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Title: Google Mapping and Language Workshop
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From http://aildi.arizona.edu/oregon-workshop
The American Indian Language Development Institute in collaboration with Google Earth Outreach Trainer’s Network, Cayuse Technologies and Tamastaslikt Cultural Institute announces the Google Mapping and Language Workshop, February 22 & 23, 2017, at the Confederated Tribes of the Umatilla Indian Reservation, Pendleton, Oregon.
The workshop will use free Google geospatial technologies (Google Earth Pro, Google My Maps, Tour Builder, Fusion Tables) as a digital platform for indigenous mapping. These tools can help you illustrate the close relationship between your communities and your land, enabling you to tell your own stories, in your own languages, from your own perspective. Increasingly, Indigenous peoples around the world have utilized geospatial technologies to defend and claim ancestral lands, manage natural resources, plan economic development, and preserve their cultures.
For full details go to http://aildi.arizona.edu/oregon-workshop
Source: AILDI
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Title: Facebook Group: Teachers of Arabic Language K-12 (TALK12)
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The Teachers of Arabic Language K-12 (TALK12) is dedicated to supporting elementary and secondary classroom Arabic teachers in the United States. The purpose of this Facebook page is to disseminate information about teacher-training workshops, grants and job opportunities, and for mutual support among practicing teachers. Access this Facebook group at https://www.facebook.com/pages/Talk12-Teachers-of-Arabic-Language-K-12/138852449512948
Source: Facebook
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Title: Lesson: Comparing in Chinese
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From http://www.saporedicina.com
Here is a lesson about different ways of comparing things in Chinese: http://www.saporedicina.com/english/comparitives-chinese-language/
Source: Sapore de Cina
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Title: Book: Two Thousand Zhuang Proverbs from China with Annotations and Chinese and English Translation
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From https://www.peterlang.com/view/product/31971
Two Thousand Zhuang Proverbs from China with Annotations and Chinese and English Translation
By Zhou Yanxian
Published by Peter Lang
China is home to one of the largest and oldest societies in the world, and presently contains fifty-six ethnic groups. Among them is the Zhuang, the largest of the minority populations, which partakes in a very long history of preliterate oral traditions. This volume presents an introduction to Zhuang language and culture in Zhuang proverbs. The two thousand proverbs explored in this text bear the weight of Zhuang history and culture, and embody the wisdom collected from publications, manuscripts, and the speeches of the people who live in Zhuang villages. These proverbs are grouped into nine sections: Truths; Morality; Family; Everyday Life; Social Life; Labor; Nature; Customs; and Politics. Together, they form an essential distillation of the Zhuang history, tradition, philosophy, and most importantly, its legacy. This accessible introduction – which includes translations in Zhuang Pinyin letters, Mandarin, and American English for each proverb – provides an important corpus for the study of the Zhuang ethnic group by scholars, students, and others who are interested in Zhuang language, culture, folklore and oral traditions, and proverbs.
Visit the publisher’s website at https://www.peterlang.com/view/product/31971
Source: Peter Lang
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Title: Videos about Great Writers on the School of Life
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The School of Life channel on YouTube features 13 videos about great writers, including Voltaire and Flaubert, Goethe and Kafka, and Tolstoy and Dostoyevesky.
Access this channel at https://www.youtube.com/playlist?list=PLwxNMb28Xmpfv2COuuJaKzy6E2n8nSMdi
Source: YouTube
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Title: An Exhibit of Contemporary and Antique Handwoven Art from Sardinia
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From https://cinquewnews.blogspot.com/2016/12/exhibit-hand-woven-textiles-Sardinia.html
An exhibit of hand-woven textiles from Sardinia, Italy, opens at the Italian Cultural Institute - San Francisco on January 19, 2017.
The exhibit will feature contemporary weavings from the few remaining tessitori artigianali, Sardinia's traditional hand weavers, as well as a selection and antique weavings from the Sardinian Regional Textile Museum, MURATS. Sardinian textiles are virtually unknown outside the island, and only a handful of artists still weave by hand using traditional methods.
Related events include a workshop (at Lacis Museum of Lace and Textiles, Berkeley) with Isa and Anna Maria demonstrating Sardinia's unique pibiones technique of weaving; an intercultural project, Intrecciati, that brings collaborators from across the globe together to realize a fiber arts creation led by the Sardinian-born designer Silvio Betterelli; and a screening of I Want to Weave the Weft of Time, a documentary which shows how Sardinia's traditional women weavers demonstrate technical and artistic skill as they create beautiful textiles and weave the fabric of inclusion.
For more information go to https://cinquewnews.blogspot.com/2016/12/exhibit-hand-woven-textiles-Sardinia.html
Source: Cinquew News
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Title: Lecture Series: Journey in the Landscape of Italian Art
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Journey in the Landscape of Italian Art
Despite appearances, in art, a landscape is never just a backdrop
Italian Cultural Institute
500 N Michigan Avenue, Suite 1450
Chicago
January 17th at 6pm
Forests: Myth, Mystery, Spirituality and Ecology
Register at https://www.eventbrite.com/e/journey-in-the-landscape-of-italian-art-forests-myth-mystery-spirituality-and-ecology-tickets-30103976805
February 14th at 6pm
The Pastoral: Underneath the Surface of Idyll
Learn more at http://www.iicchicago.esteri.it/iic_chicago/en/gli_eventi/calendario/2017/02/journey-in-the-landscape-of-italian_0.html
March 23rd at 6pm
Visit to the Art Institute of Chicago
Register at https://www.eventbrite.com/e/journey-in-the-landscape-of-italian-art-visit-to-the-art-institute-of-chicago-tickets-30105418116
Source: Italian Cultural Institute, Chicago
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Title: Function Is Not Devoid of Grammar
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By Julie Sykes, CASLS Director
This month we are exploring issues related to the following principle for language teaching and learning:
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.
The reaction we most often get when talking about this principle, and proficiency-oriented approaches more generally is, “Great! I completely agree, but also want to be sure my students get enough grammar so they are not making mistakes all over the place. We focus on that first, and then get to meaning and function.”
The challenge in the aforementioned approach is that structure and accuracy then become isolated from meaning and, often unintentionally, appear to be at odds with one another. Instead, as we have discussed previously in InterCom, (See: http://caslsintercom.uoregon.edu/content/17546), accuracy in the service of meaning intimately tie one to the other, helping prioritize structure as a fundamental component of expressing oneself and understanding others, but not standing as a barrier or prerequisite for mutual understanding. From this perspective, the curriculum first “focuses on meaning, but then intentionally ties this meaning to the tools (i.e., strategies, vocabulary, and grammar structure) needed to carry out the function.” Furthermore, grammatical “correctness” is then evaluated in concert with other aspects of success and is not the primary determinate of success or failure. This can be done in a number of ways. The three ideas presented below are a way to start.
- Focus on ways in which grammatical structures change meaning, instead of as a list of rules to be applied across contexts. For example, let’s consider the critical use of the accent mark to make the distinction between 1st person present tense verbs and third person preterit verbs in Spanish. The accent carries critical meaning in helping the learner express something they are doing, hablo, versus something someone else did, habló. A lesson with meaning as the focus would ask the learner to listen to various activities and decide when they happened based only on where the accent was placed.
- Consider what to teach based on what is needed to carry out the function, not a set list of grammatical structures that need to be taught. These are outlined in national (NCSSFL-ACTFL) and international (CEFR) standards and can be articulated across levels. (See our previous discussion of the topic for additional examples: http://caslsintercom.uoregon.edu/content/17546),
- Ensure tasks and assignments are evaluated across at least three, if not four, dimensions of success, not primarily accuracy. For example, a rubric to evaluate formal writing would include – (a) appropriateness for the audience, (2) accurate and relevant content, (3) organization, and (4) accuracy of language.
Regardless of the approach one takes, our hope is that grammar is consistent used in the service of meaning to ensure learners gain the skills needed to engage in real-world interaction.
Editor’s note: Our Activity of the Week exemplifies a functional task that requires attention to form. Experienced Spanish learners often persist in making mistakes when talking about likes and dislikes, because the verb for ‘like’ or ‘please’ belongs to a subclass of verbs that are unlike the majority of verbs that learners have been exposed to. For a concise explanation of the problematic structure, see https://en.wikipedia.org/wiki/Dative_construction#Spanish
Source: CASLS Topic of the Week
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Title: Winter Sports in Germany
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Here is an English-language article about winter sports in Germany: http://www.germany.info/Vertretung/usa/en/04__W__t__G/03/02/04/WinterSports.html
Source: Germany.info
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Title: Connecting the Demogorgon in Stranger Things to Classical Latin
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From http://pomegranatebeginnings.blogspot.com
Latin teacher Rachel Ash describes how she guided her students to make connections between pop culture (the Demogorgon in the TV series “Stranger Things”) to classical Latin in this blog post: http://pomegranatebeginnings.blogspot.com/2016/12/using-stranger-things-demogorgon.html
Source: Pomegranate beginnings
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