Contents
Content Type: 2
Title: Missing Article
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We failed to include today's Topic of the Week article in this week's InterCom. Here is the corrected version of today's issue, including the Topic of the Week article. We hope that you continue to enjoy your InterCom subscription.
Source: CASLS
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Content Type: 4
Title: Self-Reflection Rubric
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This week's activity is an example of a self-reflection rubric. For more about the importance of the reflection process, see this week's Topic of the Week. Credit for the rubric goes to Iryna Zagoruyko, graduate student in the Language Teaching Specialization program at the University of Oregon and also a Graduate Employee (GE) at CASLS. This rubric can be used for students and teachers alike: students can use it evaulate themselves and then teachers can use the same rubric to then evaluate the students. Click here to see the rubric.
Source: CASLS Activity of the Week
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Content Type: 3
Title: Evaluating the Process, Not the Product
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Renée Marshall is an International Programs Specialist at CASLS and works with the Oregon International Internship Program (OIIP). Stephanie Knight is Assistant Director at CASLS and works with The Bridging Project and LinguaFolio Online (LFO).
Goal-setting equips learners with a clear map for knowledge and skill attainment, encouraging them to harness their energy and efforts for activities and strategies that are related to achieving their goals (Locke & Latham, 2002, p. 706 as cited in Marshall & Knight, in press). Integral to this process is feedback and reflection, because it guides learners on how they should be adjusting their efforts and strategies, thus encouraging self-efficacy and self-regulation in the process (Locke & Latham, 2002; Moeller, Theiler & Wu, 2011; Oxford & Shearin, 1994 as cited in Marshall & Knight, in press). In the busy classrooms of today with many district, state, and national requirements it can seem challenging to take the time to incorporate reflection into the learning process, but this is a disservice to learners. Evaluating the process-- the learners’ reflection on their process-- rather than the end product places the emphasis on reflection thereby communicating to students through actions how important reflection truly is to the learning process.
Reflection doesn’t need to be arduous or extremely time-consuming. For example, in LinguaFolio Online (LFO), students are directed to evaluate their performance towards assigned Can-Do Statements as 1) This is a goal; 2) Can do with help; 3) Can do; or 4) Can do well before uploading evidence of their performance. Then, after the activity, they can revisit the Can-Do Statements and evaluate if their abilities have changed. If teachers wish to evaluate the students' reflective process, they can direct students to write a few sentences justifying their assessment of themselves and their work in a reflection journal. Certainly the reflective process is iterative; the experience of students in the Oregon International Internship Program (OIIP) provides a concrete example of how learners can improve their reflective abilities overtime with teacher feedback. This program is for international students wishing to be language teachers. They come to the U.S. to work as teaching assistants in elementary classrooms and also take a course at the UO designed to support them. Each student receives feedback on weekly reflection journals that encourages and challenges them a to reflect even deeper on their goals and classroom practice. The Bridging Project, a hybrid course designed for heritage and immersion students, requires learners to use rubrics periodically to conduct peer- and self-reflection related to course learning targets. The teacher evaluates the quality of these reflections with use of the same rubric. To see an example of such a rubric, see our Activity of the Week.
References:
Marshall, R. & Knight, S. (In Press). ePortfolios to Facilitate Goal Setting and Reflection: A Look at LinguaFolio Online and Language Learning. In ePortfolio@edu. What We Know, What We Don't Know, and Everything in Between. Dr. Mary Ann Dellinger and Dr. Alexis Hart, Eds.
Source: CASLS Topic of the Week
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Content Type: 5
Title: Spring Oregon International Internship Farewell
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The Oregon International Internship Program (OIIP) hosted another teary farewell party on June 9 for its 14 students, whose 5-month internship finished up on June 16. These 14 students are undergraduates at universities in China and Taiwan. They come to this program for teaching experience and to learn about the U.S. school system. They spend 32 hours in an elementary classroom working with generous mentor teachers. In addition they take two three-unit courses at the University of Oregon taught by CASLS' East Asia Programs Director, Li-Hsien Yang, and International Programs Specialist, Renée Marshall. As a complement to their internship, the course focuses on language teaching pedagogy, U.S. education system, English as a Second Language pragmatics, and intercultural communication. To round out the experience students stay with caring homestay families.
"We had a great turnout for the farewell party, with much love and support from our wonderful homestay families and mentor teachers. It's rewarding to hear the positive feedback from the families, teachers and students. It gives us motivation and let's us know we are on track with creating a quality internship experience, as well as helps us to continue to improve it," says Li-Hsien Yang, program director.
Photos: Spring 2017 Cohort and Farewell Party
Join us in wishing this cohort of students the best of luck in their future endeavors! To learn more about the program, we encourage you to visit the website.
Source: CASLS Spotlight
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Content Type: 1
Title: Book: Understanding Second Language Processing
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From https://benjamins.com/#catalog/books/bpa.4/main
Understanding Second Language Processing: A focus on Processability Theory
By Bronwen Patricia Dyson and Gisela Håkansson
Published by the John Benjamins Publishing Company
This book aims to help researchers and teachers interested in language processing and Processability Theory (PT) to understand this theory and its applications. PT is an influential account of second language processing which hypothesizes that, due to the architecture of language processing, learners acquire second languages in developmental stages. This book lays out PT’s predictions and research on the development of diverse target languages – particularly English and Scandinavian languages – by learners of various categories. It discusses the typological issues facing PT and its contribution to an understanding of variation and cognitive constraints on pedagogy. However, the book also raises a critical eye to the literature which, after almost twenty years of evolution, requires explanation, clarification and, in some cases, extension. Why do some phenomena belong to different stages in different languages? Why are important types of variation under-represented? Is teaching as constrained as proposed in PT?
Visit the publisher’s website at https://benjamins.com/#catalog/books/bpa.4/main
Source: John Benjamins Publishing Company
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Title: Book: Integration, Identity and Language Maintenance in Young Immigrants
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From https://benjamins.com/#catalog/books/impact.44/main
Integration, Identity and Language Maintenance in Young Immigrants: Russian Germans or German Russians
Edited by Ludmila Isurin and Claudia Maria Riehl
Published by the John Benjamins Publishing Company
The volume presents a selection of contributions related to integration, adaptation, language attitudes and language change among young Russian-speaking immigrants in Germany. At the turn of the century, Germany, which defined itself as a mono-ethnic and mono-racial society, has become a country integrating various immigrant groups. Among those, there are three different types of Russian immigrants: Russian Germans, Russian Jews and ethnic Russians, all three often perceived as “Russians” by the host country. The three groups have the same linguistic background, but a different ethnicity, known as “nationality”, a separate entry in Russian official documents. This defined the immigration paths and the subsequent integration into German society, where each group strives to position itself in relation to two other groups in the same migrant space. The book discusses the complexities of belonging and (self-/other) assignment to groups as well as the attitude to language maintenance among young Russian-speaking immigrants.
Visit the publisher’s website at https://benjamins.com/#catalog/books/impact.44/main
Source: LINGUIST List
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Title: Book: Learner and Teacher Autonomy in Higher Education
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From https://www.peterlang.com/view/product/22728
Learner and Teacher Autonomy in Higher Education: Perspectives from Modern Language Teaching
By Manuel Jiménez Raya, José Javier Martos Ramos and Maria Giovanna Tassinari
Published by Peter Lang
This volume seeks to foster the development of teacher and learner autonomy in language learning in higher education. It pools the insights and experiences of a group of international researchers who present their reflections and research on different aspects of autonomy and related issues. Although autonomy is acknowledged as one of the main goals of education, in higher education the need for accountability and standardization of learning outcomes may constitute external limitations to its development. In order to overcome teaching traditions and mainstream academic culture, teachers may need to reorient themselves and face the challenge of a substantial change involving their own and their learners’ beliefs, their practice and their role in the institution.
Visit the publisher’s website at https://www.peterlang.com/view/product/22728
Source: Peter Lang
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Title: Call for Chapter Proposals
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From the NYS TESOL listserv:
Call for Chapter Proposals
Co-Teaching for English Learners: Evidence-based Practices and Research-Informed Outcomes
Edited by:
Maria G. Dove, Molloy College
Andrea Honigsfeld, Molloy College
This edited volume will closely explore co-teaching and integrated service delivery for English learners (ELs) by (a) examining the collaborative instructional cycle—co-planning, co-instruction, co-assessment, and reflection practices— of co-taught programs for ELs, (b) presenting current, classroom-based, practitioner-oriented research related to all aspects of co-taught programs for ELs including curriculum mapping and alignment, co-development of instructional materials, building teaching partnerships, and other collaborative practices in the ESL/ELD context, (c) offering authentic, evidence-based instructional practices that yield positive results for ELs, and (d) presenting practical recommendations for making instructional and program design decisions based on student outcomes. This volume will be a valuable resource to assist both novice and experienced teachers in their endeavors to provide effective integrated, collaborative instruction for ELs in K-12 schools.
We have several invited chapters and now we are soliciting previously unpublished proposal submissions through this open invitation. We are looking for chapter proposal submissions that describe unpublished research studies or field-based, practitioner-oriented documentary accounts written in a reader-friendly, easily accessible way for teachers, administrators, and policy makers. Please carefully connect your findings to (a) strong theoretical frameworks, (b) existing research on ELs and co-teaching/collaboration, (c) ESL/ELD classroom practices, (d) ESL/ELD program design and implementation, and (e) EL student outcomes.
Target Audience:
The intended audience of the volume will be preservice and inservice ESL/ELD teachers, general education teachers, teacher educators, professional developers, ESL/ELD program directors, educational researchers, administrators, and policy makers.
Scholars and practitioners who are interested in contributing to this book are invited to submit a 500-word manuscript proposal in Microsoft Word by June 15, 2017. Include a minimum of five references to support your proposal but do not count them as part of the 500-word limit. The proposal should clearly describe the content of the proposed chapter by highlighting the research base, the local educational context, the actual findings, and the practical applications of the findings. For work in progress, please indicate anticipated outcomes or preliminary findings. To be aligned with the focus of the book, please incorporate implications for practice, authentic, concrete examples of co-teaching and other collaborative practices, and an account of the successful, documented outcomes.
Cover Page Information Needed:
· Name, title, current position
· Complete contact information (work mailing address, phone number and email address)
· A 3-4 sentence biographical blurb
· A one page list of key publications by each contributing author
· A working title for the proposal
Only submissions following these guidelines and including APA-style references may be considered. Chapter proposals will be assessed based on originality, topic suitability, research-base, innovativeness and reader-friendly (yet scholarly) writing style.
Invitations to submit a full, 3500-5000-word chapter (including references, tables and charts) will be sent out by June 30, 2017.
Send Proposal to: mdove@molloy.edu
Send Inquiries to: Andrea Honigsfeld at ahonigsfeld@molloy.edu or Maria Dove at mdove@molloy.edu
NYS TESOL. NYS TESOL listserv (nystesol-l@yahoogroups.com, 9 Jun 2017).
Source: NYS TESOL
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Title: Call for Proposals: Thematic Issues of Studies in Second Language Acquisition
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From https://linguistlist.org/issues/28/28-2401.html
Studies in Second Language Acquisition (SSLA) is now entertaining proposals for the thematic issue of Volume 41, to be published in June 2019. Thematic issues of SSLA focus on areas of current interest and are an excellent venue to bring together in one issue numerous approaches to a problem or methodology in the field of SLA.
Closing date for proposal submissions is September 12, 2017.
View the full call for proposals at https://linguistlist.org/issues/28/28-2401.html
Source: LINGUIST List
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Title: Call for Papers: Assessing Speaking in Context
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Source: Rice University
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