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Content Type: 1
Title: March Madness Music Activity
Body:
College basketball tournaments will start in March; the first Division I women’s game will happen on March 17, and the first Division I men’s game will be in March 14.
Several language teachers take advantage of our obsessions with brackets during this time to stage “March Madness” music events. Each day (or week, or other period of time), students are presented with two different songs in the target language and vote on which one they like best. Favorite songs advance to the next bracket, and after several weeks the champion song has been determined.
Read what a few teachers are doing this year in these blog posts:
http://misclaseslocas.blogspot.com/2017/02/march-music-madness-in-spanish-class.html
https://spanishplans.org/2017/02/18/march-music-madness-2017/
Source: Various
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Title: How to Build and Maintain Relationships with Your Students in a 90% Classroom
Body:
From http://elmundodepepita.blogspot.com
Using at least 90% target language in your classroom is great for language acquisition, but how do you effectively build relationships with your novice learners in a language that they’re not very proficient. Suggestions include using non-verbal communication to communicate positive feelings, lots of positive encouragement and class celebration, and being strategic with your use of English. Learn more in this blog post: http://elmundodepepita.blogspot.com/2017/02/how-to-build-maintain-relationships.html
Source: Mundo de Pepita
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Title: Draw, Listen, Check: An Easy Listening Activity for Songs
Body:
Here’s a low-prep, quick activity to sharpen your students’ listening skills using a song they already know fairly well: http://spanishmama.com/draw-listen-check-easy-listening-activity-songs/
Source: Spanish Mama
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Content Type: 5
Title: Getting to Know CASLS Staff: Li-Hsien Yang
Body:
5-Question Profile of Li-Hsien Yang, East Asia Programs Director for CASLS.
1. What is your role at CASLS? What types of projects do you usually work on?
I am working as East Asia Programs Director. Mainly I do outreach to overseas partners to develop student programs. I work on Oregon International Internship Program for China, Taiwan and Japan, Waseda CS-L program and also Oregon Experience Program.
2. What are your areas of interest/expertise?
I am interested in intercultural communication, pragmatics, comparative education, and language pedagogy.
3. What do you like best about working at the University of Oregon and living in Eugene?
University of Oregon provides numerous opportunities for employees to grow and offers resources for students. Eugene is a nice size town where everything is within a short commute.
4. If you could have any super power, what would it be and why?
I would love to have the power that I can predict and prevent issues from happening. Working with students is full of surprises, and most of the students' issues can be prevented ahead of time.
5. What is/are your favorite quote(s)?
"Learn everything you can, anytime you can, from anyone you can; there will always come a time when you will be grateful you did.” ‒ Sarah Caldwell
Source: CASLS Spotlight
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Content Type: 4
Title: Giving and Receiving Compliments in Spanish
Body:
Valeria Ochoa is a graduate student in the Language Teaching Specialization program at the University of Oregon.
Compliments can be used for a variety of communicative functions. Some of the most common ways compliments are used in Spanish are: as ice-breakers, solidarity building strategies, and to flirt. Meanwhile, compliments in English are usually used to: express admiration of someone’s work/appearance/taste, establish/confirm solidarity, serve as an alternative to greetings/gratitude/apologies/congratulations, soften face-threatening acts, open and sustain conversation, and reinforce desired behavior (Ishihara and Cohen, 2010). This lesson focuses on the ice-breaker and solidarity building functions in Spanish, and compares these to the English functions/strategies. Also, per Brown and Levinson (1987), responding to compliments can be quite complicated since responses can rely on politeness principles within societies. Due to the differences in responses to compliments in English and Spanish, the lesson will also cover pragmatically appropriate ways to respond to compliments in Spanish. It was designed for a university level accelerated first year Spanish course.
Sources:
CARLA. Dancing with Words retrieved from http://carla.umn.edu/speechacts/sp_pragmatics/Compliments/compliments_home.html.
Alba-Juez, L. (2001). Some discourse strategies used to convey praise and/or positive feelings in Spanish everyday conversations. In Campos, H., Herburger, E., Morales-Front, A. & Walsh, T. J. (Eds.), Hispanic Linguistics and the Turn of the Millennium: Papers from the 3rd Hispanic Linguistics Symposium (pp. 364-80). Somerville, MA: Cascadilla Press.
Brown, P., & Levinson, S. (1987). Politeness: Some Universals in Language Use. Cambridge: Cambridge University Press.
Ishihara, N., & Cohen, A. D. (2010). Teaching and learning pragmatics: Where language and culture meet. Routledge.
Lorenzo-Dus, N. (2001). Compliment responses among British and Spanish university students: A contrastive study. Journal of Pragmatics, 33, 107-27.
Manes, J., & Wolfson, N. (1981). The compliment formula. Conversational routine: Explorations in standardized communication situations and prepatterned speech, 115-132.
Valdés, G. & Pino, C. (1981). Muy a tus órdenes: Compliment responses among Mexican-American bilinguals. Language and Society, 10, 53-72.
Learning objectives:
- Students will be able to recognize the different norms in giving and responding to compliments in English and in Spanish (adapted from Ishihara and Cohen, 2014).
- Students will be able to give compliments in Spanish using a variety of appropriate pragmatic strategies (this objective was adapted from CARLA Dancing with Words site).
- Students will be able to appropriately respond to compliments in Spanish using pragmatic strategies (this objective was adapted from CARLA Dancing with Words site).
Modes: Interpersonal Communication
Materials needed: Handout
Procedure:
- Introduce the topic of compliments to the class. Pass students the handout. Let students read the directions or go over the directions together.
- Play the videos and have students take notes on the handout. Play a few times if needed.
- Next have students decide what strategy was employed for each compliment and compliment response they saw using the information on the handout.
- Have students discuss their responses with a partner.
- Discuss with the class. Talk about if there are times when Spanish and English compliments/responses are alike, and if there are ways in which they seem to be different. Highlight which strategies for compliments and compliment responses are typically seen in both English and Spanish. This can be done as a class and written on the board in the form of lists, venn diagrams, etc.
- Extension: Now that they have learned the pragmatic differences between giving and receiving compliments in Spanish and English, and know what is more pragmatically appropriate in Spanish, students create their own dialogues in Spanish using appropriate compliment and compliment response strategies. They are to do this in partners and can begin brain- storming in class, then create the dialogue for homework together. Alternatively students could record their dialogue on either Vocaroo or VoiceBoard.
Source: CASLS Spotlight
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Title: February 2017 Issue of TESL-EJ
Body:
From http://www.tesl-ej.org/wordpress/issues/volume20/ej80/ej80fromed/
The February 2017 issue of TESL-EJ is available online at http://www.tesl-ej.org/wordpress/
In this issue:
Stephen G. Mogge, Gilda Martinez-Alba & Judith Cruzado-Guerrero, Supporting School Responsiveness to Immigrant Families and Children: A University–School Partnership
Daniel Richard Isbell, An Academic Definitions Test
Aleksandra Wach, Intercultural Experience in Online Collaboration: A Case of Polish and Romanian Teacher-trainees
Zhichang Xu, Developing Metacultural Writing Competence for Online Intercultural Communication: Implications for English Language Teaching
David Dodgson, Digging Deeper: Learning and Re-learning with Student and Teacher Minecraft Communities
The journal also features reviews of books and other resources.
Source: TESL-EJ
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Title: Book: Bilingualism as Interactional Practices
Body:
From https://edinburghuniversitypress.com/book-bilingualism-as-interactional-practices.html
Bilingualism as Interactional Practices
By Joseph Gafaranga
Published by Edinburgh University Press
Research on bilingualism and on code-switching in particular has traditionally been geared towards rehabilitating bilingualism and bilingual language use. From being seen as a sign of lack of competence, code-switching is now seen as a sign of high competence in the languages involved. However, this rehabilitation of bilingualism raises an entirely new problem: Where to from here? How can the study of bilingualism continue to be interesting and relevant?
In order to overcome the challenges the discipline faces as a result of its own success, the notion of bilingualism itself must be redefined. Bilingualism must be seen as consisting of diverse interactional practices and investigated as such. This book details the rehabilitation effort which has been undertaken to get us where we are today, proposes a methodology which can be used in moving forward and illustrates it with three case studies, all the while inviting other researchers to contribute to this new research direction.
Visit the publisher’s website at https://edinburghuniversitypress.com/book-bilingualism-as-interactional-practices.html
Source: Edinburgh University Press
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Title: Book: Optimizing Language Learners’ Nonverbal Behavior
Body:
From http://www.multilingual-matters.com/display.asp?isb=9781783097357
Optimizing Language Learners’ Nonverbal Behavior: From Tenet to Technique
By Tammy Gregersen, Peter D. MacIntyre
Published by Multilingual Matters
This book highlights the pivotal role that nonverbal behavior plays in target language communication, affect and cognition. It integrates research tenets and video demonstrations of nonverbal behavior with structured activities that will guide teachers and learners of any language to capitalize on the nonverbal means at their disposal. It does not shy away from the challenges that nonverbal communication poses in target language communication, including issues of personal and cultural identity that emerge with languages around the world. With its easy-to-use format, solid research support, and fully integrated activities and videos, this book is an essential resource for anyone interested in working with the nonverbal dimensions of communication. The text will be especially valuable for language educators, pre- and in-service teachers who are looking for classroom resources and ideas, who want to create positive classroom environments and want to improve learner interaction and communication while increasing language proficiency. This book is a valuable resource for anyone who interacts with other people in more than one language.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783097357
Source: Multilingual Matters
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Title: Book: The Assessment of Emergent Bilinguals
Body:
From http://www.multilingual-matters.com/display.asp?K=9781783097258
The Assessment of Emergent Bilinguals: Supporting English Language Learners
By Kate Mahoney
Published by Multilingual Matters
This textbook is a comprehensive introduction to the assessment of students in K-12 schools who use two or more languages in their daily life: English Language Learners (ELLs), or Emergent Bilinguals. The book includes a thorough examination of the policy, history and assessment/measurement issues that educators should understand in order to best advocate for their students. The author presents a decision-making framework called PUMI (Purpose, Use, Method, Instrument) that practitioners can use to better inform assessment decisions for bilingual children. The book will be an invaluable resource in teacher preparation programs, but will also help policy-makers and educators make better decisions to support their students.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?K=9781783097258
Source: Multilingual Matters
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Title: Annual Meeting of the Southern Conference on Slavic Studies
Body:
From http://www.sewanee.edu/scss/washington-2017/
55th Annual Meeting of the Southern Conference on Slavic Studies (SCSS)
April 6-8, 2017
Westin Alexandria Hotel in Old Town Alexandria, Virginia
The SCSS is the largest of the regional Slavic and Eurasian Studies associations and its programs attract national and international scholarly participation. The purpose of SCSS is to promote scholarship, education, and in all other ways to advance scholarly interest in Russian, Soviet, and East European studies in the Southern region of the United States and nationwide. Membership in SCSS is open to all persons interested in furthering these goals.
Visit the conference website at https://southernslavicconference2017.wordpress.com/
Source: SCSS
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