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Content Type: 1
Title: Blog Post: Ask, Assess, and Adjust
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From http://www.path2proficiency.com/
Maris Hawkins writes about opportunities she uses for adjustment in her teaching: feedback from students, and formative and summative assessment. Read her insightful blog post at http://www.path2proficiency.com/focus-on-adjustment/
Source: path to proficiency
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Title: Understanding and Addressing Processing Speed Deficits in the Classroom
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Understanding and Addressing Processing Speed Deficits in the Classroom
by Kristine Burgess
“Processing speed refers to the pace at which you are able to perceive information (visual or auditory), make sense of that information, and then respond. In a manner of speaking, processing speed is simply the amount of time it takes to get something done. When a student has slow processing speed, certain academic tasks can take them longer than the average student.”
Read the full article to learn some common signs of slow processing speed and interventions you can use in your classroom: http://www.ldonline.org/article/Understanding_and_Addressing_Processing_Speed_Deficits_in_the_Classroom
Source: LD Online
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Content Type: 5
Title: Join Us at ACTFL 2017
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Each year, CASLS and its sister Language Resource Centers attend the American Council on the Teaching of Foreign Languages (ACTFL) Annual Convention. This year’s convention will be held November 16-19 in Nashville, Tennesee.
The ACTFL Annual Convention provides a unique opportunity for language educators to meet colleagues from across the country, build their professional learning network, and learn from each other as well as national experts.
All of the Language Resource Centers will be sharing one large pavilion in booth 1333 by the food court. We hope you’ll stop by to find free or low-cost teaching materials, professional development opportunities, assessment and evaluation services, and more from the LRCs!
Throughout the conference, many of the LRCs will be offering hands-on demonstrations to showcase digital technologies for language learning at the booth as well.
We look forward to connecting with many of you at ACTFL and hearing about your experiences, which we often use to shape new products and resources.
Source: CASLS Spotlight
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Content Type: 4
Title: Developing Strategic Reading
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By Valeria Ochoa, CASLS Fellow
This activity aims to make learners aware of their current reading strategies and finding new strategies to improve their reading comprehension. The learners will first engage in a timed-reading task to have a fresh reading experience in mind when thinking about the strategies they employ while reading a new text. Next, the learners are expected to write down their answers to five questions proposed by Anderson (2003) to consider their own reading strategies and to start generating new ones that may better suit their needs. Once they have written their responses, they will share their strategies with their peers and evaluate the strategies together. The teacher can create a master-list of the strategies generated, ask the students to employ at least one or two of the new strategies, then follow up with the students in the future about their progress made while using the new strategy(ies). This activity is intended for intermediate-high learners of English. The selection for the timed-reading task can be adjusted to the level and content of the course in which it will be used.
Objectives:
- Learners will be able to write their responses to the five questions proposed by Anderson (2003) after a 30-second timed-reading task.
- Learners will be able to generate reading strategies as a class and share their strategies with their peers
- Learners will be able to choose reading strategies that suit their individual needs and improve their comprehension while reading
- Learners will be able to reflect on their use of new readings strategies and reporting on their progress.
Modes: Interpersonal communication, Interpretive reading
Resources: Reading strategy questions handout, text for timed reading task
Procedure:
- The teacher will begin by explaining to the class that they will be doing a quick reading task in which the learners only have 30 seconds to read a text. The teacher will direct the learners to employ and reading strategies they are familiar with while reading the text.
- The teacher can then distribute the reading to the class face-down. Once all the learners have a copy the teacher can direct the learners to turn the sheet over at the same time and start the timer.
- Once the time is up and the learners have read the text, the teacher will give the students the handout with the questions formulated by Anderson (2003) to answer.
- Next, as a class, the students will share their responses to the handout with the teacher facilitating the discussion.
- The teacher may choose to create a list on the board of the suggested reading strategies, or have students come up and write their suggestions on separate parts of the board if enough space is available.
- After the class compiles their reading strategies, the teacher and learners may discuss why some strategies may be more useful than others, especially based on the type of reading the learner encounter.
- Upon finishing the discussion, the teacher will ask the learners to choose one or two new reading strategies and using this/these strategy(ies) when reading in the future.
- Once some time has passed (length of time can be determined by the teacher), a follow-up can be done with the students to see if implementing the new reading strategies has helped the learners to improve their reading skills.
Resource Cited
Anderson, N. (2003). Reading. In Nunan, D.. Practical English language teaching (pp. 67-86). McGraw-Hill/Contemporary.
Source: CASLS Activity of the Week
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Content Type: 4
Title: Sharing and Assessing Vocabulary Learning Strategies
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By Misaki Kato, CASLS Fellow, PhD Student, Department of Linguistics
Objectives: Learners will be able to:
- Brainstorm and share possible vocabulary learning strategies.
- Apply the vocabulary learning strategies to new vocabulary learning.
- Assess their own vocabulary learning strategies and determine their functionality.
Materials needed:
- Vocabulary cards of 10 words (Table 1)
- Vocabulary quiz (Table 2)
- Vocabulary learning strategies handout
- Optional: new vocabulary words (5-10 words) with their definitions
Procedure:
- Explain to students that they are going to memorize 10 English words and their definitions in 5-10 minutes (You could decide the exact time, but 10 minutes would be the maximum). There will be a quiz after 5-10 minutes. Students can use any strategy or resources that they have (e.g., the instructor, dictionary, cell phones, etc.).
- Give students the 10 words (see Table 1).
- Do the quiz (see Table 2). Students compare answers with partners/group members. Check the answers with the whole class.
- Analyze: Have students discuss the following questions in groups. You can put the questions on the board:
- What kinds of strategies did you use to memorize the 10 words?
- How well did they work?
- Do you use the same strategies when you memorize new vocabulary at home? If not, what other strategies do you use?
- Ask students what they talked about in groups (i.e., their answers to the 3 questions). If students do not speak up, you could ask one person from each group to share their ideas - it’s up to you how you want to do it. You could write down students’ ideas on the board or type them and project them on the big screen.
- Observe and Analyze: Introduce the Vocabulary learning strategies handout. Review the handout as a class, modeling each strategy and then ask students to do the task.
- Extend: Students try using the strategies that they just discussed to memorize the new 10 words. Students could try to memorize the 10 words from the earlier activity better. Alternatively, introduce a new set of 10 or so words (e.g., words for the next vocabulary quiz).
- Do the quiz. After the quiz, ask students whether they found the strategies that would work well and encourage them to keep working on finding ones that work for them.
Notes/Modifications:
This activity is modified and extended based on the one introduced in Cohen and Weaver (2005). Cohen, A. D., & Weaver, S. J. (2005). Styles and strategies-based instruction: A teachers’ guide. Minneapolis, MN: Center for Advanced Research on Language Acquisition.
Source: CASLS Activity of the Week
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Content Type: 4
Title: Creating Access to Reading through Multimodal Approaches
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By Zach Patrick-Riley, CASLS Fellow
Objective: Students will demonstrate the ability to work with in a text in multiple modalities.
Mode: Interpretive
Materials needed:
- Oh, the Places You'll Go! by Dr. Seuss in multiple modalities:
- YouTube link that has audio, closed captioning, and great visuals https://www.youtube.com/watch?v=wa-0yJXFeKk
- Hard Copy of the Book: https://www.abebooks.com/servlet/BookDetailsPL?bi=22566274958&searchurl=tn%3Doh%2Bthe%2Bplaces%2Byoull%2Bgo%26sortby%3D17
- The book can also be downloaded to a Kindle or other electronic reader.
- Oh, the Places You'll Go! worksheet with questions for students to answer
Procedure:
- Pre-teach any vocabulary you think will help students' comprehension by giving them key words and having them sort the words by what they know and do no not know. The key to making this lesson work for students is allowing them to interact with the material in a way that works for them. They can sort the words physically, work alone or with a group, use a list to color code, or sort them aurally, for example.
- Ask students what they know about Dr. Seuss. Tell them you will read one of his most famous books, Oh, the Places You'll Go!
- Inform students they can choose what modality they would like to work with: YouTube Video (https://www.youtube.com/watch?v=wa-0yJXFeKk), the hard copy text, or Kindle.
- Students work with the text in one of the modalities by completing the worksheet.
- After students finish, divide the class into small groups and have them discuss their thoughts on the question as well as if they could relate to any parts of the book.
- Continue group work, students discuss the question, What places would you like to go?
Notes/Modifications:
- You can make copies of the pages of the book if it is a large class.
- You can spend more time on the vocabulary.
Source: CASLS Activity of the Week
Inputdate: 2017-10-11 09:39:11
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Title: Book: Monolingualism – Bilingualism – Multilingualism
Body:
From https://www.peterlang.com/view/product/25093
Monolingualism – Bilingualism – Multilingualism: The Teacher's Perspective
By Hanna Komorowska and Jarosław Krajka
Published by Peter Lang
The book brings together sociolinguistic, neurolinguistic, and educational perspectives on language acquisition and learning in the classroom and at home. First and second language acquisition studies, classroom research findings, Polish, European and international legislation, as well as statistical reports on foreign language learning and teaching show how learners proceed from monolingual to bilingual or plurilingual competence. The book provides an overview of the major issues in the field from the teacher’s perspective, equipping teachers with theoretical underpinnings related to language education, and inviting reflection on individual choices in promoting bi- and multilingualism.
Visit the publisher’s website at https://www.peterlang.com/view/product/25093
Source: Peter Lang
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Title: Call for Papers: Arizona Graduate Conference in French
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From https://azconference.sciencesconf.org/
The University of Arizona’s Department of French and Italian will host its Arizona Graduate Conference in French February 23-24, 2018. This graduate conference in French language, theoretical and applied linguistics as well as pedagogy, literature, civilization, culture, digital technologies, women's and queer studies, is designed to provide MA and doctoral students with the opportunity to present their research by giving a talk or work in progress in a roundtable.
The deadline for submissions is December 4, 2017.
View the full call for papers at https://azconference.sciencesconf.org/resource/page/id/7
Source: University of Arizona
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Title: Call for Chapters: Volume on Intercultural Communicative Competence, Telecollaboration, and Foreign Language Learning
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From https://linguistlist.org/issues/28/28-4103.html
You are invited to submit chapter contributions to an online double blind peer reviewed publication on Learning beyond Culture, Intercultural Communicative Competence (ICC), Telecollaboration, and Foreign Language (FL) Learning. These Reports from the Field can include descriptions and results of classroom action-research, best practices, and lessons for instructional design.
The team of peer reviewers will be composed of the contributing authors and the editors. Please note that, when you submit a chapter proposal, you assume responsibility to participate in the peer review process as a member of this multicompetent team from December 2017 through February 2018.
Submit chapter proposals by October 31, 2017.
See the full call for chapters at https://linguistlist.org/issues/28/28-4103.html
Source: LINGUIST List
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Title: Conference Extension Workshop: Developing Intercultural Communicative Competence
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From http://www.csctfl.org/committees/professional-development/cwew.html
The Central States Conference on the Teaching of Foreign Languages presents a conference extension workshop on March 8, 2018. Pablo Muirhead will present “Developing Intercultural Communicative Competence.” In this collaborative workshop, participants will explore and grapple with the concept of culture and intercultural communicative competence (ICC). Participants will bridge theory and practice so that culture becomes an integral part of student learning. Participants will acquire practical strategies to use in the classroom to integrate culture into their teaching and develop their ICC. They will also learn how to develop rubrics that are reflective of the inextricable link between language and culture.
You must apply in advance to attend; learn more and apply at http://www.csctfl.org/committees/professional-development/cwew.html
Source: CSCTFL
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