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Title: Fun Idea with Song Lyrics
Body:
From http://www.pblinthetl.com
Here’s a fun idea: take the lyrics from the chorus of a song your students like, break them into chunks, one for each student in your class, and number them in order. When you play the song, the students read/sing their piece in time with the music. For more details see Laura Sexton’s blog post: http://www.pblinthetl.com/2017/01/not-another-icebreaker-music-memory.html
Source: PBL in the TL
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Title: Cooperative Learning Strategies for Immersion Classrooms: Don’t Call on Raised Hands
Body:
From http://multilingualmania.com/dont-raise-your-hand-reaching-all-students-in-a-cooperative-classroom/
Fourth grade dual immersion teacher Krista Richardson has written a touching article about truly engaging all of her students in a dual immersion classroom. She writes of the practice of calling on raised hands, “Did I really give everyone equal time to share and practice the language and standard orally? Well, when I asked a question and looked for raised hands, this was definitely not equitable. Again, only the extroverts, ‘I know the answer!’ The native language speakers, ‘I know how to say the answer!’ The high achievers, ‘The answer is so easy!’ were participating. This was not equitable. Then I thought about the 10:2 discussions and thought, ‘No, the same student populations are still dominating the conversations.’ What about random cold calling… No, David would freeze up if his name were called.”
Instead, she has moved to structured sharing with partners and small-group activities that build feelings of teamwork. These techniques promote inclusion in any classroom, whether immersion or not.
Read the article at http://multilingualmania.com/dont-raise-your-hand-reaching-all-students-in-a-cooperative-classroom/
Source: Multilingual Media
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Title: No Prep Pairing Up of Students
Body:
From https://balancingmodes.wordpress.com
Here are some quick ways to pair students up in different ways for interpersonal activities. Each method is itself a micro-activity that requires language use.
Read the post at https://balancingmodes.wordpress.com/2017/01/18/no-prep-pairing-up-of-students/
Source: Balancing the Modes
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Title: Questions to Ask When Planning Curriculum
Body:
From http://www.pblinthetl.com
Laura K. Sexton has assembled a list of questions that she asks herself when planning curriculum. Some are centered around project-based learning, some around CI methods, some around interaction, some around student interactive notebooks, some around differentiation, and some around culture. Read her list of questions in this blog post: http://www.pblinthetl.com/2017/01/spinning-plates-30-preguntas-for.html
Source: PBL in the TL
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Title: Research Summary: Working Memory Capacity and Language Instruction: A Case for Explicit Instruction
Body:
From http://www.eltresearchbites.com
Anthony Schmidt summarizes a 2016 article by Sanz et al., “One size fits all? Learning conditions and working memory capacity in Ab initio language development.” The implications:
“There are a number of implications related to this research. Sanz et al. given two clear examples (p. 688):
• assigning homework that provides a structured grammar lesson prior to practice may benefit students with lower WMC [working memory capacity] who might otherwise struggle with explicit input
• given a negative relationship between aging and WMC, a teacher working with older learners may optimize learning by offering a traditional grammar lesson that acts as an advanced organizer and avoid explicit feedback during practice, as this places a heavy load on WMC.”
Read the research summary at http://www.eltresearchbites.com/201701-working-memory-capacity-and-language-instruction-a-case-for-explicit-instruction/
Source: ELT Research Bites
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Content Type: 4
Title: Oops! So Sorry! Resolving Complications...
Body:
Renée Marshall is CASLS' International Programs Specialist
Learning objectives: Students will be able to apologize and attempt to resolve an unexpected complication.
Modes: Interpersonal communication Advanced Mid
Materials needed: Situation cards created for your class
Procedure:
- The ACTFL Can-Do statement for the day: I can handle a complication or unexpected turn of events--I can clear up a major personal, school, or work place misunderstanding.
- Set the stage for the students: You and your best friend from elementary school share everything. You were borrowing her car and you had a little crash! The damage will be over $3,000. What do you do?
- Have students think about how they would approach resolving the situation with their friend, highlighting any important vocabulary or structures (such as apologizing, suggesting, etc.) In situations like this, the choices in speech you make depend on the closeness of the relationship and how egregious the offense.
- Show them a few more scenarios with varying degrees of closeness in the relationship, such as professor/student, boss/employee, acquaintance, etc. with also varying levels of the problem (a stain on a shirt, spilled water on a computer, etc.)
- Have students’ pair up. Student A receives a card indicating their situation (it can be situations similar to your examples) and so does student B. For example, student A’s card might read: You see your professor at a coffee shop on campus and say hi. While you go to sit down you accidently knock her coffee over and it spills all over her computer she’s working on and her clothes. And Student B’s card might read: You are working as a busy professor. One of your students comes over to see you in a coffee shop and spills coffee all over your computer and your clothes!
- Give the students 5 minutes to apologize and attempt to resolve the situation. Then have different pairs of students switch cards so that they now have a new scenario. Do this until all groups have used all cards (this will depend on how many students you have; make the amount of cards accordingly).
Source: CASLS Activity of the Week
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Title: Book: Spanish Learner Corpus Research
Body:
From https://benjamins.com/#catalog/books/scl.78/main
Spanish Learner Corpus Research: Current trends and future perspectives
Edited by Margarita Alonso-Ramos
Published by the John Benjamins Publishing Company
The aim of this book is to present a comprehensive picture of the current state of Spanish learner corpus research (SLCR), which makes it unique, since no other monograph has focused on collecting research dealing with learner corpora of any language other than English. In addition to an introductory appraisal of current SLCR, as well as a wake-up call reminding us that learner corpus design still needs to be improved, this volume features a selection of original studies ranging from general issues concerning learner corpora compilation to more specific aspects such as phonetic, lexical, grammatical and pragmatic features of the interlanguage of learners of Spanish, as reflected in corpus data. This volume will undoubtedly be of significant interest to researchers involved in corpus linguistics, second language acquisition research, as well as to professionals in the field of Spanish as a second language, including teachers, and creators and publishers of teaching materials.
Visit the publisher’s website at https://benjamins.com/#catalog/books/scl.78/main
Source: John Benjamins Publishing Company
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Title: Book: Preparing Teachers to Teach English as an International Language
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From http://www.multilingual-matters.com/display.asp?isb=9781783097012
Preparing Teachers to Teach English as an International Language
Edited by Aya Matsuda
Published by Multilingual Matters
This book explores ways to prepare teachers to teach English as an International Language (EIL) and provides theoretically-grounded models for EIL-informed teacher education. The volume includes two chapters that present a theoretical approach and principles in EIL teacher education, followed by a collection of descriptions of field-tested teacher education programs, courses, units in a course, and activities from diverse geographical and institutional contexts, which together demonstrate a variety of possible approaches to preparing teachers to teach EIL. The book helps create a space for the exploration of EIL teacher education that cuts across English as a Lingua Franca, World Englishes and other relevant scholarly communities.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783097012
Source: Multilingual Matters
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Title: Book: Practice and Theory for Materials Development in L2 Learning
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From http://www.cambridgescholars.com/practice-and-theory-for-materials-development-in-l2-learning
Practice and Theory for Materials Development in L2 Learning
Edited by Hitomi Masuhara, Freda Mishan, and Brian Tomlinson
Published by Cambridge Scholars Publishing
This volume represents a unique addition to the growing body of empirical literature on materials development, adopting a reverse approach to the topic. Rather than applying ‘theory to practice’, practitioners and researchers from 11 countries reappraise applied linguistics theories through practice. The book also provides evidence for the diversity of materials development around the globe at different levels for different specialties and for different purposes.
Each chapter surveys the relevant literature (such as task-based learning and language and culture), describes a specific research project, reports the results of the project, and discusses the implications of these results for the development of materials both in the local context and in general.
After each section there are editorial comments highlighting the issues emerging from the research, and there is a conclusion which connects the findings of the various chapters and makes suggestions both for future research and for the principled development of materials for L2 learners.
The book will be suitable for teachers, materials developers, academics and students in post-graduate courses in applied linguistics, in TEFL/TESOL and in the teaching of other languages as an L2.
Visit the publisher’s website at http://www.cambridgescholars.com/practice-and-theory-for-materials-development-in-l2-learning
Source: Cambridge Scholars Publishing
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Title: Call for Presentations: Conference of the Japanese Language Teachers Association of New England
Body:
From http://projects.iq.harvard.edu/jltane/home
The Thirty-First Annual Conference of the Japanese Language Teachers Association of New England (JLTANE) will be held on the campus of Harvard University, Cambridge, MA, on May 21, 2017. This conference will commemorate the inauguration of JLTANE at Harvard University just over 30 years ago and will include a keynote address by Seiichi Makino, Emeritus Professor of Japanese and Linguistics at Princeton University. Abstracts are sought for presentations on topics in any field of relevance to Japanese language teaching.
Abstract Deadline: February 27, 2017
View the call for presentations at http://projects.iq.harvard.edu/jltane/home
Source: JLTANE
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