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Title: Don Doehla’s Website: Resources for Project-Based Language Learning
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From https://drdmd.wordpress.com/
Don Doehla is a National Board Certified Teacher who teaches French in a California high school. Follow his website for helpful posts about project-based language learning.
Mr. Doehla’s website is available at https://drdmd.wordpress.com/about/
Source: Project-Based Language-Learning
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Content Type: 5
Title: Welcome to New Members of CASLS
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CASLS would like to give a warm welcome to Christopher Daradics [left] and Kathrin Kaiser [right] to our team.
Christopher first joined CASLS in summer 2016 as a graduate teaching fellow studying at the University of Oregon's language teaching specialization master's program, but now he joins us as a Language Technician. Christopher's research interests focus on the ecological nature of language development with a specific focus on the metacognitive affordances of second language development. His master's project, An Emergent Ecological Curriculum for Study Abroad, was influenced by his world travels, the several digital humanities programs he designed and implemented, and his various attempts at autonomous language learning. Before coming to the UO for his second master's degree he taught special needs middle school students as well as humanities courses in high school and university contexts. Welcome Christopher!
Kathrin joins CASLS as a German Language and Culture Expert. She holds an M.A. in English and German philologies from Heidelberg University, Germany. Her main research interest is at the intersection of cognitive linguistics and second language acquisition, where she explores the potential of metalinguistic awareness for more effective language learning solutions. Several years of experience as a linguist, researcher, and teacher in the educational gaming space brought her to CASLS as an instructional designer. Kathrin works on the design of a mobile learning experience that uses virtual reality to engage and support learners in a self-regulated learning space, and promotes the development of pragmatic skills and intercultural awareness. Kathrin says, “I’m very inspired by the diversity of linguistic projects at CASLS, which offers an excellent platform for the exchange of ideas and for innovation.” Welcome Kathrin!
Source: CASLS Spotlight
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Title: New Brief from CARLA: Preschool Immersion in Persian
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From http://carla.umn.edu/about/carlaupdate.html
CARLA's new series of annual Immersion Research-to-Action Briefs provides a readily digestible means of keeping educators informed about ongoing research in the field of language immersion education that has implications for their daily practice.
In the latest Brief, Dr. Bita Payesteh (Texas Woman's University) and Dr. Tara Fortune (University of Minnesota) highlight findings of Payestah's research on heritage language learners in an immersion preschool indicating that 100% Persian-medium education was not detrimental to children's English language development.
A free copy of Preschool Immersion Education in Persian can be found online at carla.umn.edu/immersion/briefs.html
Source: CARLA
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Title: Book: Second-language Discourse in the Digital World
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From https://benjamins.com/#catalog/books/lllt.46/main
Second-language Discourse in the Digital World: Linguistic and social practices in and beyond the networked classroom
By Ilona Vandergriff
Published by John Benjamins Publishing Company
Second-language Discourse in the Digital World illustrates a new, practice-driven approach to technology in second-language (L2) learning that begins with what L2 users do when they connect with others online. With its rich set of examples from a number of different languages and a variety of digital platforms, in and beyond the classroom, this book provides a structured account of L2 computer-mediated discourse. The book is divided into four sections. Section I considers how new media have changed language learning. Section II is about L2 participation in digital forms and practices in online communities. Sections III centers around L2 linguistic and other semiotic practices, including the use of multimodal and multilingual resources while section IV analyzes social practices to explore how networked L2 users build, maintain and challenge relationships. Written in accessible style, the volume will be an important read to anyone interested in L2 use and learning in Web 2.0.
Visit the publisher’s website at https://benjamins.com/#catalog/books/lllt.46/main
Source: John Benjamins Publishing Company
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Title: Book: Melodies, Rhythm and Cognition in Foreign Language Learning
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From http://www.cambridgescholars.com/melodies-rhythm-and-cognition-in-foreign-language-learning
Melodies, Rhythm and Cognition in Foreign Language Learning
Edited by M. Carmen Fonseca-Mora and Mark Gant
Published by Cambridge Scholars Publishing
Melodies, Rhythm and Cognition in Foreign Language Learning is a collection of essays reflecting on the relationship between language and music, two unique, innate human capacities. This book provides a clear explanation of the centrality of melodies and rhythm to foreign language learning acquisition. The interplay between language music brings to applied linguists inquiries into the nature and function of speech melodies, the role of prosody and the descriptions of rhythmical patterns in verbal behavior. Musical students seem to be better equipped for language learning, although melodies and rhythm can benefit all types of students at any age. In fact, in this book melodies and rhythm are considered to be a springboard for the enhancement of the learning of foreign languages.
Visit the publisher’s webpage for this book at http://www.cambridgescholars.com/melodies-rhythm-and-cognition-in-foreign-language-learning
Source: Cambridge Scholars Publishing
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Title: Book: Teaching English from Classes to Masses
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From http://www.cambridgescholars.com/teaching-english-from-classes-to-masses
Teaching English from Classes to Masses
Edited by Sanjay Arora
Published by Cambridge Scholars Publishing
This volume brings together articles based on experimental and theoretical research from teachers working in diverse teaching backgrounds with varying experience, from research scholars to school teachers, from college and university teachers in India to a British native teaching in China.
The contributions here provide a mix of global and local teaching scenarios, addressing the need for diagnostic tests, developing need-based material, using the mother tongue to ensure active participation of the masses, and re-examining the language policies in Asian countries. The papers collected here also explore the implementation of Task-based Language Teaching, the integration of technology in developing language skills, and the use of games and activities to engage the interest of low level learners while teaching both literature and language, further linking them with their culture and society.
The book offers a reflection of the changes that have taken place in the teaching environment in the last two decades, with the introduction of Communicative Language Teaching, and, as such, will be of immense help for policy framers and educators in South-Asian countries and in countries where English is a second or foreign language.
Furthermore, the volume offers valuable information for researchers working in the field of English Language Teaching (ELT), which can be used for reviewing literature and exploring the directions in which the new teaching methods and approaches are leading, and establishing the validity of research.
Visit the publisher’s website at http://www.cambridgescholars.com/teaching-english-from-classes-to-masses
Source: Cambridge Scholars Publishing
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Title: Call for Papers: International Association for Language Learning Technology 2017 Conference
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From http://iallt.org/conferences/
The biennial IALLT conference attracts participants world-wide and offers an international perspective into the future of educational technology for language and cultural learning. IALLT’s conferences are of particular interest to all language and culture instructors whether K-12 or post-secondary, to individuals affiliated with a media center or language lab, to developers of language technology, and to individuals interested in any facet of language learning technology. During preconference workshops, three days of sessions and panels, interactions in the exhibit hall, and special social events, attendees experience a unique form of professional development that is innovative, cutting-edge, practical, friendly, and just-in-time.
The 2017 conference will take place June 20-24 in Moorhead, Minnesota.
Although no technology conference is complete without demonstrations of the latest gadgets, software and digital resources, the range of proposals being sought is quite broad. Suggested topics include, but are not limited to:
• New Frameworks for Distance Education and Telecollaboration
• Innovative Practices in K-16 Language and Cultural Learning
• Technologies and Social Networks for Language Learning
• Language Learning and Communities Outside the Classroom
• Cultural Identities, Technology and Language Learning
• Best Practices in Computer-Assisted Language Learning
• Professional Development Solutions and Challenges
• Language Technology Center Administration
• Online and Hybrid Language Learning
• Augmented Reality, Virtual Environments and Gaming in Language Learning
• Ownership, Publication, and Use in Technological Environments
• Legal Issues of Student Privacy and ADA Compliance
• Mobile Language Learning
The deadline for submitting proposals is Wednesday, November 30, 2016.
View the full call for proposals at http://iallt.org/2017-conference-cfp/
Source: IALLT
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Title: Classical Association of Massachusetts Fall Meeting
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From http://www.massclass.org/index.php/archives/701
The Classical Association of Massachusetts will hold its fall meeting at the College of the Holy Cross in Worcester on October 16, 2016.
Speakers include Diane Anderson (UMASS Boston – Comprehensible Astronomy), Neel Smith (Holy Cross – Data Science in Your Beginning Latin Class), Aaron Seider (Holy Cross – Imagining the Universe and Its Origins in Greco-Roman Antiquity), and Anthony Tuck (UMASS Amherst - Practical Pasts: Small Scale Approaches to Ancient Technologies).
The afternoon will feature an active Latin reading of a STEM-related text (Galileo’s Sidereus Nuncius), and there will also be opportunities for participants to discuss ideas and strategies for adding what they’ve learned to their own classrooms.
For full details go to http://www.massclass.org/index.php/archives/701
Source: CAM
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Title: Maine Classical Association Fall Meeting
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From http://maineclassics.org/2016/09/mca-fall-meeting-2016/
The MCA Fall Meeting registration for October 15 has begun. “Poetry, Politics, and Palmyra” is the theme. MCA will be hosted by Bowdoin College in Sills Hall. Hamish Cameron from Bates College will start the meeting off by talking about Palmyra, a city in the news recently. Then Jennifer Clarke Kosak of Bowdoin will present about poetic genres in the Odyssey, before Mike Nerdahl wraps up with a presentation on the Roman Constitution during the Roman Republic.
To register, please go to http://maineclassics.org/fall-registration/. For the program, go to http://maineclassics.org/wp-content/uploads/2016/09/MCAfall2016programandmailer.pdf.
Source: MCA
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Title: Global Education Institute for Teachers
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From https://international.uiowa.edu/connect/programs/k-12/institute
Each year, International Programs (IP), in partnership with the Stanley Foundation, offers a professional development workshop for Iowa's K-12 teachers focusing on international topics and issues of critical importance. Over the years, institute themes have included Fragile Economies; Understanding Nigeria; Understanding the Middle East; The US/Mexico Border and Immigration Policies; and Terrorism and Mass Media.
Inspired by the introduction of the new Iowa Core Curriculum and its focus on global literacy concepts and 21st century skills, the institute has turned its attention to global education, with a goal of preparing teachers from across the state to infuse global perspectives into their classrooms.
Middle, junior and high school teachers from Iowa’s four congressional districts are invited to apply to the institute, where they’ll spend two days on the UI campus engaged in training, group activities, workshops, and guest speaker presentations.
The 2016 Global Education Institute for Teachers will be held December 10-11, 2016. Registrations are due by October 31, 2016.
For more details go to https://international.uiowa.edu/connect/programs/k-12/institute
Source: University of Iowa
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