Contents

From https://passion4theprofession.com

Learn how you can use authentic resources to introduce and reinforce vocabulary in this blog post: https://passion4theprofession.com/2018/08/24/using-authentic-resources-for-vocabulary-input-and-reinforcement/

From http://blogs.edweek.org

Kenneth Cushner, emeritus professor of international and intercultural teacher education at Kent State University, uses his personal experiences of more than 40 years traveling with students and teachers on all seven continents as a vehicle to address cross-cultural communication, intercultural development, and student travel.

Read his article at http://blogs.edweek.org/edweek/global_learning/2018/08/how_student_travel_can_enhance_intercultural_development.html

In this nine-minute video, listen to descriptions of five icebreaker activities for English classrooms that could be used in any language classroom: https://youtu.be/khMTYp-L53o

From http://worldlanguagecafe.com

The American Council on the Teaching of Foreign Languages recommends using as much target language as possible (90% plus): https://www.actfl.org/news/position-statements/use-the-target-language-the-classroom

In this series of posts from World Language Cafe, learn how you can get your students using more of the target language in class. 

In Part 1, learn how to get started if you and your students aren't used to using this much target language: http://worldlanguagecafe.com/20-ways-to-get-your-students-speaking-in-the-target-language-part-1/

In Part 2, read twenty different strategies that can motivate and scaffold target language use: http://worldlanguagecafe.com/20-ways-to-get-your-students-speaking-in-the-target-language-part-2/

In Part 3, learn what you can do if you're still struggling: http://worldlanguagecafe.com/20-ways-to-get-your-students-speaking-in-the-target-language-part-3/

From http://teachinginthetargetlanguage.com

The more independence or agency that language learners have, the more they will be motivated to learn the language that they need for their lives. In this blog post, Laura of the Teaching in the Target Language blog shares tips for fostering independence in language learners starting at the beginning of the year: http://teachinginthetargetlanguage.com/5-steps-to-foster-independence-in-our-world-language-students/

In this handy comparison tool, students enter a "country of origin" and another country to compare it with. Compare debt, spending on education, annual income, savings, Internet users, life expectancy, obesity rate, unemployment, and murder rate.

Available at https://blog.hireahelper.com/your-life-in-another-country/

From https://www.routledge.com/Intercultural-Communicative-Competence-in-Educational-Exchange-A-Multinational/Fantini/p/book/9780815369677

Intercultural Communicative Competence in Educational Exchange: A Multinational Perspective
By Alvino E. Fantini
Published by Routledge Taylor & Francis Group

This book explores the nature of intercultural communicative competence (ICC), a set of abilities required to promote sojourner engagement with diversity during study abroad and other educational exchange experiences. A highly original contribution to the intercultural communication literature, this book bases its multinational perspective of ICC on an extensive literary search in six languages and spanning 50 years to identify ICC’s multiple components, to develop a comprehensive assessment tool, and to assess its development and impact on exchange participants in multiple countries.

Visit the publisher's website at https://www.routledge.com/Intercultural-Communicative-Competence-in-Educational-Exchange-A-Multinational/Fantini/p/book/9780815369677

From http://www.multilingual-matters.com/display.asp?isb=9781788921473

Multilingual Computer Assisted Language Learning
Edited by Judith Buendgens-Kosten and Daniela Elsner
Published by Multilingual Matters

Recent developments in education, such as the increasing linguistic diversity in school populations and the digital revolution which has led to new ways of being, learning and socializing, have brought about fresh challenges and opportunities. In response, this book shows how technology enriches multilingual language learning, as well as how multilingual practices enrich computer assisted language learning (CALL) by bringing together two, thus far distinct, fields of research: CALL and multilingual approaches to language learning. The collection includes contributions from researchers and practitioners from three continents to illustrate how native languages, previously studied languages, heritage languages or dialects are activated through technology in formal and informal learning situations. The studies in this book showcase multilingual language use in chat rooms, computer games, digital stories, ebook apps, online texts and telecollaboration/virtual exchange via interactive whiteboards. This volume will be of interest to researchers interested in language learning and teaching and to practitioners looking for support in seizing the opportunities presented by the multilingual, digital classroom.

Visit the publisher's website at http://www.multilingual-matters.com/display.asp?isb=9781788921473

From http://www.cambridge.org/gb/academic/subjects/languages-linguistics/psycholinguistics-and-neurolinguistics/heritage-languages-and-their-speakers?format=HB

Heritage Languages and their Speakers
By Maria Polinsky
Published by Cambridge University Press

This book provides a pioneering introduction to heritage languages and their speakers, written by one of the founders of this new field. Using examples from a wide range of languages, it covers all the main components of grammar, including phonetics and phonology, morphology and morphosyntax, semantics and pragmatics, and shows easy familiarity with approaches ranging from formal grammar to typology, from sociolinguistics to child language acquisition and other relevant aspects of psycholinguistics. The book offers analysis of resilient and vulnerable domains in heritage languages, with a special emphasis on recurrent structural properties that occur across multiple heritage languages. It is explicit about instances where, based on our current knowledge, we are unable to reach a clear decision on a particular claim or analytical point, and therefore provides a much-needed resource for future research.

Visit the publisher's website at http://www.cambridge.org/gb/academic/subjects/languages-linguistics/psycholinguistics-and-neurolinguistics/heritage-languages-and-their-speakers?format=HB