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Content Type: 3
Title: Combating Certainty: Motivating Learners to Embrace the Dynamism of Language
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By Stephanie Knight, CASLS Assistant Director
Certainty is seductive. Learners understandably love when knowledge acquisition is easily packaged and neat. For that reason, language curricula and supplements (websites, workbooks, and even mobile applications) that promote vocabulary translation and verb conjugation in an interactive interface are popular. Digestible content that is capable of being memorized and regurgitated is achievable for all language proficiencies, and achievement is motivating.
Still, foundational research that informs contemporary approaches to language teaching and learning reveals grammar-translation to be an outdated approach. From Wiggin’s (1989, 2011) work on authentic assessment to Canale and Swain’s (1980) initial framework for communicative competence, to Byram’s (1997) articulation of intercultural competence, that learners should be using class time to learn to use language rather than learn about language is undeniable. The merit of this approach is further galvanized by the nature of language; it is dynamic and adaptive.
That reality means that there are various shades and degrees of ‘right’ when it comes to comprehending and producing utterances. This ambiguity cultivates an environment of that is potentially frustrating for learners. As a result, the question presents itself as to how to persuade learners that language learning is beyond the acquisition of invariable, discreet content points. In order for a teacher to do that, he or she may try some of the approaches listed below.
Use Language Functions as Learning Targets: By using language functions as learning targets (NCSSFL-ACTFL Can-Do Statements (https://www.actfl.org/sites/default/files/pdfs/Can-Do_Statements_2015.pdf) serve as a great example), teachers are able to consistently draw the focus of learners back to the communicative purpose of classroom activities. These functions, particularly when adapted to contexts that are meaningful to students, are engaging for learners and ideally determine the grammar and vocabulary that are taught in class, not the other way around.
Actively Teach Language Learning Strategies: When shifting to a communicative approach in the language classroom, students often struggle because they do not understand how to improve. This confusion, when punctuated by the ‘urban myth’ of sorts that immersion in a language, no matter its execution, is the only way to learn a language, leaves many learners passively listening and reading authentic texts in perpetuity and feeling discouraged. To address this particular issue, educators should teach learners language strategies that are tied to interpersonal, presentational, and interpretive tasks. Cohen, Oxford, & Chi’s (2001) Language Strategy Survey provides many good strategies to focus on such as practicing a conversation before having it in real life and using one’s interests to find source texts to build interpretive fluency.
Engage Learners in a Cycle of Observation, Analysis and Practice: Even the most basic of language functions can be incredibly complex. Consider again the function of asking people how they are. What is pragmatically appropriate to say in response is distinct from language to language, culture to culture. In English in the United States, for example, “How are you?” is really used as a greeting. Responses are expected to be simple at best and very general. However, in other languages, it is common to answer the same question honestly and with details about why one is feeling that way.
A student-centered way to have learners discover these patterns for pragmatic norms is proposed by Ishara and Cohen (2012). Learners should first observe the language function in practice. This step may involve taking notes regarding certain features of an authentic recording of a conversation. Then, the student should analyze the function. At this juncture, message content and structure should be discussed and taught. Finally, learners should practice the function multiple times.
Dynamism and language are inextricable partners. Exploring language’s intricateness with learners in fun, engaging, and activates higher-order thinking skills. Using some of the approaches above will ensure that learners have the support they need to recognize the dynamic nature of language and jump in to its study and use.
References
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Philadelphia, PA: Multilingual Matters.
Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics. 1 (1). 1-47.
Cohen, A. D., Oxford, R. L., & Chi, J. C. (2001). Language Strategy Survey. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota.
Ishara, N. & Cohen, A. D. (2012). Teaching and learning pragmatics: Where language and culture meet. London and New York: Routledge.
Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment. The Phi Delta Kappan. 70 (9). 703-713.
Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment. The Phi Delta Kappan. 70 (9). 703-713.
Source: CASLS Topic of the Week
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Content Type: 3
Title: Language as a Skill
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Each day language shifts, changes, and is used in remarkably creative ways. As such, it becomes difficult to define a standard set of words and structures to be used. Furthermore, language variety, personal preference, and a heterogeneous set of linguistic landscapes ensure constant diversity. As language teachers, we have the profound opportunity to help learners navigate these ever-changing language systems by teaching foundational content, skills, and strategies for engaging with speakers of the target language. Our focus for InterCom this month is a look at language as a skill and ways to approach language teaching and learning from this perspective.
We maintain:
Language is a skill to be learned, not a static set of content.
Much like learning to cook, or in a metaphor borrowed from a colleague, like learning to drive, language requires hands-on practice and a focus on the skill, not just knowledge of the component parts. Take, for example, learning to make a blueberry tart. One approach would be to learn all the ingredient words, the measurements, all of the actions needed by name, and then the steps. However, learning the words for sugar, blueberries, cream, crust, whisk, blend, and bake do not ensure a successful blueberry tart. Instead, it becomes essential to actually do the actions, sometimes with help, until the skill itself is mastered. In this way, the baker also learns adaptations needed based on temperatures, altitude, or number of people. Language is very similar; we must help learners gain skills through hands-on work, and not just learning about the language they wish to master. In InterCom this month, we focus on ways this approach can be especially useful, meaningful, and practical.
Happy Baking!
Source: CASLS Topic of the Week
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Title: International Journal of Computer-Assisted Language Learning and Teaching April-June 2017 Issue
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Source: IGI Global
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Title: Book: Becoming an Outstanding Languages Teacher
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Source: Routledge
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Title: Book: The Role of the Self in Language Learning
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From http://www.cambridgescholars.com/the-role-of-the-self-in-language-learning
The Role of the Self in Language Learning
Edited by Sehnaz Sahinkarakas and Jülide Inozu
Published by Cambridge Scholars Publishing
The role played by concepts of the “Self” in the learning of languages has recently received increasing attention in academic studies. In the same way that fingerprints represent each person’s uniqueness, the self here is related to the uniqueness of learners, the way they receive and transmit their identity in the teaching and learning process. It is this uniqueness that brings dynamism, challenge and inspiration to learning and teaching. By focusing on language learners’ self-concept, this book foregrounds the role of the learner in the process of language learning. It presents a number of empirical studies that bring into focus various aspects of the self, and will, as such, be of interest to EFL teachers, researchers and the general reader interested in the self and its effects on learners’ approaches, motivation and interest in foreign language learning.
Visit the publisher’s website at http://www.cambridgescholars.com/the-role-of-the-self-in-language-learning
Source: Cambridge Scholars Publishing
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Title: Book: Classroom Community Builders: Activities for the First Day and Beyond
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From http://www.alphabetpublishingbooks.com/book/classroom-community-builders/
Classroom Community Builders: Activities for the First Day & Beyond
By Walton Burns
Published by Alphabet Publishing
Classroom Community Builders: Activities for the First Day & Beyond is a collection of activities that build community in the classroom while students learn. There are a few name games here, because students should learn each other’s names (and so often they don’t). There are getting-to-know-you activities. And they serve double-duty, building rapport and having students work in groups, practicing teamwork skills.
The heart of the book is activities that have students working together toward meaningful, and mutually beneficial goals. Clear instructions, ideas for varying or adapting the activities, and links to free printable downloads make this a useful book, whether you are a new or experienced teacher.
Visit the publisher’s website at http://www.alphabetpublishingbooks.com/book/classroom-community-builders/
Read a review of this book at http://eltexperiences.com/classroom-community-builders-book-review/
Source: Alphabet Publishing
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Title: Call for Proposals: Special Issue of Language Learning
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Language Learning is inviting proposals for a 2019 special issue from interested guest editors.
Language Learning seeks proposals that address a theme or research methodology that will be of interest and relevance to the journal's international readership of language learning scholars. They are especially interested in special issue themes that will highlight work in contexts and areas of inquiry in language learning which are underrepresented. The special issue will bring together nine original contributions of standard article length (9,000 words including references) and will be accompanied by an introduction written by the guest editor(s).
Proposals are due November 25.
View the full call for proposals at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-9922/homepage/call_for_proposals__2019_special_issue.htm
Source: Wiley
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Title: Call for Manuscripts: Revista de Lenguas para Fines Específicos
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From https://linguistlist.org/issues/28/28-3553.html
Revista de Lenguas para Fines Específicos (RLFE) invites researchers, scholars, and authors to submit manuscripts that explore the incorporation of service-learning in Spanish for the Professions courses, e.g., Spanish for Legal Professionals, Spanish for Educators, Spanish for Interpreters, Spanish for Healthcare Professionals, Spanish for Social Service Professionals, Spanish for Translators, etc. The aim of this special issue is to provide a selection of high quality empirical research examining the benefits of service-learning conducted in the US Hispanic/Latino community, and how these can foster the development of Spanish as heritage language in a professional domain.
Call deadline: March 30, 2018.
View the full call for manuscripts at https://linguistlist.org/issues/28/28-3553.html
Source: LINGUIST List
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Title: International Conference on the Globalization of Second Language Acquisition and Teacher Education
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From http://intesda.org/globalization-second-language-acquisition-teacher-education/
3rd International Conference on the Globalization of Second Language Acquisition and Teacher Education
December 3-4, 2017
Nagoya, Japan
As globalization advances and boundaries between countries fade away, the need to communicate in a second or multiple languages has altered the linguistic landscape. As a result, second language acquisition and foreign language teaching have progressed to the forefront of linguistics, providing a critical framework in understanding how language is acquired or learned and its pedagogical implications. Language today not only links nations but also empowers individuals toward greater upward mobility, all of which makes it an indispensable tool in modern society.
With the theme Breaking Barriers, the conference is a wonderful opportunity to share research, insights and techniques, and form professional networks in this burgeoning field of linguistics and education.
Visit the conference website at http://intesda.org/globalization-second-language-acquisition-teacher-education/
Source: International Education for Sustainable Development Alliance
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Title: 19th Annual Midwest Association of Language Testers (MwALT) Conference
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From https://www.wright.edu/event/midwest-association-of-language-testers-conference
19th Annual Midwest Association of Language Testers (MwALT) Conference
October 28, 2017
Wright State University
Dayton, Ohio
The 2017 conference theme is Language Assessment and its Sociopolitical Context.
Visit the conference website at https://www.wright.edu/event/midwest-association-of-language-testers-conference
Source: MwALT
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