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Title: Tips and Tools for Teaching Immigrant Children
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From http://gazette.teachers.net/gazette/wordpress/susan-fitzell/24279/
Immigrant Children and Public Education – Proven Tips, Tools, Techniques (ELL, EFL, ESL)
By Susan Fitzell
October/November 2016
Here are some strategies that will be helpful in supporting the ELL (English Language Learners) students in your classroom, starting first with some broad guidelines for working with ELL students and then offering some targeted instructional strategies to improve reading, writing. and comprehension skills.
Read on at http://gazette.teachers.net/gazette/wordpress/susan-fitzell/24279/
Source: Teachers.net Gazette
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Title: Research Summary: Content and Language Integrated Learning Beneficial for Long-Term Reading Gains
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From http://www.eltresearchbites.com
The ELT Research Bites site summarizes academic articles about language teaching and learning. The most recent summary is of a 2015 article, “Testing Progress on Receptive Skills in CLIL and Non-CLIL Contexts,” by Prieto-Arranz et al. Among the conclusions: “Overall, the CLIL approach had a beneficial effect on learners’ reading comprehension skills. Looking at the highly significant difference in improvement regarding the specific reading test, it appears that CLIL provides learners with a broader receptive vocabulary within the specific field of content. Looking in detail at the rates of improvement, the CLIL group seemed to take longer to reach the higher scores, perhaps because they are cognitively processing both language and content information simultaneously. Over the three-year study period, though, they made significantly larger gains in reading skills.”
Read the full summary at http://www.eltresearchbites.com/201612-progress-on-receptive-skills-in-clil-and-non-clil-contexts/
Source: ELT Research Bites
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Title: Developing Self-Directed Learners
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From http://www.gettingsmart.com/2016/12/developing-self-directed-learners/
Our December InterCom theme is Learner Agency. Here is a timely article by Tom Vander Ark and Emily Liebtag about developing self-directed learners. From the article:
“For a century, the primary design meme of American schools has been compliant consumption. Students read, practice and regurgitate in small chunks in siloed classes in regimented environments. Low levels of self-direction shouldn’t be surprising—it is inherent in the traditional secondary school design.
“High engagement schools start from a different conception—knowledge co-creation and active production. They design a very different learner experience and support it with a student-centered culture and opportunities to improve self-regulation, initiative and persistence—all key to self-directed learning.”
Read the article at http://www.gettingsmart.com/2016/12/developing-self-directed-learners/
Here are some more resources about learner engagement:
• A resource roundup from Edutopia: https://www.edutopia.org/student-engagement-resources
• An interview with Larry Ferlazzo about how to cultivate self-motivated students: http://larryferlazzo.edublogs.org/2016/12/12/interview-with-me-how-skilled-teachers-cultivate-self-motivated-students/
• An article from KQED: “How to Ensure Students Are Actively Engaged and Not Just Compliant”: https://ww2.kqed.org/mindshift/2016/12/09/how-to-ensure-students-are-actively-engaged-and-not-just-compliant/
• Techniques to increase student engagement, from Edutopia: https://www.edutopia.org/article/bring-excitement-into-any-lesson-robert-ward
Source: Getting Smart
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Title: The Difference between Performance and Proficiency
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From http://www.pblinthetl.com
We had the honor of featuring Laura Sexton in last Monday’s Topic of the Week article. Last Tuesday she posted a about performance vs. proficiency on her blog, with the provocative title “Forget about Proficiency.” She says, “proficiency is a cone, but performance is a line.” Students can expand the difficulty or breadth of their performance, but advancing in proficiency requires doing a harder task across an ever-widening range of contexts.
Read the excellent blog post here: http://www.pblinthetl.com/2016/12/forget-about-proficiency.html
Source: PBL in the TL
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Title: Holiday Ideas: Traditional Treats, Holiday Songs, and Commercials
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From http://www.creativelanguageclass.com
Here is a collection of videos about traditional holiday foods in Japanese, ASL, French, Spanish, and German, along with suggestions for accompanying activities: http://www.creativelanguageclass.com/try-a-traditional-treat/
Here is a collection of holiday songs in German, Spanish, and French: http://www.creativelanguageclass.com/listen-to-and-learn-new-holiday-music/
And here is a collection of holiday commercials in French, Spanish, German, and ASL: http://www.creativelanguageclass.com/watch-holiday-commercials/
Source: Creative Language Class
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Title: Culture and Languages Across the Curriculum Materials Clearinghouse
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From http://carla.umn.edu/CLAC/clearinghouse.html
Our sister LRC the Center for Advanced Research on Language Acquisition hosts a clearinghouse of peer-reviewed materials for Culture and Languages Across the Curriculum (CLAC). The Clearinghouse contains resources for many different contexts, useful for those new to CLAC, veteran CLAC practitioners, instructors, and administrators, including syllabi, activities, model descriptions, and an online forum for discussion.
Visit the CLAC Materials Clearinghouse at http://carla.umn.edu/CLAC/clearinghouse.html
Source: CARLA
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Title: Book: Crosslinguistic Influence in Multilinguals
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From http://www.multilingual-matters.com/display.asp?isb=9781783096886
Crosslinguistic Influence in Multilinguals: An Examination of Chinese-English-French Speakers
By Wai Lan Tsang
Published by Multilingual Matters
This book reports on a research project conducted in multilingual Hong Kong, where Cantonese is the mother tongue (L1) of the majority of the population and learning different foreign languages is commonplace. In addition to English, which is usually the second language (L2), more and more people learn other languages, such as French (L3). Drawing on the notions of ‘interface’ and ‘reverse transfer’ in second language acquisition, this book addresses the possible role of L3 French in the acquisition of English as an L2 with two major concerns: firstly, the degree to which L3 acquisition will bring about a positive or negative transfer effect on L2 acquisition and secondly, the way in which an L3 interacts with an L2 and/or even an L1 on different interfaces as identified in second language acquisition. The study will appeal to researchers interested in second and third language acquisition, bi- and multilingualism and crosslinguistic influence.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783096886
Source: Multilingual Matters
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Title: Book: Language, Identity and Education on the Arabian Peninsula
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From http://www.multilingual-matters.com/display.asp?K=9781783096596
Language, Identity and Education on the Arabian Peninsula: Bilingual Policies in a Multilingual Context
Edited by Louisa Buckingham
Published by Multilingual Matters
This collection examines the urban multilingual realities of inhabitants of the Arabian Peninsula in the early 21st century from the perspectives of learners, teachers and researchers. Focusing on both public and private spheres, it considers the importance of both English and immigrants’ languages in a context of rapid socioeconomic development. Extending beyond English–Arabic societal bilingualism, the language practices of the Peninsula’s citizens and residents serve multiple purposes in their daily lived realities. Chapters on home and heritage languages, identity, ELT, commercial signage and academic publishing contribute to a deepening understanding of the inherent linguistic diversity in these dynamic societies.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?K=9781783096596
Source: Multilingual Matters
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Title: Book: Eye-Tracking and Applied Linguistics
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From http://langsci-press.org/catalog/book/108
Eyetracking and Applied Linguistics
By Silvia Hansen-Schirra and Sambor Grucza
Published by Language Science Press
Eyetracking has become a powerful tool in scientific research and has finally found its way into disciplines such as applied linguistics and translation studies, paving the way for new insights and challenges in these fields. The aim of the first International Conference on Eyetracking and Applied Linguistics (ICEAL) was to bring together researchers who use eyetracking to empirically answer their research questions. It was intended to bridge the gaps between applied linguistics, translation studies, cognitive science and computational linguistics on the one hand and to further encourage innovative research methodologies and data triangulation on the other hand. These challenges are also addressed in this proceedings volume: While the studies described in the volume deal with a wide range of topics, they all agree on eyetracking as an appropriate methodology in empirical research.
Visit the publisher’s website at http://langsci-press.org/catalog/book/108
Source: Language Science Press
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Title: Call for Papers: Understanding Vocabulary Learning and Teaching
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From http://linguistlist.org/issues/27/27-5152.html
Call for Papers: Understanding Vocabulary Learning and Teaching: Implications for Language Program Development
Editors: Peter Ecke, University of Arizona; Susanne Rott, University of Illinois-Chicago
This volume aims to provide language program directors and language teachers with the means to translate our current understanding of the processing, learning, long-term retention, and use of vocabulary into curricular decisions and classroom materials. In particular, the volume will address the following questions: How should teachers select, organize, present and explain new L2 vocabulary? How should they engage learners in repeated practice and use of vocabulary? How should they test vocabulary knowledge and usage as part of formative and summative assessment in language program?
The submission deadline for 400 word abstracts is January 31, 2017.
View the full call for papers at http://linguistlist.org/issues/27/27-5152.html
Source: LINGUIST List
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