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Content Type: 1
Title: New Article in Series: Teach Grammar as a Concept and Use It in Context
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From http://www.kentuckyteacher.org
Last month (http://caslsintercom.uoregon.edu/content/22809) we noted that Kentucky Teacher is running a seven-part series on the core practices of world languages instruction. Part 4, “Teach grammar as a concept and use it in context,” by Lisa Harris, is now available at http://www.kentuckyteacher.org/subjects/global-competency-world-languages/2017/05/core-practices-teach-grammar-as-a-concept-and-use-it-in-context/
Source: Kentucky Teacher
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Title: Babel Young Writers' Competition
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From http://linguistlist.org/issues/28/28-2008.html
This year, Babel: The Language Magazine (http://babelzine.com/) will once again be celebrating young linguists' insights into language with their Babel Young Writers' Competition. The magazine will be publishing two articles representing both 16–18-year-old linguists and linguistics undergraduates. The articles will be published in Babel No. 21, due out in November 2017.
The deadline for entries is Friday 25 August 2017.
For full details go to http://linguistlist.org/issues/28/28-2008.html
Source: LINGUIST List
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Content Type: 1
Title: Tech Ideas and Resources for Minimal EdTech Contexts
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From http://leesensei.edublogs.org
Here is a short list of blog posts about tech tools and ideas that can be used in a minimal tech context, curated on the Language Sensei blog: http://leesensei.edublogs.org/2017/04/26/got-minimal-edtech-resourcesaccess-tech-ideastools-for-supporting-learning/#.WQpczY5T5RI. Some are especially for Japanese teachers, while others could be used by teachers of any language.
Source: Language Sensei
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Title: How One Teacher Connects Millions of Students Around the World
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Seventh grade English teacher Pernille Ripp describes how she uses her literacy curriculum to engage her student in a global read aloud with students around the world in this post: http://blogs.edweek.org/edweek/global_learning/2017/04/how_one_teacher_connects_millions_of_students_around_the_world.html
Source: Education Week
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Title: Low-Prep Games for Enhancing Phonological Awareness
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From https://gianfrancoconti.wordpress.com
Gianfranco Conti and Steven Smith share ten low-prep games and activities that you can do with your students to increase their awareness of particular sounds in their target language: https://gianfrancoconti.wordpress.com/2017/05/01/10-minimal-preparation-games-to-enhance-phonological-awareness-and-decoding-skills/
Source: The Language Gym
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Title: New Moderated Twitter Chat for Early Language: #EarlyLang
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The National Network for Early Language Learning is starting a new Twitter chat for early language educators: #EarlyLang. This group will meet on Twitter on the first and third Wednesdays of each month between 8 and 9 PM Eastern Time during the academic year for a moderated discussion of a pre-chosen topic.
Learn more about #EarlyLang and vote on topics you’d like to discuss at http://nnell.org/earlylang-chat/
Source: NNELL
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Title: Language Capital Project: Languages of Tucson
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From http://lcp.arizona.edu/about/
The Language Capital Project attempts to map out non-residential spaces where speakers of non-national languages (e.g. languages other than English in the U.S.) work, volunteer, or gather. Go to http://lcp.arizona.edu/ to access an interactive map of Tucson, searchable by language and by location/service. You will be amazed at the linguistic diversity of Tucson!
Read an article about this resource at https://uanews.arizona.edu/story/ua-students-project-captures-tucsons-linguistic-diversity
Source: University of Arizona
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Content Type: 4
Title: Blog Advice: Rhetorical and Cohesive Devices
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This activity has students look up blogs or articles about a particular beauty/grooming/fashion trend. They examine the context and identify the different rhetorical and cohesive devices used. As an extension, then they create their own beauty blog.
Learning objectives: Students will be able to...
1) Identify rhetorical and cohesive devices used in a beauty advice blog.
2) Follow conventions and style for a beauty advice blog, students will create their own blog.
Modes: Interpretive Reading, Presentational Writing
Materials needed: Handout
Procedure:
1. Introduce the topic of beauty advice blogs, blogs that highlight new beauty or fashion trends and give advice on how to follow the trend. Look at and discuss a few examples together as a class, highlighting the format and style.
2. Ask students to search and find a beauty, grooming (such as beards), or fashion advice blog. Using the handout, students will fill in the chart with the different rhetorical and cohesive devices they find in the text.
3. Review in groups what types of language they found, and then discuss as a class.
4. Possible extension: Now have students write their own beauty, grooming or fashion advice blog, following the conventions of the genre and employing some of the rhetorical and cohesive devices they identified.
Source: CASLS Activity of the Week
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Content Type: 3
Title: The Symbiosis of Literacy and Context
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by Stephanie Knight, CASLS Assistant Director
Raise your hand if you can analyze and discuss literary devices in the target language with fluency.
Raise your hand if you would rather write three formal essays in the target language than one short email to a person you don’t know.
See that person standing there with both hands raised? It’s 22-year-old me.
When I completed my undergraduate studies in Spanish, I was a product of a system. In this system, a palpable temptation exists to equate literacy with the ability to unpack, analyze, and produce texts that are specific to the academic sphere of life (i.e., novels, poetry, and essays). Certainly, contemporary approaches to education recognize that the impartment of literacy skills is the responsibility of educators across content areas, but the contexts of communication explored oftentimes remain firmly academic and formal. While it is critical to explore such contexts, these contexts do not permeate all facets of life.
Particularly when considering L2 learners with little access to language acquisition opportunities in other, more familiar contexts, educators must actively explore and analyze a wide spectrum of texts (both written and spoken) in the classroom. Equally as important is that they engage in this exploration while making sure not to inadvertently value the formal over the familiar. Otherwise, learners are likely to develop into linguistic facsimiles of my college-graduate self; they will be L2 users with sufficient knowledge and fluency to handle complex language but with considerable holes in practice preventing fluent communication from happening in other, less academic contexts.
For practitioners, avoiding such a fate in our students requires unpacking the context of as many text types as possible across modes. While it would be impossible to expose learners to detailed analysis and production of every text type, in every context, in every communicative mode, educators can empower learners to recognize and evaluate context within all text types. One approach to this empowerment of learners is exemplified by the acronym T-FOAM. Using this acronym in class helps learners to bolster their literacy skills by unpacking context when reading and when producing.
|
Letter |
Meaning |
Questions to ask students |
|
T |
Text type |
What is the text type? |
|
F |
Features |
What structural features (titles, bylines, rhetorical devices) are critical for this text type? |
|
O |
Objective |
What is the communicative objective of the author? How is it achieved? Is it the incorporation of specific language or structural features? Something else? |
|
A |
Audience |
Who is the intended audience of this text? How do you know that? |
|
M |
Message |
What is the message? How do the previously mentioned factors influence the dissemination of the message? What must be included in order for the message to be interpreted by the audience in the desired way? |
Certainly, one should not expect his or her class to unpack the acronym in one day. The skills that are necessary to fully answer, consider, and address the associated questions take time and persistence to develop. As a result, the best approach to implementing the acronym (or one like it) in the class is to consider it consistently throughout the course’s duration, both when analyzing texts and when producing them.
Source: CASLS Topic of the Week
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Content Type: 1
Title: Book: Mixed Methods Research in Language Teaching and Learning
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Mixed Methods Research in Language Teaching and Learning
By A. Mehdi Riazi
Published by Equinox Publishing
Mixed methods research (MMR), where quantitative and qualitative methods are combined in the collecting and analyzing of research data, is gaining increasing prominence and utility across a range of academic disciplines including applied linguistics and language teaching and learning.
This volume is the first to examine MMR in language teaching and learning and how such a methodology works in practice. The book brings together all the main topics related to MMR in one place and attempts to elaborate on and discuss them in plain language to help researchers better understand and use the methodology. In addition to detailed discussion of the theoretical (for example, the worldviews underlying MMR) and practical (purposes, designs, data collection and analysis), the book presents a framework for analyzing MMR (FRAMMR) studies.
Visit the publisher’s website at https://www.equinoxpub.com/home/mixed-methods-research-in-language-teaching-and-learning-a-mehdi-riazi/
Source: Equinox Publishing
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