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Content Type: 1
Title: Boost Students’ Vocabulary While Creating a Positive Learning Environment
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From https://gianfrancoconti.wordpress.com
Gianfranco Conti gives five suggestions for creating a positive environment for your students while boosting their vocabulary in this recent post: https://gianfrancoconti.wordpress.com/2017/05/14/how-to-boost-your-students-vocabulary-whilst-creating-a-positive-learning-environment-with-minimal-preparation/
Source: The Language Gym
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Content Type: 3
Title: Literacy: Dimensions to Assess
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By Julie Sykes, CASLS Director
As you integrate complexified literacy skills in your language classroom, it is essential to assess all aspects of the skills learners need. Using a rubric to keep consistent in your evaluation and examine multiple dimensions can be one helpful way to do this. Possible categories for assessment include:
- Genre: How well leaners are able to identify, replicate, and repurpose the genre. Specific dimensions should be laid out for learners and then included as part of the rubric. For example, in the reading and writing of a review, it would be fundamental to include the restaurant information, a description, and a star or number rating. Learners should be assessed on their ability to identify the piece as a review as well as their ability to recreate it.
- Organization and Formatting: As a fundamental piece of literacy, format and organization can also form a key piece of assessing learners’ skills. This can include their ability to analyze critical elements of the organization and their ability to reproduce it. For example, does the learner include a greeting, body, and leave taking in a formal letter?
- Audience: Does the language match the audience? Learners' language accuracy and tone should be evaluated not only on the forms they produce, but also the appropriateness for the genre. In other words, if the writing is an informal piece, they should be expected to produce colloquial language to match.
- Content: How learners interpret what they read and reflect meaningful content in their writing is fundamental to the success of their literacy practices. Content should be at the core.
- Structure and Vocabulary: What language learners produce and are able to understand is also a component of literacy not to be ignored. Combined with the other dimensions described above, it plays a critical role in learners’ ability to engage in literacy practices.
There are certainly other possibilities as well. Regardless of the dimensions that best fit your context, critical to a comprehensive view of literacy assessment is the consideration of multiple dimensions as part of assessment practices.
Source: CASLS Topic of the Week
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Content Type: 5
Title: CASLS Receives CALICO's Access to Language Education Award
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The Center for Applied Second Language Studies is proud to announce its receipt of the Access to Language Education Award at the CALICO (the Computer Assisted Language Instruction Consortium) 2017 Conference this past weekend in Flagstaff, Arizona. This award is granted to CALICO members who feature outstanding language-learning resources on their websites. Judged on ease of access, versatility of resources, and breadth of resources, one site is selected every year by CALICO, Lernu.net, and the Esperantic Studies Foundation to be honored with this award.
The CASLS website was selected for the many free, research-based resources it provides for language teachers. For example, CASLS offers a variety of pedagogical support materials related to backwards design, student goal setting, and student reflection on LFO Network (lfonetwork.uoregon.edu), a website devoted to supporting educators implementing LinguaFolio, a language-learning portfolio. CASLS was also chosen due to its weekly publications of InterCom (caslsintercom.uoregon.edu) and for Games2Teach (games2teach.uoregon.edu), a professional development website that is devoted to the successful and pedagogically sound incorporation of digital games in the language-learning classroom. This website not only features contemporary research on games, but also 25 downloadable classroom activities that are adaptable across 17 languages.
Check out the many resources available to you at casls.uoregon.edu today!
Source: CASLS Spotlight
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Content Type: 5
Title: Foreign Language and International Studies Day at the University of Oregon
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Since 1978, FLIS Day at the UO has been the largest foreign language and culture event in Oregon. This year the 39th annual FLIS Day was on May 5, 2017.
FLIS is an all-day event where over 1,000 high school students come to the UO to participate in presentations from UO faculty and staff, who together represent over 40 different countries. The more than 80 presentations range from specific language presentations, cultural presentations, tips for traveling abroad and general language learning strategies. To read about this year's presentations, click here.
Each year FLIS Day kicks off with a keynote speaker, and this year it was CASLS' Director Dr. Julie Sykes. CASLS' staff members Kathrin Kaiser and Renée Marshall also presented. "I love volunteering and presenting at FLIS Day. It's my favorite day of the year because I get to see over 1,000 excited high school students who are pumped about language learning, meaningful cultural exchange, and traveling abroad. It's beautiful." says Renée Marshall, CASLS' International Programs Specialist.
The price per student for participating in FLIS Day is $10. If you are interested in joining future FLIS Days, which are usually on the first Friday of May, contact the Yamada Language Center for more details.
Source: CASLS Spotlight
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Content Type: 2
Title: June's Topic Is Assessment
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Our June InterCom articles and activities center around our belief that assessment is fundamentally about learning and improvement, and that reflection and feedback are at the core of the assessment process. Grades should only be reflective of that process. In today’s issue CASLS Director Julie Sykes talks about what we can learn from large-scale assessment scores from instruments like AAPPL or STAMP. Next week Lindsay Marean, InterCom Editor, will discuss the difference between assessment and accountability. In our June 19 issue, CASLS International Programs Specialist Renée Marshall writes about context-based assessment as a learning tool. We will finish the month with Renée’s and CASLS Assistant Director Stephanie Knight’s description of using LinguaFolio Online as part of the reflective process. You hope that you continue to enjoy your InterCom subscription. Colleagues who may want to subscribe to our free service can do so at http://caslsintercom.uoregon.edu.
Source: CASLS Topic of the Week
Inputdate: 2017-05-25 13:56:25
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Title: Guide: Best Practices for Serving English Language Learners and Their Families
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From http://www.tolerance.org/publication/best-practices-english-language-learners
For many educators, helping children learn English is a joy and a privilege. But classroom educators may not always know how their administration is approaching ELL students and vice versa. Reviewing a few key practices as a staff can help move the entire school toward a comprehensive and culturally responsive approach to serving English Language Learners and their families. This guide from Teaching Tolerance can help get the process started.
The recommendations in this guide were largely adapted from Critical Practices for Anti-bias Education, a professional development publication from Teaching Tolerance. The guide also leans heavily on tasks and strategies found on this site and on material developed by our legal colleagues at the Southern Poverty Law Center.
In addition to best practices that can be applied throughout the school building, the guide includes at least one Teacher Leadership Spotlight in every section. These spotlights draw attention to ways in which teachers can take action outside the classroom to ensure ELL students and their families enjoy welcoming, equitable experiences at school.
Access the guide at http://www.tolerance.org/publication/best-practices-english-language-learners
Source: Teaching Tolerance
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Title: Book: New Ways of Seeing: How Multilingualism Opens Our Eyes and Trains Our Minds for a Complex World
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From http://asiasociety.org/china-learning-initiatives/new-ways-seeing-how-multilingualism-opens-our-eyes-and-trains-our-minds-c
How Multilingualism Opens Our Eyes and Trains Our Minds for a Complex World
By Chris Livaccari
Published by the Asia Society
Multilingualism is a key aspect of life for most people in the world—and has been throughout history—and is a rich source of engagement, playfulness, and joy. It's something that enriches one's life and should be celebrated for what it truly is: a core part of any person's education, cultural identity, and sense of self. In New Ways of Seeing, Chris Livaccari, an educator and former diplomat, makes an eloquent case for language learning as a means to enhance and deepen students' capacity for processing information and analyzing the shape of the world.
Visit the publisher’s website at http://asiasociety.org/china-learning-initiatives/new-ways-seeing-how-multilingualism-opens-our-eyes-and-trains-our-minds-c
Source: Asia Society
Inputdate: 2017-05-26 08:31:48
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Title: Book: Corrective Feedback in Second Language Teaching and Learning
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From https://www.routledge.com/Corrective-Feedback-in-Second-Language-Teaching-and-Learning-Research/Nassaji-Kartchava/p/book/9781138657298
Corrective Feedback in Second Language Teaching and Learning: Research, Theory, Applications, Implications
Edited by Hossein Nassaji and Eva Kartchava
Published by Routledge Taylor & Francis Group
Bringing together current research, analysis, and discussion of the role of corrective feedback in second language teaching and learning, this volume bridges the gap between research and pedagogy by identifying principles of effective feedback strategies and how to use them successfully in classroom instruction. By synthesizing recent works on a range of related themes and topics in this area and integrating them into a single volume, it provides a valuable resource for researchers, graduate students, teachers, and teacher educators in various contexts who seek to enhance their skills and to further their understanding in this key area of second language education.
Visit the publisher’s website at https://www.routledge.com/Corrective-Feedback-in-Second-Language-Teaching-and-Learning-Research/Nassaji-Kartchava/p/book/9781138657298
Source: Routledge
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Title: Book: Digital Writing for English Language Learners
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From https://rowman.com/ISBN/9781475831139/Digital-Writing-for-English-Language-Learners
Digital Writing for English Language Learners
By Rusul Alrubail
Published by Rowman & Littlefield
Digital Writing for English Language learners looks at practical ways educators can implement the use of technology in their English and Language Arts classroom for English Language Learners. The book provides a variety of classroom activities and assignments that can be completed with English Language Learners using social media and other digital writing tools. The book also looks at creating a culture that fosters the necessary conditions for student voice to thrive in an English Language Learners’ classroom.
Visit the publisher’s website at https://rowman.com/ISBN/9781475831139/Digital-Writing-for-English-Language-Learners
Source: Rowman & Littlefield
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Title: Call for Chapters: Teaching Language and Teaching Literature in Virtual Environments
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From https://linguistlist.org/issues/28/28-2289.html
Teaching Language and Teaching Literature in Virtual Environments
Editor: María Luisa Carrió-Pastor
With the continued growth of research on linguistic landscape in fields such as language and literature teaching and technology, interest in teaching in virtual environments has also been on the rise. Teaching in virtual environments are an attempt to apply different technology-based tools and programs in language classrooms in order to enhance the teaching of languages and literature; it also assists language teachers to improve their teaching.
This edited volume seeks to take up this call for a broad approach, both illuminating the potential of teaching and technology to address long-standing challenges in language and literature, and mobilizing research on teaching to expand the theoretical and methodological repertoires of teaching in virtual environments. We invite chapter proposals grounded in teaching and learning practice that address teaching languages and teaching literature in virtual environments. Recommended topics for submissions are:
- Literature teaching in virtual environments
- Language teaching in virtual environments
- Second language teaching in virtual environments
- Technology and language teaching
- Technology and literature teaching
The editor welcomes proposal submissions by 30th May 2017.
View the full call for chapters at https://linguistlist.org/issues/28/28-2289.html
Source: LINGUIST List
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