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Title: Earth Day Resources
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Earth Day will be celebrated on April 22 this year. Here are some resources you can use in your language classes:
The official Earth Day webpage is available at https://www.earthday.org/. Explore different issues at https://www.earthday.org/campaigns/
Richard Byrne of Free Technology for Teachers reviews three resources: Google's Explore Climate Change tours, a game called My Garbology about sorting garbage, and an Earth Day activities page from Storyboard That: http://www.freetech4teachers.com/2018/04/three-earth-day-resources.html#.WsKsa5PwZPU
Here are some resources curated a few years ago by SANS: https://www.sansinc.com/earth-day-turns-46-global-part-world-language-classes/
Edutopia also has a recently-updated curated collection of online resources at https://www.edutopia.org/blog/earth-day-lesson-plans-matt-davis
For English learners, here are some helpful words and activities from Study.com: https://study.com/academy/lesson/earth-day-vocabulary-activities-for-esl-students.html, and here are some ideas from the New York Times' Learning Network: https://learning.blogs.nytimes.com/2013/04/04/ideas-for-english-language-learners-earth-day-and-the-environment/
Here are two collections of English and Spanish resources on Pinterest: https://www.pinterest.com/mommymaestra/bilingual-earth-day/ and https://www.pinterest.com/spanglishbaby/dia-de-la-tierra-earth-day-activities-for-bilingua/
Here are some songs, games, and tech resources from the Fun for Spanish Teachers site: http://www.funforspanishteachers.com/2018/04/earth-day-resources-for-elementary.html
Source: Various
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Content Type: 1
Title: Using Instagram to Foster Learners’ Autonomy for Intercultural Learning
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In this week's Activity of the Week (http://caslsintercom.uoregon.edu/content/24762) Christopher Daradics describes how students can look at Instagram posts to practice a thinking routine. In an article last month, Fabrizio Fornara describes a sequence of activities centered around Instagram posts and hashtags that foster learner autonomy for cultural and intercultural learning: http://fltmag.com/using-instagram-to-foster-learners-autonomy/
Source: FLTMag
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Content Type: 2
Title: InterCom Survey
Body:
Help us to make InterCom as useful as possible for you! Please respond to this short survey: https://oregon.qualtrics.com/jfe/form/SV_cPiJl1jGt5O8XGd
Source: CASLS
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Content Type: 2
Title: InterCom Survey
Body:
We need your feedback to make InterCom as useful as possible for you! Please respond to this survey: https://oregon.qualtrics.com/jfe/form/SV_cPiJl1jGt5O8XGd
Source: CASLS
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Content Type: 4
Title: Live Tweeting at the Border: Exploring Interactions Using Microblogging
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By Logan Matz, CASLS Fellow
This activity improves intermediate learners’ interpretive and interpersonal digital literacy skills, and, through the use of a thinking routine (Experience, Process, Extend), has the potential to help them develop those skills when outside of the classroom. In this activity, learners will use microblogging to “inhabit” a character from the game Papers, Please while creating and analyzing interactions among characters. After playing a portion of the game, learners will analyze different character perspectives and select one to embody using the microblogging platform Twitter, and “translate” their chosen character’s perspective into tweets using the target language. This will allow learners to reflect on their abilities to describe characters and situations succinctly and with appropriate details.
Objectives: Learners will be able to:
- Use the RAFT strategy (Role of writer, Audience, Format, Topic) to demonstrate understanding of and analyze different character perspectives in Papers, Please
- Summarize in-game events via tweeting/microblogging
Modes: Interpretive, Presentational
Resources: Intermediate Activity Microblogging Notes Handout, Papers, Please Mobile App (more information about this game here)
- Prepare: Introduce learners to the RAFT writing strategy (http://www.readingrockets.org/strategies/raft). You can use a previously-read text to practice getting students comfortable with using RAFT for character perspective exploration, or you can introduce learners to the characters in Papers, Please by having them complete written RAFTs as a predictive, pre-game activity.
- An example RAFT would be:
- Role - Immigrant/border crosser who was turned away
- Audience - An appropriate government body to direct a complaint at (Ministry of Immigration, Papers, Please’s Ministry of Admission, etc.)
- Format - A formal letter
- Topic - You feel like you were unfairly turned away
- An example RAFT would be:
- Experience: Have learners play Papers, Please for about 20 minutes (which should allow them to complete the game through Day 4) while taking notes on the plot as they play on the Intermediate Activity Microblogging Notes Handout.
- Process: The learners will use the Microblogging Notes Handout to draft “translations” of their plot notes into 1-3 tweets per in-game play from the perspective of one of the game’s characters. They will then post these to Twitter.
- Extend: Learners will complete another RAFT activity by interacting with each other on Twitter “as” their chosen character, sticking to the plot through Day 4 with the potential to extend the plot using their imagination beyond Day 4. For this RAFT, their role is the character they choose, the audience is their Twitter followers, the format is a tweet, and the topic is up to them based on their notes taken in Step 2.
Notes
- Educators may wish to have learners engage in a peer review process in Step 3.
- A possible activity extension would be to have learners play through the rest of the game, continuing to tweet as their characters, and then imagine what tweets might be include after the game’s big finale.
Source: CASLS Activity of the Week
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Content Type: 3
Title: Documenting Independent Language Learning
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By Julie Sykes, CASLS Director
InterCom this month tackled some components of independent, learner-directed language learning. We remain committed to the idea that, ultimately, learner-driven language learning is a primary goal. Formal instructional environments can, and should, build the skills and create the conditions under which independent exploration can be both meaningful and relevant. One way learners can add discipline and reflection in their thinking routine is through journaling and documentation of their experiences. This can be facilitated by an instructor, but does not have to be assigned to be relevant. Below we offer ten ways learners might want to document their own language learning journey.
- Create a hashtag for their social media platform which marks their journey. They can use it when something is relevant to their learning experience. For example, it might be #onewordperday or #learning[language] or any other hashtag THEY find relevant to add context.
- Hand-written journal of words and phrases that a learner carries to write down what they notice.
- A weekly chat routine with a friend in which they each share what they have learned.
- A wall collage that that documents the learning over a specific period of time. This might include images and words they found while, for example, on a trip or studying abroad.
- An audio journal in which they record a one-minute daily reflection on their language learning adventure.
- Three Goals and Three Successes: A daily journal in which they indicate three learning goals and three successes for the day or for the week. (See this week’s Activity of the Week).
- A daily blog in which the learner posts one thing they found in the language they are learning that is relevant. This should be short and easy to do, unless a learner chooses to do more.
- A mind map or visual representation of any meaningful learning experiences that might be especially relevant later in life. This can be done in a journal or other space that the learner deems relevant.
- Coffee with a friend to either practice one another’s languages or to talk about things they have observed in the world.
- Any other way someone wants to document life’s experience! The important thing is to jot it down or keep track so one can see how far they have come.
Source: CASLS Topic of the Week
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Content Type: 4
Title: Documenting Independent Language Learning with 3 goals, 3 successes
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Objectives: Learners will be able to demonstrate reflective engagement through consistent journaling of independent multi-lingual experiences.
Materials needed: Attached journaling handout (3 goals, 3 successes)
Procedure:
1. Encourage your students to engage in multilingual experiences on their own (see this week’s Topic of the Week for ideas).
2. Spend 5 minutes at the beginning or end of one class period talking about the value of reflective journaling (*Note: in a perfect world your learners are already doing this as related to classroom goal setting and other reflection relevant to formal learning contexts. This extends these skills to their out-of-class experiences).
3. Encourage learners to try out the 3 goals, 3 successes every day for one month. (*Note: In the spirit of independent language learning, learners should not be asked to turn these reflections in nor should they be graded on their completion. Rather, the goal is to encourage their independent exploration of language).
4. At the end of the month, allow 15 minutes for learners to share their reflective experiences.
Notes/Modifications:
Learners could do the journaling via Google Docs or their own journal format, i.e. blog, social media, spiral notebook).
Source: CASLS Activity of the Week
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Content Type: 1
Title: CARLA Summer Institute: Developing Assessments for the Second Language Classroom
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From http://carla.umn.edu/institutes/2018/assessments.html
The Center for Advanced Research on Language Acquisition (CARLA), our sister LRC at the University of Minnesota, provides high-quality professional development opportunities for language teachers through its annual summer institute program. Now in its 23rd year, the program offers thirteen institutes on a wide range of topics that are all designed to link research and theory with practical applications for the classroom. Check out one of CARLA's institutes that never goes out of style: Developing Assessments for the Second Language Classroom––taught by Donna Clementi, a nationally-known leader in the field!
Developing Assessments for the Second Language Classroom
July 9–13, 2018
University of Minnesota
Minneapolis, MN
After an overview of assessment fundamentals, participants will learn how to create a standards-based performance assessment unit using the principles of Backward Design. At the end of the institute, teachers will be able to:
- Compare characteristics of performance and proficiency assessments;
- Design performance assessment tasks that integrate the World-Readiness Standards and provide evidence of Intercultural Communicative Competence;
- Create rubrics and scoring guides that reflect performance range expectations; and
- Explain how standards-based performance assessments contribute to higher levels of proficiency.
Presenter: Donna Clementi (Lawrence University)
- Find out more about Developing Assessments: http://carla.umn.edu/institutes/2018/assessments.html
Check out the full line-up of 2018 CARLA summer institutes:
- Transitioning to Teaching Language Online (TTLO) (online course) • June 11–July 1, 2018
- Using the Web for Communicative Language Learning and Professional Development (online course) • July 9-August 12, 2018
- Language and Culture in Sync: Teaching Linguistic Politeness and Intercultural Awareness (online course) • July 9-27, 2018
- Developing Assessments for the Second Language Classroom • July 9-13, 2018
- Teaching Heritage Languages and Learners • July 9-13, 2018
- Culture as the Core in the Second Language Classroom • July 9-13, 2018
- Using Technology in Second Language Teaching • July 16-20, 2018
- Creativity in the Language Classroom • July 16-20, 2018
- Teaching Language Through the Lens of Social Justice • July 16-20, 2018
- Immersion 101: An Introduction to Immersion Teaching • July 16-20, 2018
- Using Authentic Materials to Develop 21st Century Literacies • July 23-27, 2018
- Content-Based Language Instruction and Curriculum Development • July 23-27, 2018
- Growing Learner Language: A Hands-On Approach to Developing the Language Learners Produce • July 23-27, 2018
Find out more about the 2018 CARLA summer institute program: http://carla.umn.edu/institutes/index.html
Note: The early bird registration deadline is May 25!
Source: CARLA
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Title: CARLA Summer Institute: eaching Language Through the Lens of Social Justice
Body:
From http://carla.umn.edu/institutes/2018/socialjustice.html
The Center for Advanced Research on Language Acquisition (CARLA), our sister LRC at the University of Minnesota, provides high-quality professional development opportunities for language teachers through its annual summer institute program. Now in its 23rd year, the program offers thirteen institutes on a wide range of topics that are all designed to link research and theory with practical applications for the classroom. Check out Teaching Language Through the Lens of Social Justice, one of CARLA's newer institutes that builds off a popular book published by ACTFL!
Teaching Language Through the Lens of Social Justice
July 16–20, 2018
University of Minnesota
Minneapolis, MN
Participants in this institute will learn how teach for and about social justice in the foreign language classroom. After the institute, teachers will be able to:
- Identify and describe basic principles of social justice education;
- Create a classroom environment that fosters social justice education;
- Design original foreign language units that integrate topics of social justice;
- Adapt textbooks and other classroom materials to incorporate social justice principles; and
- Engage in self-assessment and reflection regarding social justice education.
Presenters: Cassandra Glynn (Concordia College), Beth Wassell (Rowan University), and Pamela Wesely (University of Iowa)
- Find out more about Teaching Language Through the Lens of Social Justice: http://carla.umn.edu/institutes/2018/socialjustice.html
Check out the full line-up of 2018 CARLA summer institutes:
- Transitioning to Teaching Language Online (TTLO) (online course) • June 11–July 1, 2018
- Using the Web for Communicative Language Learning and Professional Development (online course) • July 9-August 12, 2018
- Language and Culture in Sync: Teaching Linguistic Politeness and Intercultural Awareness (online course) • July 9-27, 2018
- Developing Assessments for the Second Language Classroom • July 9-13, 2018
- Teaching Heritage Languages and Learners • July 9-13, 2018
- Culture as the Core in the Second Language Classroom • July 9-13, 2018
- Using Technology in Second Language Teaching • July 16-20, 2018
- Creativity in the Language Classroom • July 16-20, 2018
- Teaching Language Through the Lens of Social Justice • July 16-20, 2018
- Immersion 101: An Introduction to Immersion Teaching • July 16-20, 2018
- Using Authentic Materials to Develop 21st Century Literacies • July 23-27, 2018
- Content-Based Language Instruction and Curriculum Development • July 23-27, 2018
- Growing Learner Language: A Hands-On Approach to Developing the Language Learners Produce • July 23-27, 2018
Find out more about the 2018 CARLA summer institute program: http://carla.umn.edu/institutes/index.html
Note: The early bird registration deadline is May 25!
Source: CARLA
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Title: CARLA Summer Institute: Using Authentic Materials to Develop 21st Century Literacies
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From http://carla.umn.edu/institutes/2018/literacies.html
The Center for Advanced Research on Language Acquisition (CARLA), our sister LRC at the University of Minnesota, provides high-quality professional development opportunities for language teachers through its annual summer institute program. Now in its 23rd year, the program offers thirteen institutes on a wide range of topics that are all designed to link research and theory with practical applications for the classroom. Check out Using Authentic Materials to Develop 21st Century Literacies, one of CARLA's new institutes that is taught by Kate Paesani, the director of CARLA.
Using Authentic Materials to Develop 21st Century Literacies
July 23–27, 2018
University of Minnesota
Minneapolis, MN
Participants in this institute will learn how develop students' 21st century literacies through engagement with authentic written, audio, audiovisual, visual, and digital materials. After the institute, teachers will be able to:
- Discuss principles related to communicative competence, 21st century literacies, backward design, and literacy-based pedagogy;
- Identify and evaluate authentic materials appropriate for your instructional context;
- Analyze the effectiveness of your current learning objectives, lessons, and assessments;
- Apply principles related to 21st century literacies, backward design, and literacy-based pedagogy to your own courses; and
- Create learning objectives, lessons, and assessments that effectively engage students with authentic materials through cross-cultural comparisons, critical thinking, problem solving, and engagement.
Presenter: Kate Paesani (CARLA–University of Minnesota)
- Find out more about Using Authentic Materials to Develop 21st Century Literacies: http://carla.umn.edu/institutes/2018/literacies.html
Check out the full line-up of 2018 CARLA summer institutes:
- Transitioning to Teaching Language Online (TTLO) (online course) • June 11–July 1, 2018
- Using the Web for Communicative Language Learning and Professional Development (online course) • July 9-August 12, 2018
- Language and Culture in Sync: Teaching Linguistic Politeness and Intercultural Awareness (online course) • July 9-27, 2018
- Developing Assessments for the Second Language Classroom • July 9-13, 2018
- Teaching Heritage Languages and Learners • July 9-13, 2018
- Culture as the Core in the Second Language Classroom • July 9-13, 2018
- Using Technology in Second Language Teaching • July 16-20, 2018
- Creativity in the Language Classroom • July 16-20, 2018
- Teaching Language Through the Lens of Social Justice • July 16-20, 2018
- Immersion 101: An Introduction to Immersion Teaching • July 16-20, 2018
- Using Authentic Materials to Develop 21st Century Literacies • July 23-27, 2018
- Content-Based Language Instruction and Curriculum Development • July 23-27, 2018
- Growing Learner Language: A Hands-On Approach to Developing the Language Learners Produce • July 23-27, 2018
Find out more about the 2018 CARLA summer institute program: http://carla.umn.edu/institutes/index.html
Note: The early bird registration deadline is May 25!
Source: CARLA
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