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Content Type: 1
Title: Instructional Materials: Korean News Discourse
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Korean News Discourse is a new CALPER project in our 2014-2018 cycle. It will develop instructional materials for high-intermediate and advanced learners of Korean that focus on typical and critical features of the news genre. The basis for the materials is comprised of a large set of authentic texts, such as traditional newspapers, magazines, TV news broadcasts and online news outlets.
Two teaching units (downloadable PDFs) from the eventual set have just been released:
1. Introduction
2. Headlines
Access these units and learn more at http://calper.la.psu.edu/content/korean-news-discourse
Source: CALPER
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Title: CLTNet of Pennsylvania: Resource Hub for Chinese Teachers
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From https://sites.psu.edu/calpercltnet/about-cltnet/
CLTNet of Pennsylvania is an initiative spearheaded by the Center for Advanced Language Proficiency Education and Research at Penn State. It aims at supporting teachers of Chinese throughout the state of Pennsylvania by functioning as a hub for resources and by connecting teachers to one another.
CLTNet of PA launched its new website. Intended as a resource hub, teachers will find i) information relevant to CLT in Pennsylvania, such as news from communities and institutions; ii) references to quality teaching materials, iii) sources for media in Chinese; iv) selected tools for teaching and learning; and more.
Visit the site and join the network of teachers of Chinese in Pennsylvania at http://sites.psu.edu/calpercltnet/
Source: CLTNet of Pennsylvania
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Title: Resources for Learning about Old German Script
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Recently, AATG-L listserv users shared several resources for learning about Old German (Gothic) Script.
Learning exercises to read and write Old German Script: https://script.byu.edu/Pages/German/en/intro.aspx
Lessons on Suetterlin script: http://www.suetterlinschrift.de/Englisch/Sutterlin.htm and http://www.suetterlinschrift.de/Lese/Sutterlin0.htm
Source: AATG-L
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Content Type: 3
Title: Reframing Opportunity
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Tom Welch Consulting offers professional, out-of-the-box consulting services to the education and education-related community in the U.S. and around the world. Welch is an ardent revolutionary when it comes to the redesign of the learning process.
Last week’s Topic of the Week highlighted the call to lead the charge for the equitable access for language learners, particularly for marginalized learners. Knight provided a number of valuable perspectives for the classroom teacher.
In addition to those insights, it would be helpful for practitioners to also try their hand at reframing the issue. The technique of applying a process known as “reframing” has gained popularity in fields from management training to education. In short, it asks the individual to see “the current situation from a different perspective, which can be tremendously helpful in problem solving, decision making and learning” (McNamara, 2012).
What would be the impact in world languages if we were to reframe the notion of access without using a deficit-driven mindset? What if we stopped asking “How can we help more students in more schools get access to more language instruction and language classes?” and, instead, asked “How do we help learners use and develop language skills to meet their individual needs?”
Unfortunately, despite the best efforts of a committed profession, the data offer little evidence of success for our traditional ways of looking at language instruction and language learning. In a study published in the Modern Language Journal, results drew attention to the fact that very few of the individuals who “reported speaking abilities of languages other than English” acquired those skills in schools (Robinson, Rivers and Brecht, 2006).
We have thought that a major problem is “access”. But access to what? Many students actually already have more access than we acknowledge. According to a Pew study in 2015, 92% of teens report going online daily (Lenhart, 2015). Our outpaced ability to accommodate new tools is perhaps the bigger problem.
As an example, one would be hard pressed to find many schools that offer Oromo (one of the main languages spoken by people in Ethiopia and Kenya); this is true even in communities with large populations of Oromo-speakers. Yet, a Google search brings up dozens and dozens of ways to learn Oromo, from traditional approaches to game-based methods. Is the problem really access or is the problem our deficit-oriented mindset?
Another element of the access argument could revolve around validation of language learning. “Sure, a student could be learning on her own, but how do I 'count' that?” Thanks to the strides the profession has made with notions of proficiency, we need to begin gathering examples of teachers and schools where students can advance and be credentialed based on assessments such as APPL or STAMP along with electronic portfolios and other new tools.
Let’s reframe our thinking as language educators and by doing so, reframe the opportunities for our students.
References
Lenhart, A. (2015, April 9). Teens, Social Media & Technology Overview 2015. Retrieved from http://www.pewinternet.org/2015/04/09/teens-social-media-technology-2015/
McNamara, C. (2012, February 2). Basic Guidelines to Reframing — to Seeing Things Differently [Web log post] Retrieved from http://managementhelp.org/blogs/personal-and-professional-coaching/2012/02/02/basic-guidelines-to-reframing-to-seeing-things-differently/
Robinson, J., W. Rivers and R. Brecht (2006). Speaking foreign languages in the United States: Correlates, trends, and possible consequences. Modern Language Journal 90:4, 457-472.
Source: CASLS Topic of the Week
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Content Type: 2
Title: Access to Language Education: Another Perspective
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In last week’s issue of InterCom we approached the issue of access to language education from one perspective, highlighting critical issues for serving as many learners as possible. This week, we welcome Tom Welch’s additional perspective to this critical issue in our Topic of the Week article.
Source: CASLS
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Title: Glyphs in High School Spanish Class
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From http://www.solazucar.com/
Cathryn of the Sol Azúcar website writes, “Glyphs have become popular in elementary classrooms as a way for students to practice reading and data visualization skills in a fun way. The idea is that students create their own unique "glyph" or visualization, based on their individual responses to given prompts.” Read how she recommends using glyphs in a high school foreign language class in this post: http://www.solazucar.com/2016/11/glyphs-in-high-school-spanish-class.html
Source: Sol Azúcar
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Content Type: 1
Title: Infographic on Ser and Estar
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From https://profevio.wordpress.com/
Here is an infographic summarizing the uses of Ser and Estar in Spanish, along with links to other sites with practice exercises: https://profevio.wordpress.com/2016/11/03/ser-vs-estar-infografia-y-ejercicios/
Source: ProfeVio
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Title: Spanish 1 Immigration Unit
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From http://reflecciones-kj.blogspot.com
Here is a full unit plan about immigration for Spanish 1, including essential questions, “Can Do” statements, and supporting materials dealing with a short film and a movie. Read about the unit at http://reflecciones-kj.blogspot.com/2016/11/inmigracion-en-espanol-1.html and access it at https://docs.google.com/document/d/1hoA3w9WhNVmuu8WV8TzqQwZYivFNozK_sFTN7v4eovQ/edit
Source: Teaching Spanish...
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Title: Teachers Sought for Pilot Project
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Lessonpick (http://caslsintercom.uoregon.edu/content/21520), a resource-sharing site for English language teachers, is currently building a new tool, linking rural districts together and allowing real time collaboration between ELL and content teachers. They are looking for districts interested in piloting the new tool. If you teach in a rural district or know of a colleague, please email yefei@lessonpick.com.
Explore the Lessonpick website at http://www.lessonpick.com/
Source: Lessonpick
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Content Type: 1
Title: Blog Series about ESSA and English Language Learners
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From http://blog.ellevationeducation.com/
ELLevation started a blog series in late September dealing with the Every Student Succeeds Act and its impact on English language learners. Read the inaugural post at http://blog.ellevationeducation.com/policy_perspectives. More recent posts are available as links in the righthand sidebar.
Source: ELLevation
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