Contents
Content Type: 1
Title: June Reflection on Languaging Dispositions
Body:
Last July, Christopher Daradics wrote about Self care through journalling about three key languaging dispositions. Now is a good time to review the discussion at http://caslsintercom.uoregon.edu/content/25158 and to journal about June's topic.
Source: CASLS
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Title: July Reflection on Languaging Dispositions
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A year ago, Christopher Daradics wrote about Self care through journalling about three key languaging dispositions. We hope that you followed his journal prompts from http://caslsintercom.uoregon.edu/content/25158 throughout the year and that they have helped you to stay energized by reflecting on your passion for languages and languaging.
Source: CASLS
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Content Type: 4
Title: Setting Boundaries to Protect Your Emotional Health
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By Yuxin Cheng, CASLS Fellow
This activity is designed to help teachers identify job-related factors that negatively impact their emotional health and set boundaries related to those job factors.
Learning Objectives: Teachers will be able to:
- Identify areas of their work lives to simplify and streamline
- Establish clear expectations for stakeholders related to job expectations
Materials Needed: Clear policy handout
Procedures:
- Identify a work-related responsibility about which you have some autonomy that feels overwhelming at times. This responsibility might be grading, answering emails, or any other task related to teaching that happens before/after the regular school day and assigned monitoring hours.
- Brainstorm a few classroom policies to manage the responsibility so that you may experience increased energy and emotional health.
- Pick one of the policies to implement. If this policy will require increased learner autonomy, collect resources to create a handout for students.
- Write a clear synopsis of your policy into your course syllabus. For example, if you only answer emails received before 5:00 PM on the same day, be sure to mention it so that all stakeholders have clear expectations.
- Discuss the policy with students and parents beginning the first day of class.
- Try out your policy. If it doesn’t work, give one of the other policies a shot or consider what modifications you might need to make. Don’t give up though! Your wellbeing is very important to you and to your students.
Source: CASLS Activity of the Week
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Content Type: 3
Title: Do the Hard Stuff Now to Avoid the Impossible Stuff Later
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By Lindsay Marean, InterCom Editor
“A stitch in time saves nine.” “For want of a nail... the rider was lost.” “Spend a week teaching behavior at the beginning of the year and save weeks of instructional time throughout the year.” Pick your proverb; the idea is the same. Work up front can save us from terrible stress later. Here are some examples relevant to language teaching:
- Invest extra time and effort in student relationships when you first meet them, and enjoy a cooperative group of learners all year.
- Decide what the essential understandings of your year’s curriculum are before you start creating learning experiences and sketching out the year’s schedule, and feel a sense of accomplishment at the end of the year no matter what setbacks you encountered.
- Reflect on and hold true to the strategies that you hold most dear (target language use? authentic resources? learner choice?), and feel good about your teaching style when questioned or observed.
- Visualize in detail what a good student behavior looks like in a certain area (entering the classroom, working with a partner, participating in whole-class discussion), and you can present clear expectations to your classes.
- Save exemplary student work (not only excellent products but also evidence of processes that lead to learning) to use as models for future years, and you will have crowdsourced your reputation as a teacher for incoming students.
- Choose and defend your protected professional development time (#langchat once a week? ACTFL convention in November? 15 minutes on Monday morning to digest InterCom?), and you will feel the energy of a person who is growing in his/her profession.
Here are a few caveats: first, each of these (and any other example you can think of) requires hard work up front. Yes, you will have less stress later, but that doesn’t erase the difficulty of the initial work. Second, remember that you can’t do all of the up-front things at once. Last week’s Topic of the Week article by Mandy Gettler reminds us all to articulate our values and prioritize our use of time. Be kind to yourself in your expectations. And third, you will need to know yourself in order to be true to your values and commit to the hard choices that support them. We encourage you to reflect often and deeply on your values and practices; the languaging dispositions that Christopher Daradics introduces in his July 2 Topic of the Week article are a good place to start.
We at CASLS are unfailingly awed by the passion and accomplishments of the language professionals that we encounter in our work, and we wish you the best this summer and in the coming school year.
Source: CASLS Topic of the Week
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Title: Explore East Asia: Art and Culture in China, Korea, and Japan
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Dear Educators,
Join us for a fun and exciting professional development workshop August 14-15, 2018, at the Portland Art Museum (PAM), co-sponsored by PAM, the Portland Japanese Garden, and the University of Oregon Center for Asian and Pacific Studies (CAPS). Register online through the following link: https://www.surveymonkey.com/r/ZGJVGD3
The workshop will feature: four lectures on East Asian art; comics and architecture; a gallery tour at the PAM; and a half-day excursion at the Japanese Garden. The workshop will culminate with a round-table discussion, in which participants will discuss how to utilize the workshop experiences in a variety of disciplines and classroom settings. The workshop will provide inspiring and educational resources for teachers that can be applied in the classroom in a variety of contexts.
What you will get out of the workshop:
· An experiential journey through highlights in East Asian art, architecture and comics led by expert professors and curators
· Free admission and art production activities in the serene setting of the Portland Japanese Garden
· Practical strategies on how to integrate East Asian art into your everyday teaching
· Free access to K-12 East Asian teaching resources
· Professional Development Units, which are available through PAM
· Coffee, pastries, and lunch boxes both days
Note: Each participant is responsible to make their own lodging arrangements. We encourage you to do that ASAP if you need to stay overnight. Hotels in Portland get filled quickly and are more expensive during summer. Please see the attached schedule for more information.
The deadline for registration is June 30, 2018. The number of available seats is limited and it will be on a first-come, first-served basis. To register, please go to the following link: https://www.surveymonkey.com/r/ZGJVGD3
Yifang Zhang
Program Coordinator
Center for Asian and Pacific Studies
541-346-5088
yzhang1@uoregon.edu
Source: University of Oregon Center for Asian and Pacific Studies
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Content Type: 1
Title: Book: Portraits of Second Language Learners
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From http://www.multilingual-matters.com/display.asp?isb=9781783099870
Portraits of Second Language Learners: An L2 Learner Agency Perspective
By Chie Muramatsu
Published by Multilingual Matters
Using second language (L2) socialization theory as a theoretical framework, this book investigates the ways in which four advanced learners of Japanese on an immersion program in the USA exercise their agency to pursue their language learning goals. The work presents their learner portraits and documents the different ways in which the four learners negotiate the meaning of their participations in the new community of practice, navigate and shape the trajectories of their learning and eventually achieve their goals of learning from their emic perspectives. The book re-examines Norton’s (2000) constructs of investment, investigates its applicability and argues that L2 learners’ desires and drives for learning an L2 are more diverse, unique and contextually situated than Norton’s notion of investment alone can explain. The research will be of interest to researchers and students in the fields of applied linguistics, second language acquisition, foreign language education and language and literacy education.
Visit the publisher's website at http://www.multilingual-matters.com/display.asp?isb=9781783099870
Source: Multilingual Matters
Inputdate: 2018-06-06 15:52:50
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Content Type: 1
Title: Book: Multilingual Practices in Language History
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From https://www.degruyter.com/view/product/477182?format=G
Multilingual Practices in Language History: English and Beyond
Edited by Päivi Pahta, Janne Skaffari, and Laura Wright
Published by de Gruyter
Texts of the past were often not monolingual but were produced by and for people with bi- or multilingual repertoires; the communicative practices witnessed in them therefore reflect ongoing and earlier language contact situations. However, textbooks and earlier research tend to display a monolingual bias. This collected volume on multilingual practices in historical materials, including code-switching, highlights the importance of a multilingual approach. The authors explore multilingualism in hitherto neglected genres, periods and areas, introduce new methods of locating and analyzing multiple languages in various sources, and review terminology, theories and tools. The studies also revisit some of the issues already introduced in previous research, such as Latin interacting with European vernaculars and the complex relationship between code-switching and lexical borrowing. Collectively, the contributors show that multilingual practices share many of the same features regardless of time and place, and that one way or the other, all historical texts are multilingual. This book takes the next step in historical multilingualism studies by establishing the relevance of the multilingual approach to understanding language history.
Visit the publisher's website at https://www.degruyter.com/view/product/477182?format=G
Source: De Gruyter
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Content Type: 1
Title: Book: Social Interaction and Teacher Cognition
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From https://edinburghuniversitypress.com/book-social-interaction-and-teacher-cognition.html
Social Interaction and Teacher Cognition
By Li Li
Published by Edinburgh University Press
In the past decade there has been a surge of interest in the study of language teacher cognition – what language teachers know, think and believe – and of its relationship to teachers’ classroom practices. Social Interaction and Teacher Cognition is the first book to use a discursive psychological perspective to examine teacher cognitions. Informed by conversation analysis (CA), the book offers a close examination of cognition-in-interaction in three distinctive aspects: learning to teach, novice and expert teachers’ cognition, and interactive decision making. The book views cognition as a socially constructed and contextual process, and treats interaction as a framework that deals with psychological matters in a public and visible way. It will be of particular relevance to those researching teacher cognition in EFL contexts and will appeal to anyone interested in the study of classroom interaction.
Visit the publisher's website at https://edinburghuniversitypress.com/book-social-interaction-and-teacher-cognition.html
Source: Edinburgh University Press
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Title: Call for Proposals: Association for Asian Studies Annual Conference
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The Association for Asian Studies Annual Conference will be held March 21-24, 2019 at the Sheraton Denver Downtown Hotel in Denver, Colorado.
Colleagues in Asian studies are invited to submit proposals for Organized Panels, Roundtables, and Workshop sessions, in addition to Individual Papers proposals for the committee’s consideration. The program committee seeks sessions that will engage panelists and audiences in the consideration of ideas, information, and interpretations that will advance knowledge about Asian regions and, by extension, will enrich teaching about Asia at all levels.
The deadline for submission of all proposals and Late Developing Countries (LDC) travel grant requests is Wednesday, August 1.
View the full call for proposals at http://www.asian-studies.org/Conferences/AAS-Annual-Conference/Conference-Menu/CALL-FOR-PROPOSALS/CFP-2019-Home
Source: AAS
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Title: Call for Papers: XVII International Dostoevsky Symposium
Body:
Source: Boston University
Inputdate: 2018-06-06 15:55:52
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