Contents
Content Type: 4
Title: A Guide to Engaging with a New Community
Body:
By Isabelle Sackville-West, CASLS Fellow
This activity is designed to help students engage with a target community as they simultaneously try to increase their language proficiency and social competences. It is designed help learners become aware of how their words and actions are received by expert speakers, reflect on their experiences, and make adjustments according to their needs and goals. This activity is best suited for intermediate-advanced speakers.
Learning Objectives:
Students will be able to:
- Identify felicitous language use in context
- Analyze their own language use and evaluate its effectiveness
- Identify areas for improvement and gaps in their pragmatic knowledge
Modes: Interpretive, Interpersonal
Materials: Note-taking device (journal or notebook, or attached handout)
Procedure:
- Prepare:
- First, students should identify a specific target community. This should be more specific than “French speakers” or “Chinese speakers.” Instead, they should aim for something with a narrower scope such as “Chinese-speaking World of Warcraft gamers” or “French speaking college students in cities.” For each narrower community, there will be a different set of social and linguistic norms that may vary from the theoretical “standard” variety of the target language and culture.
- Once students have identified a target group, have them think about the ways that they can engage with that group. For example, one could join a sports club, go to an event in the community, hangout at a specific café, or talk to players of a specific game.
- Prepare: Jumping right in can be nerve-wracking for some. To help learners prepare for what to expect, they should think about possible topics that the target group likes talking about or activities that they might enjoy and brainstorm language they might need to engage with them.
- Take the leap: Now that students have thought about how to engage with their target group, they must do it! The only way to improve their communication with that group is to practice.
- Interact: As learners engage with members of the community, they need to pay attention to how community members react to their use of language and other communication strategies such as the use of gestures. For example, perhaps a student tried to make a joke, but it didn’t land, or it went great!
- Document: Immediately after each interaction, learners should jot some notes in a journal paying attention to how their language, gestures, and social tendencies were received. It is especially helpful to write down specific phrases and instances that stick out to them so that they will remember what was said later.
- Reflect: Have students look back at their observations from a particular interaction or a series of interactions. They should then think about the following questions.
- What did you say/do?
- How did others react?
- How did community members interact with one another? What did they say/do?
- Overall, how did the interaction go?
- How did you feel after the interaction? Why?
- Would you say/do the same thing next time? Why or why not?
- What might you do differently next time? What might you do the same?
- What strengths do you want to keep developing?
- What are some areas for improvement and how will you go about improving them?
- Repeat:
- Now that students have reflected on their previous experience(s), it is time to try again! Have students repeat the whole process and continue to engage with the target community in new ways, observing and reflecting as they go.
- Developing social and linguistic competences is a long process and students should be prepared to experience difficulties. However, as their competences and confidence grow, they will be able to connect to community members in new and deeper ways.
Source: CASLS Activity of the Week
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Title: Book: Teaching and Learning English in Non-English-Speaking Countries
Body:
From https://cambridgescholars.com/teaching-and-learning-english-in-non-english-speaking-countries/
Teaching and Learning English in Non-English-Speaking Countries
By Shahnaz Shoro
Published by Cambridge Scholars Publishing
The English language is currently used as a second or foreign language in those countries that had once been British colonies. For example, when united India was partitioned into two main countries, India and Pakistan, it was intended that English would gradually be replaced as the language of administration in both countries. However, as the countries were also home to several regional languages, attempts to introduce a sole official language and abolish English as the second official language have never succeeded. In today’s world, English is the language of the cultural, social and political elite, offering significant economic, political and social advantages to fluent speakers. Speakers of the English language automatically enjoy greater social status and have easier access to positions of power and influence. Learning and teaching the English language has therefore become a concern for those who cannot afford to study in native-speaking countries or at local expensive English-medium schools. This book provides various government and non-government educational and professional institutions with simple and practical language-learning courses that fulfill the requirements of people who want to learn English. It will be of great interest to a wide variety of readers, including teachers, language learners, students, linguistic departments, general readers who are struggling to learn English, and professionals who want to overcome the language barrier.
Visit the publisher's website at https://cambridgescholars.com/teaching-and-learning-english-in-non-english-speaking-countries/
Source: Cambridge Scholars Publishing
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Title: Book: The Handbook of Advanced Proficiency in Second Language Acquisition
Body:
The Handbook of Advanced Proficiency in Second Language Acquisition
Edited by Paul A. Malovrh and Alessandro G. Benati
Published by Wiley
The Handbook of Advanced Proficiency in Second Language Acquisition offers an overview of the most recent and scientific-based research concerning higher proficiency in second language acquisition (SLA). With contributions from an international team of experts in the field, the Handbook presents several theoretical approaches to SLA and offers an examination of advanced proficiency from the viewpoint of various contexts and dimensions of second language performance. The authors also review linguistic phenomena among advanced learners through the lens of phonology and grammar development.
Comprehensive in scope, this book provides an overview of advanced proficiency grounded in socially-relevant domains of second language acquisition including discourse, reading, genre-based writing, and pragmatic competence. The authoritative volume brings together the theoretical accounts of advanced language use combined with solid empirical research.
- Includes contributions from an international collection of noted scholars in the field of second language acquisition
- Offers a variety of theoretical approaches to SLA
- Contains information on the most recent empirical research that contributes to an understanding of SLA
- Describes performance phenomena according to multiple approaches to SLA
Written for scholars, students and linguists, The Handbook of Advanced Proficiency in Second Language Acquisition is a comprehensive text that offers the most recent developments in the study of advanced proficiency in the acquisition of a second language.
Visit the publisher's website at https://www.wiley.com/en-us/The+Handbook+of+Advanced+Proficiency+in+Second+Language+Acquisition-p-9781119261612
Source: Wiley
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Title: Book: Languages for Specific Purposes in History
Body:
From https://www.cambridgescholars.com/languages-for-specific-purposes-in-history/
Languages for Specific Purposes in History
Edited by Nolwena Monnier
Published by Cambridge Scholars Publishing
This book presents twelve papers on the use of Languages for Specific Purposes (LSPs) throughout history. From Antiquity to the present time, contributors analyze how LSPs emerged both in Europe and in other parts of the world, such as Judea, North America, and China. The historical aspect of LSPs has generally not been studied in depth, despite being part of the global understanding of the phenomenon. All aspects of professional life are tackled in this book, including administration, commerce, diplomacy, medicine, legal studies, geography, sociology, mathematics and history.
This volume will naturally appeal to historians but also to linguists, sociologists, and anyone interested in languages used in a professional context. It offers a better understanding of where LSPs come from, how they emerged and how they tend to become real specialties in the teaching of modern languages.
Visit the publisher's website at https://www.cambridgescholars.com/languages-for-specific-purposes-in-history/
Source: Cambridge Scholars Publishing
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Title: Call for Proposals: The 18th Symposium on Second Language Writing 2019
Body:
From http://sslw.asu.edu/2019/proposal.html
The 18th Symposium on Second Language Writing and the SSLW Institute
Arizona State University
Tempe, AZ USA
November 13-16, 2019
The Symposium Organizing Committee at Arizona State University is seeking proposals for presentations that address various topics within the field of L2 writing. Any topic related to second language writing theory, research, or teaching is welcome. The Symposium Committee is interested in L2 writing issues in any second or foreign language for any age groups in personal, academic, professional and civic contexts. The proposals will be peer reviewed and possible session formats include: a 20 min paper presentation, a 1.5-hour colloquium session, a 10-15 min presentation, a discussion, a workshop, an open meeting, and a closed meeting.
Submission Deadline: January 15, 2019
For more information, visit http://sslw.asu.edu/2019/proposal.html
Source: Arizona State University
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Title: Call for Papers: Middle East – Topics & Arguments
Body:
From http://meta-journal.net/announcement/view/37
Call for Papers #13 – Contacts
Editors: Evgeniya Prusskaya (Russian Academy of Sciences) and Vera Tsukanova (Philipps-Universität Marburg)
Publication date: Fall 2019
The peer-reviewed online journal “Middle East – Topics & Arguments” (META) is calling for submissions for its thirteenth issue, which will be entitled Contacts. This issue will focus on the topic of contacts between different cultures and ethnic groups and how it might affect various facets of human civilization such as linguistic change.
META is seeking articles from different disciplines that involve the Near and Middle East and North Africa, including linguistics, history, comparative literature, sociology, political science, and others. Papers challenging specific hypotheses or frameworks are particularly welcome. In summary, papers that address the following issues within the geographical area under discussion are most welcome:
- Language contacts
- Interaction of living and classical languages
- Impact of language contacts on different aspects of culture
- Forms of colonial and post-colonial interaction
- Instruments of cross-cultural exchange
- Transfer of the ideas and ideologies
- Social network analysis
The deadline for abstract submissions is December 15th, 2018.
The deadline for article submissions is April 15th, 2019.
For more information, visit http://meta-journal.net/announcement/view/37
Source: META
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Title: Call for Papers: The 33rd JLTANE Conference
Body:
From http://sites.bu.edu/jltane/
Japanese Language Teachers’ Association of New England
The 33rd Annual Conference
Boston University
May 5, 2019
Japanese Language Teachers’ Association of New England (JLTANE) will host its 33rd annual conference at Boston University on Sunday, May 5th, 2019.
The abstracts can be in English and Japanese and the deadline to submit an abstract is February 15, 2019.
For more information, visit http://sites.bu.edu/jltane/
Source: Boston University
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Title: A Workshop for Immersion Teachers
Body:
From https://asiasociety.org/sites/default/files/inline-files/CHIIL_conferenceflyer.V.5.101918.pdf
China Early Language and Immersion Network (CELIN) at the Asia Society and Washington Yu Ying Public Charter School in Washington, DC, are collaborating to offer a special Immersion Teacher Workshop at the school on January 18, 2019. It will be a full day of teacher-led immersion labs in which participants will observe immersion classes and interact with experienced immersion teachers; connect with other immersion teachers to set up professional exchanges; learn how to plan lessons, gather resources, and implement them with effective instructional strategies; and engage in performance-based assessments.
For more information, visit https://asiasociety.org/sites/default/files/inline-files/CHIIL_conferenceflyer.V.5.101918.pdf
Source: Asia Society
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Title: 2018 Open Doors Report on Study Abroad
Body:
From https://www.iie.org/opendoors
Open Doors, supported by a grant from the Bureau of Educational and Cultural Affairs at the U.S. Department of State, is a comprehensive information resource on international students and scholars studying or teaching at higher education institutions in the United States, and U.S. students studying abroad for academic credit at their home colleges or universities.
The 2018 Open Doors report was released on November 13. According to the Institute of International Education, "The United States remains the top host of international students globally. International students made a significant financial impact on the United States in 2017, contributing $42.4 billion to the U.S. economy through tuition, room and board, and other expenses, according to the U.S. Department of Commerce.
"As for U.S. students, study abroad numbers grew by 2.3 percent to 332,727 Americans studying abroad for academic credit at their home institutions in 2016/17. Approximately one in 10 U.S. students study abroad during their undergraduate career.
"In addition, Open Doors 2018 shows that the profile of U.S. students going abroad continues to diversify. The number of students who identify as racial or ethnic minorities who studied abroad in 2016/2017 was 29.2 percent. In 2005/06, racial and ethnic minorities accounted for only 17 percent of the study abroad population."
Read the full announcement at https://www.iie.org/en/Why-IIE/Announcements/2018/11/2018-11-13-Number-of-International-Students-Reaches-New-High
For more details about the report, go to https://www.iie.org/en/Why-IIE/Events/2018/11/2018-Open-Doors-Press-Briefing-Washington-DC
The report itself will be available in early 2019. For more context, see this article in Language Magazine: https://www.languagemagazine.com/2018/12/01/study-abroad-reaches-new-highs/
Source: IIE
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Title: Video: Greetings from Aleppo
Body:
From https://aeon.co
In this 17-minute video, follow Issa Touma as he enters Aleppo while it was besieged and documents "a city of surreal contradictions, where street cleaning carries on while gunshots ring out in the distance, and people marry, have babies and make art amid threats of death and destruction." Primarily in Arabic with English subtitles, the video is available at https://aeon.co/videos/gunfire-and-dance-parties-the-contradictions-of-everyday-life-in-syrias-civil-war
Source: Aeon
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