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Content Type: 1
Title: Infographic Syllabus for French
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From https://mmefarab.wordpress.com
Have you considered giving your students a syllabus in the form of an infographic? It's visually appealing and mimics a commonly-used authentic resource in language classrooms.
See how one teacher makes hers at https://mmefarab.wordpress.com/2018/08/06/infographic-syllabus-year-three/
Source: En Français, SVP!
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Content Type: 1
Title: Give Me Five: Vocabulary Categories Game
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Give Me Five is a low-prep game in which groups of students draw a category card and name five things in that category. You can download printable sheets of category cards in English here: http://ddeubel.edublogs.org/2018/07/30/give-me-5-vocabulary-game/
Source: EFL Classroom 2.0
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Content Type: 1
Title: Creating Community in the Classroom
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From https://latinbestpracticescir.wordpress.com
Here is an idea to get students learning each other's names and using the target language: ask them to organize themselves by last name - with a timer! Read how and why this Latin teacher did this activity at https://latinbestpracticescir.wordpress.com/2018/08/08/create-community-in-the-classroom-and-no-you-dont-have-to-be-friends/
Source: Latin Best Practices
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Content Type: 1
Title: Connecting Teachers with Research
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From https://clareseltcompendium.wordpress.com
We at InterCom hope that our email digest helps to connect practicing teachers with relevant research, and researchers with teachers' classroom realities. In this recent blog post, English teacher Clare Fielder describes several resources where teachers can access research related to language teaching. The resources include InterCom and sites that we frequently cite (such as ELT Research Bites and the now-retired Musicuentos Black Box) and others that we are excited to explore.
Read the blog post at https://clareseltcompendium.wordpress.com/2018/07/07/how-to-access-elt-relevant-research/
Source: Clare's ELT Compendium
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Content Type: 1
Title: Use Flipgrid to Publish Instructional Videos
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From https://www.freetech4teachers.com
Do you use Flipgrid? If so, here's a helpful video from Richard Byrne describing how to publish an instructional video on the video platform: https://www.freetech4teachers.com/2018/08/use-flipgrid-to-publish-instructional.html
Source: Free Technology for Teachers
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Content Type: 1
Title: Teaching Grammar in Context Using Authentic Resources, Part 2
Body:
From https://passion4theprofession.com
We noted in May (http://caslsintercom.uoregon.edu/content/250730) that the passion4theprofession blog has been posting an ongoing series about using authentic text in instruction. A recent post continues an April 13, 2018 post about teaching grammar in context using authentic resources. In the recent (July 27) post, the author uses two ACTFL Core Practices, "Guide Learners through Interpreting Authentic Resources" and "Teach Grammar as Concept and Use in Context," to describe how authentic resources can be used to teach grammar in context. The post focuses on memes, quotes, social media posts, and poems and song lyrics; and it provides a full example of a meme-based and song-based lesson on using the subjunctive in German.
Read the full post at https://passion4theprofession.com/2018/07/27/teaching-grammar-in-context-using-authentic-resources-part-2/
Source: passion4theprofession
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Content Type: 1
Title: Music and the CI Approach
Body:
From https://discoveringci.wordpress.com
How can teachers who use a CI approach (Comprehensible Input, associated with TPRS) use music in their classrooms? Here is a blog post full of ideas and resources; most of the specific songs are in Spanish, but the ideas apply to any language: https://discoveringci.wordpress.com/2018/07/31/a-musical-path-to-proficiency/
Source: discoveringci
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Title: Article: Are Video Games the New Free Voluntary Reading?
Body:
From https://www.languagemagazine.com/2018/07/31/the-new-free-voluntary-reading/
In this article, Kenneth S. Horowitz discusses video games for language learning, especially in the context of Puerto Rican students learning English. He draws parallels between free voluntary reading and video gameplay, noting the rich language of many video games: "Bioware’s games average around 500,000 words, and the first Mass Effect game has over 20,000 lines of dialogue, compared to an entire season of The Simpsons, which averages around 8,000."
Read the full article at https://www.languagemagazine.com/2018/07/31/the-new-free-voluntary-reading/
For more about games and language learning, be sure to visit CASLS' Games 2 Teach website at https://games2teach.uoregon.edu/
Source: Language Magazine
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Content Type: 4
Title: Integrating the Interculturality Can-Do Statements into Your Classroom: Comparing the Role of Family Members in Chinese
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By Isabelle Sackville-West, CASLS Fellow
This activity is designed to provide an example of how to use the NCSSFL-ACTFL Interculturality Can-Do Statements in the classroom in a thematic unit based around families. This activity is designed for Intermediate Chinese speakers.
Objectives: Students will be able to:
- Compare the roles of family members in their own and other cultures
- Appropriately use family kinship terms when speaking
Modes: Presentational, Interpersonal
Materials needed: Poster paper, Interculturality Kinship Handout (available in English here and in Chinese here), a video that illustrates the names of different family members (example in Chinese https://www.youtube.com/watch?v=ZzvEw6nLvRw), Two comment threads similar to what would be found at Quoro, Answer.com, or ask.com about target language culture and kinship terms (examples in Chinese that deal with gender discrimination and appropriate terminology for grandparents are https://www.zhihu.com/question/42606633 and https://zhidao.baidu.com/question/185423769.html.
Procedure:
- Observe: Have the students watch a video that showcases familial kinship terms. While they watch, have students jot down the kinship terms they hear that they weren’t previously familiar with.
- Have the students take time reading over the comment threads individually and then in small groups to help one another. Students should read twice. The first time, they should highlight what they know. The second time, they should read for opinions related to the kinship terms. Then, they should work in groups to figure out what they don’t know. At the end, they should jot down observations they notice about the kinship terms used for grandparents, their cultural/historical underpinnings and how the usage of the terms has evolved in modern times.
- Analyze: Now, conduct a class discussion. The NCSSFL-ACTFL Intercultural Communication Tool provides guidance that this conversation should be in the target language (Chinese), and teachers needing the L1 as a scaffolding mechanism are encouraged to adapt questions to a lower proficiency level, provide sentence stems in the target language to facilitate more robust interaction, and to use the L1 only when crucial to expose and clarify cultural nuances and subtleties. In the discussion, have students think about kinship terms and their origin or implications for social relations. Here are some example discussion questions:
- What do you notice about kinship terms for different grand-parents: i.e. 外婆 VS 奶奶. What does the 外 symbolize and why does it exist (think about the patriarchal history behind it).
- Look at dialectal variations and modern-day variations. For example, now maternal grandparents can also be called 姥姥 and 姥爷, especially in the northern dialects. What might this imply about modern society, or certain dialectal regions?
- Extend: Have students create posters of their own extended family and close family friends and label them with the kinship terms they feel are appropriate. Then have students write a little reflection on the back about why they chose the terms the did—for example if they chose 姥姥VS外婆. Note students should have the freedom to choose whichever kinship terms they feel are best as long as they can explain their choice.
- Summarize and Reflect: Finally, bring the class back for a final discussion about their choices, and why they might have chosen to follow or diverge from traditional Chinese kinship terms.
- In small groups (2-3 students), have students share their posters and their reasoning.
- Ask if any students are willing to share their posters and reasoning with the whole class.
- Then, as a whole class, discuss how the Chinese kinship system is similar to and different from the American system, or any other system the students have experience with.
Notes/Modifications:
By letting students make observations and analyze kinship terms, they better understand how the roles of family members are reflected by the language used to state them.
Teachers are encouraged to take a look at their curricula and consider developing lessons that showcase how culture is bound in the target language. Phrases like kinship terms and phrases used for apologies and requests are an ideal place to start.
As has already been mentioned, the NCSSFL-ACTFL Intercultural Communication Tool recommends that class discussions be conducted in the target language but does suggest that follow-up investigation at home could be done in the L1 for deeper reflection.
Source: CASLS Activity of the Week
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Content Type: 4
Title: Implicit Bias
Body:
Learning about culture is inherently complex. It involves examining not only overt representations of culture (food and holidays for example), but also subtler cultural manifestations such as perspectives and values. This level of cultural examination can be difficult to negotiate in a classroom with students who have diverse and possibly conflicting ideals.
One way to approach this difficulty in the classroom is to allow students to examine their own biases so that they are aware of the lenses that color their perceptions of the world. The goal is not to change the students’ personal values but rather to empower them to tackle cultural encounters with empathy, humanity, and awareness.
Objectives: Learners will be able to:
- Identify and articulate 1-2 biases they have
- Create an approach to handling cultural encounters with empathy, humanity, and awareness.
Modes: Interpersonal, Presentational
Materials: Implicit.harvard.edu, Implicit Biases handout
Procedure:
- Have your students identify their biases by taking the tests at implicit.harvard.edu. They should complete two tests.
- Provide your students with the Implicit Biases handout. They will document their test results and their initial reactions to their test results on the handout.
- Next, use an anonymous polling platform like Poll Anywhere to document students’ results. If you don’t have access to mobile devices, you could pass around a sheet of paper and have students document their various results with tick marks.
- Discuss the results as a class. How many people have strong biases against certain genders (or other test taken)? Races (or other test taken)? Small biases? No biases?
- Give the students 3 minutes to use the Implicit Biases Handout to think and write about the class results as they relate to their own. Were the results surprising? Did they make the students feel better about their own results? Why?
- Next, discuss as a class where the biases come from. Oftentimes, people end up finding out that they are slightly biased against themselves. Why might that be the case?
- Finally, help students create an approach for handling cultural encounters with empathy, humanity, and awareness. This approach involves three phases: 1) gathering information about culture, 2) processing the information, and 3) applying the information. The approach will be documented on the Implicit Biases handout.
- As a class, share some ideas for each phase of the approach crafted in Step 7. If the students have difficulty, you may want to watch Theo E.J. Wilson’s Ted Talk and work together to decide how he gathered, processed, and applied information.
Notes:
- Culture and language are inextricable from one another. As such, we recommend using this activity at the beginning of the school year, no matter the proficiency level of the students. For beginning learners, almost all of the activity and discussion will have to take place in the L1, while more proficient learners should use more of the target language when engaging in and interacting with the activities.
- Conversations with People Who Hate Me (http://www.dylanmarron.com/podcast/) is an excellent podcast for exploring biases and the idea of approaching differences with empathy and humanity, but it may not be appropriate for younger listeners.
- Beyond Tolerance (https://www.npr.org/programs/ted-radio-hour/474820279/beyond-tolerance) is a great TED Radio hour to use to explore empathy and humanity as well. Some topics covered are more appropriate for older learners.
Source: CASLS Activity of the Week
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