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Title: Language Proficiency: More than High-Frequency Words
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Language proficiency requires more than knowledge of high-frequency words. In order to do things with language, we need specific specialized vocabulary for each context, in addition to high-frequency words. Sara-Elizabeth Cottrell has written an excellent blog post about how we can make sure that language learners get exposure to the specialized vocabulary that they need: let learner interests drive the curriculum, and let thematic exploration make low-frequency words appear more.
Read her post at http://musicuentos.com/2018/04/frequency/
Source: Musicuentos
Inputdate: 2018-04-25 16:31:54
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Title: 8 Ways to Get Students Moving in the Classroom
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From https://www.thedaringenglishteacher.com
Here are eight activities and structures that get your students physically moving while interacting with each other: https://www.thedaringenglishteacher.com/2018/04/8-ways-to-get-students-moving-in.html
Source: The Daring English Teacher
Inputdate: 2018-04-25 16:32:28
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Title: Fight the Summer Slide with These Family-Oriented Ideas
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From https://elmundodepepita.blogspot.com
Here are three activities that young language learners can do with their families during the summer to keep their interest in the target language high: https://elmundodepepita.blogspot.com/2018/04/three-summer-vacation-activities-for.html
Source: Mundo de Pepita
Inputdate: 2018-04-25 16:33:02
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Title: 7 Engaging Pre and Post Reading Activities for the World Language Class
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From http://teachinginthetargetlanguage.com/
Here is a collection of reading activities, with a special focus on pre-reading, that are especially appropriate for young language learners but can be used with any age: http://teachinginthetargetlanguage.com/7-engaging-pre-and-post-reading-activities-for-the-world-language-class/
Source: Teaching in the Target Language
Inputdate: 2018-04-25 16:33:44
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Title: Play Speed Cup in Your Language Class
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Your InterCom editor wasn't aware of cup stacking until she watched a video of Britain's fastest cup stacker. Learn about cup stacking and how you can use it in your language class in this blog post: https://martinabex.com/2018/04/15/play-speed-cup-in-your-language-class/
Source: The Comprehensible Classroom
Inputdate: 2018-04-25 16:34:13
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Title: 20 Ideas to Overcome a Language Learning Block
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From https://www.gamesforlanguage.com
As the school year draws to a close, teachers and students can find it difficult to concentrate on learning. Here are some tips for re-energizing and re-focusing on language learning: https://www.gamesforlanguage.com/blog/post/2018-04-20-ideas-to-overcome-a-language-learning-block
Source: Games for Language
Inputdate: 2018-04-25 16:34:49
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Content Type: 5
Title: STARTALK 2018: Thoughtful Planning, Continuous Improvement, and a Stellar Summer
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Thoughtful, collaborative planning for language learning served as the theme for the 2018 STARTALK Spring Conference last weekend. At the conference, participants engaged in in-depth curriculum collaboration and review for their intensive summer programs. 
STARTALK, a component of the National Security Language Initiative designed to expand the teaching and learning of strategic world languages, punctuated its commitment to the growth of national instruction of these languages with its thoughtful, in-depth exploration of contemporary approaches to language learning and the updated 2017 NCSSFL-ACTFL Can-Do Statements.
The Center for Applied Second Language Studies (CASLS) at the University of Oregon supports STARTALK programs through the delivery of an online language learning portfolio. This year, CASLS representatives were excited to release Pulsar, a brand-new platform designed specifically to meet STARTALK program needs. Like its predecessor, LinguaFolio Online, Pulsar is based on the NCSSFL-ACTFL Can-Do Statements and encourages learners to engage in deep levels of reflection regarding their growth as language learners. STARTALK programs using Pulsar will enjoy its streamlined user interface that was designed to meet the specific needs of STARTALK’s intensive summer language programs. Additionally, Pulsar integrates automatically with STARTALK curriculum planning templates, meaning educators will see all of their planning work outside of the platform appear in Pulsar without having to port the information themselves. CASLS is excited to continue growing and adapting with STARTALK, and wishes all of the STARTALK programs a stellar summer!
Source: CASLS Spotlight
Inputdate: 2018-04-28 06:17:06
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Title: New Working Paper: Second Language Teaching and Learning: Diversity and Advocacy
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From http://carla.umn.edu/about/carlaupdate.html
Second Language Teaching and Learning: Diversity and Advocacy: Proceedings of the 2017 Second Language Acquisition Graduate Student Symposium
Edited by Monica de la Fuente Iglesias, Zhongkui Ju, Erik Larson, Corinne Mathieu, and Tripp Strawbridge
Published by the Center for Advanced Research on Language Acquisition
This volume includes five selected papers from the Second Language Acquisition Graduate Student Symposium held at the University of Minnesota in April 2017. Entirely student-run, the Symposium is an annual conference dedicated to giving student researchers and educators the opportunity to present studies that address current issues in second language acquisition. The Symposium is a collaboration between the University of Iowa, the University of Minnesota-Twin Cities, and the University of Wisconsin-Madison.
Download a free copy this CARLA working paper at: carla.umn.edu/resources/working-papers/documents/Proceedings-2017-SLAGradStudentSymposium.pdf
Source: CARLA
Inputdate: 2018-05-03 12:58:27
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Title: Book: Maine French Heritage Language Program
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From https://www.peterlang.com/view/product/81933?format=PBK
Maine French Heritage Language Program: Un processus de « reconquête » du français dans l’État du Maine?
By Julie Bernier-Carbonneau
Published by Peter Lang
Anciennement bien présent dans le Maine, en raison de l’arrivée d’Acadiens à la fin du 18e siècle et de Canadiens français au tournant du 20e siècle, le français se trouve aujourd’hui dans une situation précaire dans cette région des États-Unis. Toutefois, cette langue dénommée « langue d’héritage » semble être, depuis quelques années, au cœur d’un processus de revitalisation, de réactivation au sein de cet État. L’auteure examine dans quelle mesure le Maine French Heritage Language Program fait partie d’un tel processus de « reconquête » du français. Dans son étude, qui s’inscrit dans le champ des langues et cultures étrangères, elle interroge ce dispositif et en explore les différents enjeux, acteurs et dimensions. Selon une approche qualitative interprétative et dans une perspective psycho-socio-anthropologique, l’auteure analyse les représentations et pratiques des divers acteurs du MFHLP, en croisant leurs propos, leurs dessins et des observations de classes. Ses résultats la conduisent à suggérer des pistes didactiques et à se questionner sur la notion de « langue d’héritage », du fait de l’installation de nouveaux Franco-Américains qui vont peut-être changer la donne.
Visit the publisher's website at https://www.peterlang.com/view/product/81933?format=PBK
Source: Peter Lang
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Title: Book: Applied Construction Grammar
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From https://www.degruyter.com/view/product/466328?format=B
Applied Construction Grammar
Edited by Sabine De Knop and Gaëtanelle Gilquin
Published by De Gruyter Mouton
Current research within the framework of Construction Grammar (CxG) has mainly adopted a theoretical or descriptive approach, neglecting the more applied perspective and especially the question of how language acquisition and pedagogy can benefit from a CxG-based approach. The present volume explores various aspects of “Applied Construction Grammar” through a collection of studies that apply CxG and CxG-inspired approaches to relevant issues in L2 acquisition and teaching. Relying on empirical data and covering a wide range of constructions and languages, the chapters show how the cross-fertilization of CxG and L2 acquisition/teaching can improve the description of learners’ use of constructions, provide theoretical insights into the processes underlying their acquisition (e.g. with reference to inheritance links or transfer from the L1), or lead to novel teaching practices and resources aimed to help learners make the generalizations that native speakers make naturally from the input they receive.
Visit the publisher's website at https://www.degruyter.com/view/product/466328?format=B
Source: De Gruyter
Inputdate: 2018-05-03 12:59:45
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