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Content Type: 1
Title: Personal Vocabulary Blogs: Update
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Last May (http://caslsintercom.uoregon.edu/content/21291) we noted a blog post by teacher Laura Sexton about vocabulary blogs, a self-guided way for students to build up their vocabulary.
Here is her reflection as of this month: “However, the vocabulary blogs have not been having the impact on students' expression that I had hoped for. Don't get me wrong: there have been some words that have worked their way into students' blog posts and IPAs, especially in my online Spanish III course. And sometimes when I slip a new word into conversation that someone has posted before--by chance or by design--I get exclamations of delight from those who recognize it. But still the ones who need it most don't seem to be getting much out of it.”
Read on for her ideas on improving the way she and her students are using the vocabulary blogs in this post: http://www.pblinthetl.com/2016/11/vocabulary-blogs-and-communication.html
Source: PBL in the TL
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Content Type: 1
Title: Free Celebrity Face Masks
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From https://spanishplans.org/2016/11/15/celebrity-face-masks/
If you do role-plays or tell stories in your classes, you can probably already imagine how useful and engaging a set of celebrity face masks can be. SpanishPlans.org has a collection of 15-20 different celebrity facemasks available for free at https://spanishplans.files.wordpress.com/2016/10/facemasks.pdf
Source: SpanishPlans.org
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Content Type: 1
Title: Thanksgiving Conversation Starters
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Here is an infographic-style document with Thanksgiving conversation starters: http://cf.thedatingdivas.com/wp-content/uploads/2016/09/THANKSGIVING-CONVERSATION-STARTERS.pdf
Maris Hawkins has translated some into Spanish and added a few of her own here: https://marishawkins.wordpress.com/2016/11/08/thanksgiving-conversation-topics/
Source: Nean Bean Designs
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Content Type: 1
Title: Collection of Favorite Class Games
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Ann Foreman of TeachingEnglishJukebox has created a padlet where teachers can share their favorite classroom games. Get ideas and add your own favorites at https://padlet.com/TeachingEnglishJukebox/FavouriteClassGames
Source: padlet
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Content Type: 1
Title: What I Wish I Knew as a New Teacher
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From http://www.path2proficiency.com
Paul Jennemann has written a reassuring and helpful blog post for new teachers and for those who are mentoring or working with new teachers: http://www.path2proficiency.com/what-i-wish-i-knew-as-a-new-teacher/
Source: path to proficiency
Inputdate: 2016-11-18 20:19:24
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Content Type: 1
Title: Essay: The “Musts” of Language Learning
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Here is an inspirational essay by Jennifer Helfand on the “musts” of language learning. These are personal traits and attitudes that will keep a learner working towards greater proficiency: bravery, wisdom, sense of humor, patience, and more.
Read the essay here: http://languagemagazine.com/?p=126197
Source: Language Magazine
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Title: Research Summary: What Works Better: Teachers’ L1 Use or L2‐Only Explanations?
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In this short summary, Stephen Bruce summarizes a 2014 article by T. Zhaw and E. Macaro entitled “What works better for the learning of concrete and abstract words: teachers’ L1 use or L2‐only explanations?” In the study, students were divided into 3 different groups - one with no vocabulary focus, one with L1 used to explain vocabulary, and one with L2 used to explain vocabulary. Find out the results here: http://www.eltresearchbites.com/201611-what-works-better-teachers-l1-use-or-l2%e2%80%90only-explanations/
Source: ELT Research Bites
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Title: Generation Global: Platform for Dialogue Between Students of Different Nations
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From http://generation.global/how-it-works
Generation Global is a program that connects students via videoconference with students in other nations for facilitated dialogue about different prearranged topic. Learn more about this program at http://generation.global/, and read an article about its use at https://ww2.kqed.org/mindshift/2016/11/10/how-cross-cultural-dialogue-builds-critical-thinking-and-empathy/
Source: Generation Global
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Content Type: 5
Title: ACTFL 2016 Success
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ACTFL 2016 in Boston was a success with one of the highest turnouts in recent years. Celebrating 50 years the conference kicked off with an opening session on Friday, November 18, highlighting ACTFL's 50 year journey so far. The keynote speaker Mike Walsh spoke to the future of language education, highlighting the way technology has changed how we interact with the world. Katrina Griffin, from North County High School in Maryland, was awarded Teacher of the Year for 2017. Thank you for joining CASLS at ACTFL this year. We are looking forward to next year's conference in Nashville, TN. [Photos: Top, Stephanie Knight at the CASLS' booth and the Exhibition hall; Bottom, Renee Marshall and Ben Pearson at the CASLS booth and Dr. Julie Sykes hightlighting LRC resources during a presentation with our fellow LRC's]
Source: CASLS Spotlight
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Content Type: 3
Title: For CULTR, Access means “Languages for ALL”
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William Nichols is the Department Chair and an Associate Professor for the World Languages and Cultures department of Georgia State University and the Director of CULTR, the Center for Urban Language Teaching and Research. Trish Nolde is the Coordinator of the Language Acquisition Resource Center (LARC) for the Department of World Languages and Cultures at Georgia State University and the Associate Director of CULTR.
Access to educational opportunities often diverges along socio-economic status, and consequently, racial, ethnic, and gender lines. Minority–serving schools in urban areas and in every location are frequently under-resourced, and quality language education is challenged by difficulties in retaining qualified instructors, reductions in offerings of languages courses, (often deemed “nonessential”) and the discouraging of minority students from enrolling in languages courses. These elements contribute to creating difficult conditions for language education to excel. As a result, urban and minority students are underrepresented in language education and international study experiences, putting them at a greater disadvantage when competing in an increasingly globalized marketplace.
The Center for Urban Language Teaching and Research (CULTR) seeks to address issues of access to language education in two key areas: language program availability and student participation. As one of sixteen National Language Research Centers funded by the U.S. Department of Education, CULTR endeavors to enhance the opportunities of urban and underrepresented students to achieve the language proficiency and cultural competence required to succeed in the modern global marketplace.
First, opportunities for all students to learn languages, regardless of geographic location or socio-economic status, must be made available, and where they are already available, these opportunities should be supported, strengthened, and expanded to address the needs of every student. CULTR addresses this critical need to expand access to all students for international opportunities through advocacy efforts among both policy makers and members of local school communities, encouraging the support and expansion of language programs. In addition, CULTR creates and expands local and national partnerships and collaborations between the business community, non-profits, policy-makers, and educators to address the needs of language teachers and students. Each spring, the Global Languages Leadership Meeting brings together leaders in the language community, whether in policy, commerce or education to explore and strategize the role of languages in society. In addition to advocacy efforts, CULTR reaches out directly to language teachers to support them and address the challenges of teacher retention by offering professional development workshops and resources.
With regard to students, CULTR works to ensure that from all socio-economic backgrounds are encouraged, not only to enroll in language courses, but to value language education as an important component of personal, academic and professional development. World Languages Day, CULTR’s largest project to date, is an annual event created specifically to bring this message to students in grades 9-12. Similar to a career fair, representatives of non-profit organizations, government and security agencies, and the business community speak directly to students to not only relate how languages factor into their enterprises, but to encourage high school students to pursue languages at higher levels of proficiency. Through this event, CULTR has reached thousands of students with this important message and is currently working to provide a replicable model of this event for other locations.
Source: Topic of the Week
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