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Content Type: 1
Title: Interactive World Map of Languages
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Click on a country on this interactive map to see a list of languages spoken there, including some immigrant and indigenous languages. You can hear samples of the different languages being spoken. This map could be an introduction to some of the world’s linguistic diversity, and a starting point for a discussion of linguistic diversity within the United States.
The map is available at https://localingual.com/
Read a review of this resource, with a caution about class-appropriate content, at http://www.freetech4teachers.com/2017/01/a-map-of-lanagues.html#.WIEcspLHu80
Source: localingual
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Title: New Assistant Director at CASLS Presents at #TechCLAS
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Please join us in congratulating Stephanie Knight on her new position at CASLS as Assistant Director! Stephanie has been working with CASLS previously as Language Technology Specialist since June 2015. She has been working on many projects here at CASLS, such as The Bridging Project, Linguafolio Online, and Games2Teach. She holds an M.A. in Latin American studies from the University of Mexico and has diverse teaching experience in grades 5-16. Stephanie is experienced in leading professional development opportunities centered on best practices for planning, instruction, and assessment. She has been working closely with secondary schools to facilitate professional development opportunities and to strengthen connections with language studies at the university level. She will continue these tasks as Assistant Director as well as leading research and development teams, building and maintaining key relationships on and off the University of Oregon campus, and working with the Director on strategic decision-making.
On April 12 as new Assistant Director at CASLS Stephanie Knight presented at a teacher workshop through the Vanderbilt Center for Latin American Studies, called #TechCLAS: Teaching Latin America and World Language Using Technology. The focus of the workshop was on integrating technology into the world language classroom with an emphasis on content related to Latin America. Stephanie presented curriculum she made with Andrea Beebe López of Metro Nashville Public Schools featuring a breadth of technological resources such as: learning management systems, mobile applications, social media such as Instagram and Twitter, QR codes, digital games, and digital texts such as blogs, vlogs, YouTube.
Source: CASLS Spotlight
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Content Type: 5
Title: Welcome New International Interns!
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CASLS welcomes the Spring 2017 cohort of Oregon International Internship Program (OIIP) students to the Unviersity of Oregon. The program sponsors students from universities in China, Japan, and Taiwan to come to the Eugene-Springfield area and gain valuable classroom experience by shadowing a mentor elementary school teacher for five days a week. This full-time internship is complemented by two courses at the University of Oregon co-taught by CASLS' East Asia Programs Director, Li-Hsien Yang, and International Programs Specialist, Renée Petit Marshall, on English pragmatics, teaching pedagogy and the U.S. school system. Students also live with an American family and gain valuable conversational and cultural knowledge to take back with them to their home countries. Overall, OIIP provides interns with invaluable classroom experience, university credit, and the opportunity for meaningful connections. At the same time, OIIP enriches Eugene and Springfield area homes and schools with language and culture. "The program affords students an opportunity to learn about the U.S. school system, teaching methods, and to gain teaching experience while also affording their placement school a teaching assistant to help teach and manage the classroom, providing unique perspectives and exploration of their home country with the elementary students," says Renée about the benefits of the program. "I love working with this group of interns and I learn something new with every cohort."
This current group began on February 8 and will finish on June 16. Please join us in welcoming them!
Source: CASLS Spotlight
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Title: #LFOLunches #CASLSCafe
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Are you an UO Language Council member interested in learning about LinguaFolio Online? CASLS Language Technology Specialist Stephanie Knight has been running #LFOLunches #CASLSCafe on Wednesdays from 12:00-12:30 at the University of Oregon. #LFOLunches and #CASLSCafe consists of 4 webinars to help instructors at the UO get set up for using LinguaFolio Online with their classes. Three webinars have already happened, with one more to go this Wednesday, February 15. The topics have been as follows:
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
If you are interested in joining the last #LFOLunches #CASLSCafe, please refer to the instructions here. The webinars are also recorded so that you can access any that you missed. Also, if you are not a UO Language Council member and would like to see the webinars, please email Stephanie Knight at knights@uoregon.edu.
Source: CASLS Spotlight
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Title: VACANZE ROMANE – ALLOGGIO Airbnb (Roman Holidays – Airbnb Stay)
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By Harinder Khalsa, Romance Languages, University of Oregon
This two-day activity was designed to inspire students of Italian to inquire about neighborhoods in Rome, life in Rome, and how life has changed over the years. It is apt for Intermediate-Mid and Intermediate-High learners.
Learning Objectives: Students will be able to:
- Extract relevant information from a website.
- Describe neighborhoods.
- Present preferences and support preferences with evidence.
- Tailor communication to audience needs.
Modes: Interpretive Reading, Presentational Speaking, Interpersonal Communication, Presentational Writing
Materials Needed: Airbnb website in the target language (link for Italian), worksheet (Note: Airbnb doesn’t have a neighborhoods site for all cities. Teachers can find alternative online sources for the first part of the activity for different languages.)
Additional Websites for students of Italian:
https://it.m.wikipedia.org/wiki/Quartieri_di_Roma
https://www.tripadvisor.it/NeighborhoodList-g187791-Rome_Lazio.html
http://www.turismoroma.it/about-rome/orientarsi-quartieri
Pre-assignment and activity: Students will come to class with a semantic map they worked on previously that reflects on life in a city (possible categories include: neighborhoods, transportation, hang-outs, and tourist attractions).To inform semantic map creation, the teacher should use detailed images to present one of his/her favorite neighborhoods in a country where the target language is spoken (i.e., Garbatella in Rome) and initiate a discussion about the students’ local neighborhoods to elicit vocabulary and expressions that help them talk about neighborhoods and lifestyles in different American cities as well. This presentation will serve as a model that informs presentations during the remainder of the activity.
Procedure
PART I (Hand-out p. 1)
1. Group Work:
The teacher will ask the students to form groups of 3-4 people, give directions and monitor students while they present their findings on their neighborhood of choice in a country in which the target language is spoken. After everyone presents, the group will decide on a neighborhood where they would like to stay in and explore.
- The teacher will establish common norms that the group will adhere to while presenting such as: using multiple images as a reference, speaking freely without constantly referring to notes or reading them.
- The listeners will take mental or written notes on their classmate’s presentation and tell briefly what they like about this neighborhood at the end of each presentation. Teacher may ask students to create a chart on a piece of paper to help the note-taking.
- It seems like a quiet neighborhood … (Sembra un quartiere …}
- I would like to explore/experience [a certain aspect of the neighborhood] because … (Mi piacerebbe esplorare/sperimentare … perché …)
- I am not interested in this neighborhood at all because … (Non mi interessa questo quartiere perché …)
2. Class Discussion:
The teacher will project the images of neighborhoods to see if the students picked the same or completely different ones and discuss as a group what were the common elements they found in these neighborhoods. At this point, the teacher can show pictures of certain neighborhoods from the 50's or 60's and today to discuss about what changes the city went through, how the life style (including language) has changed over the years, and how those changes have impacted the quality of life.
3. The teacher transitions into the next stage of finding a place to stay in one of these neighborhoods and presents her choice as a model. The students are asked to pick an Airbnb location (apartment/house) in the neighborhood they previously selected and bring in class information (images, notes, ppt) listing the cost/night, amenities, rules of the house, etc. and tell why they chose this particular place.
PART II (Hand-out p. 2)
The following day in class, students go back to the same group and present the places they found. After everyone presents, the group decides on one place to stay and they present their choice to the whole class. The class reacts to their choice and asks questions about when they will go there, what they plan to when they are there, etc.
Notes:
Thoughts on what can be built upon this two-day activity:
- Teachers may use this as a starting point for a group or individual writing activity where students write on a Blog about their experience or send a postcard. (part of IPA)
- The class can discuss about the Airbnb experience. Is this an ideal way to find a place to stay, why?
An anecdote:
Harinder’s students worked on this activity during Winter ’16 term at the UO and one her students spent a week in Rome with his group of friends at the Airbnb he found for this activity. When he came back in spring term he gave a presentation to class about his experience. The Airbnb facility and the landlady didn’t exactly match the description but they had a good time nevertheless. After all, it’s Rome we are talking about!!
Some keys to success:
The completion of each task before coming to class is crucial for the success of this assignment. The teacher may experiment with Universal Design for Learning principals to make the instructions for the assignment clear for the students in multiple ways (written/audio-video/text/maybe even quick Snap Chat reminders) and will allow the students to present their finding in their own creative ways.
Source: CASLS Activity of the Week
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Content Type: 3
Title: The Danger of Defining Language for Heritage Language Learners
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By Stephanie Knight, CASLS Language Technology Specialist
“Disculpe, Señora. Es que soy Puertorriquena. Sé que nuestro español es…algo ofensivo.” (Forgive me, Señora. It’s that I’m Puerto Rican. I know that our Spanish is.. somewhat offensive).
“¡Esta lista de vocabulario es racista! ¿Cómo es que incluyó la palabra ‘tarjeta verde’? Todos no somos inmigrantes.” (This vocab list is racist! How is it that you included ‘green card’? We aren’t all immigrants).
The words of my students stung. In the first situation, Julieta[1] was about to present for the first time in my class. I was excited because I loved her accent, her beautiful Spanish, and was selfishly looking forward to losing myself in her words. That anticipatory excitement was quickly replaced by a pit of remorse in my stomach. How could it be that she had so much shame about her language? Had I done something to indicate that there was a “right” Spanish and a “wrong” Spanish?
The second situation certainly had a different backstory, but it filled me with the same remorse. In this situation, I provided my learners with a list of key terms for a reading that we were doing about the history of Mexican immigration to the United States. The student’s face darkened when he saw the list. Afterwards, his AVID (Advancement Via Individual Determination) teacher explained to me that he was upset, so I reached out to him and engaged in the conversation excerpted above. In my brain, “green card” was a neutral term. However, to him, an American citizen in a Mexican-American family, its inclusion on the vocabulary list meant that I was communicating to the class that all Mexicans in the United States are immigrants and not American citizens. Was he being sensitive? Maybe. Was it my responsibility as his educator to mediate that reaction? Definitely.
Ultimately, my takeaway from both of these situations is that perhaps as language educators, and particularly as language educators working with heritage language learners, contending explicitly with the fact that language is emergent, dynamic, and varied is one of our greatest obstacles. If we do not do so, we cannot serve the needs of our students and the contexts within which they use language in their everyday lives. This call to action does not mean that we ignore formal registers and interactions or avoid words that carry political connotations; it does mean, however, that we explicitly value and discuss interactions outside of the classroom-mediated sphere and value how the political climate facing our students impacts their interpretation of language. We must celebrate their linguistic heritage and diversity within the classroom, using it to empower and embolden classroom discussions instead of fitting it into an arbitrary hierarchy. Then, when change happens with language, as it will invariably do, teachers will be well-prepared to do what they always have done best - adapt.
[1] Name has been changed
Source: CASLS Topic of the Week
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Content Type: 1
Title: Book: Future Research Directions for Applied Linguistics
Body:
From http://www.multilingual-matters.com/display.asp?isb=9781783097111
Future Research Directions for Applied Linguistics
Edited by Simone E. Pfenninger, Judit Navracsics
Published by Multilingual Matters
This edited volume provides an overview of current thinking and directions for further research in applied linguistics by bringing together in a single volume a range of perspectives regarding original research agendas and innovative methodological approaches. It focuses not only on the challenges that applied linguistics researchers have been facing in recent years but also on producing workable and productive research designs and on identifying ways of how alternatives to conventional research methodologies can be used. Discussions featured in the volume include the so-called ‘Bilingual Advantage’ in psycho- and neurolinguistics; the optimal starting age debate in foreign language learning; the growing interest among applied linguists in more nuanced and more complex (statistical) data analysis and the priority given to more descriptive and social approaches to linguistics rather than to theorizing. The collection will be a useful reference and stimulus for students, researchers and professionals working in the areas of applied linguistics, psycholinguistics, second language acquisition and second language education.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783097111
Source: Multilingual Matters
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Title: Book: English Teaching and Evangelical Mission
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From http://www.multilingual-matters.com/display.asp?isb=9781783097067
English Teaching and Evangelical Mission: The Case of Lighthouse School
By Bill Johnston
Published by Multilingual Matters
Debates about the place of mission work in English Language Teaching continue to rage, and yet full-length studies of what really happens at the intersection of ELT and evangelical Christianity are rare. In this book, Johnston conducts a detailed ethnography of an evangelical language school in Poland, looking at its Bible-based curriculum, and analyzing interaction in classes for adults. He also explores the idea of ‘relationship’ in the context of the school and its mission activity, and more broadly the cultural encounter between North American evangelicalism and Polish Catholicism. The book comprises an in-depth examination of a key issue facing TEFL in the 21st century, and will be of interest to all practitioners and scholars in the field, whatever their position on this topic.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783097067
Source: Multilingual Matters
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Title: Pragmatics and Language Learning, Volume 14
Body:
From http://nflrc.hawaii.edu/publications/view/PLL14/
Pragmatics & language learning, volume 14
Edited by Kathleen Bardovi-Harlig and J. César Félix-Brasdefer
Published by the National Foreign Language Resource Center
This volume contains a selection of papers presented at the 2014 International Conference of Pragmatics and Language Learning at Indiana University. It includes fourteen papers on a variety of topics, with a diversity of first and second languages, and a wide range of methods used to collect pragmatic data in L2 and FL settings. This volume is divided into three main sections: Acquisition of Second-Language Pragmatics, Research in Pedagogical Contexts, and Brief Summaries and Reports. The articles advance our understanding of second language pragmatics with regard to learning and the use of pragmalinguistic resources necessary to produce and comprehend speech acts, conventional expressions, discourse markers, relational talk to develop L2 symbolic competence, and polite expressions in language textbooks.
Visit the publisher’s website at http://nflrc.hawaii.edu/publications/view/PLL14/
Source: NFLRC
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Title: Call for Papers: Journal of the National Council of Less Commonly Taught Languages
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From http://linguistlist.org/issues/28/28-574.html
The Journal of the National Council of Less Commonly Taught Languages (JNCOLCTL) is soliciting articles for publication.
The Journal, published annually by NCOLCTL, is dedicated to the issues and concerns related to the teaching and learning of Less Commonly Taught Languages.
The Journal primarily seeks to address the interests of language teachers, administrators, and researchers. Articles that describe innovative and successful teaching methods that are relevant to the concerns or problems of the profession, or that report educational research or experimentation in Less Commonly Taught Languages are welcome. Papers presented at NCOLCTL's annual conference will be considered for publication, but additional manuscripts from members of the profession are also welcome.
Deadline: While submissions are welcome at any point, only manuscripts received by May 1, 2017, will be considered for the Fall 2017 issue of the journal.
View the full call for papers at http://linguistlist.org/issues/28/28-574.html
Source: LINGUIST List
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