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Title: Early Childhood Classroom Environments with Big Impact for ELs
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Karen Nemeth writes, “We often say that the environment can be like an additional teacher in the classroom. Displays and visible materials can contribute to learning for English Learners (ELs), or they can detract from learning in unintended ways. Some research has shown that young learners are particularly vulnerable to an overly cluttered classroom environment. Lots of words and images could be even more confusing to English learners. The best approach is a balanced visual environment where the things children see are relevant and meaningful to their learning.”
Read her full blog post at http://blog.tesol.org/early-childhood-classroom-environments-with-big-impact-for-els/
Source: TESOL Blog
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Title: Interactive Map of Dual Language Learning Programs
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The Dual Language Learners National Work Group has compiled an interactive map of the United States; clicking on select states leads to article about DLL programs there.
The map is available at https://www.newamerica.org/education-policy/dual-language-learners/mapping-our-work/
Source: New America
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Title: Resources on Immigration and Refugee Concerns
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TESOL International has compiled some resources to help you ensure that your English learners are treated fairly and equitably, available at https://www.tesol.org/advance-the-field/advocacy-resources/resources-on-immigration-and-refugee-concerns
Read NYS TESOL (New York)’s April 7 “Statement on Recent Executive Actions” at http://nystesol.org/news-release-april7-statement.html
Source: TESOL
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Title: #langchat Summary: Interculturality in the World Language Classroom
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Every Thursday evening, language teachers get together on Twitter and have a moderated discussion about a pre-chosen topic. On March 24, the topic was interculturality. See a summary of the discussion at https://calicospanish.com/interculturality-world-language-classroom/
Learn more about #langchat and how you can join in at http://langchat.pbworks.com/w/page/39343677/FrontPage
Source: Calico Spanish
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Title: SchoolTube: Alternative to YouTube
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From http://www.schooltube.com/info/about
If you would like to have your students share videos, but you’re concerned about using YouTube or else it is blocked in your school, consider SchoolTube, which describes itself as “the nation’s largest K-12 moderated video sharing platform.”
SchoolTube is available at http://www.schooltube.com/
Source: SchoolTube
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Content Type: 5
Title: Flagship Technology Innovation Center
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The Language Flagship Technology Innovation Center is challenging the ways in which educators integrate technology into the classroom. The center brings together leaders in technology, education, and government to determine how technology can meet educational needs and truly transform the learning experience for students. When talking about technology in education, it's not about digital flashcards, but rather ideas like PERLS (PERvasive Learning System), which is an adaptive learning app designed in collaboration with the Advance Distributed Learning (ADL) initiative to provide adult learners who need flexibility in time and place with micro-learning opportunities on mobile devices.
The goal of the Language Flagship Technology Innovation Center initiative is to create, develop and implement effective technology use into existing Language Flagship Programs. Last year was the first year of the planning stages and three symposiums were held (see our previous Spotlight). This year on March 9-10 a workshop was held in San Francisco called Common Ground, Common Future. One of the teams presenting mentioned LinguaFolio Online, an e-Portfolio incorporating NCSSFL-ACTFL Can-Do statements, goal-setting and reflection, as a feature tool the group found valuable. In attendance was CASLS' Director Dr. Sykes, a founding design team member of the center. The core facilities of the Flagship Technology Innovation Center is based out of the University of Hawai'i. Dr. Julio Rodriguez and Dr. Madeline K. Spring, both at the University of Hawai'i, are the co-directors of the center. The initiative is sponsored by the Defense Language and National Security Agency (DLNSEO) and is funded by the National Security Education Program (NSEP).
CASLS continues to be excited to be involved in a project that works to enhance the Flagship Program experience through thoughtful, creative and intentional use of technology.
This project is a public-private partnership sponsored by the National Security Education Program (NSEP). The content of the information provided does not reflect the position of the U.S. government nor imply endorsement.
Source: CASLS Spotlight
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Title: Report: Promoting the Educational Success of Children and Youth Learning English: Promising Futures
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Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELs—who account for more than 9 percent of enrollment in grades K-12 in U.S. schools—are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result.
Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
The report is available for download at https://www.nap.edu/login.php?record_id=24677
New America is running a series of posts exploring the report’s key themes; you can read the first post at https://www.newamerica.org/education-policy/edcentral/nasemdllsimmigration/
Source: The National Academies of Sciences, Engineering, Medicine
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Title: April 2017 Issue of Reading in a Foreign Language
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From http://nflrc.hawaii.edu/rfl/
The April 2017 issue of Reading in a Foreign Language, a refereed international online journal of issues in foreign language reading and literacy, is available at http://nflrc.hawaii.edu/rfl/April2017/
In this issue:
Narrow reading: Effects on EFL learners’ reading speed, comprehension, and perceptions
Anna C-S Chang & Sonia Millett
An exploratory study of NNES graduate students’ reading comprehension of English journal articles
Kate Tzu-Ching Chen
Discipline-specific reading expectation and challenges for ESL learners in US universities
K. James Hartshorn, Norman W. Evans, Jesse Egbert, and Amy Johnson
The differential impact of reading and listening on L2 incidental acquisition of different dimensions of word knowledge
Sarvenaz Hatami
Standards of coherence in second language reading: Sentence connectivity and reading proficiency
Shingo Nahatame
L2 Japanese learners’ responses to translation, speed reading, and ‘pleasure reading’ as a form of extensive reading
Mitsue Tabata-Sandom
The effects of L1 and L2 group discussions on L2 reading comprehension
Blake Turnbull and Moyra Sweetnam Evans
Foreign language reading anxiety in a Chinese as a foreign language context
Jing Zhou
Plus reviews, discussion, and more.
Source: NFLRC
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Title: Book: Traces of Transfer?
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From http://www.lotpublications.nl/traces-of-transfer
Traces of Transfer?
By Sanne van Vuuren
Published by LOT
This thesis investigates the nature of language development at advanced stages of acquisition by presenting a contrastive and developmental corpus-analysis of advanced Dutch EFL learners’ use of clause-initial adverbials. It also looks into the possible underlying causes of Dutch learners’ frequent use of initial adverbials by considering whether it might be a) a transfer-induced feature of Dutch English, b) an interlanguage feature shared by learners of English with other L1 backgrounds, or c) a characteristic of novice writing in general. The results suggests that it is not so much the overall frequency of initial adverbials that sets apart advanced Dutch learners’ EFL writing from the writing of novice and expert native speakers, but the way initial adverbials are used for discourse linking purposes. There appear to be two (possibly interrelated) causes of this heavy reliance on initial adverbials to achieve textual cohesion: transfer and teaching. On the one hand, subtle traces of transfer at the syntax-pragmatics interface are likely to lie at the root of advanced Dutch learners’ use of initial adverbials to ‘anchor’ the sentence in which they occur to an antecedent in the directly preceding discourse. Dutch learners’ heavy reliance on initial linking adverbials, on the other hand, appears to be a more widely shared interlanguage feature. This may be at least partly explained by a largely reductionist approach to teaching textual cohesion in L2 English coursebooks, in which a focus on linking words comes at the expense of representative discussion of other cohesive strategies.
Visit the publisher’s website at http://www.lotpublications.nl/traces-of-transfer
Source: LOT Publications
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Title: Book: The Usage-based Study of Language Learning and Multilingualism
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From http://press.georgetown.edu/book/languages/usage-based-study-language-learning-and-multilingualism
The Usage-based Study of Language Learning and Multilingualism
Edited by Lourdes Ortega, Andrea E. Tyler, Hae In Park, and Mariko Uno
Published by Georgetown University Press
When humans learn languages, are they also learning how to create shared meaning? In The Usage-based Study of Language Learning and Multilingualism, a cadre of international experts say yes and offer cutting-edge research in usage-based linguistics to explore how language acquisition, in particular multilingual language acquisition, works.
Each chapter presents an original study that supports the view that language learning is initiated through local and meaningful communication with others. Over an accumulated history of such usage, people gradually create more abstract, interactive schematic representations, or a mental grammar. This process of acquiring language is the same for infants and adults and across varied contexts, such as the family, the classroom, the laboratory, a hospital, or a public encounter. Employing diverse methodologies to study this process, the contributors here work with target languages, including Cantonese, English, French, French Sign Language, German, Hebrew, Malay, Mandarin, Spanish, and Swedish, and offer a much-needed exploration of this growing area of linguistic research.
Visit the publisher’s website at http://press.georgetown.edu/book/languages/usage-based-study-language-learning-and-multilingualism
Source: Georgetown University Press
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