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Title: Semantic Maps
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By Linda Forrest, CASLS Research Director
Among the best strategies to improve learning are those that involve the elaboration of new material. Elaboration consists of enhancing meaning by relating new concepts to ones already learned, adding to the new material or restructuring it. One type of elaboration strategy is semantic mapping, also called cognitive mapping or graphic organizers. The strategy is based on a theory of learning developed by R. C. Anderson (discussed in Anderson, Spiro, & Montague, 1984) that views knowledge as an interconnected network of abstract mental structures. To construct a semantic map, a learner writes a word or phrase in the middle of a blank page, then adds associated words and phrases around the central concept, interconnecting them with lines to provide a visual representation of the learner’s internal knowledge map.
Over the years, thousands of studies have examined the ability of semantic mapping activities to improve learning outcomes. While many studies have had positive results, in others, the benefits of semantic mapping were not clear-cut. For example, Morin and Goebel (2001) compared communicative activities alone to communicative activities plus semantic mapping for learning L2 vocabulary. They found no immediate benefits for the group using communicative activities plus semantic mapping, but noted that learners in this group ranked their familiarity with the L2 vocabulary more highly. A review of the many research studies (Moore & Readence, 1984) showed large differences in results depending on the techniques used to implement the activity. In the studies they reviewed, the activity was more effective after the presentation of content rather than before and worked best with vocabulary learning and more mature students.
More recently, El-Koumy (1999) compared the effect of semantic mapping activities in an EFL context using three different types of implementation: teacher-initiated, student-mediated, or teacher-student interactive. The teacher-student interactive implementation produced significantly better learning outcomes. In this implementation , the teacher elicited student responses with guided questions and used them to construct a semantic map on the board. Thus the map was co-constructed by teacher and learners working together. The final product was unique to a particular time and place and representative of the specific knowledge of a unique group of people.
In summary, this study points to the critical importance of implementation technique. It suggests that classroom activities, such as semantic mapping, have the best chance of impacting learners’ knowledge when they implemented intentionally and interactively.
References
Anderson, R. C., Spiro, R. J. & Montague W. E. (Eds.). (1984). Schooling and the Acquisition of Knowledge. Mahwah, NJ: Lawrence Erlbaum.
El-Koumy, A. S. (1999). Effects of three semantic mapping strategies on EFL students' reading comprehension. Education Resources Information Center (ERIC), USA.
Moore, D. W. & Readence, J. E. (1984). A quantitative and qualitative review of graphic organizer research. The Journal of Educational Research, 78(1), 11-17.
Morin, R. & Goebel, J. (2001). Basic vocabulary instruction: Teaching strategies or teaching words? Foreign Language Annals, 34( 1), 8-17.
Source: CASLS Topic of the Week
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Content Type: 2
Title: Co-constructed Learning Is Our March Theme
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Our InterCom theme for March is co-constructed learning. We start this month with a research summary by CASLS Research Director Linda Forrest, including findings that semantic mapping is most effective when teacher and student work together to co-construct the map. Our March 12 issue features a reflection by the University of Oregon's Harinder Khalsa on peer observation and consultation. CASLS Fellow Isabelle Sackville-West discusses con-constructed learning with peers in our March 19 issue, and our March 26 issue will feature an article by Chin-Sook Pak of Ball State University about service learning.
Source: CASLS
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Title: New Publication: Teaching for Global Competence in a Rapidly Changing World
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From https://asiasociety.org/education/teaching-global-competence-rapidly-changing-world
The Organisation for Economic Co-operation and Development and the Center for Global Education at Asia Society have worked with academics, educators, and stakeholders in the global education field over several years to define global competence for primary and secondary education. The Center also has extensive experience supporting educators to integrate global competence into their teaching.
A new publication from both organizations, entitled Teaching for Global Competence in a Rapidly Changing World, sets forward a new framework for global competence developed by OECD, which aligns closely with the definition developed by the Center for Global Education, and provides practical guidance and examples of how educators can embed global competence into their existing curriculum, instruction, and assessment.
Access the new publication at https://asiasociety.org/education/teaching-global-competence-rapidly-changing-world
Source: Asia Society
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Title: New Journal to Appear: Language Teaching for Young Learners
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From https://benjamins.com/#catalog/journals/ltyl/main
Language Teaching for Young Learners is an academic, refereed journal, which publishes articles relating to the teaching and learning of foreign / second languages for young learners. 'Young' is defined as including both children and adolescents. Although some young learners receive language instruction in out-of-school contexts, in the main the journal publishes articles reporting on teaching languages in state and private elementary and secondary school contexts. This journal publishes articles about a range of foreign/second languages - not just English.
The first issue will appear in 2019.
For more information about this journal, visit the publisher's website at https://benjamins.com/catalog/ltyl/main
Source: John Benjamins Publishing Company
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Title: Book: Mapping Genres, Mapping Culture: Japanese Texts in Context
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From https://benjamins.com/#catalog/books/pbns.281/main
Mapping Genres, Mapping Culture: Japanese texts in context
Edited by Elizabeth A. Thomson, Motoki Sano, and Helen de Silva Joyce
Published by the John Benjamins Publishing Company
The purpose of this book is to contribute to our understanding of genre and genre variation in the Japanese language in order to bring to consciousness the nature of Japanese culture and the presuppositions, norms and values found within Japanese society. This type of knowledge enables interventions and agency, as knowing how language works within a culture makes it possible to consciously accept it or to influence and shape it into the future. The various chapters seek to explore social contexts and the norms, values and practices of Japanese culture through the language choices in analyzed texts in literature, education, the workplace and in print-based media. These genres collectively form part of the cultural fabric of Japan. The book represents a first step in documenting a selected set of Japanese genres from a social semiotic perspective. It will be of interest to students and scholars in a wide range of linguistic fields, such as Japanese descriptive linguistics, pragmatics, sociolinguistics, discourse analysis, systemic functional linguistics and applied linguistics. It should also appeal to teachers and learners of Japanese and to media commentators, students of literature, cultural studies and journalism.
Visit the publisher's website at https://benjamins.com/#catalog/books/pbns.281/main
Source: John Benjamins Publishing Company
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Title: Book: Representations of the World in Language Textbooks
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From http://www.multilingual-matters.com/display.asp?k=9781783099542
Representations of the World in Language Textbooks
By Karen Risager
Published by Multilingual Matters
This book presents a new and comprehensive framework for the analysis of representations of culture, society and the world in textbooks for foreign and second language learning. The framework is transferable to other kinds of learning materials and to other subjects. The framework distinguishes between five approaches: national studies, citizenship education studies, cultural studies, postcolonial studies and transnational studies. In a series of concrete analyses, the book illustrates how one can describe and uncover representations of the world in textbooks for English, German, French, Spanish, Danish and Esperanto. Each analysis is accompanied by suggestions of possible supplements and changes. The book points to the need for language learning materials to deal seriously with knowledge about the world, including its diversities and problems.
Visit the publisher's website at http://www.multilingual-matters.com/display.asp?k=9781783099542
Source: Multilingual Matters
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Title: Book: Language Acquisition in CLIL and Non-CLIL Settings
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From https://benjamins.com/#catalog/books/scl.80/main
Language Acquisition in CLIL and Non-CLIL Settings: Learner corpus and experimental evidence on passive constructions
By Verena Möller
Published by the John Benjamins Publishing Company
Language Acquisition in CLIL and Non-CLIL Settings builds a bridge between Second Language Acquisition and Learner Corpus Research (LCR) methodologies to take the evaluation of Content and Language Integrated Learning (CLIL) to a new level. The study innovates in two main ways. First, it is based on a highly diversified L2 database which includes learner corpus data as well as experimental data from the same learners. These linguistic components of the database are complemented with extensive information on learner variables, including cognitive and affective factors, which are rarely studied in LCR. Second, the study relies on multifactorial statistical analyses to assess the effectiveness of CLIL itself as well as the impact of the selectivity inherent in the CLIL system, which has frequently been ignored. The linguistic focus of the study is the English passive, which is investigated in CLIL and non-CLIL teaching materials, and subsequently related to learner output.
Visit the publisher's website at https://benjamins.com/#catalog/books/scl.80/main
Source: John Benjamins Publishing Company
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Title: Call for Papers: 16th New York International Conference on Teaching Chinese
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From http://clta-gny.org/18conf/18conf.html
The 16th New York International Conference on Teaching Chinese, sponsored by the Chinese Language Teachers Association of Greater New York (CLTA-GNY), Teachers College, Columbia University and Nanjing University, will be held on Saturday, May 5 at Teachers College, Columbia University in New York City.
All proposals on the teaching of Chinese are welcome, including but not limited to following of interest:
- RESEARCH: This area includes Linguistics, culture, pedagogy, program implementation, assessments, etc.
- PRACTICES: This area includes student motivation, administration, program promotion, teaching materials, classroom instructional strategies, ACTFL 5 Cs standards application, teacher training, community engagement, etc.
- INNOVATIONS: This area includes technology and media use, online and distance learning, application of recent research on brain and learning theories, etc.
Please submit your proposal by February 15, 2018.
View the full call for papers at http://clta-gny.org/18conf/cfp.html
Source: CLTA-GNY
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Title: Call for Papers and Panels: Eleventh Annual Association for the Study of the Middle East and Africa Conference
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From https://mailchi.mp/asmeascholars/researchgrant_2018?e=da8fdea708
Eleventh Annual ASMEA Conference
Tradition, Evolution, Revolution in the Middle East and Africa
November 1 - 3, 2018
Washington, DC
Scholars from any discipline, tenured or nontenured faculty, or those otherwise affiliated with a recognized research institution, may submit proposals to present at the Conference. Unique proposals from senior graduate students (ABD) will also be considered.
The deadline for proposals is April 30, 2018.
View the full call for proposals at https://mailchi.mp/asmeascholars/researchgrant_2018?e=da8fdea708
Source: ASMEA
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Title: Call for Papers: 20th Annual Midwest Association of Language Testers Conference
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From http://mwalt.wceruw.org/index.html
20th Annual Midwest Association of Language Testers (MwALT) Conference
Ready, Steady, Grow! Measuring Language Development from Pre-K through College and Beyond.
September 21-22, 2018
University of Wisconsin-Madison
The organizers welcome papers on any language testing related topic and would particularly value ones that address research in the Pre-K through Grade 12 assessment context.
The submission deadline is April 13, 2018.
View the full call for papers at http://mwalt.wceruw.org/MwALT_Call_for_Papers.pdf
Source: MwALT
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