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Title: Information about the Missouri Seal of Biliteracy
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The Missouri Seal of Biliteracy (SoBL) and Distinguished Missouri Seal of Biliteracy is awarded to graduating high school students in districts with a DESE-approved program, who have demonstrated achievement in English, a Language Other Than English (LOTE) and sociocultural competence. All Missouri students studying any of the world’s languages are potential Seal candidates.
Learn more at this webinar (http://desemo.adobeconnect.com/pjw8aga9gmux) or on the Seal of Biliteracy website (https://dese.mo.gov/college-career-readiness/curriculum/english-language-development/missouri-seal-biliteracy)
Source: Missouri Department of Elementary and Secondary Education
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Content Type: 5
Title: Practicing What We Preach: Reflection in the Workplace
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Reflection is important. It’s the heart of LinguaFolio Online, our e-portfolio for language learners. We preach it in each issue of InterCom. Reflection is included in Games2Teach activities.
We at CASLS practice what we preach. Each year, we gather together to reflect on our work and reconnect with our mission: supporting innovation in world language teaching and learning. We also use this time to set goals and strategic priorities for the upcoming year.
During this year’s meeting, we discussed new projects proposed as part of an upcoming Title VI Language Resource Center cycle and how those projects align with our mission. We also provided an opportunity for each staff member to share their interest in working on any of the projects. In the afternoon, we discussed workplace dynamics and how we can help each other be our best selves. Our time together culminated in completing a teambuilding activity: an escape room. (In case you are wondering, we did indeed escape.)
We encourage you to connect with us throughout the year to share your perspectives on our projects. Follow us on Facebook, Twitter, and Instagram.
Source: CASLS Spotlight
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Content Type: 5
Title: Sykes and Cohen Publish SSLLT Article: Strategies and Interlanguage Pragmatics
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CASLS director Julie Sykes and former CARLA director Andrew D. Cohen have published an article in Studies in Second Language Learning and Teaching. The article, "Strategies and Interlanguage Pragmatics: Explicit and Comprehensive," is available at https://pressto.amu.edu.pl/index.php/ssllt/article/view/13222. Here is the abstract:
Explicit instruction in strategies for interlanguage pragmatic learning is fundamental to the development of a comprehensive set of pragmatic abilities in the target language. In this article, we begin by providing an overview of previous work in the area of language learner strategies directed at the teaching and learning of pragmatics. We then offer an extension of Cohen’s (2005, 2014) framework of strategies for learning, using, and evaluating the use of interlanguage pragmatics in four domains: knowledge, analysis, subjectivity, and awareness (Sykes, Malone, Forrest, & Sadgic, forthcoming). Examples from current projects are provided to exemplify the critical importance of a strategies-based approach to the teaching and learning of interlanguage pragmatics. The article concludes with ideas for future research and implementation.
Access the entire issue at https://pressto.amu.edu.pl/index.php/ssllt/issue/view/848
Source: CASLS Spotlight
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Content Type: 5
Title: New Article in CALICO Journal: Interlanguage Pragmatics, Curricular Innovation, and Digital Technologies
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CASLS director Julie M. Sykes has published an article in CALICO Journal, "Interlanguage Pragmatics, Curricular Innovation, and Digital Technologies." Here is the abstract:
Human interaction is fundamentally about shared understanding, created when interlocutors engage with one another around their own intended meaning and the intended meaning of others. Pragmatics is at the core of this interaction. The fields of computer-assisted language learning (CALL) and the teaching and learning of interlanguage pragmatics (ILP) have grown up together. These fields have sometimes been at odds, but, more often than not, they have drawn on synergies from one another to advance. Emerging digital tools have made notable innovations in the field of ILP development possible, and, simultaneously, the needs of ILP researchers and practitioners have led to technological innovation. This article explores these advancements through a synthesis of key research in the field of technology-mediated teaching and learning of ILP in five core areas – curricular materials, classroom interventions, telecollaboration, research methodologies, and expanding pragmatic practices.
Access this article at https://journals.equinoxpub.com/index.php/CALICO/article/view/36175
The entire issue is available at https://journals.equinoxpub.com/index.php/CALICO/issue/view/2452calico
Source: CASLS Spotlight
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Content Type: 3
Title: Developing Critical Dispositions in Your Students
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By Stephanie Knight, CASLS Assistant Director
COMMUNITIES: Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world
The standard above, taken from the ACTFL World Readiness Standards for Learning Languages , provides a beneficial frame within which to consider this month’s InterCom topic, erasing the perception of boundaries between language learners and the target culture. This topic is oftentimes tricky for teachers because they must not only lead learners to interact with cultural competence, but also avoid advocating both cultural appropriation and cultural voyeurism. The space between these two cultural learning extremes may not always be clearly evident.
In order to contend with this difficulty, we advocate that teachers work towards developing curious critical dispositions in their learners. Such an approach entails working through comparative cultural analyses between the target culture and one’s own as well as engaging learners in a variety of critical thinking protocols (see Harvard’s Project Zero for more information) that encourage learners to develop awareness of target cultural norms, personal cultural norms, and the overt or implicit biases they carry when considering said norms. These biases are not to be admonished but rather confronted and recognized to facilitate deep learner understanding of, and engagement in, the target culture.
This week’s Activity of the Week provides a beneficial first step in developing curious and creative dispositions in learners.
Source: CASLS Topic of the Week
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Content Type: 1
Title: August 2018 Issue of Humanising Language Teaching
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The August 2018 issue of Humanising Language Teaching is available at https://www.hltmag.co.uk/aug18/
Read a summary of this issue at https://www.hltmag.co.uk/aug18/edit
Source: Humanising Language Teaching
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Title: Book: English Medium Instruction
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English Medium Instruction: Content and language in policy and practice
By Ernesto Macaro
Published by Oxford University Press
Against a backdrop of theory, policy documents, and examples of practice, this book weaves together research in both secondary and tertiary education, with a particular focus on the key stakeholders involved in EMI: the teachers and the students.
Whilst acknowledging that the momentum of EMI is unlikely to be diminished, and identifying its potential benefits, the author raises questions about the ways it has been introduced and developed and explores how we can arrive at a true cost-benefit analysis of its future impact.
Visit the publisher's website at https://elt.oup.com/catalogue/items/global/linguistics/oxford_applied_linguistics/9780194403962?cc=us&selLanguage=en
Source: Oxford University Press
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Title: Book: Profiles of Dual Language Education in the 21st Century
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Profiles of Dual Language Education in the 21st Century
Edited by M. Beatriz Arias and Molly Fee
Published by Multilingual Matters
In the last 20 years dual language education programs have increased in number and expanded in range. Whereas once they were predominantly focused at the elementary level, they now span from pre-K through to high school. This book examines the key attributes of successful dual language programs, as well as the challenges and opportunities involved in extending the dual language instructional model to pre-K and secondary settings. Chapter authors, who are themselves both researchers and practitioners, explore the latest research and policy implications for implementation of dual language in three different contexts; within a school, a dual language school and a dual language district. This book will be of interest to teachers, teacher educators, professional development specialists, policymakers, administrators, and researchers.
Visit the publisher's website at http://www.multilingual-matters.com/display.asp?sort=sort_date/d&sf1=title_exact&st1=profilesofduallanguageeducationinthe21stcentury
Source: Multilingual Matters
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Title: Book: Spirituality and English Language Teaching
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From http://www.multilingual-matters.com/display.asp?isb=9781788921527
Spirituality and English Language Teaching: Religious Explorations of Teacher Identity, Pedagogy and Context
Edited by Mary Shepard Wong and Ahmar Mahboob
Published by Multilingual Matters
This collection of 16 reflective accounts and data-driven studies explores the interrelationship of religious identity and English Language Teaching (ELT). The chapters broaden a topic which has traditionally focused on Christianity by including Buddhist, Hindu, Muslim and non-religious perspectives. They address the ways in which faith and ELT intersect in the realms of teacher identity, pedagogy and the context and content of ELT, and explore a diverse range of geographical contexts, making use of a number of different research methodologies. The book will be of particular interest to researchers in TESOL and EFL, as well as teachers and teacher trainers.
Visit the publisher's website at http://www.multilingual-matters.com/display.asp?isb=9781788921527
Source: Multilingual Matters
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Title: Call for Proposals: Society for Classical Studies Annual Meeting
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From https://classicalstudies.org/annual-meeting/2019-annual-meeting%20
Every winter, the Society for Classical Studies holds a joint meeting with the Archaeological Institute of America. In addition to the presentation of individual papers and panels, features of the annual meeting include the Placement Service, for institutions advertising positions and candidates seeking them; an exhibit hall for browsing and purchasing the latest books from a variety of publishers; roundtable discussion sessions; dramatic performances by the Committee on Ancient and Modern Performance; meetings and receptions of affiliated groups; and much more.
The 2019 meeting will take place January 3-6 in San Diego. View the call for panels, seminars, workshops, affiliated group meetings, joint sessions, roundtable discussions, and individual sessions at https://classicalstudies.org/annual-meeting/types-of-sessions-and-materials-required-proposals
Source: Society for Classical Studies
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