audio text.
- Read a historical article or blog to understand the context for modern-day social issues.
- Summarize research.
- Draft and revise a speech outline as part of a school assignment.
Modes: Presentational Writing, Interpretive Reading, and Interpretive Writing
Materials Needed: Planning form, internet and print resources
Procedure:
- Learners pick at least five works of art in their communities that reflect issues related to race. This art may include street art that is typically impermanent (graffiti and the like).
- Learners identify the issues related to race that are reflected in the artwork that they have chosen using the planning form. Then, they cultivate a plan to address their desired audiences and consider the subjective and objective language that they will employ in the speech. If you have not already discussed pathos, ethos, and logos with your learners and/or subjective and objective speech techniques, you may wish to provide them with that information at this time.
- After cultivating the aforementioned plan on the planning form, learners will continue their work by writing an outline of the speech (the outline is also on the planning form). This outline will include important speech components (e.g., a greeting, a call to action, and a closing), description of the artwork and issues at hand, and any supporting evidence that they can research regarding the artwork and the issues.
- Learners will consider any literary devices (e.g., metaphor, simile, or hyperbole) that they want to include in their speeches.
- Learners should receive feedback (either peer, teacher, or both) on their outlines before presenting their speeches.
Notes:
The research regarding the works of art discussed in this activity and the issues that the art reflects was conducted before the outlining stage.
In order to adapt this activity to learners at lower proficiency levels, consider eliminating or adapting the considerations of objective and subjective language and literary devices.
Source: CASLS Activity of the Week
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Content Type: 4
Title: Leisure Activity within the Community
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This activity was designed for intermediate learners of the target language enrolled in a hybrid course. It is one component of a social media campaign that promotes a leisure activity within the community.
Learning Objectives: Learners will be able to:
- Make a presentation about an event, a service, or a product.
- Identify leisure activities within their communities.
- Identify and explain supporting details that are important to sharing information about a leisure activity.
Modes: Presentational Speaking, Interpretive Reading and/or Interpretive Listening
Materials Needed: Instruction and planning sheet, Extended reflection sheet, internet, video and/or voice recording device
Procedure:
- Explain to learners that they will research a leisure activity in their communities using the target language so that they can create a spoken television, radio, or internet ad to promote that activity. If you have not done so already in your class, you may want to connect learners with target-language resources (e.g., radio stations, television channels, and social media resources) that are specific to your community.
- Learners will research the activity. This research could be completed in or out of class.
- As learners research, they will use the instruction and planning sheet to plan their ads. They will mention their target leisure activity, the preparations a person must engage in to participate in the activity, the logistical information that it is important to know when completing the activity, and they will consider the appropriate registers to use for their target audiences. All of this detailed information is important to conveying the necessary information for participating in a leisure activity.
- Learners will create their ads in the digital format of their choosing. They may record a video, an audio file, or use a free program like Microsoft Office Mix to turn a PowerPoint into a video.
- Finally, learners will complete a self-reflection of their work by completing the extended reflection sheet.
Notes: Since this activity is designed to engage students in presentational speaking, you may want to have the learners record the audio during class in order to ensure that they are not simply writing a script and reading it. Alternatively, you could have learners present their ads to the class in lieu of recording them or record them as they make the presentations.
Source: CASLS Activity of the Week
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Content Type: 5
Title: Language Teaching Specialization at the University of Oregon
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Language Teaching Specialization (LTS) is the applied linguistics master's program at the University of Oregon, and CASLS and LTS enjoy a strong collaborative relationship. Julie Sykes, CASLS director and LTS faculty member, leads a seminar on intercultural pragmatics that culminates in a capstone collection of resources that students develop for teachers to use in teaching pragmatics with language learners. In addition, CASLS employs multiple former LTS students, supports current LTS students through graduate teaching fellowships, and provides internships/part-time employment for LTS students working on various projects including game design, assessment, and SLA research. This month, we will profile the relationship between CASLS and LTS and will provide resources from LTS.
Source: CASLS Spotlight
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Title: White Paper: Language and the Fulfillment of the Potential of All Americans
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From http://www.cal.org/resource-center/publications/aaas-language-fulfillment
Language and the Fulfillment of the Potential of All Americans
White paper commissioned by the American Academy of Arts and Sciences, Commission on Language Learning.
Terrence Wiley, PhD, with Beatriz Arias, PhD, Jennifer Renn, PhD, and Shereen Bhalla, PhD, Center for Applied Linguistics
This paper addresses the overarching theme of how language is related to the ability of Americans to fulfill their potential as individuals and citizens. The United States is primarily an English-speaking country and as such fluency, as well as literacy, in English are essential for Americans and U.S. residents to achieve maximum social integration, educational achievement, economic mobility, and personal fulfillment. Although the vast majority of Americans speak English, not all have attained a level of proficiency or literacy in English that would allow them to fulfill their full potential. Meanwhile, many Americans speak or live in homes where a language other than English is spoken.
The paper is organized around four major questions:
• How can we promote language access and ensure social justice for the over 60 million Americans who live in homes where a language other than English is spoken?
• How can we ensure English communication ability and literacy (in English and other languages) for all residents of this country?
• How can we ensure that speakers of languages other than English have the right and means to maintain and transmit their native tongue?
• How can we guarantee provision of language services to those who need them?
The paper references Census and educational data regarding what is known about the language abilities of the U.S. population, and it makes recommendations with implications for policy and practice.
Go to http://www.cal.org/resource-center/publications/aaas-language-fulfillment to download this paper.
Source: CAL
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Title: Book: Second Language Acquisition of Turkish
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From https://benjamins.com/#catalog/books/lald.59/main
Second Language Acquisition of Turkish
Edited by Ayşe Gürel
Published by John Benjamins Publishing Company
This book brings together the findings of current studies on the second language (L2) acquisition of Turkish, an Altaic language with more than 140 million native speakers around the world. There is now a growing interest in learning and teaching Turkish as an L2, both in and outside Turkey. Coordinated efforts to produce theoretical and empirical work on the acquisition and teaching of L2 Turkish are therefore an urgent need. The compilation in this volume offers eleven L2 studies that explore the representation and/or processing of various linguistic properties in different domains of grammar (phonology, morpho-syntax, pragmatics) and their interfaces. All studies involve adult L2 Turkish learners with various first-language backgrounds at different proficiency levels. With extensive discussions on theoretical and pedagogical issues, this title will appeal to an international readership that includes L2 Turkish researchers, materials designers, and teachers.
Visit the publisher’s website at https://benjamins.com/#catalog/books/lald.59/main
Source: John Benjamins Publishing Company
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