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Content Type: 1
Title: The First Week of Language Class Using Immersion
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From http://worldlanguagecafe.com/
How can you start your language class in 100% target language when your students are beginners? Here is a two-part blog series explaining one way to do it.
Part 1: http://worldlanguagecafe.com/first-week-of-spanish-class-french-class-teaching-immersion/
Part 2: http://worldlanguagecafe.com/first-week-of-spanish-class-french-class-how-to-teach-immersion-2/
Source: World Language Cafe
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Title: Presentational Performance Rubric
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From http://www.path2proficiency.com/
Tim Eagan writes, “I’ve been creating rubrics for world languages for a long time. …While I would never use one of my ‘rubrics’ from 1993 today (and I cringe when I look at some of them in file drawers at home), getting things ‘wrong’ was an important part of the journey and continues to be. I wouldn’t be where I am today without all of that trial and error.” Recently he created a 17-page rubric and then turned it over to a team of teachers to modify; read about the process and see the resulting “Presentational Performance Feedback Form” at http://www.path2proficiency.com/ive-never-met-a-rubric-i-liked/
Source: path to proficiency
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Content Type: 1
Title: New 2017-2018 Resources from the Lead with Languages Campaign
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Last spring (http://caslsintercom.uoregon.edu/content/22738) we noted the newly-launched Lead with Languages campaign to inspire a new generation of Americans competent in other languages and cultures and fully equipped to compete and succeed in a global economy.
Visit the Lead with Languages website now and access new resources at http://www.leadwithlanguages.org/calling-educators-language-advocacy-toolkit/
Source: Lead with Languages
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Content Type: 1
Title: Teaching Tolerance
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From https://www.tolerance.org/
In the past, we’ve featured some content from Teaching Tolerance (http://caslsintercom.uoregon.edu/content/14963, http://caslsintercom.uoregon.edu/content/15984, http://caslsintercom.uoregon.edu/content/16950, and http://caslsintercom.uoregon.edu/content/23220). This organization’s mission is to reduce prejudice, improve intergroup relations and support equitable school experiences for our nation’s children. From their website: “Teaching Tolerance provides free resources to educators—teachers, administrators, counselors and other practitioners—who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.”
Explore Teaching Tolerance’s resources at https://www.tolerance.org/
Source: Teaching Tolerance
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Content Type: 1
Title: Weekend Talk: 5 Ways to Mix It Up
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From http://misclaseslocas.blogspot.com/
Here are five ways to add variety to Monday class discussion about what people did over the weekend: http://misclaseslocas.blogspot.com/2017/08/weekend-talk-5-ways-to-mix-it-up.html
Source: Mis Clases Locas
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Content Type: 1
Title: Writing Sparks Generates Writing Prompts
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Looking for writing prompts for your students? Choose the age range (7 and younger or 8 and older) and the genre (story, news article, opinion, poem), and the online tool will generate a prompt for you.
Writing Sparks is available at https://writingsparks.com/
Read reviews of this resource at http://www.freetech4teachers.com/2017/08/writing-sparks-writing-prompts-for.html#.WZSSW3eGNPU and http://larryferlazzo.edublogs.org/2017/08/07/writing-sparks-could-be-a-useful-online-writing-tool/
Source: Writing Sparks
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Title: Great Story Reading Project
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From http://storiesfirst.org/greatstoryreadingproject/
The Stories First Foundation’s Great Story Reading Project is a site where teachers can share copyright-free stories written in Spanish, French, German, and English written for learners at different proficiency levels.
This resource is available at http://storiesfirst.org/greatstoryreadingproject/
Read a review of this resource at http://frenchteachernet.blogspot.com/2017/07/great-story-reading-project.html
Source: Great Story Reading Project
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Content Type: 3
Title: People with Disabilities and Foreign Language
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By Justin Harford, Mobility International USA
Whether teaching students with learning disabilities, autism, deafness or visual impairment, the best language teachers will have questions and concerns. By employing many of the techniques that are recommended for language teachers, the best approach might be business as usual. Design your classes and curriculum to fit as many students as possible, and accommodating students with disabilities will be a snap.
Let’s consider some examples that will illustrate just what we mean.
Make sure to use a multisensory approach when designing in-class and homework activities. It is easy to let one’s self fall into the habit of only emphasizing visual input when teaching vocabulary or explaining a grammatical concept; however, by ensuring that your students also interact with the concept or vocabulary with their hearing, smell, touch and even taste, it will become more memorable and accessible to as many students as possible.
Check in regularly with your students. Dr. Irene Konyndyk, who has taught extensively on language access for students with learning disabilities through presentations, www.foreignlanguagesforeveryone.com and her book by the same name would encourage her students to regularly reflect on their language study in her class, discussing both their strengths and their concerns about their progress. This is an excellent way to ensure that all of your students are learning including those with disabilities. It can also give you an idea of how your students will learn most efficiently, what is working and what is not.
Ian Sutherland, a professor at Gallaudet University and co-author of the book Worlds Apart: Disability and Foreign Language Learning, recommends organizing your desks in the shape of an arc around the classroom, rather than in the traditional rows. This will enable deaf and hard of hearing students to read your lips, or the signs of an interpreter, while simultaneously following a visual presentation. It will also connect all of your students in an interactive situation with both the teacher and each other, while also leaving plenty of space in the center of the classroom for fun and engaging activities.
The next time that you teach a language class, think about how you can design it for as many students as possible. Designing your class with universal access in mind will ensure that it is accessible and engaging for everyone with and without disabilities.
References
Berberi, Hamilton, and Sutherland (2014). Worlds Apart?: Disability and Foreign Language Learning. New Haven, CT: Yale University Press.
Konyndyk, Irene. Foreign Languages for Everyone. Available at http://www.foreignlanguagesforeveryone.com/.
Source: CASLS Topic of the Week
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Content Type: 5
Title: Welcome Tamagawa Students
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Please join us in welcoming 14 Japanese exchange students from Tamagawa university who are majoring in English teaching. These students will be in Eugene from the end of August, 2017, to the beginning of June, 2018. During these 10 months, students will first do a 4-week Oregon Experience Program to begin their study abroad experience, which is a customized place-based experience by CASLS. After the initial four weeks, students will start their English learning at the American English Institute (AEI) at the UO for two terms. Immediately after AEI, students will begin an educational internship in local K-12 schools.
Li-Hsien Yang, East Asia Programs Director says of the program, “I am very thrilled to meet and work with this group. It is truly amazing to see students transform and learn from different experiences that we can provide for them."
For more information on the Oregon Experience Program, please visit the website.
Source: CASLS Spotlight
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Content Type: 4
Title: Dating Profiles
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Learning Objectives: Students will be able to…
- build an online profile
- demonstrate an understanding of descriptions
- comprehend a wide range of adjectives
- express desires and give relevant compliments to fellow students
Modes: Presentational Writing, Interpretive Reading, Presentational Speaking
Materials Needed: Forum (see notes), Profile worksheet
Description: This activity is designed to illustrate how language is more than an assortment of static parts. Language learning and use is heavily contextualized so that students will learn with the purpose of interpersonal communication. This activity is ideal for novice level students.
Procedure:
- The teacher should set up some sort of forum or discussion page for the class and invite all participating students to join.
- Next, students will complete an observational activity. Instruct students to look at dating profiles and/or social media profiles in the target language, paying attention to the discrepancy between what a person portrays and speculating as to what might be reality. Have students make three observational comments about potential differences between how people portray themselves and how they actually are.
It is important to note here that students can use this activity to create a class vocabulary list. Alternatively, the teacher may provide a basic list and add to it or direct students to an alternative source for accessing the necessary vocabulary to complete the activity.
- Have students individually complete the dating profile/social profile worksheet. This step is best if completed electronically, but if teachers would prefer to use the sheet to practice manual writing, then students may type their profile later.
- Once students have typed their profiles, have them post them to the forum.
- Students should then read over their peer’s profiles.
- Have students select at least three profiles that are not their own and comment on them with a compliment and comment/suggestion to the author. Teachers should deliver this in such a way that each student receives at least one compliment.
- Ex. You sound very nice. Let’s hang out some time.
- Encourage students to contemplate whether they think that what they interpret from their peer’s profiles is what their peer is actually intending to say. Things don’t always get portrayed in the way one desires. Have the class discuss this phenomenon and evaluate how they think they did in portraying their intended profile. Things to consider:
- What causes misinterpretation?
- Were there any instances you feel that what you interpreted might not be what the author intended? Why?
- How do you feel you did? Does what you wrote accurately portray what you hoped?
- Teachers should then read over everything and create a list of common errors to call attention to and correct. These errors may be grammatical, but could also reflect a disconnect between what the student intends to portray vs. what is perceived by others.
- If necessary, students can then go back and make corrections to their profiles.
Notes: The popularity of certain social media, and types of forums are different for every high school. Ideally, the teacher will create some sort of shared space for their classroom (be a Canvas discussion page, external site, Facebook group, Google Classroom, etc.) in which to conduct this activity. The goal with this space is to be able to post every student’s profile in one place and have the ability to comment on one another’s posts.
Additionally, this activity has immense potential for further extension activities. For example, teachers could have students create an online dialogue with one other student in which they make plans together, discuss similarities and differences between them, discuss their ideal partner, etc. Dialogues like this can be presented as skits as well. Ideally this is an activity that will be done later in the year in order to reinforce many different kinds of vocabulary and sentence structures that students have already learned (suggestions with present tense verbs, hobbies, body parts, colors, stating preference, etc.).
Source: CASLS Activity of the Week
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