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Title: Article: 8 Tips to Protect ELLs from Bullying in Your Classroom and School
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From http://www.colorincolorado.org
ELLs can be an easy target for school bullies. Language Lizard offers these tips for addressing bullying problems (including cyberbullying) that may affect ELLs: http://www.colorincolorado.org/article/8-tips-protect-ells-bullying-your-classroom-and-school
Source: ¡Colorín Colorado!
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Title: Using Rubrics to Assess Interpretive Reading
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Here is a great #langchat-inspired blog post about using rubrics to assess interpretive skills, specifically reading. See an example of student work and the rubric used to assess it and learn how it relates to ACTFL’s suggested practices here: http://madameshepard.com/?p=1264
Source: Madame's Musings
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Title: New Website: ELT Research Bites
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From http://www.eltresearchbites.com/about/
The purpose of ELT Research Bites is to present interesting and relevant language and education research in an easily digestible format. Academic journal articles and research reports tend to be long, perhaps even long-winded. And rightfully so – there is a lot of theoretical and often statistical work that must be clearly explained and a journal article is the best place for that. Blog posters hope to help all language teachers benefit from the insights gained through academic research, whilst not taking too much of their time away from where it is needed most – the classroom.
See the latest posts at http://www.eltresearchbites.com/
Source: ELT Research Bites
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Title: Motivating Adults with Truly Adult Content
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From https://oupeltglobalblog.com
Rachael Roberts writes for the Oxford University Press English Language Teaching Global Blog, “Some adult learners of English, especially in more advanced classes, are incredibly highly motivated, with a strong love of learning. However, perhaps the majority of adult learners find motivation a bit more of a struggle. They have busy lives and a range of other commitments, and they may lack confidence in their ability to learn a new language to any degree of proficiency.”
Read her full blog post for suggestions tailored to adult language learners: https://oupeltglobalblog.com/2016/11/03/motivating-adults-with-truly-adult-content/
Source: Oxford University Press
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Title: #LangChat Summaries: Using Assessment Data to Improve Teaching and Grading Systems That Support Proficiency
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Here are two recent summaries of #langchat discussions on Twitter:
How to: Collecting and assessing data in language classes to improve teaching
http://calicospanish.com/collecting-data-language-classes/
How might we change our grading systems to allow more of a focus on building proficiency in class?
http://calicospanish.com/might-change-grading-systems-allow-focus-building-proficiency-class/
Learn more about how you can participate in #LangChat on Thursdays at http://langchat.pbworks.com/w/page/39343677/FrontPage. There is also a new #SaturdaySequel discussion.
Source: #LangChat
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Title: Talk, Stand, Switch….Developing Independent “Mixing” Skills
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From http://leesensei.edublogs.org
Your InterCom editor loves mixer activities. However, from a student’s end, it is frustrating to be interrupted mid-conversation by a teacher telling everyone to switch partners. From a teacher’s perspective this task is also onerous. In this blog post, Colleen Lee describes how she teaches students to manage their transitions from one partner to another on their own: http://leesensei.edublogs.org/2016/11/09/talk-stand-switch-developing-independent-mixing-skills/#.WCTRfdzHs5Q
Source: Language Sensei
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Title: Article: Making Words Memorable
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From http://frenchteachernet.blogspot.com
Steve Smith has a recent blog post about research-backed techniques that help student learn new vocabulary: spaced practice, interleaving, and memorable contexts. Read the post here: http://frenchteachernet.blogspot.com/2016/11/making-words-memorable.html
Source: Language Teacher Toolkit
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Title: New Corpus Resources
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Our InterCom theme for February 2015 was the use of corpora for language teaching and learning. You can get an overview of what corpora are and how they can be used in these articles:
http://caslsintercom.uoregon.edu/content/18889
http://caslsintercom.uoregon.edu/content/18926
http://caslsintercom.uoregon.edu/content/18989
http://caslsintercom.uoregon.edu/content/19025
Recently, new corpus resources have become available. A new addition to the Corpus do Português is available; details at http://linguistlist.org/issues/27/27-4530.html. Likewise, a new addition to the Corpus del Español is available: http://linguistlist.org/issues/27/27-4531.html.
A workshop on Corpora in the Digital Humanities will be held in Bloomington, Indiana, on January 19, 2017. For more details go to http://cl.indiana.edu/tlt15/cdh
A new version of a corpus tool, the Tool for the Automatic Analysis of Lexical Sophistication (TAALES) 2.2, is now available. TAALES indices have been used to inform models of second language (L2) speaking proficiency, first language (L1) and L2 writing proficiency, spoken and written lexical proficiency, genre differences, and satirical language. Learn more about and download TAALES at http://www.kristopherkyle.com/taales.html
Source: Various
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Title: November 2016 Issue of Language Magazine
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The November 2016 issue of Language Magazine is available online at http://languagemagazine.com/?p=126248. In this issue:
Honing Heritage Learners: Maria M. Carreira offers a framework and supporting strategies for teaching mixed classes
Strengthening Oral Proficiency with RICH: Ligia Martinez offers a strategy for Heritage Speakers
Breaking the Comprehension Barrier: Felicia Rateliff and Brian Pitts report on the technology a Texas school district is using to solve ELL reading barrier issues
Viva España: Daniel Ward argues that economically there’s never been a better time to study in Spain
Intercultural Mediation: Ian Akhbar stresses the importance of appropriate cultural education
First Aid: Volunteering for mutual benefit
Source: Language Magazine
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Title: Book: Assessing the Language of Young Learners
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From https://www.equinoxpub.com/home/assessing-the-language-of-young-learners/
Assessing the Language of Young Learners
By Angela Hasselgreen and Gwendydd Caudwell
Published by Equinox Publishing
This volume offers new insights into the assessment of the language of Young Learners (YLs). YLs are defined here as being from 5 to 17 years, and are treated as three distinct subgroups: younger children (5/6 to 8/9 years), older children (8/9 to 12/13 years) and teenagers (12/13 to 17 years).
The first half addresses fundamental issues, beginning with the characteristics of YLs and how these are manifested in first language development. The authors consider the potential ability of each age group to perform in a second or foreign language, proposing a rough age-related correspondence with the Common European Framework of Reference for Languages (CEFR) levels. Finally, principles of assessment, specifically formative assessment and testing, are presented in the light of linguistic, cognitive and social development.
The second half focuses on testing a range of ‘skills’. Theoretical models of performance are introduced, followed by a practical analysis of approaches to the testing of each skill for the three age groups, illustrated with examples. The authors conclude by summing up developmental characteristics of each age group, and their implications for language testing.
The book is intended for a wide readership within the field of teaching and assessing the language of young learners. Researchers are offered scope for further investigation of what emerges from the discussion, while practitioners will hopefully find support in their day-to-day work with YLs.
Visit the publisher’s website at https://www.equinoxpub.com/home/assessing-the-language-of-young-learners/
Source: Equinox Publishing
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