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Title: Two New Reports on English Learners from the Institute of Education Sciences
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From '
The Institute of Education Sciences (IES) released two studies on October 13 on the performance and progress of English learner students in different settings:
Patterns of English learner student reclassification in New York City public schools (http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4487)
Using New York City (NYC) Department of Education data for 2003-2012, Regional Educational Laboratory Northeast and Islands analyzed how long English learner (EL) students took to become "reclassified" as former English learner students and whether time to reclassification was longer or shorter based on student characteristics.
English learner students' readiness for academic success: The predictive potential of English language proficiency assessment scores in Arizona and Nevada (http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4526)
A Regional Educational Laboratory West study describes the relationship between the English language proficiency assessment scores of English learner (EL) students and students' subsequent performance on English language arts and mathematics tests. The study examined two samples of EL students in Arizona and Nevada: a cohort in grade 3 in 2009-10 and a cohort in grade 6 in 2009-10.
Source: JNCL-NCLIS
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Title: Article: Feedback to Engage Students in Their Own Learning
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Writing for the Wisconsin Association for Language Teachers, Lynn Sessler Neitzel begins, “Feedback is one of the most powerful influences on learning and achievement, but this impact can vary, dependent on when and how it is used. Evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective.” Read on for low tech, “middle tech,” and high tech ways to engage students in their own learning and to “socialize” their accomplishments: http://www.waflt.org/feedback-impact-student-learning/
Source: WAFLT
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Title: #LangChat Summary: Adapting Existing Materials to Focus on Culture and Student Interests
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From http://calicospanish.com/adapt-textbook-chapters/
On October 20, language teachers got together on Twitter as they do every Thursday evening and discussed ways to adapt/improve pre-existing units/textbook chapters to better focus on culture and student interests in the world language classroom. You can read a summary of the discussion here: http://calicospanish.com/adapt-textbook-chapters/
Learn how you can join the #LangChat discussions at http://langchat.pbworks.com/w/page/39343677/FrontPage
Source: Calico Spanish
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Title: Student Authored Textbooks in the Language Classroom?
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From http://blog.coerll.utexas.edu/
From our sister LRC, the Center for Open Educational Resources and Language Learning:
As more language teachers discuss ditching the textbook, the open education community is discussing another way to address outdated, incomplete, and impersonal books: student authored textbooks. When a teacher asks their students to write their own textbook, the teacher is a guide for actively learning and collaborating students, rather than a transmitter of knowledge to passive students. There are some great examples of instructors who have already tried this described briefly below. They are all from higher ed, and not all are language related… but please read on, there may be some ideas here you could use!
Read the full post here: http://blog.coerll.utexas.edu/student-authored-textbooks-in-the-language-classroom/
Source: COERLL
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Title: Shift in Approach from “Homework” to “Preparation”
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From http://leesensei.edublogs.org
Colleen Lee-Hayes writes, “I’ve erased that portion of my board that used to be titled ‘homework’ and put up the word ‘preparation’. In my class outlines I removed the word and replaced with ‘next day preparation’. In student monitor speeches (it’s a Japanese way to start a class) they no longer mention if there was homework but now say “we had things to prepare for today’s class”. It is all designed to instill in the students that what they do outside of class is important for what we do inside the classroom. That they have a role in how the class functions. That they also have a job to do in preparing to learn. They may not have something to prepare for every day, but when they do it needs to be done for their role in class to proceed as effectively as possible.”
Read more on her change in perspective and its impact on student learning in her blog post: http://leesensei.edublogs.org/2016/10/21/why-my-year1s-dont-know-the-word-for-homework-they-do-know-the-word-preparation/#.WBJBotzHs5Q
Source: Language Sensei
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Title: WordGain: Online Vocabulary Tool
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From http://wordgain.com/About
WordGain is one of several online websites where students can study their own vocabulary lists. This site includes the following features:
• Support for most of foreign languages include vocabulary audio examples.
• List of words from your own learning materials with automatic translation.
• Learn new vocabulary words at your own pace while retain your knowledge of studied words.
• Practice only words that have already been studied.
• Play word memory games to add some fun to the learning experience.
• Test your knowledge with bi-directional tests (native and learning Languages).
• View your learning progress with detailed charts.
WordGain is available at http://wordgain.com/
Source: WordGain
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Title: Book: Sociolinguistic Variation and Acquisition in Two-Way Language Immersion
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From http://www.multilingual-matters.com/display.asp?isb=9781783096374
Sociolinguistic Variation and Acquisition in Two-Way Language Immersion: Negotiating the Standard
By Rebecca Lurie Starr
Published by Multilingual Matters
This book investigates the acquisition of sociolinguistic knowledge in the early elementary school years of a Mandarin-English two-way immersion program in the United States. Using ethnographic observation and quantitative analysis of data, the author explores how input from teachers and classmates shape students’ language acquisition. The book considers the different sociolinguistic messages conveyed by teachers in their patterns of language use and the variety of dialects negotiated and represented. Using analysis of teacher speech, corrective feedback and student language use, the author brings together three analyses to form a more complete picture of how children respond to sociolinguistic variation within a two-way immersion program.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783096374
Source: Multilingual Matters
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Title: Book: Tools for Researching Vocabulary
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From http://www.multilingual-matters.com/display.asp?isb=9781783096459
Tools for Researching Vocabulary
By Paul Meara and Imma Miralpeix
Published by Multilingual Matters
This book introduces an innovative collection of easy-to-use computer programs that have been developed to measure and model vocabulary knowledge. The book aims to help researchers discover new instruments for lexical analysis, and provides a theoretical framework in which studies with such tools could be conducted. Each of the programs comes with a short manual explaining how to use the program, an example of a published paper that uses the program and a set of questions that readers can develop into proper projects. The programs can be used in real research projects and have the potential to break new ground for research in L2 vocabulary acquisition. The book will be of great use to final year undergraduates and masters students in applied linguistics, second language acquisition, psycholinguistics and language testing and to PhD students doing research methods courses.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783096459
Source: Multilingual Matters
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Title: Book: From Principles to Practice in Education for Intercultural Citizenship
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From http://www.multilingual-matters.com/display.asp?isb=9781783096541
From Principles to Practice in Education for Intercultural Citizenship
Edited by Michael Byram, Irina Golubeva, Han Hui, and Manuela Wagner
Published by Multilingual Matters
The contributors to this volume have collaborated to present their work on introducing competences in intercultural communication and citizenship into foreign language education. The book examines how learners and teachers think about citizenship and interculturality, and shows how teachers and researchers from primary to university education can work together across continents to develop new curricula and pedagogy. This involves the creation of a new theory of intercultural citizenship and a procedure for implementation. The book is written by teacher researchers who aim to help other teachers, and concludes with reflections on the lessons they have learnt which will help others to implement these ideas in their own practice. The book is essential reading for foreign language educators and researchers, students in pre-service teacher training and teachers in in-service training.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783096541
Source: Multilingual Matters
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Title: Call for Proposals: 2017 Midwest Slavic Conference
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The Midwest Slavic Association and The Ohio State University (OSU) Center for Slavic and East European Studies (CSEES) are pleased to announce the 2017 Midwest Slavic Conference to be held at OSU April 7-9, 2017. Conference organizers invite proposals for panels or individual papers addressing all disciplines related to Central Europe, Eastern Europe, Eurasia, and Southeastern Europe. The conference will open with a keynote address by Anne Garrels about her latest book, Putin Country: A Journey into the Real Russia on Friday, April 7th, followed by two days of panels.
Please send a one-paragraph abstract and a brief C.V. in a single PDF format to csees@osu.edu by January 20th. Undergraduate and graduate students are encouraged to participate. Limited funding is available for undergraduate and graduate student lodging with preference given to out-of-state participants.
Deadlines
Abstract and C.V. Deadline: January 20
Notification of Acceptance: February 24
Panels Announced, Scheduling Conflicts, and Housing Requests Due: March 10
Final Papers to Committee: March 29
Presenter Registration Deadline: March 31
Registration Fees
Undergraduate: $10
Graduate: $20
Faculty/Public: $35
Participants can elect to have their abstract, paper, and presentation included in the conference’s Knowledge Bank community. Knowledge Bank is a digital archive that is part of Ohio State’s University Libraries. CSEES maintains a community within Knowledge Bank for the Midwest Slavic Conference to increase the dissemination of knowledge produced at the conference. Items included in the community are freely available to be viewed and downloaded by the public and are searchable. Please consider having your abstract, paper, and PowerPoint included in Knowledge Bank this year.
For more information...
Center for Slavic and East European Studies
140 Enarson Classroom Building, 2009 Millikin Road, Columbus OH 43210
(614) 292-8770 csees@osu.edu slaviccenter.osu.edu
Kunkler, E. [SEELANGS] 2017 Midwest Slavic Conference Call for Proposals. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 31 Oct 2016).
Source: SEELANGS
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