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Content Type: 1
Title: A Pedagogy of Translanguaging
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From https://www.languagemagazine.com/2018/09/10/a-pedagogy-of-translanguaging/
A Pedagogy of Translanguaging
by Laura Hamman, Emeline Beck, and Aubrey Donaldson
September 10, 2018
One day at recess, a distraught five-year-old approached me and proclaimed angrily, “Fulanito me tagó.” Confused, I attempted to understand her meaning: “¿Te tocó?” (“He touched you?”) She shook her head. “¿Te atacó?” (“He attacked you?”). No again, thankfully. Frustrated, the student replied, “Me taGÓ, like in tag, Maestra.”
In that moment, I realized I had only been activating half of my linguistic repertoire, while my student had been leveraging all of hers, converting the English verb tag into a grammatically correct “Spanglish” phrase to express her outrage that a classmate had tagged her in the playground game. In this moment of clarity, I began to wonder about the real risks for my students if they were never exposed to the benefits of translanguaging as a resource for their language and literacy learning.
In this reflection, Aubrey reveals a tension that many dual-language educators face when planning for language in their classrooms. On the one hand, teachers are tasked with upholding the program’s language allocation polices, which generally endorse strict language separation as a means to “protect” the minoritized language.
On the other hand, teachers recognize that their emergent bilingual students exhibit a range of dynamic bilingual languaging practices not often represented in classroom instruction. Thus, many are left wondering: Can a bilingual classroom embrace more flexible language practices while still privileging the minoritized language? And, if so, what would such practices look like?
We—two teachers and one teacher educator—have grappled with these questions and, in response, have developed a framework for designing and integrating more flexible language pedagogies into the bilingual classroom.
Read the full article for the principles of this framework and specific examples with students: https://www.languagemagazine.com/2018/09/10/a-pedagogy-of-translanguaging/
Source: Language Magazine
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Content Type: 1
Title: We Teach Languages Episode 69: Engaging All Learners
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In Episode 69 of the We Teach Languages podcast series, Leslie Grahn talks about how to engage learners in the language classroom with a focus on her 2017 book co-authored with Dave McAlpine called The Keys to Strategies for Language Instruction.
Listen to this podcast at https://weteachlang.com/2018/09/07/ep-69-with-leslie-grahn/
Source: We Teach Languages
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Content Type: 1
Title: Flipgrid Sharing for Spanish Students
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From https://marishawkins.wordpress.com
Spanish teacher and blogger Maris Hawkins has set up Flipgrids (Flipgrid is a video-sharing platform) for Spanish learners to share videos with each other. She currently has presentation grids for Spanish 1 and mixed Spanish 2/3.
Learn more in Ms. Hawkins' blog post: https://marishawkins.wordpress.com/2018/09/09/lets-keep-chatting-spanish-flipgrid-for-2018-2019-school-year/
For more ideas for using Flipgrid, see this small collection: http://caslsintercom.uoregon.edu/content/24517
Source: Maris Hawkins
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Content Type: 1
Title: Pecha Kucha in the Language Classroom
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In this article, Nik Peachey describes how the Pecha Kucha presentation format can be applied in language classrooms: https://peacheypublications.com/pecha-kucha-for-the-language-and-communications-classroom
The article also includes a link Thomas Jerome Baker's book, Pecha Kucha and English language teaching.
Source: Peachey Publications
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Title: Book: Multimodal Communication in Online Intercultural Encounters
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Screens and Scenes: Multimodal Communication in Online Intercultural Encounters
Edited by Richard Kern and Christine Develotte
Published by Routledge Taylor & Francis Group
This book examines the relationships between online visual interfaces and language use in educational contexts and the features that underpin them to explore the complex nature of online communication and its implications for educational practice. Adopting a case study approach featuring a global range of examples, the volume uniquely focuses on multimodal intercultural interactions, with a particular interest in videoconferencing, to look at how they project and reflect particular cultural values and tendencies concerning language use and how they elucidate the complex cultural identifications and affiliations inherent in intercultural encounters. The book employs a diverse range of theoretical and research frameworks to highlight the dynamic connections between digital technology, social life, and language use, and the ways in which they can inform language education, making this an ideal resource for students and scholars in applied linguistics, communication studies, media studies, information studies, and education.
Visit the publisher's website at https://www.routledge.com/Screens-and-Scenes-Multimodal-Communication-in-Online-Intercultural-Encounters/Kern-Develotte/p/book/9781138213951
Source: Routledge
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Title: Book: The Cambridge Handbook of Second Language Acquisition
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The Cambridge Handbook of Second Language Acquisition
Edited byJulia Herschensohn and Martha Young-Scholten
Published by Cambridge University Press
What is language and how can we investigate its acquisition by children or adults? What perspectives exist from which to view acquisition? What internal constraints and external factors shape acquisition? What are the properties of interlanguage systems? This comprehensive 31-chapter handbook is an authoritative survey of second language acquisition (SLA). Its multi-perspective synopsis on recent developments in SLA research provides significant contributions by established experts and widely recognized younger talent. It covers cutting-edge and emerging areas of enquiry not treated elsewhere in a single handbook, including third language acquisition, electronic communication, incomplete first language acquisition, alphabetic literacy and SLA, affect and the brain, discourse, and identity. Written to be accessible to newcomers as well as experienced scholars of SLA, the Handbook is organized into six thematic sections, each with an editor-written introduction.
Visit the publisher's website at https://www.cambridge.org/gb/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/cambridge-handbook-second-language-acquisition?format=PB
Source: Cambridge University Press
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Title: Call for Proposals: National Chinese Language Conference
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Source: Asia Society
Inputdate: 2018-09-20 16:08:21
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Title: Call for Chapters: Multilingual Learning in Low-Resource Contexts: Opportunities and Obstacles
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From https://linguistlist.org/issues/29/29-3505.html
Proposal for an edited volume in the New Routledge Series on Language and Content Integrated Teaching & Plurilingual Education
Multilingual Learning in Low-Resource Contexts: Opportunities and Obstacles
Edited by Elizabeth J. Erling and John Clegg
The aim of this volume is to provide a state-of-the-art collection of research about the role of language in content learning in schools in a wide range of low- and middle-income countries and other low-resource contexts. The focus will be on educational practices and pedagogies to support content learning and also the learning of dominant language(s). Chapters will focus on policies and practices that have emerged organically or through educational interventions to support learning. They will also explore various models of multilingual or plurilingual education and the opportunities and challenges in their implementation with regard to policy, practice and attitudes.
Theories and research into multilingual and plurilingual learning have often arisen in high-resource, elite bilingual contexts of formal schooling. Indeed, the term pluringualism is usually reserved to describe European contexts, and not normally used with regard to low-resource contexts, where the focus tends to be on forms of mother tongue and multilingual instruction. Therefore, an additional aim of the volume is to forge connections between research about multilingual and plurilingual education initiatives in both “the global South” with “the global North”, where school populations are increasingly diverse and multilingual.
Proposals are due by December 1, 2018.
View the full call for chapters at https://linguistlist.org/issues/29/29-3505.html
Source: LINGUIST List
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Title: Call for Proposals: Language Testing and Research Colloquium
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From https://www.iltaonline.com/page/LTRC2019CFP
The International Language Testing Association is delighted to invite you to participate in the 41st annual Language Testing Research Colloquium (LTRC), which will be held in Atlanta, Georgia from March 4 through 7, 2019. This event, taking place 40 years after the original meeting of language testers in a Boston hotel room in 1979, is returning to North America for the first time in four years and to the United States for the first time in seven years.
The organizers have chosen the theme of Language Testing and Social Justice as a focus for the 41st annual Language Testing Research Colloquium. It is a particularly relevant theme for a conference to be held in Atlanta, Georgia, home of Dr. Martin Luther King, Junior, and a major center of the Civil Rights movement in the USA. ILTA also wants to recognize the 20th anniversary of Elana Shohamy’s landmark 1998 article Critical Language Testing and Beyond,[1] in which she challenged language testers to “actively follow the uses and consequences of language tests, and offer assessment models which are more educational, democratic, and ethical in order to minimize misuses.”
As always, the organizers welcome proposals on the full range of research topics within the field, but for this LTRC they particularly encourage participants to propose papers that investigate the uses and misuses of tests, the consequences of language test use, and innovations in language testing that embody Shohamy’s call for “more democratic models of assessment where the power of tests is transferred from elites and executive authorities and shared with the local levels, test takers, teachers, and students.”
The proposal deadline is October 1.
View the full call for proposals at https://www.iltaonline.com/page/LTRC2019CFP and submit a proposal at https://www.conftool.pro/ltrc2019/
Source: ILTA
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Title: Call for Papers: Center for Languages and Intercultural Communication Conference
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Source: Rice University
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