Contents
Content Type: 1
Title: Learner-Driven Feedback for Writing
Body:
From http://www.eltresearchbites.com
Stephen Bruce overviews the research on learner-driven feedback and summarizes a 2016 article by C. Fielder called “Receptivity to learner- driven feedback in EAP” in this blog post. His takeaways:
“Students are probably fairly sick of handwritten comments on their work so exploring alternative approaches to giving feedback will be appreciated. I’d like to know a bit more about the nuts and bolts of giving feedback in alternative forms, in particular the audio. What options are available to give audio feedback to students (I’m imagining recording on phone and emailing the file)? The students in this research were adults and a decent level although this approach could still work with lower levels, especially if the teacher scaffolds it. It would be very interesting to see how this approach would go over with younger students or students who might be a tad suspicious of autonomy. A very interesting and encouraging article about a method that gives a little hope for those of us who sweat our feedback onto pages that end up crumpled at the bottom of school bags.”
Read the full blog post at http://www.eltresearchbites.com/201702-receptivity-to-learner-driven-feedback-in-eap/
For more on correcting students’ writing, see this recent post by Gianfranco Conti in the Language Gym: https://gianfrancoconti.wordpress.com/2017/02/04/why-marking-your-students-books-should-be-the-least-of-your-priorities/
Source: ELT Research Bites
Inputdate: 2017-02-11 21:11:12
Lastmodifieddate: 2017-02-13 03:48:17
Expdate:
Publishdate: 2017-02-13 02:15:02
Displaydate: 2017-02-13 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: World Day of Social Justice
Body:
February 20 has been designated by the United Nations as World Day of Social Justice. According to the UN website, “Social justice is an underlying principle for peaceful and prosperous coexistence within and among nations. We uphold the principles of social justice when we promote gender equality or the rights of indigenous peoples and migrants. We advance social justice when we remove barriers that people face because of gender, age, race, ethnicity, religion, culture or disability.”
Learn more about this day at http://www.un.org/en/events/socialjusticeday/
Larry Ferlazzo has compiled a list of online resources dealing with Social Justice Day at http://larryferlazzo.edublogs.org/2015/02/20/the-best-resources-for-the-world-day-of-social-justice/
Source: Various
Inputdate: 2017-02-11 21:12:10
Lastmodifieddate: 2017-02-13 03:48:17
Expdate:
Publishdate: 2017-02-13 02:15:02
Displaydate: 2017-02-13 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: The Path to Proficiency
Body:
From http://laprofefarias.wixsite.com
Here’s a high school Spanish teacher in Tacoma, Washington, talking about ideas she got at the TELL Collab (https://www.tellcollab.org/) for getting students involved in tracking their proficiency goals and progress: http://laprofefarias.wixsite.com/inspire/single-post/2017/02/01/El-Camino-a-la-Competencia
Source: la Profe Farias
Inputdate: 2017-02-11 21:12:58
Lastmodifieddate: 2017-02-13 03:48:17
Expdate:
Publishdate: 2017-02-13 02:15:02
Displaydate: 2017-02-13 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: How to Grow as a Teacher
Body:
Here is an inspirational blog post with practical, specific ideas for continuing to grow as a language teacher, even if you’re very busy, and even if you’re the only language teacher in your school: http://senoraspeedy.blogspot.com/2017/02/a-year-of-growth.html
Source: Señora Speedy
Inputdate: 2017-02-11 21:13:30
Lastmodifieddate: 2017-02-13 03:48:17
Expdate:
Publishdate: 2017-02-13 02:15:02
Displaydate: 2017-02-13 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Cooperative Activity: Quiz Quiz Trade
Body:
Martina Bex shares an activity for getting students to ask and answer a variety of factual questions in this blog post: https://martinabex.com/2017/02/07/quiz-quiz-trade-with-afro-latino-example-question-set/
She also includes a link to a slideshow about Afro-latinos and a set of 40 question cards.
Source: The Comprehensible Classroom
Inputdate: 2017-02-11 21:14:07
Lastmodifieddate: 2017-02-13 03:48:17
Expdate:
Publishdate: 2017-02-13 02:15:02
Displaydate: 2017-02-13 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 3
Title: Three things that all language teachers should know about sociolinguistics
Body:
Carol A. Klee is a Professor of Spanish and Portuguese at the University of Minnesota. She specializes in Spanish language contact, sociolinguistics, bilingualism, and second language acquisition.
Broadly defined, sociolinguistics is the study of language and society. Over the past fifty+ years sociolinguists have revealed insights into language that are valuable for language teachers to consider. As both a sociolinguist and a language teacher, my top three, which I’ll elaborate on below, are the following:
- Variation and change are an inherent part of language.
- Variation is one way that humans denote their membership in different social groups.
- From a sociolinguistic perspective, one dialect of a language —including the standard variety— is not “better” than another.
Variation and change are an inherent part of language.
Language change occurs continuously and can be observed even in a relatively short timeframe. For example, variation between “traditional” forms and newer ones —such as the “correct” use of whom vs. who as in Whom/Who are you calling? or were vs. was in “If I were/was you…” —typically draws the attention of prescriptivists, who try to lay down standards of “correctness” and slow down language change. Ideally, language teachers should be aware of the ways that the language we teach is changing and make certain that the grammar forms introduced in class reflect current, rather than “archaic,” norms.
Variation is one way that humans denote their membership in different social groups.
Languages vary across geographical boundaries, resulting in different dialects (e.g. Quebecois French vs. Parisian French or the Spanish spoken in Buenos Aires vs. Mexico City). As language teachers, we should make sure that students are exposed to different regional varieties of the L2 through well-designed listening activities.
Variation also occurs across different social groups and provides a way to indicate group membership. Below are several examples:
- Teenagers typically speak differently than their parents in their use of slang words (“that’s dope”) and in their pronunciation and/or intonation (e.g., the more frequent use of “uptalk” or rising intonation in declarative sentences in American English). Teenage slang changes constantly and is one way that teenagers convey in-group vs. out-group status.
- Differences have been noted between women’s and men’s speech. In some languages, such as Japanese, the differences are reflected in the grammar and lexicon, while in other languages the differences may be somewhat more subtle, such as the more frequent use of diminutives by women in some varieties of Spanish or the more frequent use of “uptalk” by females than males in the U.S.
- Variation can also be used to signal differences across social classes. In our native language we pick up linguistic markers of social class membership in pronunciation, grammar, and vocabulary. In an L2 we often don’t have sufficient knowledge of what linguistic features signal social differences; this is something that usually requires deep cultural knowledge and superior or distinguished level language proficiency.
- Language varies stylistically —much like clothing — to reflect a particular social setting. Speaking in a more formal setting —such as giving a speech at graduation— requires different vocabulary, different grammatical structures and more careful pronunciation than an informal conversation at the beach. As language teachers, we can design activities that require language learners to begin to note these differences in the speech of native speakers. At beginning levels, they can notice how people greet each other in formal vs. informal situations and how greetings differ based on the age and/or gender of the speakers. At more advanced levels, they can focus on differences in pronunciation, grammar and discourse structure.
Standard varieties of a language are not intrinsically better than non-standard or stigmatized dialects.
Sociolinguistics are “descriptivists,” i.e. they describe the way that people speak, and regard any variants that speakers use as acceptable, regardless of whether they are nonstandard (such as, “I don’t have none”). Value judgments of particular forms as correct vs. incorrect are considered social, rather than linguistic, judgments.
Given this perspective, what varieties or dialects we should teach our students? Ideally, the variety selected will depend on the students’ reasons for studying the language, but it is also essential to take into account the communicative behavior that is considered most appropriate for foreigners in a given community. In many communities a foreigner is expected to speak a relatively formal variety of the language and the use of non-standard linguistic forms by foreigners can sound inappropriate to the ears of native speakers. In addition, because non-standard varieties of the L2 are often markers of group identity, outsiders who try to use them can be seen as condescending or as violating group integrity. In other words, in the classroom we should guide learners to acquire an appropriate variety of the L2 and at the same time raise their awareness of regional and social language variation. For heritage speakers, we should encourage maintenance of their home variety, even if it is considered non-standard, as it is the most appropriate variety within their community. In addition, heritage learners will benefit from the acquisition of formal registers in their home language and from awareness of sociolinguistic insights on language.
Source: CASLS Topic of the Week
Inputdate: 2017-02-14 08:26:58
Lastmodifieddate: 2017-02-20 03:47:30
Expdate:
Publishdate: 2017-02-20 02:15:02
Displaydate: 2017-02-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: What's up with register? Raising student awareness
Body:
Renée Marshall is an International Programs Specialist at CASLS
This activity is meant to raise student awareness of registers, when different registers are used, and how they affect the message of what’s being said. A register is a variety of language used for a particular reason or in a particular context; for example, we use a less formal register conversing with friends than when presenting at a conference.
Learning objectives:
- Students will be able to identify differences in register in three audio/video clips in the L2.
- Students will be able to select videos portraying three different registers in the L2.
- Students will be able to hypothesize how the intended audience affects register choice and how register affects the intended message
Mode: Interpretive Listening
Materials needed: Three video clips of your choice, an online discussion platform for your students to post links and their thoughts
Procedure:
- Show three clips that employ different registers (such as a comedy show like The Daily Show, a speech from President Obama, and a teenager’s video blog)
- Ask students while they watch to take notes on the language they hear. Tell them to pay attention to the types of words used, the speed and intonation of the speech, and the variation in grammar that they hear (what they are able to hear and pick out will vary based on their level).
- After listening twice (or whatever amount you deem appropriate) have students discuss their observations in a group.
- Now discuss the observations as a class. What was different? What was the same? WHY was it different? How does the intended audience affect the way people speak? If there are any specific salient grammar points specifically related to register, point them out (what you choose to highlight and point out may vary depending on level).
- Have students listen to it one more time, after the discussion.
- Instruct students for homework to find three different videos in the target language. Each video should be intended for a different audience and use different registers. For each video students should identify: 1. Who is the target audience? 2. What register is being used? 3. How does the register affect the message?
- Have students post the links to the videos and their responses on whatever online platform you use for your class. Require students to look at 2 other students posts and reply whether they agree or disagree with the students’ thoughts on the videos and why/why not.
Extension: Have students also think about these questions: What would happen if one register were used with another register? How would people react? How would this affect communication? Students could make a video where they use a different register than would normally be used in a situation and discuss the results. Does the intended message change if you use a different register? How? Is there really such a thing as a "right" way to speak and a "wrong" way to speak? Or does it depend more on context and situation?
Notes:
1. This activity can be repeated in a similar way for language variation, using three clips employing different language varieties (such as say, Quebecois French, Cameroonian French, and Haitian French Creole).
2. This activity can be done in L1, L2, or a combination of L1 and L2, depending on the level of students. This can be done with lower level students as well; they will only understand a little from the video but you can still point things out, for example, in Persian words ending in “ãn” often become “oon” in casual speech (e.g. nãn becomes noon, jãn becomes joon).
Source: CASLS Activity of the Week
Inputdate: 2017-02-14 10:36:07
Lastmodifieddate: 2017-02-20 03:47:30
Expdate:
Publishdate: 2017-02-20 02:15:02
Displaydate: 2017-02-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 5
Title: Implementing Ecopod: Quake Response
Body:
One of the projects that we work on over at CASLS is Ecopod, which focuses on creating game experiences that require students to use both language and content expertise to solve problems as they progress. The most recent iteration is called Ecopod: Quake Response, which is the result of a joint collaboration between CASLS and the University of Oregon Geography department. The game simulates the aftermath of an earthquake on a college campus and has the students obtain useful information as it arrives on their mobile devices in the form of Twitter and Instagram posts. From there, students will determine where emergencies are taking place by using an online mapping platform to display the information they have gathered.
This game was first implemented at the University of Oregon, but it is now being used on two other campuses: University of Miami and Aquinas College in Michigan. These universities are using the game as part of an online Geography course, collecting spatial data generated by the game to practice Geographic Information Services, or GIS for short. This is a very exciting development in the fields of both Linguistics and Geography, and hopefully this will lead to even more exciting cross-curricular projects in the future. For more information on Ecopod and other projects, click here to visit the CASLS homepage. You can also write to us at info@uoregon.edu, follow us on Twitter and Instagram, or like us on Facebook.
Source: CASLS Spotlight
Inputdate: 2017-02-17 09:54:29
Lastmodifieddate: 2017-06-05 03:53:56
Expdate:
Publishdate: 2017-06-05 02:15:01
Displaydate: 2017-06-05 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Language Center Evaluation Toolkit
Body:
From http://iallt.org/resources/publications/
The International Association for Language Learning Technology’s Assessment Committee has produced a new publication, a Language Center Evaluation Toolkit. This document provides institutions of higher education with a customizable set of tools to assist with the evaluation process. The Toolkit is by nature flexible and takes into account that no two language centers have the same mission, funding, or staffing. The LCET includes:
• recommendations for assembling an evaluation committee;
• a center director self-evaluation form;
• a survey for center patrons and other stakeholders;
• a list of descriptors organized by categories, e.g., student services, resources.
The authors of the LCET are Edwige Simon (committee chair), Angelika Kraemer, Felix Kronenberg, Betsy Lavolette, and Audrey Sartiaux.
The LCET is available as a shared folded which contains a PDF of the complete LCET and editable versions of the surveys and descriptor list.
Access the Toolkit at http://iallt.org/resources/publications/
Source: IALLT
Inputdate: 2017-02-17 18:09:13
Lastmodifieddate: 2017-02-20 03:47:30
Expdate:
Publishdate: 2017-02-20 02:15:02
Displaydate: 2017-02-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: New Issue of Language Learning & Technology
Body:
The February 2017 Issue of Language Learning & Technology is available online at http://llt.msu.edu/issues/february2017/index.html
This special issue on methodological innovation in CALL research includes the following articles:
Sharing a Multimodal Corpus to Study Webcam-mediated Language Teaching
Nicolas Guichon
Methodological Innovation for the Study of Request Production in Telecollaboration
D. Joseph Cunningham
Digital-gaming Trajectories and Second Language Development
Kyle W. Scholz and Mathias Schulze
Examining Focused L2 practice: From in vitro to in vivo
Frederik Cornillie, Wim Van Den Noortgate, Kris Van den Branden, KU Leuven, and Piet Desmet
Web-based Collaborative Writing in L2 Contexts: Methodological Insights from Text Mining
Soobin Yim and Mark Warschauer
Challenges in Transcribing Multimodal Data: A Case Study
Francesca Helm and Melinda Dooly
Plus announcements, calls for papers, reviews, columns, and more.
Source: LLT
Inputdate: 2017-02-17 18:09:44
Lastmodifieddate: 2017-02-20 03:47:30
Expdate:
Publishdate: 2017-02-20 02:15:02
Displaydate: 2017-02-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
