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Title: Instructions for Students to Turn Internet Resources into Listening Activities
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From https://dynamiteelt.wordpress.com
Here is a great, concise series of steps that students can use to turn authentic material on the Internet (for example, podcasts or YouTube videos) into helpful listening activities: https://dynamiteelt.wordpress.com/2016/12/30/how-to-use-the-internet-to-improve-your-listening-skills/
Source: Dynamite ELT
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Title: A Closer Look at Corrective Feedback in Action
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From http://www.eltresearchbites.com
Matthew Noble summarizes a 2015 article by D. S. Fagan, “Managing language errors in real-time: A microanalysis of teacher practices,” in a recent blog post. From his introduction: “Despite the profusion of studies concerning the role of corrective feedback in instructed SLA (think of the typical six-item lists of ‘common CF techniques’, descriptions of idealized decision-making processes teachers should attempt, and ongoing ‘debate’ over which types of techniques are better, etc.) there is relatively little research that directly investigates the nuanced, often subtle multitasking that skilled teachers employ in real-time when managing learners’ language errors in authentic classroom contexts. This study by Drew S. Fagan, Ed.D does just that, using conversation analysis tools to examine error management practices that surface in 26 hours of footage of an experienced teacher’s class. It spotlights two key practices which systematically imbue classroom corrective feedback episodes with engaging positivity.”
Read the summary at http://www.eltresearchbites.com/201701-a-closer-look-at-corrective-feedback-in-action/
Source: ELT Research Bites
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Title: Eliminate Assessment Fog
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From https://www.edutopia.org/article/eliminate-assessment-fog-john-mccarthy
Eliminate Assessment Fog
To get a clear picture of student achievement from assessments, don’t give or take away points for things that aren’t related to the core content.
By John McCarthy
January 10, 2017
Lorna Earl, author of Assessment as Learning, says differentiation is “making sure that the right students get the right learning tasks at the right time. Once you have a sense of what each student holds as ‘given’ or ‘known’ and what he or she needs in order to learn, differentiation is no longer an option. It’s an obvious response.”
This definition reflects how important assessment is. At a fundamental level, we are differentiating when we act on accurate data to adapt instructional plans for a large group or to personalize for individuals and small groups. Because such planning takes time, it becomes critical that the assessments used in planning be free of logistical factors that create a fog around what learners truly know and do not know.
The alternative is a growing feeling of frustration and helplessness about our impact on learners’ academic growth when we focus on data that may not provide an accurate view of those learners. Here are some common examples of assessment fog and their solutions.
Read the full article, which deals with issues such as points off for mechanics, extra credit for non-academic activities, and penalizing late work, at https://www.edutopia.org/article/eliminate-assessment-fog-john-mccarthy
Source: Edutopia
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Content Type: 5
Title: Welcome Fazil, IT Associate at CASLS
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We invite everyone in welcoming Fazil Parappurath Abdulkadar to the CASLS team as our new IT Associate. Fazil started with CASLS January 2017 and provides user support and works on the development of CASLS online tools. With over 9 years of experience in server and network adniminstration, website development, and programming at various organizations, Fazil brings a wealth of knowledge and expertise to the CASLS technology team. Prior to beginning at CASLS Fazil worked at Cisco Systems and served as a product management intern at Cognitopia LLC, an educational app development company based in Eugene, Oregon, that specializes in program development for cognitively disabled individuals. In addition to his work at CASLS, Fazil works with a start up company, R2BMicrogrids.
Welcome Fazil!
Source: CASLS Spotlight
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Title: LFO Lunches
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Did you know that all UO language educators have access to LinguaFolio Online, an online language portfolio, for use in their classes? Are you interested in it but are struggling to find time to learn about the platform? The Center for Applied Second Language studies is here to help! Please join us for #LFOLunches on Wednesdays from 12:00-12:30 for four short LFO webinars during Winter Term. The topics that we will cover are listed below.
1. January 25, 2017: Goal setting and reflection
2. February 1, 2017: Backwards design for learning targets
3. February 8, 2017: Gathering proficiency evidence in the classroom
4. February 15, 2017: A technical overview of LinguaFolio Online
Each webinar will be delivered via the Zoom Meetings platform. To join the webinars of your choosing, simply select one of the options listed below.
Topic: LinguaFolio Online for UOLC
Join from PC, Mac, Linux, iOS or Android: https://zoom.us/j/632769712
Or iPhone one-tap (US Toll): +14086380968,632769712# or +16465588656,632769712#
Or Telephone:
Dial: +1 408 638 0968 (US Toll) or +1 646 558 8656 (US Toll)
Meeting ID: 632 769 712
International numbers available: https://zoom.us/zoomconference?m=OZnw7g42TDo2XCE2IWtng6fH1W-lxAo5
We hope to see you there!
Source: CASLS
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Title: Book: Affect-Language Interactions in Native and Non-Native English Speakers
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From http://www.springer.com/us/book/9783319476346
Affect-Language Interactions in Native and Non-Native English Speakers: A Neuropragmatic Perspective
By Rafał Jończyk
Published by Springer
This volume provides an up-to-date and evaluative review of theoretical and empirical stances on emotion and its close interaction with language and cognition in monolingual and bilingual individuals. Importantly, it presents a novel methodological approach that takes into account contextual information and hence goes beyond the reductionist approach to affective language that has dominated contemporary research. Owing to this pragmatic approach, the book presents brand new findings in the field of bilingualism and affect and offers the first neurocognitive interpretation of findings reported in clinical and introspective studies in bilingualism. This not only represents an invaluable contribution to the literature, but may also constitute a breakthrough in the investigation of the worldwide phenomenon of bilingualism.
Beginning with a thorough review of the history and current state of affective research and its relation to language, spanning philosophical, psychological, neuroscientific, and linguistic perspectives, the volume then proceeds to explore affect manifestation using neuropragmatic methods in monolingual and bilingual individuals. In doing so, it brings together findings from clinical and introspective studies in bilingualism with cognitive, psychophysiological and neuroimaging paradigms. By combining conceptual understanding and methodological expertise from many disciplines, this volume provides a comprehensive picture of the dynamic interactions between contextual and affective information in the language domain. Thus, Affect-Language Interactions in Native and Non-Native English Speakers: A Neuropragmatic Perspective fosters a pragmatic approach to research on affective language processing in monolingual and bilingual population, one that builds bridges across disciplines and sparks important new questions in the cognitive neuroscience of bi- and multilingualism.
Visit the publisher’s website at http://www.springer.com/us/book/9783319476346
Source: Springer
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Title: Book: New Challenges for Language Testing
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From http://www.cambridgescholars.com/new-challenges-for-language-testing
New Challenges for Language Testing: Towards Mutual Recognition of Qualifications
Edited by María Luisa Carrió-Pastor
Published by Cambridge Scholars Publishing
The main focus of this volume is test development and accreditation requirements and needs. One of the major objectives here is to show the key aspects of the application of assessment in higher education and the systems of accreditation. Thanks to its unique perspective, it offers a different approach on various aspects of second language assessment. As universities are one of the best arenas for the analysis of language testing, the book thoroughly prepares higher education teachers to apply pilot studies and shows students’ responses to new testing techniques and accreditation requirements. It offers an enlightening guide for scholars with an academic interest in acquiring the basic principles of language testing and accreditation, providing real cases of how new ways of testing and accreditation can be useful to second language teachers and students. Readers will not only come to understand how to use new testing strategies, but also have the opportunity to see that the proposals described in each chapter may be useful to language assessment and motivation of students.
Visit the publisher’s website at http://www.cambridgescholars.com/new-challenges-for-language-testing
Source: Cambridge Scholars Publishing
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Title: Book: Cognitive Individual Differences in Second Language Processing and Acquisition
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From https://benjamins.com/#catalog/books/bpa.3/main
Cognitive Individual Differences in Second Language Processing and Acquisition
Edited by Gisela Granena, Daniel O. Jackson and Yucel Yilmaz
Cognitive Individual Differences in Second Language Processing and Acquisition contains 14 chapters that focus on the role of cognitive IDs in L2 learning and processing. The book brings together theoretical and methodological approaches to the study of cognitive IDs, as well as empirical studies that investigate the mediating role of cognitive IDs in various linguistic domains. Chapters include contributions from researchers working within second language acquisition (SLA), psycholinguistics, and cognitive psychology, sharing a common interest in the application of cognitive IDs to their respective areas of study. The interdisciplinary understanding of cognitive IDs presented in this book makes the book of interest to a wide readership of graduate students, faculty members, and academic researchers in the fields of SLA, psycholinguistics, cognitive psychology, and education.
Visit the publisher’s website at https://benjamins.com/#catalog/books/bpa.3/main
Source: John Benjamins Publishing Company
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Title: Call for Proposals: South Central Association for Language Learning Technology
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From http://www.socallt.org/conf/2017-conference/call-for-proposals/
SOCALLT 2017: (Em)Powering Language Teaching and Learning with Technology
University of Colorado Boulder
April 28-29, 2017
Keynote Speaker: Bill VanPatten
SOCALLT is looking for language learning and teaching professionals who want to share their research findings, teaching strategies, and innovative tech implementations for language learners. Come share and generate discussion with other teachers, professors, and researchers about how technology has improved your teaching and your learners. SOCALLT 2017 will have four formats: Individual/Group Presentation (30 or 60 min), Workshop (60 min), Panel Discussion (60 min), and Technology Test Kitchen (15 min). There are opportunities for all types of proposals.
The deadline for submissions is February 15, 2017.
View the full call for proposals at http://www.socallt.org/conf/2017-conference/call-for-proposals/
Source: SOCALLT
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Title: 30th FeTNA Tamil Convention 2017
Body:
30th FeTNA Tamil Convention 2017
June 30-July 3
Minneapolis
Visit the convention website at https://fetnaconvention.org/
Source: FeTNA
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