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Title: Research Summary: Spaced Repetition Software
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From http://www.eltresearchbites.com
Spaced repetition apps are touted as effective replacements for pen-and-paper flashcards, but are they effective for improving language proficiency? In this post, Mura Nava summarizes a 2016 article, “The relationship between the use of spaced repetition software with a TOEIC word list and TOEIC score gains,” by J.V. Bower and A. Rutson-Griffiths. The result: “A significant positive correlation was found between number of SRS repetitions and TOEIC overall score gains (i.e. listening & reading combined). A significant correlation was found for TOEIC listening gains but not for TOEIC reading gains. An effect size calculation showed SRS repetition accounted for approximately 11% of overall TOEIC score gains.”
Read the full summary at http://www.eltresearchbites.com/201612-spaced-repetition-software-and-toeic-test-proficiency/
Source: ELT Research Bites
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Title: Blog Post: Intrinsic and Extrinsic Motivation in The L2 Class: Is There Balance?
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From http://www.path2proficiency.com
Our December theme has been Learner Autonomy. In this recent blog post on the path to proficiency site, Meredith White reflections on intrinsic motivation (due mostly to proficiency-based teaching) and extrinsic motivation and their efficacy with high school students, along with a culture that rewards children for participation in many areas.
Read the blog post at http://www.path2proficiency.com/intrinsic-and-extrinsic-motivation-in-the-l2-class-is-there-balance/
Source: path to proficiency
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Title: Final Exam Stations: Presentation, Reflection, and Anticipation
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From http://www.pblinthetl.com
Laura Sexton has her Spanish I students take their final exams in stations! Actually, the first station is the presentational task, and the other stations focus on reflection and planning to retain Spanish over the gap between Spanish I and Spanish II.
Read how she does it at http://www.pblinthetl.com/2016/12/final-exam-stations-presentation.html
Source: PBL in the TL
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Title: Three Ways to Create Image-based Formative Assessments
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From http://www.freetech4teachers.com
Richard Byrnes writes, “From math to science to geography to art there are plenty of times when an image-based formative assessment is the best way to gauge a student's understanding of a topic. The following three tools can help you create and distribute image-based formative assessments.”
Learn about the three tools in the full post: http://www.freetech4teachers.com/2016/12/three-ways-to-create-image-based.html#.WF15OZLHvaw
Source: Free Technology for Teachers
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Title: Rich Web Resources to Raise Cultural Awareness
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From https://www.middleweb.com/33624/rich-web-resources-to-raise-cultural-awareness/
Rich Web Resources to Raise Cultural Awareness
by Curtis Chandler
December 19, 2016
As an educator, I often wonder how someone like me – a teacher with relatively limited and/or superficial knowledge about the rest of the world – can help students to develop awareness, understanding, and appreciation of other students and cultures.
…The increased diversity of culture, ethnicity, language, and religion in our classrooms presents a multitude of learning possibilities and challenges (Banks, 2015). Some of the many benefits include increased understanding, experience, and respect for others as we engage with – and learn from – a variety of perspectives and people.
…But it can be challenging for many teachers to find the time necessary to cultivate their own cultural awareness. Furthermore, few of us are naturally adept at designing learning experiences that focus on students’ ability to collaborate with others, be open to differences, examine multiple viewpoints, and think critically and objectively when tackling real-world problems (Crawford & Kirby, 2008).
…The good news is that there are several digital tools and online resources to help each and every one of us get started.
Read the full article at https://www.middleweb.com/33624/rich-web-resources-to-raise-cultural-awareness/
Source: Middleweb
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Title: Low-Prep Activities: 1 Worksheet - 10 Games
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Here are some good ideas for low-prep activities, all centered around a grid that students fill in themselves (in the example, they use verb forms, but they could fill in the grid with anything: favorite foods, potential solutions to a problem, New Year’s resolutions, etc.): https://eltcation.wordpress.com/2016/12/03/1-worksheet-10-games/
Source: ELT-Cation
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Content Type: 5
Title: Hopes for the New Year
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Welcome to 2017! CASLS' staff took a moment to pause at the start of a new year and reflect on our hopes and wishes for 2017.
“I’m hopeful for open and honest communication between human beings on earth. And, I’m also hopeful that 2017 will be a year of productive habit formation.” – Christopher Daradics, Language Technician
“My hope for 2017 is that we continue to strive towards intercultural understanding and that language plays an increasingly important role in making that happen.” – Dr. Julie Sykes, Director
“In 2017, I hope that more people in North America come to value multilingualism and the diversity of the linguistic landscape here.” – Lindsay Marean, InterCom Editor
“In 2017, I hope people respect and love each other regardless of their backgrounds. I hope to keep working with awesome people who love and care about each other.” – Li-Hsien Yang, East Asia Programs Director
“I hope that, in 2017, people will be inspired by love and compassion to do small, great things every day.” – Mandy Gettler, Associate Director
“For 2017, I hope for peaceful times and enough prosperity that everyone has a sufficiency, but not so much that it goes to their heads.” – Dr. Linda Forrest, Research Director
“I’m hopeful that 2017 will be a productive year filled with fun work and exciting challenges.” – Carl Burnstein, Educational Software Developer
“I hope that the new year brings a recommitment to acting with kindness, empathy, and curiosity—and with it, a reminder that we can all bring some light to the world around us.” – Kim Larsen, Office Specialist 2
“The Oxford Dictionaries word of the year was *post-truth*, an adjective defined as ‘relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief’. My hope for the new year is that the word of the year 2017 will be one of the following: *multilingualism* *intercultural competence* *new enlightenment* or *linguisticator*, a noun relating to or denoting a super-hero who saves the world by eliminating misunderstandings and encouraging open, honest, and sensible communication.” – Kathrin Kaiser, Instructional Designer
“In a world that appears more divided than ever, my hope for 2017 is that people – both abroad and at home – can embrace ways to look past fear, anger, and violence to reconcile their differences and find common ground to build off of for the sake of a more candid, compassionate future.” – Ben Pearson, Digital Technologies Associate
“Theodore Roosevelt once said, ‘Far and away the best prize that life has to offer is the chance to work hard at work worth doing.’ My hope for the new year is a continued realization of that chance and the potential it has to unload positivity into the world.” – Stephanie Knight, Assistant Director
“There are many parallels between language and art to the point where it could be argued that they are one in the same. My hope in 2017 and beyond is that we will wield the medium of language and its imbued power to boldly express our truths, celebrate our differences, make mistakes, empower our communities, and transform ourselves.” – Lara Higgins, Graphic Designer
“My hopes for 2017 are embodied in these three famous quotations: ‘The creation of a thousand forests is in one acorn’ – Ralph Waldo Emerson; ‘Go confidently in the direction of your dreams! Live the life you’ve imagined’ – Henry David Thoreau; ‘Be yourself; everyone else is already taken.’ – Oscar Wilde.” – Renée Marshall, International Programs Specialist
Source: CASLS Spotlight
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Title: Book: Reflective Practice as Professional Development
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From http://www.multilingual-matters.com/display.asp?isb=9781783096978
Reflective Practice as Professional Development: Experiences of Teachers of English in Japan
By Atsuko Watanabe
Published by Multilingual Matters
This book presents a researcher’s work on reflective practice with a group of high school teachers of English in Japan. Beginning with a series of uncomfortable teacher training sessions delivered to unwilling participants, the book charts the author’s development of new methods of engaging her participants and making use of their own experiences and knowledge. Both an in-depth examination of reflective practice in the context of Japanese cultural conventions and a narrative account of the researcher’s reflexivity in her engagement with the study, the book introduces the concept of ‘the reflective continuum’ – a non-linear journey that mirrors the way reflection develops in unpredictable and individual ways.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783096978
Source: Multilingual Matters
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Title: Book: Integrating Chinese Linguistic Research and Language Teaching and Learning
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From https://benjamins.com/#catalog/books/scld.7/main
Integrating Chinese Linguistic Research and Language Teaching and Learning
Edited by Hongyin Tao
Published by John Benjamins Publishing Company
Linguistic research and language teaching have generally been viewed as two separate types of academic endeavor. While linguists have been preoccupied with pattern finding and theory building, language teachers often encounter issues that are not readily addressed by theoretical linguistic research. This collection, with eleven papers touching upon a wide range of issues, stands out as one of the rare concerted efforts toward a meaningful integration of the two endeavors. Subject matters include tone, stress, word structure, grammatical categories (e.g. classifiers), syntactic structures (including argument structure), discourse particles, implicit and explicit knowledge, conversational repair, and learner corpus. With a diverse range of theoretical orientations, this collection serves to showcase some of the productive ways to create synergy between Chinese linguistic research and language education.
Visit the publisher’s website at https://benjamins.com/#catalog/books/scld.7/main
Source: John Benjamins Publishing Company
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Title: Book: The Plurilingual TESOL Teacher
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From https://www.degruyter.com/view/product/205565?format=G
The Plurilingual TESOL Teacher: The Hidden Languaged Lives of TESOL Teachers and Why They Matter
By Elizabeth Ellis
Published by de Gruyter
This book introduces a new topic to applied linguistics: the significance of the TESOL teacher’s background as a learner and user of additional languages. The book proposes a new way of looking at teacher linguistic identity by examining in detail the rich language biographies of teachers: of growing up with two or more languages; of learning languages through schooling or as an adult, of migrating to another linguaculture, of living in a plurilingual family and many more.
The book examines the history of language-in-education policy which has led to the development of the TESOL profession in Australia and elsewhere as a monolingual enterprise. It shows that teachers’ language backgrounds have been ignored in teacher selection, teacher training and ongoing professional development. The author draws on literature in teacher cognition, bilingualism studies, intercultural competence, bilingual lifewriting and linguistic identity to argue that languages play a key part in the development of teachers’ professional beliefs, identity, language awareness and language learning awareness.
Drawing on three studies involving 115 teachers from Australia and seven other countries, the author demonstrates conclusively that large numbers of teachers do have plurilingual experiences; that these experiences are ignored in the profession, but that they have powerful effects on the formation of beliefs about language learning and teaching which underpin good practice. Those teachers who identify as monolingual almost invariably have some language learning experience, but it was low-level, short-lived and unsuccessful.
Visit the publisher’s website at https://www.degruyter.com/view/product/205565?format=G
Source: De Gruyter
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