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Content Type: 1
Title: Keeping World Language Students Motivated in the Last Days of School
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From http://teachinginthetargetlanguage.com
French teacher Laura gives lots of suggestions for keeping your students motivated as summer vacation approaches, including new activity ideas, ideas for personalizing learning activities, getting outside, using special activities, and incorporating summer plans into students' work.
Read the full post at http://teachinginthetargetlanguage.com/surviving-those-last-days-of-school-lets-keep-our-world-language-students-motivated/
Source: Teaching in the Target Language
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Title: Tasks in a Language Classroom
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From http://pomegranatebeginnings.blogspot.com
In this blog post, Rachel Ash presents a typology of different language-learning tasks (for example, surveys, instructions, games, debates) with examples each to give you some new ideas for your language classroom: http://pomegranatebeginnings.blogspot.com/2018/05/not-your-mamas-tasks-recipes-for.html
Source: Pomegranate beginnings
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Title: Number Game: Number Shuffle
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Here's a simple and active way for your students to practice recognizing large numbers and to work together, the number shuffle game. Learn how to set it up and play at https://senorachase.com/2018/04/27/number-shuffle/
Source: Señora Chase
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Content Type: 3
Title: Using Formative Assessments in Summative Contexts
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By Lindsay Marean, InterCom Editor
The distinction between formative and summative assessment was introduced over fifty years ago (Scriven, 1967). Formative assessment is based on evidence of student performance that is used to inform decisions by educators and learners about future steps in instruction and learning. For example, student performance on a vocabulary quiz tells the teacher if that content needs to be reinforced; student-submitted evidence in LinguaFolio Online scaffolds the process of learner reflection and goal-setting on the journey to higher levels of proficiency. Summative assessment rates student evidence of performance according to a desired final outcome or against the performance of peers; the goal of summative assessment is generally to render a decision regarding the outcome of a program of learning. For example, a teacher may assign a student a passing grade in Spanish I, allowing him/her to continue on to Spanish II in the following year, or a student may earn a specified score on a STAMP test to earn a Seal of Biliteracy along with a high school diploma.
It’s important to be able to distinguish between formative assessment and summative assessment, because formative assessment tends to increase intrinsic motivation and improve learning outcomes. However, these forms of assessment should not be considered dichotomous. For example, as we have discussed in the past, all assessments should be considered part of an ongoing learning process (Sykes, 2016), and even high-stakes assessments can serve as learning tools (Sykes, 2017).
I suggest the following three elements that maximize the learning gains not only with formative assessment, but with all assessment:
- Clear Criteria. The NCSSFL-ACTFL Can-Do Benchmarks are an example of standards-based statements in clear language that learners can relate to their own growth. Especially in summative contexts (passing grade, Seal of Biliteracy), learners need a clear idea of what they are working towards.
- Feedback and the Opportunity to Respond to It. As students work toward language proficiency goals, they need feedback on their performance. This can come from teachers, peers, the world of language users (e.g. members of a local heritage community or an online forum on a topic of the learner’s interest), or the learner reflecting on his/her own performance. They also need time and opportunity to respond to feedback, both through reflection and with additional opportunities to demonstrate learning.
- Learner Agency in Setting Goals. At the high end of a learner agency continuum, the learner chooses target proficiency levels, modes, and domains of interest. For example, an indigenous language learner may specifically want to learn to present a formal self-introduction in ceremonial settings. At the lower end, yet still important, one learner may prioritize mastering essential words and phrases over grammatically accurate delivery while another may strive for pronunciation identical to a pop star who sings in the target language. Feedback should incorporate learner goals rather than externally-imposed goals only.
Using these criteria, a tool designed explicitly for formative assessment, such as LinguaFolio Online, can be used in high-stakes summative contexts, such as earning a Seal of Biliteracy, and in the process positively impact learner experience and program quality. In this example, the tool is based on the Can-Do Benchmarks, which are themselves aligned with the ACTFL World Readiness Standards for Learning Languages. A criterion such as Intermediate Mid proficiency across all three modes is a clear target for students. The second element, feedback and the opportunity to respond to it, entails giving students time to work toward their goal of demonstrating Intermediate Mid proficiency. Over the course of one to four years, students could submit evidence that is reviewed and commented on by proficient speakers of the target language; students then have time to reflect on the feedback and focus their learning where it is most essential for meeting their goal. Meanwhile, program administrators will see where students are struggling most and have time to provide targeted supports exactly where they are needed, improving the program as they go. Finally, learner agency can be built into the process of demonstrating proficiency at a certain level in order to earn the certificate. Learners can select among different Can-Do Statements to demonstrate proficiency, matching their efforts to domains in their lives where they most value target language use. A program can incorporate more choice by asking that students demonstrate Intermediate High proficiency in at least one mode, while requiring a minimum of Intermediate Low for all domains; learners choose the mode most relevant to their lifetime language goals.
Rather than viewing formative and summative assessment dichotomously and sorting tools in the instruction design process into one type or the other, we can take elements of formative assessment that support learning and instruction and incorporate them throughout the instructional and program design process. From this perspective, not only are formative tools applicable in summative context, but their application can incorporate elements that lead to overall better program design.
References
Scriven, M. (1967). The methodology of evaluation. In Stake, R. E. (Ed.), Curriculum evaluation. Chicago: Rand McNally.
Sykes, J. (2016, October 3). Ensuring Summative Assessments Are Also Formative. CASLS InterCom. Available from http://caslsintercom.uoregon.edu/content/21919.
Sykes, J. (2016, June 5). High Stakes Assessment as a Learning Tool. CASLS InterCom. Available from http://caslsintercom.uoregon.edu/content/23293.
Source: CASLS Topic of the Week
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Content Type: 4
Title: Preparing for a Job Interview in English
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By Zach Patrick-Riley, CASLS Fellow
Interviewing for a job in one’s first language is scary enough, but doing it another language adds an additional level of complexity. Providing useful strategies and language to succeed in real-life situations like a job interview makes learning relevant for students and is a salient example of why explicit pragmatic instruction is beneficial in language classrooms. The target proficiency level for this activity is Intermediate Mid to Advanced Low, and it was created for English language learners.
Objectives: Learners will be able to:
- Confidently perform a mock job interview, answering anticipated common interview questions
- Adapt register and language to the context of a job interview
- Narrate and describe a relevant professional experience and reason(s) for wanting to work at the target interview job context
- Articulate job interview similarities and differences from L1 language and culture.
Modes: Interpersonal, interpretive, presentational
Materials needed: LingroToGo Video (app available on iOS and Android devices): Work & School>Getting a Job>Introducing yourself in a Formal Context, Cut-out Interview Response Slips Sheet, Mock Job Interview Roleplay Sheet
Procedure:
1. The teacher asks students to close their eyes and imagine they have a job interview in the target language next week.
2. The teacher asks students to think about if they feel confident for it.
3. The students share with partners how they feel. The whole class briefly discusses, and the teacher explains that this lesson will help them feel more prepared.
4. Students watch the LingroToGo video Introducing yourself in a formal context and answer the question, “What advice does the video give about introducing yourself in a formal context?" Then, students should check their answers with a partner. *It is very important to emphasize that although the video discusses interviews in Spanish, the same ideas apply for English pragmatics.*
To further the analysis, students discuss the following questions in pairs:
- How does/should interacting in a high power-high distance interaction affect your speech? Why? *Teacher checks understanding by doing a concept checking question on low distance-low power interactions; for example, interacting with your best friend.
- What are the similarities and differences of job interviews from your L1 language and culture?
5. Teacher reiterates that using formal language is important for a job interview and transitions to introducing the Cut-out Interview Response Slips sheet. These slips should be cut out before class and placed into envelopes. The teacher divides the class into small groups (3-4 people a piece) and gives each group the envelopes. Students are to put the slips into one of the four categories which are bolded at the top of each box.
- Phrases for describing yourself/your last job
- Phrases for describing your profile/strengths
- Phrases for explaining why you want the job
- Phrases for describing weaknesses
6. The teacher shows the correct phrases on the board and clarifies any confusion. The teacher divides students into pairs by telling them to find someone in the class they don’t know too well as the greater the interpersonal distance the better the roleplay resembles a job interview.
7. The teacher hands each students Mock Job Interview Roleplay Sheet. Students take turns interviewing each other. The interviewer takes notes to give as feedback and the interviewee should answer the questions as fully and naturally as possible.
8. The teacher offers any relevant feedback they wrote down while observing the mock roleplays and wraps things up by having students discuss with partners, three things to keep in mind when you have a job interview.
Notes/Modifications:
- In step 1, students can do a three-minute free write about how they feel about having a job interview next week.
- Involve students in the lesson more deeply by having them brainstorm common interview questions (in lieu of providing the questions to them).
- During the mock job interview role-play, learners should be encouraged to speak naturally. However, if some students are struggling with vocabulary, they can use the Cut-out Interview Response Slips Sheet as a guide. Additionally, learners can be given a copy of this sheet to review and practice with at home.
Source: CASLS Activity of the Week
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Content Type: 5
Title: STARTALK 2018 Begins
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CASLS would like to congratulate STARTALK programs kicking off this summer! STARTALK offers students and teachers of critical languages in-depth and engaging summer experiences to increase the number of U.S. citizens learning, speaking, and teaching these languages.
CASLS is particularly excited to have launched Pulsar, a new language learning portfolio specifically adapted to STARTALK needs for this summer’s programs. This portfolio is based on the NCSSFL-ACTFL Can Do Statements, and is tailored based on each individual’s specific program. Check out https://pulsar.uoregon.edu/site/about to see the implementation tools, technical tutorials, and training modules developed for STARTALK stakeholders.
Congratulations again to all of this summer’s STARTALK programs. We are excited to hear about all of your wonderful experiences this fall.
Source: CASLS Spotlight
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Content Type: 2
Title: Don't Miss our Topic of the Week Article
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We accidentally sent out today's issue of InterCom minus Linda Forrest's Topic of the Week article about Assessing Intercultural Communicative Competence. We are re-sending the issue complete with our feature article. Enjoy your Monday!
Source: CASLS
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Title: CASLS Student Interns
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CASLS would like to introduce three of our student interns!
Yuxin Cheng holds a bachelor’s degree in Accounting from the University of Utah and is currently seeking her Master’s degree in Language Teaching Studies from the University of Oregon. Yuxin has an established passion for language education and has taught Chinese Club for elementary students, Chinese Language and Culture at the American English Institute at the University of Oregon, and proctors STAMP tests on campus at the Yamada Language Center. Her interests lie specifically in immersion education, and she hopes “to become a Chinese teacher who inspires learners.”
Ngan Vu holds a bachelor’s degree in Management Information Systems and a certificate in writing and publishing from Drexel University and is currently seeking her Master’s degree in Language Teaching Studies from the University of Oregon. She teaches Vietnamese in the self-study language program at the Yamada Language Center and serves as a writing tutor at the University’s Teaching and Learning Center. Her interests include L2 literacy development and language pedagogy to serve the specialized needs of heritage language learners, and she believes that “each person has a unique gift.”
Logan Matz holds a bachelor’s degree in Linguistics with a minor in Chinese from Western Washington University and is currently seeking his Master’s degree in Language Teaching Studies from the University of Oregon. Currently, in addition to working at CASLS, he proctors language achievement testing at the Yamada Language Center. His interests include the pragmatics of academic spaces, applied linguistics, assessment reform, and the effects of virtual assistants on L2 learners. He feels that there is a “responsibility to…students to show them how amazing and useful language can be, and being taught how to teach is a critical step in learning to acknowledge that responsibility.”
Source: CASLS Spotlight
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Content Type: 4
Title: Activity: Guiding Students’ Self-assessment in the Classroom
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Self-assessment is a great tool for language learners to deeply reflect on their learning performance. This activity presents two self-assessment tools for students to use in concert with LinguaFolio Online or other portfolios or approaches in which students curate evidence to demonstrate mastery of NCSSFL-ACTFL Can-Do Statements (for example, on the NCSSFL website here).
Learning Objectives: Students will be able to
- Identify where they are in a cycle of reflective learning and goal-setting
- Reflect deeply on language growth as reflected in evidence of performance of proficiency-based tasks
Materials Needed: Deep Reflection Guide, Self-Assessment Guide, device to record students’ performance and NCSSFL-ACTFL Can-Do Statements
Procedure:
- As students engage in proficiency-oriented classroom activities with clear learning outcomes (exemplified by the Can-Do Statements), give them opportunities to document their progress and performance. For written activities, learners can create documents or take photos; and for spoken activities, learners can create an audio or video recording. While any recording device is fine, it is important to note that LinguaFolio Online includes an audio recorder that students can use to create the recording themselves.
- It is important for students to reflect on the evidence of their learning and on their growth as language users. However, students may be new to the self-reflection process and may not be used to reflecting deeply about their performance, goals, and growth. Provide one of both of the following tools to scaffold student reflection.
- The Self-Assessment Guide leads learners through the cycle of Identifying goals, Planning what evidence to collect, Producing and submitting evidence, Reflecting on growth based on evidence, Responding to teacher and peer feedback, Assessing proficiency, and using that information to Identify goals again. Students can start at any step in the cycle.
- The Deep Reflection Guide encourages learners to reflect more deeply on their growing language profiency, connecting their lives outside of class, their activities in class, their language goals, and evidence that they submit to a language portfolio. Students can use this guide alone or in pairs or small groups to facilitate peer feedback.
- Make sure to provide students with multiple opportunities to reflect. Continued, intentional reflection will yield improvement in the learners’ metacognitive skills as well as support the development of increased language proficiency.
Notes/Modifications:
While most students may choose to document their reflections in a written format, students may also record their reflections using a digital audio recorder.
Source: CASLS Activity of the Week
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Title: Book: Pragmatics of Japanese
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From https://benjamins.com/catalog/pbns.285
Pragmatics of Japanese: Perspectives on grammar, interaction and culture
Edited by Mutsuko Endo Hudson, Yoshiko Matsumoto, and Junko Mori
Published by the John Benjamins Publishing Company
Bringing together the latest studies on Japanese pragmatics, this edited volume showcases the breadth of research conducted in this ever-expanding, interdisciplinary field, with the introductory chapter providing a useful summary of developments in the field in the past decades. The twelve chapters address a variety of traditional and emerging topics by adopting diverse theoretical and methodological frameworks and presenting a range of perspectives on grammar, interaction and culture. They demonstrate a wide scope of pragmatics research informed by, as well as informing, usage-based grammar, cognitive linguistics, conversation analysis, sociolinguistics, linguistic anthropology, and literary and cultural studies. Chapters also consider future directions as to how the study of Japanese language in use will continue to offer critical data and analyses to the field dominated by the study of English and other European languages. This volume is certain to be of interest to students and scholars engaged in pragmatics in general and the Japanese language in particular.
Visit the publisher's website at https://benjamins.com/catalog/pbns.285
Source: John Benjamins Publishing Company
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