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Content Type: 1
Title: English for All Initiative
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From http://languagemagazine.com/?p=126119
The U.S. Department of State and Peace Corps have launched English for All, a new initiative highlighting the U.S. government’s commitment to helping people around the world learn American English. The U.S. government invests more than $200 million a year in English instruction programs, providing a gateway to opportunity for millions worldwide. English for All provides a unified brand to promote all English language teaching programs run by the State Department and Peace Corps. The English for All website (http://englishforall.state.gov/) will serve as a resource for foreign audiences interested in learning about the range of English programs supported by the U.S. government and for Americans looking to serve their country by teaching English abroad.
Source: Language Magazine
Inputdate: 2016-10-20 16:28:39
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Content Type: 1
Title: High School Competition: Euro Challenge
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From http://www.euro-challenge.org/wordpress/
The Euro Challenge is an exciting educational opportunity for high school students to learn about the European Union (EU) and the euro. Student teams of three to five students are asked to make presentations answering specific questions about the European economy and the single currency, the euro. They are also asked to pick one member country of the “euro area” (the 19 EU member countries that have adopted the euro so far), to examine an economic problem at the country level, and to identify policies for responding to that problem.
Learn more at http://www.euro-challenge.org/wordpress/about/#what-is-the-euro-challenge, and register at http://www.euro-challenge.org/wordpress/register-2/
Source: Euro Challenge
Inputdate: 2016-10-20 16:30:58
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Content Type: 1
Title: A Student-Led Pokémon Go Project Transforms a School
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From https://www.edutopia.org/article/pokemon-go-transforms-school-natalie-catlett
Natalie Catlett describes how her inquiry-based “Mutant Go” art project, inspired by the Pokémon Go game, got her students thinking about complex concepts in new ways. The ideas she presents could easily be adapted to second language classrooms.
Read the article at https://www.edutopia.org/article/pokemon-go-transforms-school-natalie-catlett
Source: Edutopia
Inputdate: 2016-10-20 16:32:24
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Content Type: 1
Title: #LangChat Summary: Collaboration Across Disciplines
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From http://langchat.pbworks.com/w/page/104425234/Summaries%202016
Each Thursday evening language professionals get together on Twitter to discuss a pre-chosen topic. Last week, it was “How can World Language teachers collaborate with colleagues in other disciplines?” You can read a summary of the chat here: http://calicospanish.com/can-world-language-teachers-collaborate-colleagues-disciplines/
Learn more about #LangChat at http://langchat.pbworks.com/w/page/39343677/FrontPage
Source: #LangChat
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Content Type: 1
Title: Comparison of VanPatten, Long, Ellis, and Conti
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All of us want to implement “best practices” or at least good practices in our classrooms. However, what are these “best practices” or “principles” that should guide us. Sara-Elizabeth Cottrell takes the position that “there is no set of the actual right ‘principles.’” However, there do seem to be some points of general agreement. In this recent blog post, she compares the principles of Bill VanPatten, Michael Long, Rod Ellis, and Gianfranco Conti: http://musicuentos.com/2016/10/4smartguys/
Source: Musicuentos
Inputdate: 2016-10-20 16:33:52
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Content Type: 1
Title: Blog about Project Based Learning and Second Languages
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From http://www.pbl-languages.com/
Projects + Languages is Australian Carolina Castro’s blog dedicated to sharing ideas and experiences around working with project based learning and second languages. Explore her ideas and resources at http://www.pbl-languages.com/
If you teach as the post-secondary level, Ms. Castro welcomes your participation in an online survey she has created. Learn more about her project and the survey at http://linguistlist.org/issues/27/27-4093.html
Source: Projects + Languages
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Title: The “Pre-Oral” Consult – Another Formative Feedback Opportunity
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From http://leesensei.edublogs.org
Colleen Lee has written another great post about integrating more formative assessment into her instruction - this time about individual consultations with her students before an interpersonal assessment. Read about her experience here: http://leesensei.edublogs.org/2016/10/06/the-pre-oral-consult-another-formative-feedback-opportunity/#.V_6sgNzHs5Q
Source: Language Sensei
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Content Type: 3
Title: Using Individual Motivating Factors for Assessment
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Kathryn Carpenter is an English instructor/researcher at the Universidad de la Sierra Sur in Oaxaca, Mexico.
Individual Motivating Factors, or IMFs, refer to the personal impetuses or reasons that students are learning language, and change over time. Teachers can tap into individuals’ IMFs to help foster students that are more engaged and motivated. One way that teachers can do this is through assessment, either formal or informal. By taking into consideration students’ IMFs, teachers can both develop assessments that help students pay attention to their own reasons for learning a language, and assess students based on what the teacher knows of these reasons. This can be done while still meeting overall course objectives, and still assessing students on the same language use. Assessment should not always have this individual focus, but should balance students’ individual language foci with the overall course goals and needed assessments. Using this method also supports other best practices in the classroom, such as functional language teaching, differentiated instruction, and formative assessment. However, this technique may be more feasible with students who are not true beginners, and who are high school age or above.
Possible ideas for incorporating students’ Individual Motivating Factors into assessment:
- Assessment based on projects, where students explore language in the way that it is most necessary for them to use while still focusing on the parts of speech that are taught in the classroom.
- Assessments that include research on some aspect of language or culture, which allows students to produce assessed language that is based on exploration of a type of language/region/culture that is relevant to them.
- Assessing students on the way they use the speech and apply it to a new topic or theme, while allowing them to pick the topic or theme. This can apply to writing or speaking.
- Allowing students to pick from different options that make the most sense to them and their future language needs, while still assessing the same basic language. For a wide-open example of this including a rubric, see today's Activity of the Week.
- Allowing students to pick the formality/style of the speech that they are using, or otherwise modify the speech to fit into their future language needs and usage contexts, while still using the same overall language. This may include allowing code-switching, slang, hyper-formal language, different dialects/accents, or other types of non-traditional classroom language.
Source: CASLS Topic of the Week
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Content Type: 4
Title: Worksheet: A Project Tailored to Your Language Needs
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This assessment was inspired by Dr. Alisa Freedman at the University of Oregon.
This project template is intended to help students understand and support their reasons for learning a language, assess production in the target language, and provide students with practice creating a product that they may have to create in the future outside of the classroom. This assessment addresses mainly presentational speaking or writing, but could be modified to assess interpretive listening or reading as well.
Download the project worksheet here.
Source: CASLS Activity of the Week
Inputdate: 2016-10-30 11:29:49
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Content Type: 1
Title: New Issue of Bilingual Review/Revista Bilingüe
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Volume 33, No. 3 of the Bilingual Review/Revista Bilingüe is available online at http://bilingualreview.utsa.edu/index.php/br/issue/view/5/showToc
In this issue:
The Development and Expansion of Multilingual Education in Cambodia: An Application of Ruiz’s Orientations in Language Planning
Wayne Wright, Sovicheth Boun
Richard Ruiz: A Voice that Speaks and Speaks, Making Meanings across Disciplines and Time
Char Ullman
Educational Sovereignty for Latin@ Students in Arizona
Andrea Hernandez Holm, Yesenia Andrade
Privatizing Spanish? An Idea Revisited
Anna Ochoa O'Leary
Teaching As Mentoring
Joan Wink, LeAnn Putney, Chyllis Scott, Dawn Wink, Ruthie Wienk
Can The Poet Be a Language Planner? A Personal Salute to Richard Ruiz
Dionisio de la Viña
Bilingualism and the Multilingual Turn: Language-as-Resource
Christian Faltis, Howard L. Smith
Source: Bilingual Review/Revista Bilingüe
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