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Content Type: 1
Title: Teaching Colors in the Target Language
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From http://teachinginthetargetlanguage.com/
Here is a nice collection of activities for a variety of age levels that you can use to introduce and reinforce color vocabulary: http://teachinginthetargetlanguage.com/teaching-colors-in-the-target-language/
Source: Teaching in the Target Language
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Title: Elementary Children Using the Target Language
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From http://www.proficiencyfromthestart.com/
Elementary and middle school Spanish teacher Valerie describes her process of asking children what target language phrases they need to do everyday class activities and making visual reminders of that language in this short post: http://www.proficiencyfromthestart.com/2017/10/keeping-it-in-tl-elementary-version.html
Source: Proficiency from the Start
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Title: Research Review: Written Feedback – Does it Work?
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From http://www.eltresearchbites.com/
In the first part of a two-part series, Anthony Schmidt examines the lack of evidence to prove that corrective feedback for grammar is effective by discussing a 2004 article by D.R. Ferris, “The ‘grammar correction’ debate in L2 writing: Where are we, and where do we go from here?(and what do we do in the meantime…?).”
Read the summary at http://www.eltresearchbites.com/201710-written-feedback-does-it-work-part-1/
Source: ELT Research Bites
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Title: A Treasure Trove of Videos for Language Teaching
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From http://blog.coerll.utexas.edu/
Christian Hilchey describes how to find and use vlogs (video logs) for language teaching in this short article: http://blog.coerll.utexas.edu/a-treasure-trove-of-videos-for-language-teaching/?
Source: COERLL
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Title: Using GooseChase in Language Class
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GooseChase is an app that allows you or your students to organize a scavenger hunt that they use their mobile devices to complete. Read some reviews of this tool and ideas for using it in language classrooms here: http://www.freetech4teachers.com/2017/10/goosechaseedu-is-app-that-combines.html#.Wd5GhdOGNPU, https://elmundodebirch.wordpress.com/2017/07/17/goosechase-a-scavenger-hunt-for-todays-world/, and https://fluencymatters.com/goosechase-create-ci-scavenger-hunts/. GooseChase is available at https://www.goosechase.com/edu/
Source: GooseChase
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Title: Alphabet Activities
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From http://teachinginthetargetlanguage.com/
Here are several activities you can do when your students are learning the alphabet in the target language: http://teachinginthetargetlanguage.com/teaching-the-alphabet-in-the-target-language/
Source: Teaching in the Target Language
Inputdate: 2017-10-20 13:12:28
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Title: Strengthening Heritage Speakers’ Oral Proficiency with RICH
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From https://www.languagemagazine.com/2017/10/strengthening-oral-proficiency-rich/
Ligia Martinez writes about a strategy she uses to keep heritage speakers using the target language and “engaged in conversations rich in high academic vocabulary.” She proposes a RICH strategy: Reformatting Information into Communication at a High level:
“The premise is simple. First, authentic texts on a variety of subjects are found in the sections for extended reading in state-of-the-art Spanish textbooks. … Given an excerpt from a text, the instructor reformats the material and creates a guide for a conversation to be spoken by students in pairs. The information from the reading is placed alternatively in two columns, one for student A and one for student B. Directives are added, along with sentence frames, interjections, connecting phrases, and specific vocabulary, in order to ensure a free-flowing, logical conversation. … In essence, learners utilize the writings to produce oral discourse.
“Once the guide has been prepared and students have had an opportunity to read it, the instructor models. With student engagement, the teacher practices the activity while emphasizing the importance of attentive listening. Students then role play with the guide in hand and exchange roles once finished. Learners practice expressing both parts of the conversation while listening to key vocabulary. … It is also imperative to point out that students are not required to say their parts word for word; it is not a script. They may adapt the dialogue as long as they include the critical information.
“After about three practice runs, my experience has been that students learn the key vocabulary and use the terms without coaxing. Following active participation with this tool, students have suggested the opportunity to write their own guides for future interactions, instead of depending on the instructor. The guide is flexible and has the potential to meet a variety of language goals. Apart from the new expressions introduced, the RICH strategy may be used to simultaneously present grammar structures, for example. Thus, syntax objectives are introduced in context. The RICH strategy strengthens oral language proficiency by providing opportunities to converse about a variety of topics while using advanced-level expressions.”
Read the full article at https://www.languagemagazine.com/2017/10/strengthening-oral-proficiency-rich/
Source: Language Magazine
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Content Type: 3
Title: Meaningful Interaction with Media for Teaching and Learning Languages
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By Julie Sykes, CASLS Director
The use of media to facilitate the teaching and learning of culture and language has long been lauded as an effective and powerful context for exploring culture in foreign language classrooms. The ability to add context to discussions, model various types of cultural behavior, and facilitate meaningful discussion all offer a great deal to the classroom experience.
Emerging digital technologies enhance language teachers’ ability to engage with media and offer learners an interactive experience in which they not only consume the media, but also work with it to discover new elements and create their own perceptions of what they see. Regardless of the format you choose, creating an opportunity by which learners interact with the media they consume further enhances the experience. This week’s Activity of the Week offers one example of the interactive use of media in which learners interact with the content and meaning of the video they work with. Other possibilities include:
- Picture sorting: Gives learners pictures from the media clip they are watching and ask them to put the pictures in order, sort according to themes or learning targets, and/or redraw them to reflect a different cultural stance.
- Pause strategically: As you watch the media together, pause in strategic locations and ask the learners to do an activity in which they engage with one another around the content. Alternatively, if you are asking them to watch the clip at home, give them 5-8 timestamps and have them try to figure out why you chose the timestamps you did.
- Mashups: Ask learners to create a mashup of various media clips to reflect a cultural message or insight from multiple things they have watched.
- Online Quiz Session: Use an online quiz application or poll generator to engage students through polling and questions.
Regardless of the format you choose, enabling learners to engage with media, in addition to consuming it, can be a powerful experience.
Source: CASLS Topic of the Week
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Title: Book: New Trends and Methodologies in Applied English Language Research III
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From https://www.peterlang.com/view/product/47257
New trends and methodologies in applied English language research III: Synchronic and diachronic studies on discourse, lexis and grammar processing
By Sofia Bemposta-Rivas, Carla Bouzada-Jabois, Yolanda Fernández-Pena, Tamara Bouso, Yolanda J. Calvo-Benzies and Iván Tamaredo
Published by Peter Lang
This volume includes eleven papers pertaining to different areas of linguistics and organized into three sections. Part I contains diachronic studies which cover data from Middle English to Present-Day English and which explore phenomena such as the status of extender tags, the distribution of free adjuncts, post-auxiliary ellipsis, and the use of ‘ephemeral’ concessive adverbial subordinators. Part II comprises studies on grammar and language processing dealing with topics such as the interaction between syntactic and structural complexity and verbal agreement with collective subjects, the influence of distributivity and concreteness on verbal agreement, the interaction of complexity and efficiency in pronoun omission in Indian English and Singapore English, and the methods and approaches used for grammar teaching in modern EFL/ESL textbooks. Finally, Part III revolves around lexis, discourse and pragmatics, with papers that discuss the development of the discoursal representation of social actors in Argentinian newspapers after the military dictatorship, the construction of women’s gender identity through positive and negative emotions in women’s magazines, and spelling-to-sound correspondence on Twitter.
Visit the publisher’s website at https://www.peterlang.com/view/product/47257
Source: Peter Lang
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Title: Book: Studies in Chinese and Japanese Language Acquisition
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From https://benjamins.com/#catalog/books/lald.60/main
Studies in Chinese and Japanese Language Acquisition
Edited by Mineharu Nakayama, Yi-ching Su, and Aijun Huang
Published by the John Benjamins Publishing Company
This book focuses on important methodological and theoretical issues in Chinese and Japanese L1 and L2 acquisition. All contributions discuss experiments using the Truth Value Judgment Task (TVJT), on three syntactic and semantic domains, binding, scope interaction, and wh- and logical expressions. The issues in these grammatical domains are particularly well suited for TVJT studies as the task allows for the testing of particular interpretations among alternative representations and reveals children’s and adults’ understandings of these constructions. The book is a tribute to Stephen Crain’s contribution to the field of Chinese and Japanese language acquisition within the framework of Generative Grammar. It is a state-of-the-art collection that offers a picture of cutting-edge research on children’s and adult’s Chinese and Japanese acquisition. Readers will find the book a rich source of ideas and the starting point of new projects.
Visit the publisher’s website at https://benjamins.com/#catalog/books/lald.60/main
Source: John Benjamins Publishing Company
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