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Content Type: 1
Title: Lit2Go: Literature and Reading Strategies
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From http://etc.usf.edu/lit2go/
Lit2Go is a free online collection of stories and poems in Mp3 (audiobook) format. An abstract, citation, playing time, and word count are given for each of the passages. Many of the passages also have a related reading strategy identified. Each reading passage can also be downloaded as a PDF and printed for use as a read-along or as supplemental reading material for your classroom.
Lit2Go is available at http://etc.usf.edu/lit2go/
Source: Lit2Go
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Title: I Am Syria: Resources for Teaching about the Syrian Refugee Crisis
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The I Am Syria website offers ready-to-use materials for high school social studies or English classes, dealing with Syria and the Syrian refugee crisis from a non-partisan perspective. Access the materials at http://www.iamsyria.org/teaching-about-the-refugee-crisis-and-making-a-difference.html
Source: I Am Syria
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Title: Book Review: Who Owns the Learning
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Our December 2016 theme was Learner Agency. In this recent blog post, Sara-Elizabeth Cottrell reviews Alan November’s book Who Owns the Learning. Read her summary, which is organized around four jobs that November says that student can do in the classroom, at http://musicuentos.com/2016/12/book-club-16-who-owns-the-learning/
Source: Musicuentos
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Title: Research Summary: Is Corrective Feedback Effective?
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From http://www.eltresearchbites.com
Anthony Schmidt writes, “During the past decade or so, error correction has become a more prominent subject in language education and second language acquisition. In particular, there has been a great emphasis on oral corrective feedback (correcting spoken production through oral feedback, usually in real-time). Both qualitative and quantitative studies have looked at corrective feedback. In some ways, the amount of research and the various conclusions that have been drawn can be overwhelming. Luckily, a meta-analysis (a combined analysis of the individual analyses) was completed by Shaofeng Li in 2010. This meta-analysis examined 22 articles and 11 dissertations on oral corrective feedback. Among many findings, Li found that corrective feedback is overall effective, and that both explicit correct and recasts are effective in different situations. This article will focus on the most relevant and interesting information Li found.”
Read the research summary at http://www.eltresearchbites.com/201612-is-corrective-feedback-effective/
Source: ELT Research Bites
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Title: Project Idea: Writing for Wikipedia
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From http://www.anthonyteacher.com
Anthony Schmidt describes a project he assigned his students: writing a Wikipedia article. Read his full description and reflection at http://www.anthonyteacher.com/blog/writing-for-the-world-a-world-of-writing-skills-a-wikipeda-project
Source: Anthony Teacher.com
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Title: Moving Beyond One-Word Questions: Dollar Questions
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From https://www.edutopia.org/article/teaching-kids-move-beyond-one-word-questions-jessie-grees
Teaching Kids to Move Beyond One-Word Questions
If you’re tired of why, use this framework to help your kindergarten students ask specific questions that yield better answers.
By Jessie Grees
December 23, 2016
According to an anecdote from my parents, as a young child I would always ask, “Why?” or “What?” or “When?” Frustrated by the endless stream of questions, my parents came up with a solution: They encouraged me to ask a different type of question. “Single-word questions are penny questions,” they said. “They’re not worth much and don’t get you very far. Ask dollar questions.”
…Dollar questions have four main features. They investigate a topic, require processing time, include details, and yield better answers. Penny questions have none of these features. In fact, just as 100 pennies make up a dollar, it would take several penny questions to have the same impact as a dollar question. In essence, a dollar question is complete sentence while a penny question is a fragment.
Read more about this technique, which is intended for young learners in their first language but could also be used to encourage second language learners to ask better questions, here: https://www.edutopia.org/article/teaching-kids-move-beyond-one-word-questions-jessie-grees
Source: Edutopia
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Content Type: 5
Title: Farewell and Best Wishes for OIIP interns
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January 20, 2017 will mark the end of a five-month internship for seven students from China and Taiwan. These students, who arrived at the beginning of September 2016, have been interning in local elementary schools under the guidance of their mentor teachers, as well as living with an American homestay family and taking a six-unit course at the University of Oregon. After this lifechanging experience, they will return to their respective universities and complete their undergraduate work. "This program is unique in that it offers students an internship in a local school, wonderful homestay families, and two 3-unit courses on teaching pedagogy, the U.S. educational system, intercultural communication and advanced English pragmatics. OIIP interns walk away after five-months with a different and more nuanced view of the U.S., of their home country, of teaching and of learning than when they first arrive here," says Renée Marshall, International Programs Specialist at CASLS.
Please join all of us at CASLS in wishing this Fall 2016 cohort of OIIP the best of luck in their future endeavors!
To learn more about the Oregon International Internship Program (OIIP), please visit the website.
Source: CASLS Spotlight
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Content Type: 4
Title: What did he/she say? Setting up a date
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Renée Marshall is an International Programs Specialist at CASLS.
As a teacher one of the most difficult tasks I find are listening tasks. How often in our every day lives do we listen to something and then answer multiple choice questions about it? Not very often. But that is what we ask our language learners to do most of the time after listening to something. Typically, we use information we gain from listening in order to do something—make a decision, write a paper, respond. This activity has students listen to a voice message from a new date and craft a response. The activity incorporates use of LinguaFolio Online (LFO) but can be used without it.
Learning objectives: Students will be able to…
- recognize a date, time and place for meeting.
- recognize a greeting and a leave-taking in a voice message.
- respond to an invitation reconfirming the date, time and place.
- greet and leave people in a polite way in a voice message.
Modes: Interpretive listening and Interpersonal communication - Novice-Mid
Materials needed: Handout, devices or computers to upload recording to LFO (if using), two voice messages
Procedure:
- Get the conversation going by asking learners how they meet new people. Do they use online dating websites/applications? Which ones?
- Introduce the situation (see handout). Pass out handout to learners and have them first look over the Can Do statements. Have them indicate either in LFO and/or on the paper where they feel their ability level is before beginning the activity.
- Have learners complete the before-listening by themselves first and then share as a class. You may want to review/point out phrases in the L2 that are common/useful.
- Have learners pair off into groups of two. One person is #1 and one is #2.
- Play two recordings (you can do this as a class or each individual student or group has a device to listen to), one for person #1 and one for person #2. They should each be different variations of a similar invitation. Indicate that learners should complete the while-listening task on the handout. Play the recording as many times as you see fit. In a real life situation, they would be able to play the voice message as many times as they want to.
- In their pairs, have learner #1 tell learner #2 (their best friend) what happened. What did he/she say!!! Together they decide how to respond and learner #1 records their voice message to send to their date reiterating the time and place of meeting. Now they switch and learner #2 tells learner #1 about their message, and they decide how to respond and record it. If using LFO have students upload their voice message to LFO.
Notes/Adaptations: It might be hard to find a voice message, so you will most likely have to make two of them yourself, with a greeting and then an invitation to a date, including time, date and location, as well as a closing. If your students are younger and you don’t want to use a dating site, you could just say a new friend and use some other chatting website/application.
Source: CASLS Activity of the Week
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Content Type: 3
Title: The Top 12 List
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For 2017, we at InterCom will address key areas for language learning and teaching. Each month we will explore one of the principles below in detail. Aligned with a variety of perspectives, each is designed to highlight a “best practice” in the field of second language teaching and learning. We look forward to exploring each with you throughout the coming year!
- Function and meaning should be primary in language learning and teaching. Language learners should be given the skills needed to accomplish real world tasks in meaningful ways.
- Language is emergent, dynamic, and varied. This perspective should be integrated in curricular practice whenever possible.
- Pragmatics and intercultural elements of language should be integrated at the core of teaching and learning practices, even for novice learners.
- Input, interaction, and output are fundamental to language learning and each should be part of the process.
- Literacy includes a wide array reading and writing skills, all of which are equally important, spanning across modes of communication and communicative contexts.
- Assessment is fundamentally about learning and improvement. Reflection and feedback are at the core of the assessment process. Grades should only be reflective of that process.
- Research and practice should inform one another to improve research findings as well as classroom practice. Teaching is both an art and a science.
- Time on task is fundamental. For time on task to occur, learners need a learning space that is meaningful, relevant, and tied to their needs.
- Language is a skill to be learned, not a standard set of static content.
- Multimodal approaches to instruction should be used whenever possible to be as inclusive of diverse group of learners.
- Strategy instruction is critical to enhancing the learning process.
- Learner reflection enhances and transforms the language learning process.
Source: CASLS Topic of the Week
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Title: Volume 16, Number 2 of Working Papers in TESOL and Applied Linguistics
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From http://tesolal.columbia.edu/
Working Papers in TESOL & Applied Linguistics is dedicated to publishing research in the fields of TESOL and Applied Linguistics. Within a conceptual framework that values an integration of theory and practice, the journal publishes full-length articles dealing, in a principled way, with language, language use, language acquisition, language teaching, and language assessment.
Volume 16, Number 2 is available online at http://tesolal.columbia.edu/issues/vol-16-no-2-2016/
Articles in this issue include the following:
• The Effects of Visual Input on Scoring a Speaking Achievement Test (Jorge Beltrán)
• Multimodality in the Classroom: An Introduction (Junko Takahashi, Di Yu)
• Managing the Participation of a Young Learner: A Multimodal Teacher Practice (Lauren Carpenter)
• Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account (Carol Hoi Yee Lo)
• Contribution with Hand-Raising in Graduate Student Self-Selection: Bringing Legitimacy to the Focal Shift of Talk (Junko Takahashi)
• Computer Mediated Collaborative Word Search in Online Tutoring: A Single Case Analysis (Di Yu, Silvia Maggio)
• Signaling Learner Stance through Multimodal Resources (Nadja Tadic)
• Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom (Gahye Song)
• Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching (Allie Hope King)
Source: Teachers College, Columbia University
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