Contents
Content Type: 4
Title: Places for Pokestops: Where are they?
Body:
This activity can either function as a stand-alone activity or can be used as an extension of Pokemon Go Novice Activity 1, which appeared in last week's InterCom. In this activity, novice learners will use the Pokestop location vocabulary to describe characteristics of places in which Pokestops are located. Through these descriptions, learners will be able to note what common characteristics exist among Pokestops and will use that knowledge to produce, present, and justify an idea for a place to put a new Pokestop.
Objectives: Learners will be able to:
- list various places around town and describe their locations.
- discuss and defend their ideas with their peers.
- give feedback to others.
Modes: Interpersonal Communication, Presentational Speaking, Presentational Writing
Resources: Completed Novice Activity 1 Resource Sheet, Novice Activity 2 Worksheet, Pokemon Go app
Procedure:
- If an extension of Novice Activity 1: First, the teacher passes back the Novice Activity 1 Resource Sheet from the previous activity to learners and hands out the Pokemon Go Novice Activity 2 worksheet.
If a stand alone activity: Learners play Pokemon Go in groups for 30 minutes. Especially when working with novice-low and novice-mid learners, it is fine to play in the first language so that learners may gain familiarity with the game. As they play, learners should note areas that they went to in their city on their own sheet of paper.
- Learners will form pairs or small groups to work with their Novice Activity 1 Resource Sheets (if used) and the Novice Activity 2 Worksheets. Learner groups will start by completing questions 1 and 2 on the Novice Activity 2 Worksheet together. Make sure to tell learners to use this time to get help with vocabulary they do not know and places they cannot describe. This help may be solicited from the teacher or other classmates.
- Regroup as a class and discuss with students what types of places serve as Pokestops and how the students have described them. Possible categories to discuss include community areas and busy or convenient places.
- Next, students will complete question 3 individually and join their small groups again to share their answers.
- Individually, have learners think of a new place to put a Pokestop and write a description of why it would be a good place. This Pokestop can be in their town or another place that they have visited. Learners should be informed that the selection of a new Pokestop is a competition, and classmates will be voting on their favorite Pokestop proposal. Learners will organize their thoughts by filling out the back of the Novice Activity 2 Worksheet. They will also draw a picture, write the name of the Pokestop, and answer the related questions, but they should not write their names or fill out the comments section.
- As a class, the teacher and learners should brainstorm about how to give constructive feedback and how to defend ideas. Here are some questions to discuss with the class:
- How can we give helpful feedback? How do we make our feedback constructive?
- What is an example of unhelpful feedback?
- Teacher: “If I proposed a Pokestop location idea in the middle of a dangerous factory, very far away, how would you give me helpful comments in a kind way, to improve my idea?” Learners should brainstorm and answer.
- How can you defend or explain your ideas? Teacher can give the following examples.
- I chose X (the factory location) because Y (it’s different than all the other places).
- I like my idea because X (it’s an adventure for Pokemon Go players).
- You’re right, I will think about that. My idea might be X (too dangerous). Thank you.
- Students will individually present their ideas for where they would put a Pokestop to the class (in larger classes, it is fine to have students collaborate and present in groups). Presentations should be 30-60 seconds each and should include some sort of explanation as to why the proposed Pokestop is a good one. Encourage idea communication above grammatical correctness, and have other students ask WH questions (questions that include who, what, where, when, why and how) about each presenter’s ideas. The presenters should be prepared to explain their reasons and defend their ideas a best as possible, staying in the target language as much as they can.
- Students will anonymously post their worksheets, back side up, around the class. They will all walk around and write constructive comments until each form has at least five comments written. Then, they will vote on three of their classmates’ suggestions by marking tallies on the bottom of the worksheets.
- The teacher will collect the top three ideas, describe them to class, and the class will vote on them. The teacher may wish to provide a reward for the winning idea.
- As a possible follow-up activitiy, students can potentially submit their idea for a new Pokestop if the place they suggested doesn’t already have one using https://support.pokemongo.nianticlabs.com/hc/en-us/articles/225375247
Note: Some areas have a much denser concentration of Pokestops than others; rural areas especially may lack Pokestops. If you live in an isolated area, you may need to take a field trip with your students to a larger population center.
Source: CASLS Activity of the Week
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Content Type: 5
Title: CASLS Welcomes Dr. Kate Paesani as Incoming CARLA Director
Body:
CASLS welcomes Dr. Kate Paesani as the incoming director of the Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota, a sister Language Resource Center. The Language Resource Centers seek to increase the nation’s capacity for language teaching and learning. LRCs are funded by the U.S. Department of Education through Title VI.
Dr. Paesani earned her Ph.D. in French linguistics from Indiana University. Her research focuses on literacy-based curriculum and instruction and foreign language teacher development. Dr. Paesani brings a multiliteracies and sociocultural lens to CARLA’s work. Her research publications include a focus on applications of multiliteracies pedagogy in collegiate foreign language programs, integrated language and literature instruction, foreign language program articulation, teacher conceptual development, and high-leverage teaching practices.
Dr. Paesani has served as the president of the American Association of University Supervisors and Coordinators (AAUSC). Prior to joining CARLA, she was an associate professor and director of basic French courses at Wayne State University. There, she received the Wayne State University’s Board of Governors Faculty Recognition Award for her co-authored book, A Multiliteracies Framework for Collegiate Foreign Language Teaching.
Dr. Paesani succeeds Dr. Elaine Tarone, who is retiring in August 2016 from her roles as distinguished teaching professor at the University of Minnesota and director of CARLA–a position she began when the center was launched in 1993. Dr. Tarone is known for her work on the impact of social context on learner language and second language acquisition. She has published research on oral second language processing by low-literacy learners, interlanguage variation, interaction in immersion classrooms, language play, and genre analysis. Dr. Tarone is the past editor of Applied Linguistics and past president of the American Association for Applied Linguistics (AAAL). She holds AAAL’s 2012 Distinguished Scholar and Service Award and the TESOL “50 at 50” Award “for significant contributions to the TESOL profession within the last 50 years.”
Source: CASLS Spotlight
Inputdate: 2016-09-01 13:59:56
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Content Type: 5
Title: International Association for Language Learning Technology 2019 Conference to be Held at the University of Oregon
Body:
The International Association for Language Learning Technology (IALLT) announced that they have selected the University of Oregon (UO) as the location of the IALLT 2019 conference.
IALLT, established in 1965, strives to provide leadership in the development, integration, evaluation and management of instructional technology for the teaching and learning of language, literature and culture. K-12 and post-secondary language instructors, staff affiliated with media centers and language laboratories, and developers of hardware and software applicable to language learning, will be particularly interested in attending this biennial conference. Jeff Magoto, director of the Yamada Language Center (YLC) at the UO and CASLS board member, describes IALLT in this way: “If you're trying to simulate other worlds, break down speech into pronounceable bites, or design learning spaces that are mobile, comfortable and inspiring, IALLT has always been a place to find like-minded individuals.” CASLS is excited about the IALLT conference, as our center fosters innovation in world language teaching and learning, such as using Augmented Reality (AR) and other technology in pedagogically effective ways for language teaching and learning.
When asked about why the University of Oregon hosting the IALLT conference is important, Jeff said: “External exposure and reputation are always important for our UO language departments, but the biggest plus is for teachers in our region. They'll have a chance to attend a conference that speaks to some of the most important trends in our field, including teaching at a distance, without having to travel far. We hope folks from the whole Pacific Northwest Council for Languages (PNCFL) region will show up. We're going to have a lot of fun hosting this.”
Source: CASLS Spotlight
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Content Type: 1
Title: New Issue of Scenario: Journal for Drama and Theatre in Foreign and Second Language Education
Body:
A new issue of Scenario is available online at http://research.ucc.ie/scenario/2016/01. In this issue:
Creative English: balancing creative and functional language needs for adult refugees, asylum seekers and migrants
Process Drama in the Japanese University Classroom: Phase Three, The Homelessness Project
Step into Drama and Teach English affordably
Performative Script analysis for additional language classrooms
„Oser dépasser les frontières“ – Fronten aufbrechen im DaF-Unterricht durch kooperative Arbeit zwischen mehrsprachigen SchülerInnen und Studierenden im Oberelsass
Ohne Panzerhemd der Gewohnheiten
Of Empathy, Imagination and Good Gloves
Plus reviews.
Source: Scenario
Inputdate: 2016-09-03 10:58:50
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Content Type: 1
Title: Book: Conceptualising Integration in CLIL and Multilingual Education
Body:
From http://www.multilingual-matters.com/display.asp?isb=9781783096138
Conceptualising Integration in CLIL and Multilingual Education
Edited by Tarja Nikula, Emma Dafouz, Pat Moore, and Ute Smit
Published by Multilingual Matters
Content and Language Integrated Learning (CLIL) is a form of education that combines language and content learning objectives, a shared concern with other models of bilingual education. While CLIL research has often addressed learning outcomes, this volume focuses on how integration can be conceptualised and investigated. Using different theoretical and methodological approaches, ranging from socioconstructivist learning theories to systemic functional linguistics, the book explores three intersecting perspectives on integration concerning curriculum and pedagogic planning, participant perceptions and classroom practices. The ensuing multidimensionality highlights that in the inherent connectedness of content and language, various institutional, pedagogical and personal aspects of integration also need to be considered.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783096138
Source: Multilingual Matters
Inputdate: 2016-09-03 10:59:28
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Content Type: 1
Title: Book: Flash Fiction in English Language Teaching
Body:
From http://narr-starter.de/magento/index.php/shorties.html
Shorties: Flash Fiction in English Language Teaching
By Engelbert Thaler
Published by narr/francke/attempto
Short narrative texts are good for the language classroom because they are short and narrative. Therefore this volume treats the teaching potential of Shorties on a theoretical level (part A), a methodological level (part B) , and a practical level (part C). Part A highlights the topic from the perspectives of different academic disciplines, in this case from a TEFL as well as from a linguistic and literary viewpoint. In part B, methodological contributions on selected texts, media and procedures are assembled. Part C is a collection of concrete sample lessons for teaching English at various levels. These lesson plans have been designed at university, carried out and evaluated by 11 experienced teachers, and finally revised by the editor.
Visit the publisher’s website at http://narr-starter.de/magento/index.php/shorties.html
Source: narr/francke/attempto
Inputdate: 2016-09-03 11:42:47
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Content Type: 1
Title: Call for Papers: 26th Conference on Spanish in the United States
Body:
From http://sius2017.ce.byu.edu/
26th Conference on Spanish in the United States
11th Conference on Spanish in Contact with Other Languages
April 6-8, 2017
Brigham Young University, Provo, Utah
The organizers invite submission for papers in all areas of language research related to any aspect of Spanish in the United States or Spanish in contact with other languages, including but not limited to the following:
• bilingualism
• educational policies and practices
• formal aspects of US Spanish
• heritage language learning and teaching
• language and identity
• language and the law
• language contact and change
• language ideologies
• language in politics and politics of language
• language maintenance
• language planning
• language policy
• language rights
• linguistic anthropology
• linguistic variation
• mass media and Spanish
• Spanish in the professions
• Spanish and the economy
The deadline for abstracts is October 14, 2016.
View the full call for papers at http://sius2017.ce.byu.edu/call_for_papers
Source: Brigham Young University
Inputdate: 2016-09-03 11:43:48
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Content Type: 1
Title: 2016 Texas Foreign Language Association Fall Conference
Body:
2016 TFLA Fall Conference
October 13-15
Austin
Access an overview of the sessions and register at http://www.tfla.info/
Source: TFLA
Inputdate: 2016-09-03 12:29:07
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Content Type: 1
Title: New England Regional Association for Language Learning Technology Fall Conference
Body:
From http://nerallt.org/conference/
Fall 2016 Conference
New England Regional Association for Language Learning Technology
"From Language Labs to Virtual Communities: The Redesign of Language Learning Spaces"
Mount Holyoke College
South Hadley, Massachusetts
October 27 and 28, 2016
Visit the conference website at http://nerallt.org/conference/
Source: NERALLT
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Title: Association for Slavic, East European, and Eurasian Studies Annual Convention
Body:
From http://aseees.org/convention
The 48th Annual Association for Slavic, East European, and Eurasian Studies Annual Convention will be held at the Washington Marriott Wardman Park on November 17-20, 2016. This international forum makes possible a broad exchange of information and ideas, stimulating further work and sustaining the intellectual vitality of the field.
Visit the convention webpage at http://aseees.org/convention
Source: ASEEES
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