Contents
Content Type: 4
Title: Using Hashtags for Metacognition
Body:
By Zach Patrick-Riley
Language: Spanish
Objectives:
- Students will demonstrate the ability to talk about their learning process.
- Students will comprehend and produce new words they encounter while using online media platforms.
Mode: Interpersonal
Materials needed:
- Students will need a mobile device with LingroToGo iOS: https://itunes.apple.com/us/app/lingrotogo/id1273904866?mt=8
Android: http://www.lingrolearning.com/
- Instagram, Facebook, or Twitter installed on mobile device
- Hashtag Vocabulary List, blank Hashtag Vocabulary List
- Notebook and writing utensil
Procedure
Present
1. Ask students if they have ever used hashtags and, if so, why. Students discuss in pairs or groups and summarize their favorite hashtag, if they have one.
2. Students log-in to the LingroToGo Application and access the video, Strategy: Using Interests to Improve Reading Skills Digital World>>Social Media>>Exploring Hashtags.
3. Students watch the video two times:
- 1st time: Students answer the questions: What actor does the video mention? Do you notice anything else about it?
Students discuss in pairs.
- 2nd time: Students answer the question: This time, as you listen, take notes on two pieces of advice from the video. Students discuss in pairs.
Practice
4. Students type in #GaelGarciaBernal into their selected social media platform and share with the class something interesting about him. This stage is optional, but serves as a pre-task to get learners used to working in the platform and with hastags.
5. Students start to practice the target hashtag vocabulary. Students take a cutout slip of paper from the Hashtag Vocabulary List and keep it secret.
6. Students type their word into a social media platform, ideally Instagram, and teach its meaning to the class. Go over the meaning, form, pronunciation in more depth now if you’d like.
7. Tell students to switch words with a classmate and go to the website https://displaypurposes.com/. Students choose three commonly correlated words they find with that word. Students share those words with a partner or in small groups. (This step can be eliminated or extended as time allows.)
Produce:
8. Students open the same section on LingroToGo (Digital World>>Exploring Hashtags) and do the vocabulary swipe activity to see how many they can remember.
Reflection
9. Students discuss the following questions: What was something you learned today? Did you like using hashtags? How did they help you learn the new words?
Notes/Modifications:
The time for each activity can be modified to fit the timing needs for the classroom.
It can be expanded by:
- allowing students to choose a hashtag of their own and researching that word/subject. more online (there are extra # cutouts that can be given to the students (see blank Hashtag Vocabulary List).
- allowing the students to spend more time on LingroToGo in that particular section.
- having students create a sentence for each one of the words.
- going into more depth about the non-cutout vocab words as seen on LingroToGo.
- making a list of the advantages of hashtags.
- making a list of students' favorite hashtags.
It can be shortened by:
- not doing the display purposes activity in which students look for correlated words.
- having the students do each of the tasks in pairs.
Source: CASLS Activity of the Week
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Title: October 2017 Issue of KinoKultura
Body:
From http://www.kinokultura.com/2017/issue58.shtml
The October issue (#58) of KinoKultura is now available online: http://www.kinokultura.com/2017/issue58.shtml
Articles
Gal Kirn: Eisenstein, Vertov and Medvedkin: revolutionary “cinefication” and communist subjectivity
Birgit Beumers: The Unlucky Number? Eurasia–13 (Astana, July 2017)
Double View
Ivan Tverdovskii: Zoology by Olga Mesropova & Elena Prokhorova
Boris Khlebnikov: Arrhythmia by Aleksandra Porshneva & Birgit Beumers
Reviews
Sarik Andreasian: Guardians by Jose Alaniz
Sarik Andreasian: The Earthquake by Brian Kilgour
Vladlen Barbe: Sinbad. Pirates of the Seven Storms by Mihaela Mihailova
Renat Davletiarov: Pure Art by Eve Ivanilova
Manuk Depoyan: The Dragon Spell (UKR, anim.) by Laura Pontieri
Aleksandr Kasatkin: Three Days until Spring by Åsne Ø. Høgetveit
Vladimir Kozlov: Anomie by Anna Batori
Gosha Kutsenko: The Doctor by Alexander Prokhorov
Johnny O’Reilly: Moscow Never Sleeps by Sergey Toymentsev
Aleksandr Proshkin: The Guards by Anthony Anemone
Ekaterina Shagalova: Kurkul by Emily Schuckman Matthews
Andrei Silvestrov: The Ice Hole by Lilya Nemchenko
Valentin Vasyanovych: Black Level (UKR) by Cassio de Oliveira
Roman Volobuev: Cold Front by Dane Reighard
Andrei Zviagintsev: Loveless by Sergey Dobrynin
Source: KinoKultura
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Title: October 2017 Issue of Reading in a Foreign Language
Body:
The October 2017 issue (Volume 29, Number 2) of the electronic journal Reading in a Foreign Language (RFL) is now online and can be read at http://nflrc.hawaii.edu/rfl
This issue of RFL has four regular articles. In the first, Roghayeh Bahmani and Mohammad Taghi Farvardin report on their study of the effects of different text difficulty levels on foreign language reading anxiety and reading comprehension of elementary EFL learners. Next, Eric Hagley discusses the changes in the general reading habits of EFL university engineering students in Japan, their attitudes toward the assessment method and how their goals developed during an extensive reading program.
In the third article, Trevor A. Holster, J. W. Lake and William R. Pellowe present the results of their investigation of EFL Japanese university students' perception of the difficulty of graded readers. Masaya Hosoda, in the fourth article, reports on her study of the relationship between EFL Japanese university readers’ memory for causal relations and their learning outcomes from an expository text.
There are two book reviews in this issue. Eman Elturki reviews Making Connections Intro: Skills and Strategies for Academic Reading. This is followed by Cliff Kast’s review of Literature and Language Learning in the EFL Classroom.
This issue concludes with the valuable October feature, Readings on L2 reading: Publications in other venues 2016-2017. This is edited by Shenika Harris, Carolina Bernales, David Balmaceda, Wei-Chieh Fang, Huan Liu, and Haley Dolosic.
RFL is a scholarly, refereed journal published on the World Wide Web by the University of Hawai`i, with Richard R. Day and Cindy Brantmeier as the co-editors, Thom Hudson as associate editor, and Xiangying Jiang, West Virginia University, as the reviews editor.
The journal is sponsored by the National Foreign Language Resource Center (NFLRC), the University of Hawai‘i College of Languages, Linguistics and Literature, and the University of Hawai‘i Department of Second Language Studies. The journal is a fully-refereed journal with an editorial board of scholars in the field of foreign and second language reading. There is no subscription fee to readers of the journal. It is published twice a year, in April and October. Detailed information about Reading in a Foreign Language can be found at http://nflrc.hawaii.edu/rfl
Source: NFLRC
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Title: Book: New Ways in Teaching with Music
Body:
New Ways in Teaching with Music
Edited by Jean L. Arnold and Emily Herrick
Published by TESOL Press
New Ways in Teaching with Music shows how music can be incorporated into your lessons a way to decrease anxiety, increase motivation and retention, and invigorate both students and teachers. This book is a collection of adaptable lessons that use music as a catalyst for effective, engaging, and enjoyable language learning.
Visit the publisher’s website at http://sites.tesol.org/ItemDetail?iProductCode=14109&Category=NEWWAYS&WebsiteKey=62ea1393-07ea-402b-b723-0e66240ee86b
Source: TESOL Press
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Title: Book: Manual de fonética y fonología españolas
Body:
From https://www.routledge.com/Manual-de-fonetica-y-fonologia-espanolas/Clegg-Fails/p/book/9781138684010
Manual de fonética y fonología españolas
By J. Halvor Clegg and Willis C. Fails
Published by Routledge Taylor & Francis Group
Written entirely in Spanish, Manual de fonética y fonología españolas has a comprehensive scope that touches on all aspects of phonetics and phonology—including acoustic and auditory phonetics, phonotactics, and suprasegmentals, which most often remain untreated.
The book provides students with a detailed and accurate yet accessible introduction to Spanish phonetics and phonology. It includes introductory chapters which place these disciplines within the general field of linguistics and which emphasize the role of sounds and their representation in human communication.
Manual de fonética y fonología españolas is a comprehensive introduction designed to be clear and accessible to advanced students of Spanish to help them understand how to improve their pronunciation.
Visit the publisher’s website at https://www.routledge.com/Manual-de-fonetica-y-fonologia-espanolas/Clegg-Fails/p/book/9781138684010
Source: Routledge
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Title: Book: Growing Old with Two Languages
Body:
From https://benjamins.com/#catalog/books/sibil.53/main
Growing Old with Two Languages: Effects of Bilingualism on Cognitive Aging
Edited by Ellen Bialystok and Margot D. Sullivan
Published by the John Benjamins Publishing Company
This collection brings together two areas of research that are currently receiving great attention in both scientific and public spheres: cognitive aging and bilingualism. With ongoing media focus on the aging population and the need for activities to forestall cognitive decline, experiences that appear effective in maintaining functioning are of great interest. One such experience is lifelong bilingualism. Moreover, research into the cognitive effects of bilingualism has increased dramatically in the past decade, making it an exciting area of study. This volume combines these issues and presents the most recent research and thinking into the effects of bilingualism on cognitive decline in aging. The contributors are all leading scholars in their field. The result is a state-of-the art collection on the effect of bilingualism on cognition in older populations for both healthy aging and aging with dementia. The papers will be of interest to researchers, students, and health professionals.
Visit the publisher’s website at https://benjamins.com/#catalog/books/sibil.53/main
Source: John Benjamins Publishing Company
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Title: Call for Papers: 7th Annual ucLADINO Judeo-Spanish Symposium
Body:
From https://linguistlist.org/issues/28/28-4195.html
7th Annual ucLADINO Judeo-Spanish Symposium: New Directions, Old Roots
March 14-15, 2018
Los Angeles, California
Now in its seventh consecutive year, the ucLADINO annual symposium is the country’s foremost space for students, scholars, and community members to connect and share original research from a variety of linguistic, literary, cultural, sociological, anthropological, and historical fields related to Judeo-Spanish and Sephardic Jewry.
This year the symposium will engage with the various types of “new directions” that the study of Judeo-Spanish has taken, as well as explore the new pathways the language and culture have taken over its varied history. As for “old roots,” the symposium will also feature discussion on the formative, little known, or under-analyzed historical and linguistic features of Judeo-Spanish. By juxtaposing new directions with “old roots,” the symposium aims to hone in on the creative tension that has resulted in the dialogue between the old and the new that characterizes much of the history and study of Judeo-Spanish. This theme also hopes to encourage presentations on topics and themes previously marginal in Judeo-Spanish and Sephardic studies.
The deadline for abstracts is December 31, 2017.
View the full call for papers at https://linguistlist.org/issues/28/28-4195.html
Source: LINGUIST List
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Title: Call for Proposals: 2018 Conference on Language, Learning, and Culture
Body:
From https://conference.viu.edu/cllc/content/call-for-proposals
The School of Education at Virginia International University invites your proposals for the 2018 Conference on Language, Learning, and Culture, “Making Research Matter: Motivated Inquiry for Actionable Insights” to be held April 6-7, 2018 on VIU’s campus in Fairfax, Virginia.
Proposals for paper and poster presentations, practice-oriented sessions, workshops, colloquia, and panel discussions are invited in areas related to the conference theme. The organizers especially seek examples of projects in which the investigators considered the users and uses of their research from the very beginning and made decisions accordingly—that is, projects in which questions regarding the purposes, potential applications, agents, and/or beneficiaries of the research played a prominent role in their conceptualization, design, and analysis, as well as in the dissemination and use of the findings. These might range from action-research projects conducted by individual teachers in their classrooms to larger-scale funded endeavors where collaborative teams of investigators had an eye toward wider public engagement and policy impacts.
The abstract submission deadline is December 4, 2017.
View the full call for proposals at https://conference.viu.edu/cllc/content/call-for-proposals
Source: Virginia International University
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Title: Call for Chapters: Volume on Intercultural Communicative Competence through Telecollaboration and Foreign Language Learning
Body:
From https://linguistlist.org/issues/28/28-4103.html
Chapter contributions are being solicited for 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.
The deadline to submit chapter proposals is October 31, 2017.
View the full call for chapters at https://linguistlist.org/issues/28/28-4103.html
Source: LINGUIST List
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Title: Call for Papers: 2018 Midwest Slavic Conference
Body:
From https://slaviccenter.osu.edu/about/conferences/midwest-slavic
The Midwest Slavic Association and The Ohio State University (OSU) Center for Slavic and East European Studies (CSEES) are pleased to announce the 2018 Midwest Slavic Conference to be held at OSU March 23-25, 2018. Conference organizers invite proposals for panels or individual papers addressing all topics related to Central Europe, Eastern Europe, Eurasia, and Southeastern Europe.
Abstracts are due by January 16, 2018.
View more information about the conference and the call for papers at https://slaviccenter.osu.edu/about/conferences/midwest-slavic
Source: The Ohio State University
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