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Content Type: 1
Title: Report: Science as a Lever for English Learner Equity
Body:
From https://west.edtrust.org/resource/unlocking-learning-science-lever-english-learner-equity/
Based on in-depth site visits and featuring real world examples of high-performing schools, high-quality professional development, and innovative classroom practices, Unlocking Learning: Science as a Lever for English Learner Equity, lays out a blueprint for increasing access and achievement in science for California’s 1.37 million English learners. Key takeaways of the report include:
• Research shows that weaving together science and language development can increase students’ academic performance in reading, writing, and science simultaneously.
• Some promising practices are resulting in achievement levels that are double and even triple the state average for English learners who met or exceeded proficiency.
• LCFF and the implementation of the CA Next Generation Science Standards provide districts an opportunity to overhaul their approach to science education and language development.
The report concludes with district-level and state-level recommendations, along with a series of questions for community stakeholders to ask in their advocacy for closing English learner achievement gaps in science.
Access the report at https://west.edtrust.org/resource/unlocking-learning-science-lever-english-learner-equity/
Read an article about the report at https://edsource.org/2017/report-innovative-science-instruction-boosts-academic-performance-among-english-learners/575475
Source: The Education Trust-West
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Content Type: 1
Title: Super Bowl Resources for English Learners
Body:
Here’s an annotated list of resources for learning about the Super Bowl. This year’s game will take place February 5, between the New England Patriots and the Atlanta Falcons.
Access the list at http://larryferlazzo.edublogs.org/2009/01/29/the-best-sites-where-ells-can-learn-about-the-super-bowl/
Source: Larry Ferlazzo’s Websites of the Day…
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Content Type: 1
Title: Framework for Developing Global and Cultural Competencies to Advance Equity, Excellence and Economic Competitiveness
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From https://sites.ed.gov/international/global-and-cultural-competency/
The U.S. Department of Education’s (ED) International Strategy lays out its commitment to prepare all U.S. students to succeed globally through international education and engagement. Today, more than ever, our students need to be equipped with the critical thinking, communications, socio-emotional and language skills to work collaboratively with their counterparts in the United States and all over the world. Understanding and appreciating other parts of the world, different religions, cultures, and points of view are essential elements of global and cultural competence.
ED’s Framework for Developing Global and Cultural Competencies to Advance Equity, Excellence and Economic Competitiveness is the product of a working group with representatives from across ED and discussions with the education community. This work builds on existing research and provides a framework for the development of global and cultural competencies beginning in early childhood through postsecondary education and bases it on a foundation of discipline-specific knowledge. It is designed as a guide to consider how these competencies are developed over time and at various stages of education.
Access the framework at https://sites.ed.gov/international/global-and-cultural-competency/
Source: U.S. Department of Education
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Content Type: 1
Title: White Paper: Libraries as Linguistic and Cultural Community Centers
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From http://www.transparent.com/white-papers/libraries-as-linguistic-centers.html
In this white paper, the authors explore different ways that libraries can serve as multicultural hubs for their community, with examples from libraries across the United States, including:
• In-Person Language Classes and Conversation Groups
• Foreign Movie Nights
• Cultural Exhibits and Events
• Read around the World
• Story Times
• And more
Download the free white paper at http://www.transparent.com/white-papers/libraries-as-linguistic-centers.html
Source: Transparent Language
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Content Type: 1
Title: Tools for Collaborative Brainstorming
Body:
From http://www.freetech4teachers.com
Richard Byrne has assembled a document comparing tools that students can use to brainstorm collaboratively. This could be a great tool for teaching the writing process in a way that requires interpersonal communication throughout the process.
Access the chart at http://www.freetech4teachers.com/2017/01/six-tools-for-hosting-online.html#.WIkMBJLHvaw
Source: Free Technology for Teachers
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Content Type: 1
Title: Pronunciation, Autonomy, and Automatic Speech Recognition
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From http://www.eltresearchbites.com
Anthony Schmidt summarizes a 2016 article by S. M. McCrocklin: “The potential of Automatic Speech Recognition.” He concludes with some ideas that you can use with your students and automatic speech recognition:
• “Minimal pairs practice – provide students with a list of minimal pairs of a difficult set of phonemes
• “Tongue twisters – provide students with a tongue twister with a target sound or pair of sounds
• “Dictation – give students a short passage and get them to read it aloud, trying to voice type it verbatim
• “Thought groups – get students to divide a short passage into thought groups, and then get students to voice type each thought group as fluently and accurately as possible
• “Speak, speak again! – students respond to a question by voice typing without stopping. Then, they look over their answer, highlight their errors, and practice the correct pronunciation (perhaps using Forvo to find exemplars). Finally, students voice type their answer again, trying to avoid the initial errors.”
Read the full article summary at http://www.eltresearchbites.com/201701-pronunciation-autonomy-and-automatic-speech-recognition/
Source: ELT Research Bites
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Content Type: 2
Title: LFO Lunches at the University of Oregon
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Are you a world language instructor at the University of Oregon? Would you like to start using LinguaFolio Online (LFO) in your classes? If so, please have your lunch with us the next few Wednesdays from 12:00-12:30. Each week, we will deliver a short professional development webinar designed to help instructors with their implementation of LFO. The topic for Wednesday, February 1 is backwards design for learning targets.
The webinar will be delivered live at the Yamada Language Center (175 McKenzie). You can also log in form home at https://zoom.us/j/632769712.
If you are unable to attend, we will make recordings available to you. In the meantime, please check out lfonetwork.uoregon.edu for more information about LFO!
We hope to see you on Wednesday! #LFOLunches #CASLSCafe
Source: CASLS
Inputdate: 2017-01-30 14:17:19
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Content Type: 2
Title: LFO Lunches at the University of Oregon
Body:
Are you a world language instructor at the University of Oregon? Would you like to start using LinguaFolio Online (LFO) in your classes? If so, please have your lunch with us the next two Wednesdays from 12:00-12:30. Each week, we will deliver a short professional development webinar designed to help instructors with their implementation of LFO. The topic for Wednesday, February 8 is gathering proficiency evidence in the classroom.
The webinar will be delivered live at the Yamada Language Center (175 McKenzie). You can also log in form home at https://zoom.us/j/632769712.
If you are unable to attend, we will make recordings available to you. In the meantime, please check out lfonetwork.uoregon.edu for more information about LFO!
We hope to see you on Wednesday! #LFOLunches #CASLSCafe
Source: CASLS
Inputdate: 2017-01-30 14:20:13
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Content Type: 2
Title: Come Work for CASLS!
Body:
The Global Studies Institute, which includes the Center for Applied Second Language Studies, is seeking qualified applicants for its open research pool. Positions are limited duration appointments potentially renewable for up to a total of three years. In limited circumstances, there is the possibility of renewal beyond three years based on programmatic need, funding, and performance.
Candidates would assist any one of the GSI units with research and development projects. Potential areas of research include: second language acquisition; applied research on world language curriculum, technology-based tools, or assessment; intersection of digital technologies in the world language/global classroom; curriculum development for international and area studies; pedagogy and teaching effectiveness.
View the full job posting at http://careers.uoregon.edu/cw/en-us/job/519671/global-studies-institute-gsi-pro-tem-research-assistant
Source: CASLS
Inputdate: 2017-01-31 19:29:00
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Content Type: 4
Title: How do we end emails?
Body:
This activity has students exploring the variation within closing an email.
Learning objectives:
Students will be able to identify commonly appropriate forms of ending an email.
Students will be able to compare their common email closings with other options.
Students will be able to evaluate the appropriateness of different email endings.
Modes: Interpersonal communication; presentational writing
Materials needed: YouTube video
Procedure:
- Have students think about closing emails. Have them write down 3-5 ways a person generally “should” end an email. Discuss/share answers as a class.
- Now have students watch this video about someone who believes email closings aren't necessary.
- After watching the video, have them reflect on what was said and discuss it as a class.
- Now have students open their own email. They should write down the closings they used in their last 10 emails.
- Have students discuss with a partner or group the following questions: How do they compare? Are they similar? Different? What do you notice? There will most likely be a large variation when comparing all the different endings they came up with and that they used in their own emails. Discuss again as a whole class.
- To close have students make a list of 5 closings they can use that are generally going to be appropriate in most situations.
Source: CASLS Activity of the Week
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