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Content Type: 5
Title: Yamada Language Center New Location and Open House
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On Friday, Feb 3, the Yamada Language Center held an Open House in their new location in 175 McKenzie on the University of Oregon (UO) campus. The Yamada Language Center (YLC) was founded in 1991 to centralize and improve support for the 4000+ language teaching faculty and students at the UO. The center provides support for the language departments on campus, and it also has its own Self Study languages program, offering 7 less commonly taught languages open to UO students, staff, faculty and community members. The center hosts a language exchange website, helping those at UO match up with a language partner, and also ANVILL, a web-based toolbox for language teachers. FLIS day, put on by the center, is Oregon’s largest foreign language and culture event, this year to be held on May 5, 2017. The powerhouse behind the YLC is its director, Jeff Magoto. You can read about him in a previous spotlight from April 25.
Please join us in celebrating the Yamada Language Center and its unwaivering support for language education, welcoming the center to its new location.
Source: CASLS Spotlight
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Content Type: 3
Title: Emergent, Dynamic, and Varied
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by Julie Sykes, CASLS Director
Language is emergent, dynamic, and varied. This perspective should be integrated in curricular practice whenever possible.
As we consider this month’s guiding principle, I first invite you to engage in this short reflective exercise on one small piece of your own language.
- Write down 3 to 5 ways a person “should” end an email. Best Wishes? Thanks? Sincerely?
- Now, open your own email and write down the closings you used for the last ten emails. How do they compare? Are they similar? Different? What do you notice?
If you are like most, the list is probably more varied and different than the list you originally made. While only a small example, it is representative of the immense variety present in our own, everyday language practices. We often say things differently than we tell people we say them and change and adapt our message and words depending on who we are talking to, or maybe even how hungry we are. The slang word hangry definitely comes from somewhere. Variety also spans across geographical boundaries, socioeconomic classes, communities, age groups, and educational levels, to name a few.
Critical to our role as language teachers is helping learners navigate variety and emergent interactional behavior. That is, we can prepare them to engage in conversation by observing what their interlocutor does or modify the “correct” version when it comes across as too formal or cold in a conversation with a friend. While we can never teach them the words to use in every situation, we can prepare them with the skills necessary to be good observers and analysts in order to be able to adapt to any context in which they find themselves. Embracing language as dynamic and emergent means we
- present language as the most appropriate option, not as the only correct possibility.
- embrace dialectal variation as fundamental to human interaction while celebrating lexical diversity and “non-standard” forms.
- demand attention to context and audience in speaking and writing and value it through instruction, assessment, and reflection.
This month we will further explore these ideas and ways to tackle variation and dynamic human interaction in the language classrooms. This week’s Activity of the Week is an expanded version of our short activity above you can use with your own students as a starting point. Happy co-constructing!
Source: CASLS Topic of the Week
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Title: New Volume: Expanding Our Horizons: Language Teacher Education in the 21st Century
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From http://carla.umn.edu/LTE/papers.html
The Center for Advanced Research of Language Acquisition has published five volumes of selected papers from six of the past Language Teacher Education conferences. The latest edited volume on language teacher education includes fourteen refereed papers based on presentations at either the 6th International Conference on Language Teacher Education (held in Washington DC in May 2009) or 7th International Conference on Language Teacher Education (held in Minneapolis, MN in May 2011).
The papers showcase research and practice related to the education of language teachers from many different national and international contexts including foreign language education, English as a Second/Foreign Language, and heritage language instruction. This sharing of ideas and insights into language teacher education in such diverse international, national, and disciplinary contexts is truly intended to help all language teacher educators to expand their horizons and improve their practice.
Access all five volumes for free download at http://carla.umn.edu/LTE/papers.html
Source: CARLA
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Title: Book: A Cognitive Grammar Approach to Teaching Tense and Aspect in the L2 Context
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A Cognitive Grammar Approach to Teaching Tense and Aspect in the L2 Context
By Franka Kermer
Published by Cambridge Scholars Publishing
This volume links Cognitive Grammar explanations to the area of second-language learning and instructed grammar teaching. It represents a contribution to empirically based knowledge promoting a new perspective on the process of teaching and learning about English language structures. The theoretical part of the book provides an overview of the basic tenets of Cognitive Grammar, and discusses elements of the theory that are of crucial importance for understanding English tense and aspect structures. The second part brings together these two fields of study and tests a Cognitive Grammar approach to teaching tense and aspect to less advanced learners of English. To this end, an experimental study was conducted, comparing the effects of Cognitive Grammar-inspired instruction on the language learning process with those of teaching methods which employ more traditional grammatical descriptions. As such, the book is of particular relevance to Cognitive Grammar research, and second-language learning and teaching research, and for learners and teachers of a foreign language.
Visit the publisher’s website at http://www.cambridgescholars.com/a-cognitive-grammar-approach-to-teaching-tense-and-aspect-in-the-l2-context
Source: Cambridge Scholars Publishing
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Title: Book: Language Acquisition Beyond Parameters
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From https://benjamins.com/#catalog/books/sibil.51/main
Language Acquisition Beyond Parameters: Studies in honor of Juana M. Liceras
Edited by Anahí Alba de la Fuente, Elena Valenzuela and Cristina Martínez Sanz
Published by the John Benjamins Publishing Company
The chapters in this volume take different approaches to the exploration of language acquisition processes in various populations (monolingual and bilingual first language acquisition, L2 acquisition) and address issues in syntax, morphology, pragmatics, language processing and interface phenomena. This volume is a tribute to Juana M. Liceras’ fundamental and enduring contribution to the field of Spanish Second Language Acquisition (SLA). All the chapters in the volume are linked to or inspired by Juana’s extensive body of work, and, like Juana’s research, they all stand at the crossroads of formal and experimental linguistics. Together, the studies presented in this volume are a reflection of Juana’s impact both as a mentor and as a collaborative researcher while at the same time showcasing current trends and new directions in the field of generative SLA.
Visit the publisher’s website at https://benjamins.com/#catalog/books/sibil.51/main
Source: John Benjamis Publishing Company
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Title: Call for Presentations: Illinois Council on the Teaching of Foreign Languages Fall Conference 2017
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From http://www.ictfl.org/form/call-presentations-2017-explore-core-world-language-core
“Explore the Core, the World Language Core: Motivate, Measure, Maximize”
Illinois Council on the Teaching of Foreign Languages
Fall Conference 2017
October 20 - 21 • Tinley Park Convention Center
ICTFL is committed to offering conference sessions that are current and are presented in a professional manner. ICTFL endeavors to provide professional development that produces credit toward the renewal of teaching licenses. The committee is seeking a balanced program on the teaching of classical and modern languages, including heritage languages, as well as professional concerns of language educators.
Submission Deadline: March 1, 2017.
View the full call for presentations at http://www.ictfl.org/form/call-presentations-2017-explore-core-world-language-core
Source: ICTFL
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Title: Japan Center for Michigan Universities Symposium
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From https://jcmuofficialblog.com/2017-jcmu-symposium-june-3rd-and-4th/
The Japan Center for Michigan Universities (JCMU) study abroad program is a product of the strong sister-state relationship between the State of Michigan and Shiga Prefecture. It is located on the shore of Lake Biwa in the City of Hikone, Shiga Prefecture, Japan. The 2017 symposium will take place June 3-4.
Proposals are solicited for panels, roundtables, individual papers, and workshops for all fields in areas related to Japanese culture, language, and English language. The organizers invite scholars and students of all backgrounds to apply.
For full details and to submit a proposal, go to https://jcmuofficialblog.com/2017-jcmu-symposium-june-3rd-and-4th/
Source: JCMU
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Title: American Association for Applied Linguistics 2017 Conference
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From http://www.aaal.org/page/Conference2017
The 2017 conference of the American Association for Applied Linguistics (AAAL) will be held March 18-21, 2017 in Portland, Oregon. Nationally and internationally, the AAAL conference has a reputation as a comprehensive and stimulating conference including in-depth colloquia and paper sessions, topical and thought-provoking plenary presentations, excellent book exhibits, and plentiful opportunities for networking.
Visit the conference website at http://www.aaal.org/page/Conference2017
Source: AAAL
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Title: Symposium on American Indian Languages
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From https://www.rit.edu/cla/linguistics/about
Symposium on American Indian Languages
April 7, 2017
Rochester Institute of Technology
New York
The Symposium on American Indian Languages (SAIL) is dedicated to discussion of the documentation, conservation and revitalization of the native languages of the Americas.
SAIL also provides a forum for the exchange of scholarly research on descriptive and/or theoretical linguistics focusing on American Indian languages.
SAIL brings together scholars, members of the indigenous communities, native speakers, educators and language activists who are interested in sharing experiences and best practices on topics related to language documentation, conservation and revitalization.
Building on RIT's rich history of educational outreach to Native American communities, SAIL welcomes the active participation of indigenous communities, native language speakers, and those interested in revitalization and preservation of their heritage languages and cultures.
Visit the symposium website at https://www.rit.edu/cla/linguistics/
Source: Rochester Institute of Technology
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Title: National Chinese Language Conference
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From http://asiasociety.org/national-chinese-language-conference
The National Chinese Language Conference (NCLC) provides a high–profile platform for sharing new ideas and best practices in the fields of Chinese language teaching and learning, Chinese arts and culture, and U.S.–China educational exchange. The tenth annual NCLC is organized by Asia Society and the College Board and will be held in Houston, TX, April 6-8, 2017. The conference will focus on:
• building and sustaining quality Chinese programs at all levels of K–12 and higher education;
• cutting-edge approaches to teaching that incorporate culture, technology and collaborations; and
• best practices in the classroom leading to high levels of language proficiency and cultural competency.
Registration is open. Visit the conference website at http://asiasociety.org/national-chinese-language-conference
Source: Asia Society
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