Contents
Content Type: 4
Title: Reflecting on Experiential Learning
Body:
This activity was designed to help learners get the most out of experiential learning. When conducted in the target language, it is most appropriate for learners at at least an Intermediate Mid level.
Learning Objectives: Students will be able to:
- Articulate their growth toward a leaning outcome.
- Narrate personal experiences.
Mode: Presentational
Materials: Learner reflection handout
Procedure:
- Articulate 5-10 learning outcomes (examples developed for the International Baccalaureate Diploma Programme are located at https://www.ibo.org/contentassets/5895a05412144fe890312bad52b17044/cas-2016-english-1st-final-web.pdf) for learners to consider when engaging in experiential learning activities. These outcomes should be broad enough that learners could consider them in a variety of activities. Review the intent of each outcome with learners.
- Provide learners with a document to scaffold their reflection. At the top of the document, include the learning outcomes. At the bottom, scaffold them through planning, conducting, and thinking about their experience. Our learner reflection handout uses Costa’s Model of Intellectual Functioning (https://www.sps186.org/downloads/basic/274780/Costa%20and%20Blooms.pdf) as a scaffolding mechanism. Discuss this handout with the learners. Emphasize that they should be intentional with their experiential learning activities and work towards specific learning outcomes as they engage in experiences. Also, emphasize the importance of collecting artifacts and reflecting on those artifacts.
- Provide time for learners to engage in their experience, collect artifacts that document the experience, and capture their reflection.
- Evaluate reflections for 1) completion of the task at hand and 2) in-depth, supported reflections.
Notes:
Teachers should feel free to allow learners to use the L1, L2, or a combination of both when engaging in their reflections.
Source: CASLS Activity of the Week
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Content Type: 5
Title: Julie Sykes and Carl Blyth to Edit Special Issues of Language Learning & Teachnology
Body:
CASLS Director Julie Sykes and COERLL Director Carl Blyth are editing a special issue of Language Learning & Technology focusing on technology and learning L2 pragmatics, to be published June 1, 2020. This special issue takes advantage of both editors' extensive research into pragmatics and technology. Please see the attached call for papers and consider submitting an abstract by October 1, 2018.
Possible topics include, but are not limited to the following:
- Development of L2 pragmatic competence and metapragmatic awareness via technology
- Innovative uses of technology to capture and represent language as situated practice
- Theoretical approaches to instructional pragmatics (e.g., conversation analysis, cultural scripts, politeness theory, sociocultural theory, speech act theory, etc.)
- Technology-mediated methods for teaching L2 pragmatics (e.g., data-driven learning, digital games, digital simulations, and discourse completion tasks)
- Learning strategies for L2 pragmatics
- Approaches to assessing L2 pragmatics
Source: CASLS Spotlight
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Content Type: 3
Title: Reducing Teacher Stress and Burnout
Body:
By Linda Forrest, CASLS Research Director
As Christopher Daradics discussed in last week’s Topic of the Week article, our work as teachers “can be exhausting and leave us feeling spent and depleted.” Academic research has confirmed this impression through studies conducted worldwide (e.g., Borg & Riding, 1991; Loonstra, Brouwers, & Tomic, 2009; Rudow, 1999). These show that teaching is one of, if not the most stressful white-collar profession, impacted by high work demand and multiple negative stressors.
How does stress impact teachers? Studies focusing on labor and employment issues have demonstrated that as employees exert effort to meet the demands of their jobs, the work load has a negative effect on their physiological systems. These effects can be relieved by a work break, but if employees do not receive sufficient recovery time, the negative effects of the work load increase throughout the workday. If the day is especially intense without any chance of respite, employees may have trouble unwinding in the evening and so return to work in the morning without full recovery. If this situation continues over time, employees may reach a state of burnout, leading to various negative outcomes and perhaps leaving the profession entirely. Unsurprisingly, there is a high rate of turnover in the teaching profession.
What can be done to mitigate teacher stress? One proactive strategy is to use micro-breaks. Micro-breaks are short informal periods of non-work activities conducted during the work day. Such breaks help workers momentarily recover from work demands, particularly in the afternoon. These short respites will help them return to pre-stress functioning. Kim, Park, and Niu (2017) have shown that relaxation activities, such as a short nap, strolling around the work space, stretching, listening to music, and daydreaming, as well as social activities, such as short interactions with coworkers about non-work-related topics or phone or social network connections with friends and family are especially effective. On the other hand, break activities that involve fairly high levels of mental attention, such as reading, working crosswords, or surfing the Internet, actually lead to higher levels of stress. These kinds of activities seem to use the same personal resources that employees need to do their work and so to not allow for recovery.
How can a busy teacher possibly find five or ten minutes for themselves? Experienced teachers Lindsay Marean and Stephanie Knight offer these suggestions:
- Protect free time slots (lunch breaks, prep periods) from the temptation to turn them into more student time.
- Take breaks with students, e.g., start class with some deep breathing, yoga, listening to a favorite song, or listening to a 5-minute relaxation tape together. These activities should be something that students also welcome and that doesn't require a lot of teacher effort to implement.
- Take advantage of team teaching, interns, student teachers, and student leaders. Invest in helpers early on, so that later you can reap the benefits of being able to check out for a few minutes for a brisk walk down the hall and back, etc. (We’ll have more on this topic later in the month.)
- Have a plan for your precious free time (e.g., to walk around the building, listen to a favorite song, eat lunch with a colleague), so that you truly relax during that period instead of getting caught up in the millions of tiny, distracting tasks that will always be there.
- Plan meetings with stakeholders at the end of your planning period instead of the beginning so that they don't run over.
- Plan a dance party, karaoke fest, or other celebratory time once a week right after school gets out.
Next week, Stephanie Knight will discuss how to set boundaries while being excellent.
References
Kim, S., Park, Y., & Niu, Q. (2017). Micro-break activities at work to recover from daily work demands. Journal of Organizational Behavior, 38, 28–44.
Borg, M. G. and Riding, R. J. (1991). Occupational stress and satisfaction in teaching. British Educational Research Journal, 17, 263-281. http://dx.doi.org/10.1080/0141192910170306
Loonstra, B., Brouwers, A., & Tomic, W. (2009). Feelings of existential fulfillment and burnout among secondary school teachers. Teaching and Teacher Education, 25(5), 752-757. http://dx.doi.org/10.1016/j.tate.2009.01.002
Rudow, B. (1999). Stress and burnout in the teaching profession: European studies, issues, and research perspectives. In R. Vandenberghe & A. M. Huberman (Eds.), Understanding and Preventing Teacher Burnout: A Sourcebook of International Research and Practice (pp. 38-58). New York, NY, US: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511527784.004
Source: CASLS Topic of the Week
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Content Type: 5
Title: CASLS Director Dr. Julie Sykes Receives Innovation and Impact Award
Body:
On May 24, the University of Oregon (UO) recognized CASLS Director Dr. Julie Sykes as the recipient for the Outstanding Achievement Award for Innovation and Impact. The award acknowledges Julie’s outstanding entrepreneurial activity.
Julie’s depth of knowledge in the design, implementation, and evaluation of online immersive spaces combined with the breadth of her interdisciplinary work make her a leading innovator on campus, nationally, and internationally.
“Dr. Sykes exemplifies the university’s commitment to excellence and innovation,” Vice President for Research and Innovation David Conover said during his recognition speech. “Her work cultivating public-private partnerships, securing federal and state awards, and conducting interdisciplinary research make her a model of innovation.”
Since joining CASLS, Julie has acquired multiple public-private partnerships, including a partnership with Deutsche Telekom that represented the largest humanities-focused public-private partnership at the University of Oregon. Most recently, she has led a partnership with LingroLearning to develop the first-ever Spanish language and pragmatics mobile app, LingroToGo.
Each year, the University of Oregon’s Office of the Vice President for Research and Innovation and the Office of Academic Affairs recognize faculty members across campus who demonstrate outstanding teaching, research, and mentorship. In addition to Julie, twelve other faculty were selected to receive this year’s Outstanding Achievement Awards.
Source: CASLS Spotlight
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Content Type: 2
Title: Games2Teach Survey
Body:
Do you use our Games2Teach website or any of its resources? If so, we'd appreciate your feedback. Please take two minutes or less to complete this survey: https://oregon.qualtrics.com/jfe/form/SV_9YU0DqyPLHv8KCV
Source: CASLS
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Content Type: 1
Title: April 2018 Issue of Heritage Language Journal
Body:
The April 2018 issue of the Heritage Language Journal is available at http://www.heritagelanguages.org/?AspxAutoDetectCookieSupport=1
In this issue:
Andrew Lynch, Editor in Chief
Editorial Commentary in memoriam Olga E. Kagan
Katharine E. Burns, Carnegie Mellon University, and Linda R. Waugh, University of Arizona
Mixed Messages in the Spanish Heritage Language Classroom: Insights from CDA of Textbooks and Instructor Focus Group Discussions
Elizabeth M Kissling, University of Richmond
An Exploratory Study of Heritage Spanish Rhotics: Addressing Methodological Challenges of Heritage Language Phonetics Research
Busi Makoni, Pennsylvania State University
Beyond Country of Birth: Heritage Language Learning and the Discursive Construction of Identities of Resistance
Gina Peirce, University of Pittsburgh
Representational and Processing Constraints on the Acquisition of Case and Gender by Heritage and L2 Learners of Russian: A Corpus Study
Izolda Wolski-Moskoff, The Ohio State University
Knowledge of Forms of Address in Polish Heritage Speakers
Reviewed by M. Cecilia Colombi and Lina Reznicek-Parrado, UC Davis
Book Review: Multiliteracies Pedagogy and Language Learning: Teaching Spanish to Heritage Speakers (2018). Gabriela C. Zapata and Manel Lacorte (Eds.)
Source: Heritage Language Journal
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Content Type: 1
Title: Book: Cognitive Perspectives on Bilingualism
Body:
From https://www.degruyter.com/view/product/210679?format=B
Cognitive Perspectives on Bilingualism
Edited by Monika Reif and Justyna A. Robinson
Published by De Gruyter
Only 15 years ago bilingualism was somewhat outside the main debates in cognitive linguistics. Cognitive linguistics had, to a large extent, taken for granted the fact that language is embodied in our experience. However, not much attention was given to questions of whether any changes to our language repertoire alter the way we perceive the world around us. A growing body of recent research suggests that one cannot understand the cognitive foundations of language without looking at bi- and multilingual speakers. In this vein, the present book aims to contribute to the existing debate of the relationship between language, culture and cognition by assessing differences and similarities between monolingual and bilingual language acquisition and use. In particular, it investigates the effect of conceptual-semantic and pragmatic properties of constructions on code choice and code switching, as well as the impact of bilingual and bicultural education on speakers’ cognitive development. This collective volume systematizes, reviews, and promotes a range of theoretical perspectives and research techniques that currently inform work across the disciplines of bilingualism and code switching.
Visit the publisher's website at https://www.degruyter.com/view/product/210679?format=B
Source: De Gruyter
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Content Type: 1
Title: Book: Speaking in a Second Language
Body:
From https://benjamins.com/catalog/aals.17
Speaking in a Second Language
Edited by Rosa Alonso Alonso
Published by the John Benjamins Publishing Company
For millions of individuals all over the world, speaking in a second language is a daily activity. It is therefore important that research in applied linguistics should contribute empirically to the study of second language spoken interaction. The aim of this volume is to make such a contribution by providing research-based insights into current approaches to the teaching and learning of this skill. Two key dimensions define the papers included here−their novelty and scope. First, the book provides a novel approach to the study of speaking in a second language by combining recent findings in usage-based linguistics with current issues in teaching. Second, the chapters cover a range of theoretical perspectives, including sociolinguistic and interactional competence, gestures, dynamic systems theory and code-switching. The volume offers a contemporary analysis of research in second language speaking that will be of interest to researchers, graduate students, teachers and other professionals working in the fields of communication and applied linguistics.
Visit the publisher's website at https://benjamins.com/catalog/aals.17
Source: John Benjamins Publishing Company
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Content Type: 1
Title: Book: Cognitive Linguistics and Japanese Pedagogy
Body:
From https://www.degruyter.com/view/product/466301?format=G
Cognitive Linguistics and Japanese Pedagogy: A Usage-Based Approach to Language Learning and Instruction
Edited by Kyoko Masuda
Published by De Gruyter
This volume, grounded on usage-based models of language, is an edited collection of empirical research examining how cognitive linguistics can advance Japanese pedagogy. Each chapter presents an acquisition or classroom study which focuses on challenging features and leads instructors and researchers into new realms of analysis by showing innovative views and practices resulting in better understanding and improved L2 learning of Japanese.
Visit the publisher's website at https://www.degruyter.com/view/product/466301?format=G
Source: De Gruyter
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Title: 8th International Conference on Intercultural Pragmatics and Communication
Body:
8th International Conference on Intercultural Pragmatics & Communication
June 8-10, 2018
Cyprus
Visit the conference website at http://inpra2018.org/
Source: 8th International Conference on Intercultural Pragmatics and Communication
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