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Title: Congratulations LTS Graduates!
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The Language Teaching Studies (LTS) Masters of Arts Program is a graduate degree program aimed at giving up-and-coming leaders in language teaching a theoretical and practical professional foundation in just 15-months. Previously the Language Teaching Specialization, this program is a part of the Linguistics department at the University of Oregon. CASLS works closely with the LTS program, as Dr. Julie Sykes, CASLS’ Director, serves as an LTS faculty member and leads a seminar on intercultural pragmatics. In addition, many LTS students and graduates have worked at CASLS as interns, graduate employees, and staff members.
We would like to congratulate and recognize this year’s graduates of the program. Students from the 2017 cohort defended their projects on August 9-14. Four of these graduates are students who have worked, or are working, for CASLS in various capacities: Becky Lawrence, Dan White, Iryna Zagoruyko, and Valeria Ochoa. These students’ contributions have been invaluable to our center.
Please join us in commending the entire 2017 cohort on completing their degree and in wishing them the best of luck in their future endeavors.
What follows is a list of all the students who defended on August 9-14, 2017, and the titles of their outstanding projects, in the order that they presented:
Iryna Zagoruyko - “Marching to Different Drummers: Teaching a Mixed Class of Heritage and Non-Heritage Learners of Russian with Motivation in Mind”
Dan White - “Deciphering the Cryptogram: A Word Puzzle Supplement to Traditional Lexicogrammatical Acquisition”
Jiyoon Lee - “Korean as a Second Language for English Speaking Husbands: a Multi-cultural Family Situation-based Curriculum”
SeungEun Kim - “Using Literature to Develop Critical Thinking and Reading Skills in an EFL Class at University”
George Minchillo - “Academic Writing Skills for International Students of Chemistry at a U.S. University”
Joliene Adams - “An Adaptive Place-Conscious Ichishkíin Materials Portfolio”
Heidi Shi - “Farewell to your ‘Inauthentic Chinese’: A Materials Portfolio for Improving CFL Learners’ Pragmatic Competence”
Lin Zhu - “Using TBLT to Address Locative Phrase Word Order Transfer Errors from English L1 to Chinese L2”
Juli Accurso - “Crafting a Brand in English for English Language Learning (ELL) College Athletes”
Chris Meierotto - “Using Podcasts to Teach Academic Listening for International Undergraduate Students through Metacognition: A Flipped Portfolio”
Reeya Zhao - “A Career Exploration Course in Mandarin Chinese for Young Learners in East Asia”
Becky Lawrence - “Creative Writing in the Digital Age: A Course Design for Intermediate ELLs Majoring in English at an American University”
Devon Hughes - “Women Teaching Women English: A Contemporary Women Writers Course for Female English Language and Literature Students in Egyptian Universities”
Yan Deng - “Using Graphic Novels and Children’s Literature Books in U.S. 2nd year CFL University Courses”
Valeria Ochoa - “Integrating Service Learning into University Level Spanish Heritage Language Classes in the United States”
Source: CASLS Spotlight
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Content Type: 4
Title: Weather Forecast Stations
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Would you like to try in-class flipping, as described in Jeff Magoto's Topic of the Week article, for yourself? Here is a description of different stations dealing with the weather, for Novice-Mid learners. Stations 1-3 are the flip stations, and Stations 2 and 4-6 are the practice stations. Station 7 is a stand-alone station that can be done at any time in the sequence.
Proficiency Level: Novice Mid
Targeted Modes: Interpretive Listening, Interpersonal Speaking, and Presentational Speaking
Objectives:
- Students will be able to recognize some common weather expressions.
- Students will be able to give information about the weather in different places to each other.
- Students will be able to present information about the weather in a specific location based on symbols on a graphic.
Station 1: Students will begin learning key vocabulary and phrases related to weather forecasts.
Materials needed: Vocabulary sheets, textbook pages and ancillary recordings presenting new vocabulary, or ideally Internet sites where students can hear the words and phrases pronounced. Example resource for Brazilian Portuguese: https://www.rocketlanguages.com/portuguese/learn/weather-in-portuguese
Station 2: Students will look up additional words and phrases that they want to know, and they will work on memorizing key words and phrases. This is really two stations in one: one for basic studying, and one for researching additional words and phrases.
Materials needed: For finding additional expressions: an online dictionary resource such as Dicio or Google Translate for looking up new words and the Weather Terms for My Community worksheet. For basic studying a spaced repetition app such as Anki or Memrise. Low-tech alternatives are paper dictionaries and cards or sheets of paper to create and use study aids.
Station 3: Students will listen to authentic weather forecasts, and they will label a map with descriptions of weather in different regions.
Materials needed: A site with current weather forecasts. In this Brazilian example, students can listen to a short overview for the entire country, and then click on forecasts for specific regions: https://www.climatempo.com.br/videos/playlist/1/previsao-brasil-e-regioes. The Brazilian example uses YouTube videos that can have closed captioning activated, a good and quick alternative to providing transcripts to students. Additionally, a map of the area being studied (here is an example) and weather phrases (raining, hot, sunny, etc.). Depending on your assessment plan, students could either attach post-it labels to re-usable maps that stay at the station, or they could refer to a list of key phrases and write them on individual paper maps that they turn in.
Station 4: In groups of 4-6, students will complete an information gap/mixer activity in which they talk with each other to fill in missing information on weather maps.
Materials needed: Four different information gap worksheets; they are all based on the same map of weather conditions, but each map has different symbols whited out, to be filled in by conversing with the other students. Here is an example for Brazil, taken from this website: https://www.tempo.pt/brasil.htm. Answer key, map legend, worksheet 1, worksheet 2, worksheet 3, worksheet 4.
Station 5: Students will record a forecast for one location, based on a graphic such as this weather map: https://www.tempo.pt/brasil.htm. Use an app such as Voicethread or Vocaroo or you can use LinguaFolio Online.
Station 6: Students will listen to other students’ forecasts and identify what location the forecast is for. Use the same apps as for Station 5, and have students navigate to and listen to their peers’ recordings.
Station 7: Students will draw flashcards for different weather conditions for shared classroom use. Be as creative as you’d like in your drawings, so that other students can enjoy them. If you finish early, or the station you want is busy, you can always come to this station and create cards or study the ones that other students have created. Materials needed: blank cards, drawing tools
Notes: The most typical sequence would be 1>2>3>4>5>6. However, some students may want to skip straight to 3 if they feel they already know the vocabulary or they want to start with an authentic resource. Students may want to revisit 2 throughout the sequence as they realize there are more words they want to learn, or that they need to study a bit more.
Source: CASLS Activity of the Week
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Title: Book: Handbook of Business Communication
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From https://www.degruyter.com/view/product/448369?format=G
Handbook of Business Communication: Linguistic Approaches
Edited by Gerlinde Mautner and Franz Rainer
Published by de Gruyter
In spite of the day-to-day relevance of business communication, it remains underrepresented in standard handbooks and textbooks on applied linguistics. The present volume introduces readers to a wide variety of linguistic studies of business communication, ranging from traditional LSP approaches to contemporary discourse-based work, and from the micro-level of lexical choice to macro-level questions of language policy and culture.
Visit the publisher’s website at https://www.degruyter.com/view/product/448369?format=G
Source: De Gruyter
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Title: Book: Applied Linguistics in the Middle East and North Africa
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From https://benjamins.com/#catalog/books/aals.15/main
Applied Linguistics in the Middle East and North Africa: Current practices and future directions
Edited by Atta Gebril
Published by the John Benjamins Publishing Company
This volume offers a comprehensive and up-to-date overview of applied research efforts in the Middle East and North Africa (MENA). This region has not received due attention in the literature and this publication provides a much-needed contribution to the existing body of knowledge. The editor recruited a number of renowned scholars who either work in the MENA countries or have experience doing research in this region to contribute to this project. The selection of chapters ensured representation of applied linguistics efforts in North Africa, the Levant, and the Gulf. The book looks into language research within social and educational MENA contexts. The final part of the book provides a forward-looking perspective about applied linguistics research and practices in the Middle East and North Africa. The book is primarily written for those interested in applied linguistics, particularly researchers, graduate students, and language professionals in the MNEA region.
Visit the publisher’s website at https://benjamins.com/#catalog/books/aals.15/main
Source: John Benjamins Publishing Company
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Title: Book: Bilingualism in Schools and Society
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Bilingualism in Schools and Society: Language, Identity, and Policy, Second Edition
By Sarah J. Shin
Published by Routledge Taylor & Francis Group
This revised edition of Bilingualism in Schools and Society is an accessible introduction to the sociolinguistic and educational aspects of and the political issues surrounding bilingualism, including code-switching in popular music, advertising, and online social spaces. It also addresses the personal aspect of the topic in a well-informed discussion of what it means to study and live with multiple languages in a globalized world and practical advice on raising bilingual children. Extensive new material has been added that deals with more holistic understandings of bilingual performance, including translanguaging, flexible bilingualism, and code-meshing; blending standard and vernacular languages/dialects in hybrid texts; and recent developments in policies surrounding the education of English Learners and EL assessment, including Common Core State Standards (CCSS), PARCC and SBAC testing, WIDA and ELPA21 language assessments, and Every Student Succeeds Act (ESSA).
Visit the publisher’s website at https://www.routledge.com/Bilingualism-in-Schools-and-Society-Language-Identity-and-Policy-Second/Shin/p/book/9781138691292
Source: Routledge
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Title: Call for Proposals: 3rd Online Chinese Teaching Forum and Workshop
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From http://www.education.msu.edu/cimsu/conference/3rd-forum.asp
The Confucius Institute at Michigan State University (CI-MSU) is pleased to announce that the third Online Chinese Teaching Forum & Workshop will be held at Michigan State University on October 27th-28th, 2017. With the success of the 1st & 2nd OCTFW organized by the CI-MSU in 2015 and 2016, the 3rd OCTFW aims at continually promoting collaboration among educators in K-16 online Chinese teaching and learning field.
The theme of the forum is New Trends in Online Chinese Teaching. Participants can submit a proposal for an Onsite Presentation or a Remote Presentation. Dr. Jun Da at Middle Tennessee State University and Dr. Shijuan Liu at Indiana University of Pennsylvania will provide keynote speeches.
For full details go to http://www.education.msu.edu/cimsu/conference/3rd-forum.asp
Submit a proposal at https://msu.co1.qualtrics.com/jfe/form/SV_bQw2VBPpvFuZQUt, and register at https://msu.co1.qualtrics.com/jfe/form/SV_9vRNSM78Te5zvfL
Source: Michigan State University
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Title: Call for Proposals: California Language Teachers’ Association Conference
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From http://clta.net/Conference/
The Quest for Proficiency
2018 Annual CLTA CONFERENCE
March 8-11, 2018
Double Tree and Convention Center
Ontario Airport
Submit a proposal by September 30. For more details go to http://clta.net/presenters/
Source: CLTA
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Title: Call for Papers: Exploiting Parsed Corpora: Applications in Research, Pedagogy, and Processing
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From https://linguistlist.org/issues/28/28-3364.html
The National Institute for Japanese Language and Linguistics (NINJAL) will host an International Symposium, ''Exploiting Parsed Corpora: Applications in Research, Pedagogy, and Processing'' Dec 9-10, 2017 in Tachikawa, Tokyo. Topics to be covered include the development and enrichment of parsed corpora, linguistic research using parsed corpora, and the application of parsed corpora to language pedagogy. Invited speakers are leaders in the field, including Susan Pintzuk, Anthony Kroch, Beatrice Santorini, Sean Wallis, Nianwen Xue, and Liesbeth Augustinus.
A poster session is planned. Submit a one-page abstract by October 1, 2017.
View the full call for abstracts at https://linguistlist.org/issues/28/28-3364.html
Source: LINGUIST List
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Title: Mountain Interstate Foreign Language Conference Annual Meeting
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From http://uncw.edu/miflc/index.html
Mountain Interstate Foreign Language Conference
October 5-7, 2017
Wilmington, North Carolina
Visit the conference website at http://uncw.edu/miflc/index.html
Source: University of North Carolina Wilmington
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Title: Technology for Second Language Learning Conference
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From https://apling.engl.iastate.edu/tsll-archive/tsll-2017/
2017 Technology for Second Language Learning Conference
September 22-23, 2017
Iowa State University
Conference Theme
Crossing Boundaries: The Geographical and Intellectual Diffusion of Technology for Language Learning
Visit the conference website at https://apling.engl.iastate.edu/tsll-archive/tsll-2017/
Source: Iowa State University
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