Contents
Content Type: 4
Title: Planning a Weekend Trip
Body:
This activity has students reading an article about an upcoming festival and organizing the pertinent details they would need to plan a weekend at this festival. Then they must discuss and develop a plan with their partner to attend this event, working within certain constraints.
Learning objectives:
- Students will be able to identify key information in an article to help them plan a trip
- Students will be able to discuss and develop a trip plan for the weekend with a peer
Modes: Interpretive, Interpersonal Communication
Materials needed: Handout
Procedure:
- Introduce topic of planning a weekend trip to see a specific event. What type of information is important?
- Pass out the handout to student. Students first should read the article, highlighting important details that they would need to plan a weekend at the Rose Festival.
- Next students should fill in the chart on the handout with the pertinent information.
- Review details with the class as needed, especially if there is some confusion or missing pieces.
- Now have students use the chart to work with a partner to develop a plan for attending the Rose Festival over the weekend. They must discuss the plan and record their conversation. They need to keep in mind the constraints on the handout.
- They should also record a short speech (one minute or so) where both students take turns to answer questions: (a) What different plans did each of you have in mind? (b) How did you decide on the plan that you have now as a pair? Why did you make that decision? (c) Was it difficult or easy to make a plan together? Why?
- Once recorded, students can turn the recordings into the teacher and/or post the short speech on a discussion board where other students can hear it too.
Source: CASLS Activity of the Week
Inputdate: 2017-04-03 13:46:34
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Content Type: 4
Title: Promotional Blog and Video Analysis
Body:
This activity has students reading a blog and watching a promotional video about a leisure activity, identifying the type of descriptive and persuasive language used. After students discuss in groups what persuasive techniques were used and then together create their own 30-second commercial for the activity. Students then watch each other’s videos and evaluate them using a rubric.
Learning objectives:
- Students will be able to identify persuasive language techniques in a blog and a video promotion.
- Students will be able to create their own promotional video using the techniques they identified.
- Students will evaluate each other’s videos based on a 5-point scale on how effective they were at persuading you to participate in the activity.
Modes: Interpretive Reading, Interpretive Listening, Interpersonal Communication, Presentational Speaking
Materials needed: Handout, Suggested Answers Key
Procedure:
- Introduce topic of promotional videos. What kind of language would you expect in a promotional video?
- Have students read the “My first mile” blog post from “The Casual Runner.” Students should analyze the language used and take their notes using the table provided on the handout.
- Then have students watch a promotional video for the Portland Marathon and do the same process as with the blog.
- Now have students discuss in small groups whether or not the blog and the video were successful in persuading them to join the Marathon. They should compare their notes regarding persuasive techniques.
- Have students compare their notes with the suggested notes from the answer key.
- Each group should work together to create their own 30-second commercial for the Portland Marathon (or other event in your area).
- After the video is created, students should post it to a class discussion board or somewhere that other students can watch them.
- Each student must evaluate the videos made by their peers using the 5-point rubric on the handout. The rubric is holistic and is intended to engage learners in quick a evaluation to spur classroom discussion.
Source: CASLS Activity of the Week
Inputdate: 2017-04-04 09:08:36
Lastmodifieddate: 2017-05-29 03:54:36
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Content Type: 4
Title: Interview About a Favorite Hobby
Body:
This activity has students listen to an interview about someone’s favorite activity and write down the details in the interview and how that affects their own motivation for participating in the same activity. Afterwards students must imagine they are giving the interview about a favorite activity and identify which details they would provide and the desired affect on motivation they would like to achieve.
Learning objectives:
- Students will be able to identify key details in an interview and analyze how those details affect the motivation of the audience.
Modes: Interpretive Listening, Presentational Speaking
Materials needed: Handout, Link to interview
Procedure:
- Introduce topic and have students listen to an interview with a runner. Students should think about whether or not after the interview they would like to take up running as a hobby.
- While listening students should note the details in the interview and how those details effect their motivation and why.
- Have students share some of their ideas with their peers and/or as a class.
- Now students must pretend they are going to do an interview about one of their favorite leisure activities. They need to think about what details they will include and how they hope those details will affect the motivation of the audience.
- Students create their own interview and post it on a class discussion board for other students to watch.
Possible extension: Students interview someone in the community about their favorite leisure activity.
Source: CASLS Activity of the Week
Inputdate: 2017-04-04 10:58:03
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Content Type: 4
Title: Predicting Words About Fashion
Body:
This activity has students reading an article and watching a video about fashion in Portland, Oregon. Before reading and listening, students must guess the meaning of the vocabulary words listed. Then, after listening students will write in the definition of the word based on the context they read/heard it used in the article/video. Then as a group they must discuss and all agree on a definition for each word.
Learning objectives:
- Students will be able to identify the meaning of key vocabulary based on context.
- Students will be able to discuss with a group the best definition for each word and reach a consesus.
Modes: Interpretive Reading, Interpretive Listening, Interpersonal Communication
Materials needed: Handout
Procedure:
- Introduce topic and model how you would write a definition in your own words for a vocabulary word found in context (essentially, model what students will be doing in the activity)
- Have students work together to make predictions on what they think the vocabulary words on the handout mean.
- Have students read the article and watch the video. While reading/watching, students should fill in the final column on the handout writing down the definition of the word (in target language) based on the context they read/hear it in.
- Students compare their definitions with a partner/group.
- As a group they must come up with definitions for each word they all agree on, discussing in the target language.
- Discuss/review as a class; clarify any questions.
Note: This activity can adjust to different levels and languages depending on the vocabulary words, reading, and video you choose to use.
Source: CASLS Activity of the Week
Inputdate: 2017-04-04 11:27:53
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Content Type: 4
Title: Identifying Details and Steps in a Reading About Self-Care
Body:
This activity has students reading about a type of self-care/beauty routine and identifying the key details they need to know about it in case they want to try it.
Learning objectives:
- Students will be able to identify the key details they need to know about a type of self-care/beauty routine.
Modes: Interpretive Reading
Materials needed: Handout, Answer key
Procedure:
- Introduce topic of self-care/beauty routines. Pass out the handout to students and set the stage: all students will pretend they are a man who just moved to Portland. They want to try growing a beard because it seems popular in Oregon. However, they don’t know how to take care of beard; last time they tried it didn’t look good. So, they begin to do research on growing and taking care of a beard.
- Have students read the article “The User’s Guide to Healthy Portland Beards”
- As students read they should fill out the chart on the handout identifying the necessary grooming steps, frequency and tools/materials needed.
- Have students discuss with a partner their findings, then check their answers with the answer key.
Source: CASLS Activity of the Week
Inputdate: 2017-04-04 13:09:19
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Content Type: 4
Title: Alien Landing
Body:
By Emily Minelli, Standard, Honors, and IB French Teacher at Princeton High School in Cincinnati, Ohio
Balancing input and output, and encouraging interaction, is challenging in the language acquisition classroom. Students may be hesitant to interact when they feel they lack proper command of the language; however, in order for students to authentically learn language, they must become comfortable with interaction. By listening to a stimulus and responding to it, students learn to manipulate language and apply it in unfamiliar situations. Scaffolding offers opportunities for students to gain confidence, and activities that engage the imagination allow students to practice listening, writing, and speaking in a comfortable, low-stakes environment. This activity was developed for students in French II and French II Honors.
Learning Objectives: Students will be able to:
- understand, and interpret spoken media in the target language
- build upon audio interpretation in order to create new verbal and written products that include discussing body parts, physical, and personality descriptions
- interact by asking and answering basic questions
Modes: Interpretive Listening, Presentational Writing, Presentational Speaking, Interpersonal Communication
Materials Needed:
- Vocabulary (body parts, physical, personality descriptions)
- Teacher or other speaker records a ~1 minute radio announcement detailing the arrival of aliens on Earth
- Alien Invasion (English version)
- Invasion Extraterrestre (Version française) (also available in this Google Doc)
- Poster paper and markers
Procedure:
Input: Listening
- Students enter the classroom and the teacher announces that a huge news story has occurred.
- Students listen to a radio broadcast (prerecorded by the teacher) that extraterrestrial life forms have been found, and that Earth is attempting to contact these aliens.
- The students learn that their French II class has been selected to meet the aliens for the first time!
Output: Writing
- In response to what they hear in the radio announcement, students create a drawing of the alien that they encountered and label its body parts.
- With the drawing should be a 120-word description of the physical appearance and personality characteristics of the alien.
Output: Speaking
- Students introduce their alien to the class in a one-minute presentation. They may have an index card with up to 5 bulleted helpful hints, but should not be allowed to read directly from their written description.
Interaction
- Each student must ask at least one question in the target language during the presentations (such as, “What is the name of your alien?”, “Is she nice or mean?”, or “How old is he?”)
- Presenters must answer questions in the target language
- The teacher will also ask the student one question after their presentation which they answer in the target language
Source: CASLS Activity of the Week
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Content Type: 3
Title: The Interaction Approach
Body:
Bryan Smith is Associate Professor of English at Arizona State University's Tempe campus. His research focuses on computer-assisted language learning (CALL) - specifically, the intersection of CALL and second language acquisition. He is Editor (along with Mat Schulze) of the CALICO Journal, which is an international journal devoted to research and discussion on technology and language learning.
For this month’s theme, I’d like to outline the importance of input, interaction, and output as fundamental to language learning. Few theoretical perspectives on instructed second language acquisition (SLA) would contest the facilitative effect each of these has for second language development; however, theoretical perspectives will differ on their operationalization and relative importance of each. While there are theories that argue that SLA is essentially an input-driven phenomenon (Krashen’s Monitor Model and van Patten’s Input Processing framework) as well as those that ascribe a heightened importance for output (Swain’s Output Hypothesis), most of the recent pedagogically-relevant work on learner interaction has been from what is called the Interactionist Approach to SLA, with a growing interest in studying interaction from a more socio-cultural perspective.
The interaction approach (IA) has its origins in the late 1970s and early 1980s. The IA essentially says that through input from and interaction with other speakers, language learners have opportunities to notice differences between their own output and the formulations of the target language they hear from conversational partners. They also receive corrective feedback, which both modifies the linguistic input they receive and “pushes” them to modify their output during conversation. This interaction helps draw learners’ attention to linguistic problems when they occur and may also lead learners to notice linguistic input in the absence of a problem. Interactionally modified input, refers to modifications made as needed during goal-oriented conversation and is argued to be more effective than pre-modified input, which is modified to be target-like before any learner error occurs. An example of pre-modified input might appear in a reading passage that provides simplified or glossed language for vocabulary. Some of the most commonly investigated phenomena that inform these constructs include negotiated interaction, whereby learners first have a breakdown in understanding and then regain understanding through a series of communication moves, such as recasts, which are a type of corrective feedback and learner uptake, whereby a learner appropriates the target language forms of their interlocutor in some productive way. Such constructs have also been investigated in settings where technology is used to mediate the interactions such as during synchronous chat and texting as well as asynchronous interaction, such as during e-mail or discussion board posts. Some argue that text-based interaction may make aspects of the input more salient due to the slower rate of delivery and the permanence of the message, which remains on the screen, allowing learners to re-read the input. Keep in mind that the discussion above has been from a cognitive interactionist theoretical perspective. The nature and role of input, interaction, and output are viewed differently by researchers espousing other cognitive perspectives, such as information processing and emergentist – as well as more sociocultural or Vygotskyan perspectives.
Source: CASLS Topic of the Week
Inputdate: 2017-04-05 10:59:27
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Content Type: 1
Title: Book: The Linguistic Integration of Adult Migrants
Body:
From https://www.degruyter.com/view/product/472830?format=B
The Linguistic Integration of Adult Migrants: Some lessons from research
On behalf of Council of Europe
Edited by Jean-Claude Beacco, Hans-Jürgen Krumm, David Little, and Philia Thalgott
Published by de Gruyter
This volume provides a comprehensive report on a symposium organized by the Council of Europe (Strasbourg) in 2016 in the context of its human rights agenda. Its purpose was to explore some of the ways in which scientific evidence can inform the development and implementation of policy and practice designed to support the linguistic integration of adult migrants.
Visit the publisher’s website at https://www.degruyter.com/view/product/472830?format=B
Source: de Gruyter
Inputdate: 2017-04-06 15:23:26
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Content Type: 1
Title: Book: Usage-Based Approaches to Language Acquisition and Language Teaching
Body:
From https://www.degruyter.com/view/product/484473?format=G
Usage-Based Approaches to Language Acquisition and Language Teaching
Edited by Jacqueline Evers-Vermeul and Elena Tribushinina
Published by de Gruyter
Although usage-based approaches have been successfully applied to the study of both first and second language acquisition, to monolingual and bilingual development, and to naturalistic and instructed settings, it is not common to consider these different kinds of acquisition in tandem. The present volume takes an integrative approach and shows that usage-based theories provide a much needed unified framework for the study of first, second and foreign language acquisition, in monolingual and bilingual contexts. The contributions target the acquisition of a wide range of linguistic phenomena and critically assess the applicability and explanatory power of the usage-based paradigm. The book also systematically examines a range of cognitive and linguistic factors involved in the process of language development and relates relevant findings to language teaching. Finally, this volume contributes to the assessment and refinement of empirical methods currently employed in usage-based acquisition research. This book is of interest to scholars of language acquisition, language pedagogy, developmental psychology, as well as Cognitive Linguistics and Construction Grammar.
Visit the publisher’s website at https://www.degruyter.com/view/product/484473?format=G
Source: de Gruyter
Inputdate: 2017-04-06 15:24:11
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Content Type: 1
Title: Book: Tense-Aspect-Modality in a Second Language
Body:
From https://benjamins.com/#catalog/books/sibil.50/main
Tense-Aspect-Modality in a Second Language: Contemporary perspectives
Edited by Martin Howard and Pascale Leclercq
Published by the John Benjamins Publishing Company
Situated within the long-established domain of temporality research in Second Language Acquisition, this book aims to provide an update on recent research directions in the field through a range of papers which explore relatively new territory. Those areas include the expression of modality and counterfactuality, the effect of first language transfer, aspectuo-temporal comprehension, aspectuo-temporal marking at a wider discursive level, and methodological issues in the study of the acquisition of aspect. The studies presented explore English and French as second languages, involving both child and adult learners from a range of first language backgrounds in both instructed and naturalistic learning contexts. The studies draw on both spoken and written data which explore various facets of the learners’ second language comprehension and production. The volume offers new, but complementary insights to previous research, as well as pointing to directions for future research in this burgeoning field of study.
Visit the publisher’s website at https://benjamins.com/#catalog/books/sibil.50/main
Source: John Benjamins Publishing Company
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