Contents
Content Type: 1
Title: Teaching Numbers
Body:
From http://worldlanguagecafe.com/
Here, in a two-part blog series, are ideas and sequences for teaching number 1-20, 1-100, and 1-1000.
Part 1: http://worldlanguagecafe.com/how-to-teach-spanish-numbers-french-numbers-1-20-1-100-1-1000/
Part 2: http://worldlanguagecafe.com/spanish-numbers-french-numbers-teach-numbers-1-100-part-2/
Source: World Language Cafe
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Content Type: 1
Title: Calendar Activities
Body:
From http://teachinginthetargetlanguage.com/
Here are nine activities that keep students 100% in the target language. The focus is on talking about calendars, but most of the activities can be adapted to other topics as well.
Read the blog post at http://teachinginthetargetlanguage.com/engaging-activities-for-teaching-the-calendar/
Source: Teaching in the Target Language
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Content Type: 1
Title: Using Dixit in a Language Classroom
Body:
From https://teachinggamesefl.com
Your InterCom editor loves Dixit, a board game that emphasizes creativity and empathy. In this recent post, Mike Astbury suggests three ways that Dixit can be used in a language classroom: https://teachinggamesefl.com/2017/08/24/how-to-use-dixit-in-the-classroom/
Source: TeachingGamesEFL
Inputdate: 2017-09-02 21:35:18
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Title: Teaching Effective Conversation Classes
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Source: Teach English Spain
Inputdate: 2017-09-02 21:36:48
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Content Type: 1
Title: Metacognition for Language Learning
Body:
James Pengelley writes, “we need to spend less time teaching children what to learn, and more time teaching children how to learn.”
Read his article about metacognition and suggestions for developing young learners’ metacognitive skills in listening, speaking, reading, and writing at http://www.hongkongtesol.com/blog/2017/08/dont-teach-your-students-what-learn-teach-them-how-learn
Source: The EfA Blog - TESOL
Inputdate: 2017-09-02 21:37:59
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Content Type: 1
Title: Getting Students to Write in the Target Language without Translator Sites
Body:
From http://teachinginthetargetlanguage.com/
Give your students a sense of purpose for their writing and then give them structure so that they don’t feel the need to resort to online translators when they write. Read more about how to do it at http://teachinginthetargetlanguage.com/getting-our-students-to-write-in-the-target-language-without-the-temptation-of-those-dreaded-translator-sites/
Source: Teaching in the Target Language
Inputdate: 2017-09-02 21:38:50
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Content Type: 1
Title: Book: Going Performative in Intercultural Education
Body:
From http://www.multilingual-matters.com/display.asp?k=9781783098545
Going Performative in Intercultural Education: International Contexts, Theoretical Perspectives and Models of Practice
Edited by John Crutchfield and Manfred Schewe
Published by Multilingual Matters
Over the last two decades drama pedagogy has helped to lay the foundations for a new teaching and learning culture, one that accentuates physicality and centers on performative experience. Signs of this ‘performative turn’ in education are especially strong in the field of foreign/second language teaching. This volume introduces scholars, language teachers, student teachers and drama practitioners to the concept of a performative foreign language didactics. Approaching the subject from a wide variety of contexts, the contributors explore the extent to which performative approaches, emphasizing the role of the body as a learning medium, can achieve deep intercultural learning. Drama activities such as improvisation, hot seating and tableaux are shown to create rich opportunities for intercultural encounters that transport students beyond the parameters of conventional language, literature and culture education.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?k=9781783098545
Source: Multilingual Matters
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Title: Book: Patterns of (Negotiated) Interaction During Task-based Telecollaboration between Native and Advanced Non-native Speakers
Body:
Patterns of (negotiated) interaction during task-based telecollaboration between native and advanced non-native speakers
By Rosemarie van de Zwaard
Published by LOT Publications
The digital platforms that are now available within most educational contexts in many parts of the world facilitate communication and collaboration beyond institutional constraints and national boundaries and provide educators with the possibility to create digital communication environments and forums. Linking up students from different parts of the globe, which used to be an expensive and time-consuming effort involving plane trips and youth hostels has, technically speaking, become a matter of acquiring the right equipment and downloading the appropriate software: interactive computer-mediated communication technologies in the second language classroom give language learners the opportunity to collaborate with native speakers of the target language without leaving their classrooms.
This thesis investigates emerging patterns of digital interaction between dyads of native and non-native speakers during synchronous computer-mediated communication with a particular focus on negotiation of meaning (or lack thereof). The aims of this study were to examine the relationship between negotiation configurations and the type of synchronous mode of computer-mediated communication, i.e. to investigate if and how the digital mode of real-life communication affects the ongoing interaction in a language learning environment; whether any consistent patterns can be observed for each mode of communication, and what causes these occurring patterns.
This study contributes to an understanding of processes related to second language acquisition in a telecollaboration environment.
Visit the publisher’s website at http://www.lotpublications.nl/patterns-of-negotiated-interaction-during-task-based-telecollaboration-between-native-and-advanced-non-native-speakers
Source: LOT
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Title: Book: Motivational Currents in Language Learning
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Motivational Currents in Language Learning: Frameworks for Focused Interventions
By Zoltán Dörnyei, Alastair Henry, and Christine Muir
Published by Routledge Taylor & Francis Group
Building on Zoltán Dörnyei’s authoritative work in the field of learner motivation, this book introduces a new conceptualization—Directed Motivational Currents (DMCs)—and sets out the defining aspects of what they are, what they are not, and how they are related to language learning motivation. Going beyond focused behavior in a single activity, DMCs concern intensive long-term motivation. The distinctive feature of the theory is that it views motivation not simply as a springboard for action but also as a uniquely self-renewing and sustainable process. It is this energizing capacity which distinguishes DMCs from almost every other motivational construct described in the research literature.
Motivational Currents in Language Learning offers new insights, valuable both to motivation researchers and classroom practitioners. The accessible style, along with plentiful illustrations and practical suggestions for promoting sustained learning, invite readers to think about motivation in a different way. Highly relevant for language teachers, teachers-in-training, teacher educators, and researchers in TESOL and applied linguistics, the book explains how the DMC construct can be integrated into course structures and teaching methodologies, and encourages teachers to try out novel methods for harnessing motivational power in classroom settings.
Visit the publisher’s website at https://www.routledge.com/Motivational-Currents-in-Language-Learning-Frameworks-for-Focused-Interventions/Dornyei-Henry-Muir/p/book/9781138777323
Read a review of this book at http://www.eltresearchbites.com/201708-blasting-into-hyperdrive-a-motivational-framework/
Source: Routledge
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Content Type: 1
Title: Call for Papers: 5th International Conference on Chinese as a Second Language Research
Body:
From http://csl.cacler.hku.hk/caslar-5/
5th International Conference on Chinese as a Second Language Research
第五屆漢語作為第二語言研究國際研討會第五届汉语作为第二语言研究国际研讨会
June 14-16, 2018
The University of Hong Kong, HK
CASLAR is a biennial conference with the goal to bring together scholars from all over the world whose research focuses on the acquisition, development and use of Chinese as a second language to survey available knowledge in the field, exchange ideas and initiate research projects. The conference is a part of the CASLAR movement that aims to transform a field from a primarily experience- and practice-based discipline into one based on and supported by research and theory. The first CASLAR conference was held at Zhejiang University, Hangzhou in 2010, the second one was in Taipei, Taiwan in 2012, the third conference was held in Parma, Italy in 2014 and CASLAR-4 was held at East China Normal University, China in 2016.
The abstract submission deadline is November 20, 2017.
View the full call for papers at http://csl.cacler.hku.hk/caslar-5/
Source: University of Hong Kong
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