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Content Type: 1
Title: "Who is This" Assessment for Post-Reading
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From http://todallycomprehensiblelatin.blogspot.com/
This assessment is easy and comprehension-based: students match descriptions of different characters from a reading with their names. Read a more detailed description at http://todallycomprehensiblelatin.blogspot.com/2017/11/who-is-this-assessment.html
Source: Todally Comprehensible Latin
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Title: Study Abroad Opportunities
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Here are some upcoming study abroad opportunities for high school and college students:
The Kennedy-Lugar Youth Exchange and Study Abroad program provides scholarships for United States high school students to study abroad in Bosnia and Herzegovina, Bulgaria, Ghana, India, Indonesia, Jordan, Macedonia, Malaysia, Morocco, Philippines, Senegal, Thailand, or Turkey. The application deadline this year is December 5. Learn more at http://www.yes-abroad.org/
The Congress-Bundestag Youth Exchange Program allows high school students to live in Germany with a host family and to attend a local high school. Apply by December 12. Learn more at http://www.usagermanyscholarship.org/news-and-events/article/?article_id=10031
The School of Russian and Asian Studies offers numerous opportunities for study abroad, principally for college students. Learn more about their programs in their latest newsletter: http://www.sras.org/november_2017
Source: Various
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Title: Teaching Kids to Argue—Respectfully
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From https://www.edutopia.org/article/teaching-kids-argue-respectfully
Language teachers sometimes avoid “controversial” topics or deep exploration of the target culture for fear of losing control of the discussion and leaving some students hurt. In this recent Edutopia article, Suzie Boss describes a few different strategies for teaching students how to argue and explore controversial topics respectfully: https://www.edutopia.org/article/teaching-kids-argue-respectfully
Along these same lines, Larry Ferlazzo recently discusses teachers’ responses to the question, “What are the best ways to organize and lead classroom discussions?” here: http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2017/11/response_effective_classroom_discussions_dont_happen_magically_1.html
Source: Edutopia
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Content Type: 1
Title: AP Themes in All Your Classes
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From http://www.creativelanguageclass.com/
Megan Smith writes, “The AP themes for teaching World Languages are BIG. If you’re not familiar with them, here they are: Science and Technology, Personal and Public Identities, Contemporary Life, Beauty and Aesthetics, Families and Communities, and Global Challenges. Given how many different paths can be taken to explore one of these themes, some aspect of these themes can be incorporated into thematic units at any level of language instruction. Get some great ideas in this blog post: http://www.creativelanguageclass.com/ap-themes-1/
Source: Creative Language Class
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Content Type: 1
Title: TALK Framework for Interpersonal Mode
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From http://www.proficiencyfromthestart.com/
Spanish teacher Valerie describes the T.A.L.K. framework for encouraging interpersonal language use: Target language, Accuracy, Listening, and Keep it going. Read more about it in this blog post: http://www.proficiencyfromthestart.com/2017/11/building-rapport-and-relationships-with.html
Source: Proficiency from the Start
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Content Type: 4
Title: Grouping Words: Using Semantic Word Maps in Vocabulary Acquisition
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This activity involves a language learning strategy video on semantic mapping from LingroToGo, a new mobile app for Spanish learners. Though the activity is designed for Novice Low learners, the strategy presented here is useful for learners of all levels. The goal of the activity is to give students a tool and language learning strategy that will increase their learning autonomy and aid them throughout their language learning endeavors.
Learning Objectives: Students will be able to…
- Design a semantic map related to target vocabulary
- Develop schemata for target vocabulary by creating groups and word connections
- Present their vocabulary groupings to the class
Modes: Interpretive, Presentational
Materials Needed: Nutrition vocabulary handout in Spanish or in English, Semantic mapping video from LingroToGo (available on iOs and Android)
Procedure:
- Introduction: Explain to learners that the goal for the day is to create semantic maps based upon the current unit’s vocabulary (example for a unit on nutrition included in this activity). To introduce the idea of semantic mapping to learners, have them watch the video on LingroToGo. It can be accessed by opening the app and tapping “Health and Safety,” “Nutrition,” and then “Making a Grocery List.” The video is called “Grouping words to remember them.”
- Brainstorm: Divide students into small groups and, using the vocabulary manipulatives provided on the handout, have them sort the words into different categories. Begin by providing the categories (e.g. colors) and then allowing the students to come up with their own categories.
- Design: Have students individually create a semantic map of the vocabulary. Allow them to use colors, draw shapes and images, etc. as they see fit in order to create a map that maximizes the number of groupings they are able to make. This step can be completed on paper or digitally using a platform like Google Drawings or mind42.com.
- Share: Have students share their semantic maps with the class. These presentations should involve brief explanations of students’ reasoning in their selection of word groupings.
- Reflect: Students should complete the brief reflection at the end of the handout.
Notes:
- Depending on the size of the class, you might consider allowing students make maps in groups. Additionally, perhaps allow volunteers to share their maps instead of the whole class.
- Educators may want to present the target vocabulary before introducing semantic mapping if they have not done so already.
- Educators may choose to have students cut the words from the nutrition handout, or they may want to cut the words out before class.
Source: CASLS Activity of the Week
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Content Type: 3
Title: On Peer Observation – From A Teacher’s Log
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Harinder Khalsa teaches Italian at the University of Oregon and coordinates the Self Study Language Program for the Yamada Language Center. Her research interests include Italian language and culture, Turkish language and culture, less commonly taught languages, and second language acquisition and teaching.
October 31, 2017
The last three weeks of this term brought a unique enrichment in my professional life as a language educator while I observed four language classes in four different languages (Thai, Hindi/Urdu, Chinese, Portuguese) and was observed and received feedback myself teaching Turkish. In all classes, what stood out was the unequivocal dedication that these educators put into empowering students to learn no matter what methodology they used. I learned something new from each one of them that will help with my own classes sooner or later.
These three weeks of class observation and feedback cycle also took me back to the very first year I started teaching Italian at the University of Oregon in fall of 1993. The first time my supervisor told me she would come to observe my class, I had very mixed feelings. On one hand, I was super nervous, afraid of not doing things right and being judged; on the other hand, I really wanted to know whether I was moving in the right direction with my class and learn how I could give a better learning experience to my students. Luckily, the latter prevailed in how I received my supervisor’s feedback (definitely thanks to her most objective and compassionate comments) and looked forward to having her come back to observe my classes. I also remember the same year observing and giving feedback myself on not only my supervisor’s but also my peers’ language classes. I can confidently say that these observations were and still are one of the most empowering tools in my professional life for the following reasons:
1. I started developing an awareness about how I do things without being too emotionally involved in it, i.e. thinking about how I do things in an objective manner so I can see where my abilities are and how I can improve upon them.
2. It helped me understand that what I do is not always about perfection but allowing myself the space to see that it takes time, patience, reliance on the experience and the expertise of those who have come so far in the profession to help myself grow professionally.
3. It showed me that there is not one right way of doing things. There are however methods that work better than the others for making language learning more conducive and meaningful. I can observe, pick and choose what works best in terms of delivering active learning experiences to the students so that they can internalize and use the language in their own creative ways depending on their needs and interests.
4. It also showed me that it really is never about how good (and justified) I feel about what I do but it is about how I can help the students discover their own power to learn and internalize what they learn so they feel good about it. I have to admit, however, that it makes me feel really good when the students use the language on their own spontaneously!
I am very grateful that the beginning years of my formation as a language educator instilled this trust in the power of peer observation and feedback mechanism with the hope that it does the same for all educators. With all this in mind, I thank all my colleagues at CASLS, Yamada Language Center and Romance Languages Department for letting me observe their classes and learn from them in many other ways. I truly appreciate how everyone in the profession puts their heart, soul, and hard work for our students to learn about the beautiful languages and cultures they bring into their lives.
Source: CASLS Topic of the Week
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Content Type: 3
Title: Increasing Metacognition through Reflective Learning (Part 2)
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by Zach Patrick-Riley, CASLS Fellow
As stated in last week’s Topic of the Week article, teaching students strategies for reflective learning can increase their metacognition and enhance their language learning experience (Boyd & Fales, 1983). This week we focus on how social media can help facilitate students' interest in new languages and cultures. Social media is a useful tool that provides exposure and access to people using the target language in authentic contexts, and now teaching students how to reflectively use that tool is a priority (Kessler, 2013).
Coinciding with last week’s article, we continue with Brown and Lee’s (2015) remaining four principles that exemplify quality language pedagogy.
Investment/Identity: When we teach students how to consciously engage with social media platforms, they may become more invested in a new language and culture. Brown and Lee (2015) write about "imagined communities," defined as “a community as perceived by a learner, or more simply, the mental image of a socially constructed community.” Social media platforms are a fantastic way to become a part of these imagined communities. The key is to encourage students to find specific communities they identity with; for example, if the student likes soccer and is learning Spanish, they can follow Real Madrid on Instagram/Facebook, and start interacting with fellow international group members.
Languaculture: As teachers know, language and culture are inseparable, and now the key is to get students to think the same way. Through explicit instruction on how to engage with social media platforms, like the soccer group example, students are better equipped to evaluate how people communicate and live in a different country. Consequently, by reading online posts reflectively, students can become more effective language communicators due to their increase in intercultural competence (Kessler, 2013). Students then can, and should, reflect on similarities and differences between their own linguistic framework and cultural experience to that which they are learning.
Interaction: Interaction is one of the primary reasons learners spend time online. Humans are social beings, it’s in our very nature, and now technology has inserted itself into our lives and into our everyday social interactions. If students are shown that they can learn while also having fun interacting on these social media platforms, they are likely to be much more motivated language learners.
Reward: Students will feel gratified because of their linguistic, cultural, and social growth. They will feel empowered due to their increase in agency to take charge of their learning and proud they learned about new cultures. Finally, students will feel happy that they were able to interact with friends on social media while doing something educational.
By explicitly teaching students strategies for how to use social media platforms for language learning, we are empowering them to be more self-directed language learners. Showing students how to consistently reflect on the language, and culture, they see in these spaces will increase their metacognition and language development.
References
Boyd, E. M., & Fales, A. W. (1983). Reflective learning: Key to learning from experience. Journal of Humanistic Psychology, 23(2), 99-117.
Brown, H. D., & Lee, H. (2015). Teaching by principles: an interactive approach to language pedagogy. White Plains, NY: Pearson Education.
Kessler, G. (2013). Teaching ESL/EFL in a World of Social Media, Mash‐Ups, and Hyper‐Collaboration. TESOL Journal, 4(4), 615-632.
*For more about the benefits of teachers engaging in reflective practices, check out Dr. Thomas Farrell at http://www.reflectiveinquiry.ca/
Source: CASLS Topic of the Week
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Content Type: 4
Title: Environment and Experience
Body:
By Zach Patrick-Riley, CASLS Fellow
Purpose: This activity strengthens students' ability to use reflective practices as a strategy for language learning. Each student brings his or her own interests to the classroom, and this activity has students connect those interests to a place. This activity was designed for students at the intermediate proficiency level.
Objectives:
- Students will be able to use their environment as a catalyst for language learning.
- Students will strengthen their ability to use a social media platform for vocabulary building.
- Students will be able to describe how an activity is associated with a place by using at least three adjectives.
Modes: Interpersonal communication, interpretive, and presentational
Materials needed: Environment and Experience Sheet, Internet access
Procedure:
1. Hand students the Environment and Experience Sheet.
2. Students work individually on the worksheet. The goal of steps 3, 4 and 5 is for students to reflect on how an activity makes them feel, where they do this activity, and features of the place they do this activity. Monitor while they are working and help them think of words (e.g. adjectives or feelings).
4. When students get to question 6, students will search for the word they wrote down for place on an online platform, (e.g. Instagram, Facebook, Twitter) using their Internet-connected devices. The goal of steps 6 and 7 is for students to begin to see how their perspective of a place is similar to and different from others.
5. Students discuss questions 8 and 9 with a partner or in a small group. The goal of these two steps is to explicitly facilitate students’ reflection on how an environment makes them feel/think a certain way.
6. Whole class discusses what the students found.
Notes/Modifications:
- To encourage spoken communication, allow students to work in pairs to complete steps 1-4 on the worksheet as an interview activity.
- This activity can be adapted for novice learners by specifying target vocabulary ahead of time.
- This activity can be adapted to suit more advanced learners by having them elaborate their descriptions to include a variety of details.
Source: CASLS Activity of the Week
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Content Type: 2
Title: Welcome to New Subscribers
Body:
The ACTFL Annual Convention and Expo took place this last week, and we welcome all new InterCom subscribers who attended. Now is a great time to remind all of our subscribers, old and new, that you can adjust your subscription preferences at any time by going to http://caslsintercom.uoregon.edu/ and logging in via the Members tab at the top of the page. Please contact us at langsub@uoregon.edu if you have any questions. We hope that you enjoy your InterCom subscription and will encourage your colleagues to subscribe as well.
Source: CASLS
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