Contents
Content Type: 4
Title: Weekend Bingo
Body:
Learning Objectives: Students will be able to ask and answer simple questions about what they did over the weekend.
Mode: Interpersonal Communication
Materials Needed: Weekend Bingo handout, large whiteboard or screen to write selected student responses
Procedure:
- Explain to students that they will be finding out how many different things they did over the weekend. If you are using LinguaFolio, point out the relevant Can-Do statements under Novice-Mid Interpersonal Communication.
- Distribute the Weekend Bingo handout.
- Model example conversations in the target language with student volunteers. Start with a simple conversation (A: What did you do this weekend? B: I mowed the lawn), then model conversational repairs that are likely to be needed (A: Steve also mowed the lawn. Did you do anything else? B: Well, yeah, I also watched a movie), and finally, model how to show interest in fellow students’ responses (A: Oh, cool! What movie?).
- Explain that students will circulate around the room and converse with each other, until they can fill in each of the squares with a different activity. Students will write a student’s name and what they did in each square.
- If some students fill in all 9 squares before others, they should look converse with each other to find the most unusual weekend activity that someone did.
- Debrief with the entire class. Write a few of the most unusual activities where all students can see them. Ask students which activity they thought was the most unusual, most fun-sounding, most boring, and the most work. Ask students what parts of the conversation they struggled with and suggest strategies to help, and ask what parts were easiest for them.
Note: Once students are used to this type of mixer activity, you can use it frequently with other questions: favorite foods or what they had for dinner yesterday, possible solutions to a problem scenario, favorite childhood memories, career plans, etc.
Source: CASLS Activity of the Week
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Title: White Paper: Language Documentation, Revitalization, and Reclamation: Supporting Young Learners and Their Communities
Body:
From http://www.edc.org/language-documentation-revitalization-and-reclamation
Language Documentation, Revitalization, and Reclamation: Supporting Young Learners and Their Communities
Child Language Research and Revitalization Working Group
Corresponding Author: Ruth Rouvier
Research shows that 46 percent of the world’s 7,000 languages are in danger of losing their last speakers by the end of the century, and communities are responding by working to reclaim, revitalize, and relearn their languages. Based on an EDC-led workshop funded by the National Science Foundation, this white paper explores the impact of language documentation on language revitalization, shares the benefits of language documentation and revitalization for young children, and presents recommendations and implications for future research.
Access this white paper at http://www.edc.org/language-documentation-revitalization-and-reclamation
Source: EDC
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Title: National K-12 Foreign Language Enrollment Survey Report
Body:
From https://www.americancouncils.org/content/national-k-16-foreign-language-enrollment-survey-report
The National K-12 Foreign Language Enrollment Survey and its subsequent Report was designed to collect and analyze K-12 foreign language enrollment data as it currently stands in the United States, where more than 21 percent of households speak a language other than English at home.
Summary: During 2014-2015, American Councils and CAL collected secondary data on foreign language enrollment, which included a census of all U.S. foreign language enrollments in grades 9-12 and a survey of a subsample of K-8 schools, and MLA provided 2013 data on foreign language enrollment in higher education. Education in foreign languages in the U.S., particularly at the K-12 level, continues to experience dynamic changes in terms of numbers and locations of programs and program designs. A number of states are involved in major efforts to support offerings of K-12 language education, while locally decisions are being taken to eliminate or consolidate programs in specific languages. Recent evidence points to a renewed interest in language immersion, particularly dual language immersion as a way to more effectively incorporate second language learning into the curriculum for native and non-native speakers of English. This projects maps and documents such developments at the K-12 level, showing that approximately 20% of K-12 population is enrolled in foreign language courses. The foreign language education includes reporting on: language courses taught; types of language programs (traditional, blended or immersion); student enrollments; levels of instruction; and certifications.
You can access the report, which was just published at https://www.americancouncils.org/sites/default/files/FLE-report-June17.pdf, and you can learn more about it at https://www.americancouncils.org/content/national-k-16-foreign-language-enrollment-survey-report
Source: American Councils
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Title: Book: Learning Constructions from Bilingual Exposure
Body:
From http://www.lotpublications.nl/learning-constructions-from-bilingual-exposure
Learning Constructions from Bilingual Exposure
By Yevgen Matusevych
Published by LOT
Learning constructions from bilingual exposure
The majority of the world’s population speaks more than one language. At the same time, individuals arrive at their knowledge of a second language via very different trajectories. Moreover, an individual’s mastery of a second language results from the interplay of numerous variables that are involved in the learning process. This variability often constitutes a problem for traditional research on bilingualism and second language acquisition with human participants.
This thesis demonstrates how the method of cognitive computational modeling can be used to eliminate unwanted sources of variation and facilitate a focus on the phenomena of interest. The computational model employed here simulates the process of bottom-up statistical learning of linguistic argument structure constructions from bilingual input. After gaining constructional knowledge from the input, the model is tested on carefully designed linguistic tasks. This general approach is adopted here to study the role of variables such as distributional and statistical input properties, the amount of linguistic input, the time of second language onset, and cross-linguistic influence.
The reported studies are carried out within the usage-based framework, which is widely adopted in cognitive linguistics. The work contributes to our understanding of the role that statistical learning plays as a mechanism in bilingual and second language acquisition, and the extent to which this mechanism accounts for various forms of linguistic behavior commonly observed in human participants. In addition, two novel multilingual corpora of argument structure usage are presented, collected for providing input data to the computational model.
Visit the publisher’s website at http://www.lotpublications.nl/learning-constructions-from-bilingual-exposure
Source: LOT
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Title: Book: New Perspectives on Translanguaging and Education
Body:
From http://www.multilingual-matters.com/display.asp?isb=9781783097807
New Perspectives on Translanguaging and Education
Edited by BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, and Åsa Wedin
Published by Multilingual Matters
This edited collection explores the immense potential of translanguaging in educational settings and highlights teachers and students negotiating language ideologies in their everyday communicative practices. It makes a significant contribution to scholarship on translanguaging and considers the need for pedagogy to reflect and embrace diversity. The chapters provide rich empirical research and document translanguaging in varied educational contexts, with studies from pre-school to adult education in different, mainly European, countries, where English is not the dominant language. Together they expand our understanding of translanguaging and how it can be applied to a variety of settings. This book will be of interest to students and researchers, especially in education, language education and applied linguistics, as well as to professionals and policymakers.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783097807
Source: Multilingual Matters
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Title: Call for Proposals: 2017 Iowa World Language Association Conference
Body:
From http://iwla.camp9.org/proposals
2017 Iowa World Language Association Conference
October 13-14
Des Moines, Iowa
“Oh, the Places We’ll Go, the People We’ll Know”
Proposal submission deadline: August 15, 2017
Submit a proposal at http://iwla.camp9.org/proposals
For more information about the conference go to http://iwla.camp9.org/conference
Source: IWLA
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Title: Call for Chapters: Early Language Learning Policies
Body:
From http://linguistlist.org/issues/28/28-2216.html
To date, there has been no volume that compiles studies on early foreign language policies from across the world including the regions of Africa, Europe, the Americas and the Pacific. Furthering the debates on early language policies worldwide is not only timely but also significant to understand policy expectations of languages in the new economy and the outcomes of policies. The volume is expected to enhance scholarship on early language learning and inform policymaking at the global level.
The editors have had contributors for a number of languages and countries, but we still welcome chapter proposals/abstracts (500 words) from scholars focusing on early second/foreign language learning policies on the following languages:
- English in any country in South America (1 chapter proposal)
- French in any country in the Caribbean or the Pacific (1 chapter proposal)
- Arabic in any country worldwide except Bangladesh (1 chapter proposal)
- Chinese/Mandarin in any country or region worldwide except the Oceania (1 chapter proposal)
Submit your proposals by September 30, 2017.
View the full call for chapters at http://linguistlist.org/issues/28/28-2216.html
Source: LINGUIST List
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Title: Call for Papers: Languages for Specific Purposes in Higher Education
Body:
From http://www.uj.fme.vutbr.cz/lspct/?pg=vyzva
Languages for Specific Purposes in Higher Education: Current Trends, Approaches and Issues
10–11 November 2017
Ever since the 1980s teaching foreign languages for specific purposes has assumed a particularly interesting methodological position. No matter whether understood as separate from general second-language acquisition or only a sideway project, it is a worthy endeavor. This conference aims at exploring current concerns of LSP in order to find out in which direction the field is moving. Hoping to succeed in this goal, the organizers invite you to share your research results, theoretical ideas and practical insights in a fruitful discussion.
View the full call for papers at http://www.uj.fme.vutbr.cz/lspct/?pg=vyzva
Source: Brno University of Technology
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Title: Call for Papers: Wisconsin Slavic Conference 2017
Body:
From the SEELANGS listserv:
Wisconsin Slavic Conference
October 6-7, 2017
University of Wisconsin-Madison
Abstracts for 20-minute papers on any aspect of Slavic literatures, cultures (including film, music, and the visual arts), linguistics, and history are invited for the annual Wisconsin Slavic Conference (formerly titled AATSEEL-Wisconsin). Comparative topics and interdisciplinary approaches are welcome and encouraged. The conference will be held at the University of Wisconsin-Madison on Friday and Saturday, October 6 and 7, 2017.
This year's keynote lecture will be delivered by Professor Pavle Levi (Stanford University).
To present a paper at the Wisconsin Slavic Conference, please submit a proposal by August 31, 2017.
A complete proposal consists of:
1. Author's contact information (name, affiliation, postal address, telephone, and email).
2. Paper title
3. 300-500 word abstract
4. Equipment request (if necessary)
Please send proposals by email to: Ilona Sotnikova, sotnikova@wisc.edu
Please include “Wisconsin Slavic Conference" in the subject line of your email. All submissions will be acknowledged and considered, and all applicants will be informed of the status of their proposals no later than September 15.
All the best,
Ilona Sotnikova
Department of German, Nordic, and Slavic
University of Wisconsin-Madison
Sotnikova, I. [SEELANGS] CFP: Wisconsin Slavic Conference 2017. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 20 May 2017).
Source: SEELANGS
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Title: Encuentro Internacional de Desarrollo Profesional en ELE 2017
Body:
From https://lceseville.com/enele-2017/
Del 10 al 14 de julio de 2017 tendrá lugar la tercera edición del Encuentro Internacional de Desarrollo Profesional en ELE, Enele 2017 que Language and Cultural Encounters organiza en la Universidad de Cádiz.
Enele 2017 tiene por título “CREAR, JUGAR, EMOCIONAR: Explorando nuevos caminos en la enseñanza de ELE”. Los ponentes que imparten los tres módulos y los tres talleres son reconocidos especialistas en ELE, con mucha experiencia en la formación de profesores. Buscan aportar nuevas posibilidades de actuación pedagógica que llevan al aprendizaje activo y a conseguir más participación de los alumnos en la construcción del conocimiento de la lengua y la cultura a la que se aproximan. Proporcionan medios para despertar la curiosidad y crear en el aula un ambiente donde los alumnos quieren aprender.
For more details about this event go to https://lceseville.com/enele-2017/
Read an English language article about the encounter at https://www.languagemagazine.com/2017/06/enele-2017-international-encounter-continuing-professional-development-spanish-teachers/
Source: enele2017
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