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Content Type: 5
Title: Join CASLS at ACTFL 2016 in Boston, MA!
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The American Council on the Teaching of Foreign Languages (ACTFL) Annual Convention will be held November 18-20, 2016, at the Boston Convention and Exhibition Center in Boston, MA, with pre-convention workshops held on November 17. Our staff can’t wait to meet you at this year’s convention! We hope you’ll stop by our booth, #2528, and join us for the following sessions:
A Design Approach to Shaping the Landscape of Technology in Flagship
Friday, November 18 2:30-3:30
Convention Center Room 203
Session Presenter
Madeline Spring, University of Hawaii
Co-Presenter(s)
Julio Rodriguez, University of Hawaii At Manoa, and Julie Sykes, CASLS, University of Oregon
This presentation will describe a national initiative for new pathways for language technology innovation with key partners in academia, government, and businesses led by the newly-established Language Flagship Technology Innovation Center (LFTIC), at UH. Presenters will provide an overview of the interactive, dynamic design process that was used.
Free Standards-Based Language Teaching Resources From the LRCs
Friday, November 18 3:45-4:45
Convention Center Room 102A
Session Presenter
Julie Sykes, CASLS, University of Oregon
Co-Presenter(s)
Carl Blyth, University of Texas At Austin, Joy Campbell, Center for Language Educ. and Research, Karin Larson, CARLA--University of Minnesota, and Margaret Malone, AELRC/ACTFL
Come learn about free standards-based resources for teachers available from 16 Language Resource Centers funded by the Department of Education: no-cost teacher resource guides and manuals, online materials and assessments in specific languages, and more for teachers of all levels and languages. URLs for downloadable resources are provided.
Engaging Advanced Secondary Language Learners
Saturday, November 19 5:15-6:15
Convention Center Room 101
Session Presenter
Stephanie Knight, Center for Applied Second Language Studies University of Oregon
Co-Presenter(s)
Marilyn Mi, Portland Public Schools, and Renee Marshall, Center for Applied Second Language Studies
Many immersion and heritage language learners stop taking language courses around junior year of high school. The Bridging Project aims to rectify this through a hybrid language course for advanced learners that involves place-based learning and augmented reality tools. Come learn how the course has been designed to tailor to advanced learners!
Using Analog Games to Improve Negotiation Skills in ESL Learners
Saturday, November 19 5:15-6:15
Convention Center Room 256
Session Presenter
Benjamin Pearson, Center for Applied Second Language Studies
How can playing a game be used to teach complex pragmatic skills like negotiation? In this session, participants will be exposed to current research that supports using board and card games to practice communication, a framework for designing lesson plans using games, and an example activity that highlights a specific language feature for learners.
Source: CASLS Spotlight
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Content Type: 4
Title: Integrated Performance Assessments from the Ohio Foreign Language Association
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In today's Topic of the Week article, Kathy Shelton talks about how beginning-of-the-year pre-assessments related to Student Learning Objectives (SLOs) can guide instruction throughout the year, helping teachers to scaffold instructional tasks for different groups of students.
Classroom-ready examples of Integrated Performance Assessments (IPAs) are available on the Ohio Foreign Language Association website at http://oflaslo.weebly.com/moving-your-state-from-performance-to-proficiency-the-ohio-model.html. Under the "IPA Resources and Samples" section, you can download a French IPA dealing with travel or a Spanish IPA dealing with food and hunger; both documents include an IPA that can be used as a unit-final assessment and a different version that can be used as a more comprehensive pre- or post-assessment, such as you might use to track students' performance and proficiency regarding SLOs.
The example cited in today's Topic of the Week article deals with the interpretive mode; specifically reading. ACTFL's Appendix D template as referenced in the article allows students at different levels of proficiency to all be challenged. The IPAs on the OFLA site use this same template for the reading portions; you will also see this template in use in the "Interpretive Task Samples" section of the page, such as this interpretive task dealing with free time in Spanish.
More instruction and assessment resources are available on this Ohio Department of Education website. These resources are designed and arranged so that teachers can choose strategies appropriate to the task, language level, and age of their students.
Source: CASLS Activity of the Week
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Title: August 2016 Issue of International Journal of Kurdish Studies
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From http://www.ijoks.com
The August 2016 issue of the International Journal of Kurdish Studies is available at http://www.ijoks.com/issue4.html. In this issue:
Syntactic devices expressing focus in English and Kurdish: A comparative study
Arazoo Rashid Othaman
Adjectives in Kurdish language: Comparison between dialects
Hasan Karacan & Hewa Salam Khalid
The dimensions of God in selected poems of Kareem Dashti
Hawzhin Sliwa Essa
A Kurdish Folio on the Marriage
Mustafa Dehqan
The editors are calling for articles for forthcoming issues. See the publication guidelines at http://www.ijoks.com/submission.html
Source: IJoKS
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Title: Book: Advanced Proficiency and Exceptional Ability in Second Languages
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From http://www.degruyter.com/view/product/247550?rskey=0FY3hc&format=G
Advanced Proficiency and Exceptional Ability in Second Languages
Edited by Kenneth Hyltenstam
Published by de Gruyter Mouton
While the literature on second language acquisition and use is overwhelmingly rich with respect to initial and intermediate stages of development, present knowledge of levels of ultimate attainment that are equal or close to that of native speakers has so far not been presented in a coherent manner. This is what the present volume aims to achieve. In addition to chapters that summarize what is currently known about the grammatical, lexical, and discourse features that continue to exhibit instability at the most advanced levels of second language development, the volume presents overviews of the incipient research on two unique learner populations, polyglots and employees in international call centers. Polyglots, defined as language users who are proficient in six or more second languages, may be considered second language learners par excellence. Call center employees in economically less developed parts of the world are intriguing in how they cope with the high language proficiency requirements of their job. In conclusion, this book is relevant for all readers - both professionals and students - interested in the development of second language theory. For language teachers, the book provides insights that are profitable in classrooms for advanced learners.
Visit the publisher’s website at http://www.degruyter.com/view/product/247550?rskey=0FY3hc&format=G
Source: De Gruyter
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Title: Book: Language Maintenance and Shift
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Language Maintenance and Shift
By Anne Pauwels
Published by Cambridge University Press
What motivates some linguistic minorities to maintain their language? Why do others shift away from it rather quickly? Are there specific conditions - environmental or personal - influencing these dynamics? What can families and communities do to pass on their 'threatened' language to the next generation? These and related questions are investigated in detail in Language Maintenance and Shift. In this fascinating book, Anne Pauwels analyses the patterns of language use exhibited by individuals and groups living in multilingual societies, and explores their efforts to maintain their heritage or minority language. She explores the various methods used to analyze language maintenance, from linguistic demography to linguistic biography, and offers guidance on how to research the language patterns and practices of linguistic minorities around the world.
Visit the publisher’s website at http://www.cambridge.org/us/academic/subjects/languages-linguistics/sociolinguistics/language-maintenance-and-shift?format=PB
Source: Cambridge University Press
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Title: Book: Dyslexia in First and Foreign Language Learning
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From http://www.cambridgescholars.com/dyslexia-in-first-and-foreign-language-learning
Dyslexia in First and Foreign Language Learning: A Cross-Linguistic Approach
By Monika Łodej
Published by Cambridge Scholars Publishing
According to International Educational Statistics (2008), there are total of 654.9 million school-age children in the world. If dyslexia affects 10–15% of these youth (Fletcher et al. 2007), this translates to approximately 65–98 million students with difficulties in reading and writing. The EU strategic plan for education (2010) recognizes the need for EU citizens to speak a foreign language. As such, foreign language courses are introduced on an obligatory basis at the primary level of education. Dyslexic students are not exempt from this regulation, and, thus, are confronted with different language systems that must be mastered. The difficulty here escalates if the systems differ significantly in their levels of orthographic transparency.
Reading and writing are operationalized by the same biological functions that are defined by the universal perspective. However, language systems differ in terms of their transparency; for example, English and French are considered opaque scripts, whereas Spanish and Italian are described as transparent orthographies. These differences are discussed in this book as part of the language specific perspective, which can, in turn, raise questions such as: “Is a dyslexic student equally impaired in any language they study?” and “Is the type of difficulty primarily dependent on the language system or is it rather a dyslexia syndrome?” This volume provides answers through a synthesis of research on reading difficulties in first and foreign languages and existing taxonomies of dyslexia sub-types.
Visit the publisher’s website at http://www.cambridgescholars.com/dyslexia-in-first-and-foreign-language-learning
Source: Cambridge Scholars Publishing
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Title: Call for Proposals: CALICO 2017
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From https://calico.org/page.php?id=690
The Computer Assisted Language Instruction Consortium will hold its 2017 conference May 16-20. May 16, 17, and 20 will include hands-on workshops, and May 17-19 will include the opening keynote, individual presentations, exhibits, a technology showcase, and poster presentations.
There are four types of proposals which may be submitted for review for the conference: hands-on workshop (half day, full day or two day), individual presentation (30 mins), panel presentation (75 mins), Technology Showcase presentation, and Poster presentation. The workshops, as the name implies, take place, usually, in labs and consist of teaching some hands-on skill to attendees, such as a web/mobile/other application for languages, lesson development using technology for a classroom, or introducing a piece of software to users. Individual presentations will take place during the two full days of the main conference. These presentations should address quantitative/qualitative studies of language technology, application of technology for classroom use or any of a range of language technology uses/applications for language acquisition. Panel presentations should involve multiple presenters offering multiple views of a specific topic and the longer time allows for a more in-depth coverage than in the individual session. Technology Showcase presentations typically take place the first night of the main conference in a more informal setting -- all presenters in a large room presenting simultaneously (no projection) while attendees may approach to discuss topics individually -- and for a longer amount of time, usually 2 hours. Presentations which are more demonstration-based work well as Showcase presentations. Poster presentations have so far been scheduled during the Showcase time and follow the same format. The theme of the conference is "Multilingualism and Digital Literacies", however you do not need to address the theme directly.
Proposal Submission Deadline: October 31st
View the full call for proposals at https://calico.org/page.php?id=690
Source: CALICO
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Title: Call for Session/Workshop Proposals: 2017 Ohio Foreign Language Association Conference
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From http://www.the-meeting-connection.com/ofla/presenter/
The 2017 Ohio Foreign Language Association Conference will take place March 30-April 1 in Columbus. Proposals for sessions and workshops are being solicited; the deadline for submission is October 14, 2016.
Submit a proposal at http://www.the-meeting-connection.com/ofla/presenter/
Source: OFLA
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Title: Call for Proposals: American Association of Teachers of Japanese Annual Spring Conference
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From http://www.aatj.org/conferences-spring
The 2017 Annual Spring Conference will be held on Thursday, March 16, 2017, in Toronto, Ontario, Canada, in conjunction with the Annual Meeting of the Association for Asian Studies (AAS).
Proposals are invited for individual papers and panels. A proposal must be in one of the following areas/categories: (1) pedagogy, (2) literature, (3) linguistics, (4) second language acquisition, (5) language and technology, or (6) special interest group topics.
The submission deadline for all proposals is 9 p.m. Eastern time, Monday, October 31, 2016.
View the full call for proposals at http://www.aatj.org/conferences-spring
Source: AATJ
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Title: Call for Papers: Annual Southeastern Association of Teachers of Japanese Conference
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From http://www.mtsu.edu/seatj/abstract.php
The 31st Annual Southeastern Association of Teachers of Japanese (SEATJ) Conference will be held at Middle Tennessee State University on February 4-5, 2017.
Proposals are invited for 20-minute presentations on topics related to Japanese language and teaching (language pedagogy, instructional technology, integrating culture into the classroom, classroom activities, second language acquisition, Japanese linguistics, Japanese literature and film, heritage language learners, K-12 issues in teaching Japanese and other related topics). Presentations can be in either English or Japanese. The organizers welcome abstract submissions from all levels of Japanese teachers.
The deadline for abstract submission is November 10, 2016.
View the full call for papers and submit an abstract at http://www.mtsu.edu/seatj/abstract.php
Source: SEATJ
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