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Content Type: 1
Title: Technology Tools for Interpretive Tasks Using Authentic Text
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From https://passion4theprofession.com
We've been following a great series of posts on the passion4theprofession blog about using authentic texts (http://caslsintercom.uoregon.edu/content/25073, http://caslsintercom.uoregon.edu/content/25114, http://caslsintercom.uoregon.edu/content/25151, and http://caslsintercom.uoregon.edu/content/25192). The latest installment presents different tech tools that are available for different phases of working with authentic texts: https://passion4theprofession.com/2018/06/08/technology-tools-for-interpretive-tasks-using-authentic-text/
Source: passion4theprofession
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Title: Mastering the Art of Circumlocution with the Game of Taboo
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From http://teachinginthetargetlanguage.com
Learn about circumlocution, an important skill for language learners, and how your students can build this skill through the game Taboo in this recent blog post: http://teachinginthetargetlanguage.com/mastering-the-art-of-circumlocution-with-the-game-of-taboo/
Source: Teaching in the Target Language
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Title: More on Not Micromanaging Students' Learning
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From https://senorfernie.wordpress.com
Last month (http://caslsintercom.uoregon.edu/content/25111) we noted Albert Fernandez's insightful two-part reflection on assessment, the complexity of natural language, and a teacher's tendency to micromanage students' learning. Mr. Fernandez recently posted a third part in which he discusses the results of his final assessment with his 6th and 7th grade students, which was to make a brochure for incoming students.
Read the recent blog post at https://senorfernie.wordpress.com/2018/06/07/micromanaging-the-class-part-3-the-results/
Source: Senor Fernie
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Content Type: 1
Title: Videos Celebrating Multilingualism
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From http://www.pblinthetl.com
Laura Sexton has written a wonderful blog post sharing a few videos that celebrate multilingualism. First, she embeds a video of Juliet Lyan describing her encounter with a Deaf man and his joy at learning that she knew ASL. Second, a short video about senior citizens helping students in Brazil to learning English. Finally, a short clip of country singer Tim McGraw explaining why he chose to sing "Humble and Kind" in Spanish, along with the video of that song.
Watch all of these short videos to feel great about why you are a language teacher, and share with your students to celebrate multilingualism: http://www.pblinthetl.com/2018/06/videos-in-english-for-spanish-class.html
Source: PBL in the TL
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Title: Here's How a Shawnee Mission West Teacher Is Making French Accessible to All Students
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Here's a nice radio feature about how teacher Katie Bogart makes her elective French classes accessible to diverse students. The practices that the article highlights include task-based learning, using mobile games to scaffold learning, and active hands-on activities, all techniques that we at CASLS also encourage to increase student engagement.
Read the article or listen at http://kcur.org/post/heres-how-shawnee-mission-west-teacher-making-french-accessible-all-students#stream/0
Source: KCUR
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Content Type: 3
Title: Making Your Textbook Come to Life: A Top 10 List
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By Julie Sykes, CASLS Director, and Stephanie Knight, CASLS Assistant Director
- Get creative! Ask learners to produce a creative piece using what they learn in the chapter you are working on. This could be an art piece, a poem, a photography collection, or anything else that sparks learners’ creative juices.
- Promote a deeper understanding of context: Use outside resources so that students can explore target language functions in a variety of settings. For example, have them learn to introduce themselves with peers, service providers, and at job interviews instead of with peers alone.
- Use project-based approaches in lieu of chapter tests: Have your students prove their knowledge by participating in a communicative project instead of taking a traditional paper and pen assessment. Allow them to be as creative as possible!
- Create simulations that require the students to use what they learned in the textbook in interesting ways: Are you teaching about the conditional tense? Have students create a plan for a time capsule with certain dimensions and justify what objects they should put in it.
- Change up the order: As you work through a chapter, you can go from start to finish or you can mix it up. Sometimes moving the reading to the end or the speaking task to the beginning makes more sense in your context and can be a lot of fun.
- Create activities that involve multiple modes of communication at once: Oftentimes, textbooks separate each communicative mode. However, multimodal communication is really common in life! See if you can combine the textbook activities to create language practice that involves more than one mode at a time.
- Compare with other genres: Have learners compare their text book resources to other genres, like YouTube Videos. Doing so adds depth to their language experience and helps build skills for language analysis and adaptation.
- Have the students teach: As part of the course, select a part of the chapter to have a group of students teach to their peers. Encourage them to use what’s there and to find outside materials to supplement their instruction.
- Test at the beginning: Use what might be a typical chapter test at the beginning of the chapter as a diagnostic tool and have learners map their needs to the content in the chapter. This will help them focus on the content they most need.
- Make connections beyond the textbook: As you work through the chapter, feel free to mix up the domain. For example, instead of sticking to textbook exercises that involve adjectives for descriptive language functions, you could use optical illusions to connect the use of adjectives to the exploration of larger concepts such as perception versus reality.
Source: CASLS Topic of the Week
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Content Type: 4
Title: Using Backward Design to Contextualize Target Language
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The activity accompanies this week’s Topic of the Week and showcases how one might explore a variety of contexts for a given language function in an already highly communicative textbook. The textbook featured in the example handout is Contraseña, an e-textbook for foundational Spanish that will be released in Fall of 2018.
Objectives: Teachers will be able to:
- Use micro-level backwards design to increase the contextualization of a target language function in their classrooms.
- Conceptualize a series of activities in which learners will analyze, learn, and practice the target language function.
Modes: Any
Materials: Textbook, Micro-Level Backwards Design Handout, Example Micro-Level Backwards Design Handout
Procedure:
- Identify a chapter from your textbook for which you want to refresh your approach for teaching.
- Complete the 30,000-foot view of the Micro-Level Backwards Design Handout. You will consider the context/situations in which you want your learners to use language and the final assessment towards which they are preparing throughout the course of the chapter.
- Complete the 15,000-foot view of the Micro-Level Backwards Design Handout. In this step, you will identify a language function and the grammar, vocabulary, and strategic/pragmatic knowledge needed to engage in that function. In our example handout, we identified our target language function as, “I can make plans to hang out with a friend.” The grammar needed includes the phrases to say “going to do something,” “to have to,” and stating what times events happen. The vocabulary includes common activities for students and words associated with telling time. All of these content points are already included in the textbook. The identified strategic/pragmatic knowledge that we chose to emphasize with students was texting conventions in Spanish, something that will require the use of outside resources.
- Complete the 0-foot view of the Micro-Level Backwards Design Handout. In this step, you will craft activities in which learners will observe the target language function in practice, analyze it to elicit understanding of the targeted structures and strategic/pragmatic skills, practice their new-found knowledge, evaluate their work, and reflect upon it. It is important to note that this component of the handout is not intended to represent one day of classroom activities, but rather a series of activities in which learners will gain a deep understanding of the language function in question. While it is possible that these activities will be completed in one day, it is likely that they will be completed over a series of classes.
- Reflect on your document by asking yourself the following questions:
- Does my targeted language function fit within the 30,000-foot view of the chapter in the book?
- Did I identify grammar, vocabulary, and strategic/pragmatic skills that reflect the way that language is actually used? Is there anything else I need to augment or change from the way my textbook presents targeted knowledge to more accurately capture the target language function in practice?
- Did I consider the various contexts in which my language function might be relevant and provide activities to adapt language to a variety of contexts when necessary?
- Is there a way to synthesize the information presented by the book to more accurately reflect the function in practice? For example, do I only need first person verbs with this function, or do I need to teach all conjugations?
- Do my activities sufficiently scaffold the learning process for students?
- Did I give the students a concrete activity for reflection that will meaningfully prepare them for their summative assessment?
- Do I have a plan to revisit the function in class (when necessary) that is achievable?
Source: CASLS Activity of the Week
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Title: June 2018 Issue of Humanising Language Teaching
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The June 2018 issue of Humanising Language Teaching, a resource for English teachers and learners, is available at http://hltmag.co.uk/jun18/index.htm
Source: Humanising Language Teaching
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Title: Book: The Conceptualization of Counterfactuality in L1 and L2
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From https://www.degruyter.com/view/product/497292?format=G
The Conceptualization of Counterfactuality in L1 and L2: Grammatical Devices and Semantic Implications in French, Spanish and Italian
By Isabel Repiso
Published by de Gruyter
Counterfactual thinking is a universal cognitive process in which reality is compared to an imagined view of what might have been. This type of reasoning is at the center of daily operations, as decision-making, risk preventability or blame assignment. More generally, non-factual scenarios have been defined as a crucial ingredient of desire and modern love. If the areas covered by this reasoning are so varied, the L2 learner will be led to express 'what might have been' at some point of her acquisitional itinerary. How is this reasoning expressed in French, Spanish and Italian? By the use of what lexical, syntactic and grammatical devices? Will the learner combine these devices as the native French speakers do? What are the L1 features likely to fossilize in the L2 grammar? What are the information principles governing a communicative task based on the production of counterfactual scenarios? These are some of the questions addressed by the present volume.
Visit the publisher's website at https://www.degruyter.com/view/product/497292?format=G
Source: De Gruyter
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Title: Book: Discourse, Ideology and Heritage Language Socialization
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From https://www.degruyter.com/view/product/207931?format=G
Discourse, Ideology and Heritage Language Socialization: Micro and Macro Perspectives
By Martin Guardado
Published by de Gruyter
The book examines the development and maintenance of a minority language, engaging on both micro and macro levels to address open questions in the field. Guardado provides a history of the study of language maintenance, including discussion of language socialization, cosmopolitan identities, and home practices. In particular, the author uses 'discourse' as a primary tool to understand minority language development and maintenance.
Visit the publisher's website at https://www.degruyter.com/view/product/207931?format=G
Source: De Gruyter
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