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Content Type: 5
Title: CASLS at AAAL
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The 2017 conference of the American Association for Applied Linguistics (AAAL) took place March 18-21 in Portland, Oregon. CASLS Director Julie Sykes presented on a panel entitled “Extending the Legacy of Leo Van Lier: Ecologizing Pedagogy.” You can see an abstract of her presentation, “An Ecological Perspective on Interlanguage Pragmatic Development: Context, Emergent Patterns, and Variability,” at http://www.aaal.org/?page=InterPragDevelAbs. Having this international-level conference take place so close to CASLS headquarters in Eugene presented an opportunity for other CASLS staff to attend. Research Director Linda Forrest sought and found new research methods and techniques. She especially enjoyed hearing about different approaches to working with the messy language data that we find in the “real world” of complex language systems. Language Technician Christopher Daradics also attended and was grateful to hear about exciting new research happening in applied linguistics.
Source: CASLS Spotlight
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Title: Symposium: Activating Communication: Designing Learning and Creating Meaningful Assessments
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From http://cercll.arizona.edu/development/workshops/teachersymposium
LaTeS: Language Teacher Symposium
The Center for Educational Resources in Culture, Language, and Literacy hosts a biannual day-long symposium at which K-12 language teachers can share ideas and issues that are specific to their community. Arizona Continuing Education is available. The upcoming Spring 2017 event will take place April 8 at the University of Arizona. Titles “Activating Communication: Designing Learning and Creating Meaningful Assessments,” it will be presented by Toni Theisen, 2009 ACTFL Teacher of the Year and 2013 ACTFL President.
For full details go to http://cercll.arizona.edu/development/workshops/teachersymposium
Source: CERCLL
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Title: Symposium: Course Sharing for Sustainable Programs
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From http://www.lrc.columbia.edu/course-sharing-for-sustainable-programs/
Course Sharing for Sustainable Programs
Symposium at Columbia University
April 14-15, 2017
Course Sharing for Sustainable Programs is a two-day symposium that brings together administrators and language professionals from across the country to discuss emerging models of course sharing and curricular collaboration. These models offer expanded learning opportunities to students, as well new paths to institutional viability and sustainability for a wide range of programs. Although the symposium focuses primarily on the teaching of languages, it also showcases a number of projects that promote multi-institutional collaborative partnerships in other disciplines. In every case, due consideration will be accorded to the full range of administrative, pedagogical, and technological factors that shape each particular collaborative environment, as there are specific benefits and challenges that must be considered in order to select an appropriate model for a given context.
For more information, visit http://www.lrc.columbia.edu/course-sharing-for-sustainable-programs/
Source: Columbia University
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Content Type: 1
Title: 2017 STARTALK/NHLRC Teacher Workshop
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From http://nhlrc.ucla.edu/nhlrc/events/startalkworkshop/2017/home
The National Heritage Language Resource Center will be holding a STARTALK workshop for teachers of Arabic, Chinese, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish, and Urdu, with additional spaces available for other less commonly taught languages.
This two-part workshop will help language teachers face the challenge of teaching heritage language (HL) students. The three-week online component opens on June 1, 2017, followed by a five-day face-to-face component (June 26-30, 2017 at UCLA). The online assignments focus on identifying and addressing the linguistic gaps in HL students’ language, differentiated teaching, and teaching mixed classes. The face-to-face session will focus on how to use project-based learning as a useful tool in HL instruction. Accepted participants will be required to complete both online assignments and the face-to-face session. There is no charge for the workshop. A limited number of stipends will cover travel and accommodations for out-of-state participants.
The workshop's goals are for participants to:
1. Understand the needs of HL learners.
2. Identify criteria and strategies for developing PBL curricula.
3. Develop instructional materials that answer the needs of HL learners.
4. Design projects and select materials that build on HL students’ initial proficiencies and meet both their linguistic and affective needs.
5. Understand how to structure and pace a project-based unit.
6. Understand how to select and use authentic materials, and develop real-life activities to accompany them.
7. Become familiar with the principles of differentiated and macro -based teaching.
For more information about the teacher workshop, please visit http://nhlrc.ucla.edu/nhlrc/events/startalkworkshop/2017/home
Source: NHLRC
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Content Type: 1
Title: Professional Development Resource: FUENTE 365
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FUENTE365 is an online professional development platform for dual language education, a "tool kit" that provides 24/7 access to instructional videos, professional articles, and programmatic and instructional resources that every school and classroom needs throughout the year (www.dlenm.org). Many online resources are available to all visitors, but there are exclusive benefits available to subscribers only. Visit www.fuente365.org for more information.
Source: DLeNM
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Content Type: 1
Title: 2017 American Classical League Institute
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From https://www.aclclassics.org/events/2017-acl-institute
2017 ACL Institute
Grand Valley State University
Grand Rapids, Michigan
PRE-INSTITUTES: WEDNESDAY June 28 – THURSDAY June 29, 2017
INSTITUTE: THURSDAY June 29 – SATURDAY July 1, 2017
For full details go to https://www.aclclassics.org/events/2017-acl-institute
Source: ACL
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Title: CLTNet Summer Workshop for Chinese Teachers
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From https://sites.psu.edu/calpercltnet/cltnet-summer-workshop/
CLTNet Summer Workshop
Chinese Program and Curriculum Design
June 23 – 24, 2017
Penn State University Park campus
Presenter: Professor Jie Zhang (University of Oklahoma)
Chinese programs of different sizes will be examined according to their curriculum design, their course offering and sequencing, and their textbook selection. Using case studies, we will discuss: 1) ideas for how to recruit students; 2) how to build a successful Chinese program; and 3) how to expand or enrich a program. We will conclude with an open discussion on meeting students’ needs in becoming global citizens.
The Center for Global Studies at Penn State makes available 20 professional grants for teachers of Chinese, which cover the cost of registration.
For full details go to https://sites.psu.edu/calpercltnet/cltnet-summer-workshop/
Source: CLTNet of Pennsylvania
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Title: Classical Association of New England Summer Institute
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From http://caneweb.org/new/?page_id=165
The Classical Association of New England Summer Institute 2017
July 10–15, 2017 / Brown University, Providence, Rhode Island
The View from a Distance: Perspectives on the Greeks & Romans from across Space & Time
The organizers of the 2017 CANE Summer Institute invite you to join them for a weeklong exploration of the Classical Greek and Roman worlds from the perspectives of outsiders — in both space and time. Participants will consider the views and responses to Greece and Rome by contemporaneous “others” from around the ancient world, as well as reactions and adaptations of Greek and Roman culture in later literature and physical art.
Whether you are a high school or college teacher of Latin and/or Greek, History, English, the Arts, or other related disciplines, an undergraduate or graduate student, or a devoted lifelong learner, you will enjoy a thoughtful and enriching experience that includes a wide variety of mini-courses, lectures, workshops, reading groups, and special events while also offering many opportunities for conversation and collegial interaction among participants.
For full details go to http://caneweb.org/new/?page_id=165
Source: CANE
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Content Type: 1
Title: Programs for STARTALK Teachers of Critical Languages
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Second Language and Immersion Methodologies for STARTALK Teachers of Critical Languages Grades K- 16
Dates: June 25-July 5, 2017
Location: Bemidji State University, Bemidji, Minnesota
Second Language and Immersion Methodologies for STARTALK Teachers of Critical Languages is a 11-day residential program designed for a total of 16 K-12 teachers of critical languages (Critical languages include Arabic, Chinese, Dari, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish, and Urdu). The participants enhance their understanding of best practices in teaching language through classroom-based discussion and active participation in language-learning groups and activities at Concordia Language Villages. Class discussions focus on immersion methodology and current research on second language acquisition. Through assigned readings and presentations, participants increase their understanding of current theoretical bases for second language acquisition, instruction, and assessment. The immersion model of instruction observed at the Villages is compared to second language instructional principles and helps participants define their personal instructional philosophy. Participants create lesson and unit plans that reflect experiences at the Villages and are based on the World-Readiness Standards.
For full details go to http://www.concordialanguagevillages.org/adult-programs/educator-programs/programs-for-teachers-of-critical-languages
Source: Concordia Language Villages
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Content Type: 4
Title: Listening skills: Context, Body language, and Hidden meaning
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By Patricia Roldan Marcos
We are never "just listening:" it is not enough to understand the words only. When you listen you are using your past knowledge and experiences, familiarity with the context and knowledge of body language in order to understand what is being communicated. Listening is not simply hearing the words, but also is reading the cues—verbal and non-verbal. Much of what is communicated is silent and "between the lines." Cultural values influence understanding of context, body language, and hidden meaning, which is why sometimes even if we understand the words spoken we miss the intended meaning of the speaker. Practicing picking up on these subtle cues takes time, practice, and exposure to the target culture. This activity has students watching a film clip first silently and then with sound so they can be exposed to and practice both verbal and non-verbal listening skills. Part 1 of the activity is a short, three paragraph introduction to the topics of context, background knowledge, body language, hidden meaning and cultural expectations. Depending on your students and your time constraints, Part 1 could be omitted from the activity.
Objectives:
Students will be able to give examples of how context, background knowledge, body language, hidden meaning and cultural expectations affect how they interpret meaning while listening.
Students will be able to identify body language and other non-verbal cues that affect meaning while listening.
Students will be able to reflect on how their cultural expectations and norms may influence how they interpret meaning while listening.
Resources: Listening skills handout
Procedure:
- If you choose to have students complete Part 1 of the handout, pass out the handout to all students and instruct them to read the three paragraphs at home (or in class if you prefer). Ask them to be prepared to share some examples of the words in bold.
- When students return to class (or are finished reading) ask for some examples of the bolded words.
- Now for Part 2 of the activity: Pick a short clip from a film in the target language. Try to pick a clip where body language and context are important to understanding what's happening. Give students the title of the movie and show them a picture of the film's poster. Have students jot down a few ideas for Part 2: #1 on the handout.
- Have students read through Part 2: #2 on the handout. Then play the video clip twice without sound.
- After listening twice without sound, have students share their ideas to #2 with a partner.
- Play the video clip twice with sound. Then have students share their ideas to #2 again with a partner.
- Have students complete Part 3: Reflection on their own, then share with a partner, and then call on a few to share with the class. You may want to discuss Part 3: C as an entire class as students may not be aware of the cultural/historical references and their significance.
Source: CASLS Activity of the Week
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