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Content Type: 1
Title: Two Listening Activities: True and False
Body:
Here are two listening activities centered around personal statements, some of which are true and some of which are false: http://frenchteachernet.blogspot.com/2017/01/two-fun-listening-games.html
Source: Language Teacher Toolkit
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Title: Make Your Own Objectives! Language Domains and Student Portfolios
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From http://www.pblinthetl.com
Laura K. Sexton starts a recent blog post with this provocative line: “ACTFL Can-Do Statements are holding my students back.” Her students are performing at an intermediate level on Integrated Performance Assessments, but they’re still struggling to complete Can-Do statements at the Novice Mid level, because they are limited in the contexts or language domains that they can do something in. Read the full blog post for a defense of letting students define their own goals rather than being so tied to the levels in the Can-Do statements: http://www.pblinthetl.com/2016/12/make-your-own-objectives-choice-and.html
Source: PBL in the TL
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Title: Blog Post: Cultivating Learners
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From https://3rs4teachers.wordpress.com
2015 ACTFL Teacher of the Year Nicole Naditz writes, “Is your class roster full of students or learners? Is there a difference? Yes, and a critical one. For me, “student” is mostly a title, often associated with a young person, most frequently in a classroom setting. … Being a learner requires more active involvement and engagement in the subject matter from both the teacher and the learner. A learner has no age and no singular place of learning. A learner actively seeks knowledge and the means to act upon it, within and beyond the classroom.
“…When it comes to languages, learners acquire and use language meaningfully rather than limit themselves to memorizing vocabulary lists and verb forms. As a result of experiences that provide opportunities to examine the products, practices and perspectives of peoples of the world, learners move past generalizations and stereotypes to build and exhibit true interculturality."
Read the full blog post for suggestions based on Ms. Naditz’s 23 years of experience teaching: https://3rs4teachers.wordpress.com/2017/01/01/cultivating-learners/
Source: 3 Rs 4 Teachers
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Title: Blog Post: Systems, Not Goals, in the New Year
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From http://www.path2proficiency.com
Thomas Sauer writes, “Teaching is hard! Having goals, either given or identified by choice, can make it an almost impossible to enjoy our profession. Let’s take some of those ideas and apply them to traditional world language teacher goals in order to find solutions that might actually help you during 2017!”
For example, regarding using target language in the classroom, he suggests moving from a focus on 90% to focusing on systems that you can put into place to “1) provide comprehensible input that is directed toward communicative goals, 2) make meaning clear through body language, gestures, and visual support, 3) conduct comprehension checks to ensure understanding, 4) negotiate meaning with students and encourage negotiation among students, 5) encourage self-expression and spontaneous use of language; 6) teach students strategies for requesting clarification and assistance when faced with comprehension difficulties.”
Read the full blog post at http://www.path2proficiency.com/forget-about-your-goals-this-year/
Source: path to proficiency
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Title: Activity Ideas: How Well Do You Know Your Classmates?
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From https://bryankandeltprs.com
Here are two activity sequences that personalize your classroom by having you and your students talk about each other, but in ways that are comprehensible for novice learners: https://bryankandeltprs.com/2017/01/02/how-well-do-you-know-your-classmates/
Source: Bryan Kandel TPRS
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Title: Bibliography for Teaching Languages Online
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This bibliography is a collection of many resources (articles, books, websites, dissertations) that focus on teaching online for language learning as well as many resources that would be useful from the general teaching online sources. Much of the bibliography is specifically about teacher preparation to teach online, but there are also guidelines, best practices, and accounts and examples of teaching online.
Access the bibliography at http://carla.umn.edu/technology/tlo/bib_search.html
Source: CARLA
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Title: Tube Quizard: Listening Quizzes from Subtitles YouTube Videos
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From http://tubequizard.com/about.php
Tube Quizard lets you create interactive listening quizzes based on subtitled Youtube videos. You and your students can use existing quizzes that are already on the site, or you can create your own. You can also search for specific words and structures to create targeted exercises.
Tube Quizard is available at http://tubequizard.com/
Source: Tube Quizard
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Content Type: 4
Title: Likes and Dislikes
Body:
This activity was created for Novice Mid learners to discover and understand how to state their likes and dislikes.
Learning Objectives: Students will be able to
- Answer questions about what they like and dislike
Modes:
- Interpretive Listening, Interpretive Reading, Interpersonal Communication
Materials Needed:
Song that features a targeted structure that is heavily associated with a targeted language function (“Me Gustas Tú” is available on YouTube at https://youtu.be/rs6Y4kZ8qtw), handout
Procedure:
- Introduce the learning objective to students.
- Instruct students to listen to a song that features a structure that is heavily associated with the learning objective, answering questions about likes and dislikes. As learners listen, they will read a handout that features the lyrics of the song in the wrong order and will work to put the lyrics in order. Allow the learners to listen to the song multiple times if needed.
- Next, learners will answer contextualized questions that judge their comprehension of the song/ability to communicate likes and dislikes. First, they will read the questions and write a note or two about what they think are the appropriate responses. Then, they will engage in a spoken interview with a classmate to try and answer the questions.
- As learners engage in the interview, practitioners will be able to see if they able to answer questions about likes and dislikes. Practitioners should provide direct instruction when necessary, paying particular attention to instances in which grammatical errors interfere with communication.
Notes:
- Practitioners may find it beneficial to allow the learners to read the lyrics before playing the music for the first time. Some content may be inappropriate for some classroom settings.
- The handout provided with this activity is largely in English to facilitate adaptation to multiple languages. However, when necessary, Spanish text is included to exemplify critical target language use.
Source: CASLS Activity of the Week
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Content Type: 5
Title: Welcome to Nick Lawrence, Graphic Designer
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Nick Lawrence is an independent Graphic Designer partnered with CASLS for UI/UX design (User Interface Design/User Experience Design). In 2015, Nick earned his AAS in Visual Communications/Graphic Design, with certification in Digital Imaging & Prepress Technologies and in Advanced Graphic Design. Nick enjoys "the focused, yet laid back atmosphere of CASLS. I find that in the department as a whole, we strike a perfect balance between excellent stress management, a fun, team-oriented atmosphere, and gracious professionalism." His future goals are to become a CDO of a Fortune 100 company and operate his own multi-faceted design company. When not working at CASLS Nick likes to design for pleasure, review the stock market and plan for the future.
Welcome to the CASLS team, Nick Lawrence!
Source: CASLS Spotlight
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Content Type: 5
Title: CASLS' Language Technology Specialist Comes to Oregon
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Stephanie Knight, CASLS Language Technology Specialist, who works remotely for CASLS in Nashvile, TN, came to Oregon to visit Portland Public Schools and the CASLS' office January 9-January 13. During her stay Stephanie met with PPS and other potential partners about the Bridging Project, a one-year long hybrid course for students with high levels of proficiency, especially heritage and immersion program students. PPS is currently piloting the Chinese version of the course for this 2016/2017 school year. For the 2017/2018 school year, Spanish and Russian versions of the course will also be available.
Source: CASLS Spotlight
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