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Content Type: 1
Title: Formative Assessment Apps for Android Devices
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From https://www.educatorstechnology.com
Here are descriptions of nine different formative assessment apps for Android mobile devices: https://www.educatorstechnology.com/2018/12/android-formative-assessment-apps-for.html
Source: Educational Technology and Mobile Learning
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Title: The Solution to Inclusion: Small Group Instruction
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From https://www.middleweb.com/39232/the-solution-to-inclusion-small-group-instruction/
One of the concerns of most teachers is keeping all their students engaged and at the same time meeting the needs of the diverse learners. In this article Elizabeth Stein introduces small group instruction as a solution to benefit all the learners in your class. According to the article small group instruction creates the space for learners to personally connect with the content shared by the teacher – expanding individual connections and understanding.
To read the full article and why small group instruction is beneficial, visit https://www.middleweb.com/39232/the-solution-to-inclusion-small-group-instruction/
Source: MiddleWeb
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Title: Creating Space for Personalization and Actualization: Transitioning Your Classroom
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By Stephanie Knight, CASLS Assistant Director
Learning must be relevant to students if we are to motivate them to continue in a field of study. Perhaps this is an axiomatic statement. After all, learner relevance and actualization of material and learning experiences are central to various contemporary approaches to learning and assessment such as Project-Based Language Learning (www.bie.org), Authentic Assessment (https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/), and Task-Based Language Learning (www.tblt.org). However, what relevance means has the potential to be quite nebulous, especially when paired with the existence of dogmatic state and local standards. These standards can feel suffocating to the teacher who wishes to facilitate learning tailored to students’ individual motivations for learning.
Yet, to present state and local standards as antithetical to teaching in a way that promotes learner relevance is to construct a false dichotomy. The standards should be seen for what they are: guideposts and stops along a path of knowledge creation. The way in which those guideposts materialize can be created by the teacher, the students, or the the teacher and students in concert. Teachers must simply create and protect space for this personalization of goals to occur.
Consider, for example, the relatively benign Can-Do Statement of I can ask a neighbor to borrow food or supplies. It is easy to think of an engaging scenario in which a teacher creates a series of role plays to help their learners practice borrowing various items in an exploration that is devoid of an overly specific context. Such a practice would be highly communicative, indicative of strong teaching and learning, and yet not truly an embodiment of a classroom activity that considers the student as a whole; where is the student’s voice and ability to explore a topic of importance?
Now consider the same Can-Do Statement experienced in a different classroom. In this classroom, students have completed an introspective inventory in which they have highlighted values and topics that are important to them. When they are presented with the learning target (the Can-Do Statement), they are given time (a minute or so) to reflect on how it relates to their inventories. A student interested in war history offers that he wonders what it would be like to ask a neighbor for food or supplies in a situation of scarcity like a Civil War, a student who loves gaming wonders the best way to ask a fellow player for supplies for an upcoming battle, and a learner interested in the effects of gentrification wonders how that gentrification has impacted strategies neighbors use when asking for supplies. Then, the teacher instructs learners on a general framework for engaging in borrowing sequences, and students extend their learning by journaling about their context of interest. Then, they create the role plays with the teacher so as to share what they learned about their specific contexts.
An approach like this is admittedly riddled with costs; there is a time cost in protecting space for learners to personalize learning goals, and depending on how much each learner shares with the class regarding his or her personalized knowledge, the pace with which the content is covered could be slowed. Additionally, teachers have to craft activities to teach learners how to learn on their own so that they are intentional in engaging in their explorations. Yet, the value of protecting the space for learners to personalize and actualize their learning is inherent and deserving of the costs it engenders. After all, if we aren’t preparing learners to be active participants in their own lives, what are we expending all of our efforts on?
Source: CASLS Topic of the Week
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Content Type: 5
Title: CASLS Says Goodbye to Longstanding Staff Member
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CASLS Business and Financial Development Coordinator Linda Ellis will be leaving CASLS January 1, 2019, as a result of business restructuring within CASLS and the university. Linda, who is also co-owner and co-founder of the local Eugene favorite J. Michael’s Books, joined CASLS in 2008.
When Linda began working at CASLS, the center’s financial structure required serious attention. Our shadow systems did not match the university’s financial records, which made making effective decisions nearly impossible.
As a result of Linda’s work, CASLS developed infrastructure to track and forecast both grant and non-grant accounts. CASLS now has a reputation for being creative problem solvers, sound decisionmakers, and ethical financial stewards. Departments across campus look to the infrastructure Linda developed and put into place to guide their own administration.
“CASLS wouldn’t be the place that it is without Linda,” shares CASLS Associate Director Mandy Getter. “I have spent many hours in Linda’s office asking for a second opinion. I am not alone in this; many on our staff seek out her insight.”
Thank you, Linda, for sharing your talents with us and contributing to the environment that makes CASLS a great place to work.
Source: CASLS Spotlight
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Title: Report: Minnesota’s Superdiverse and Growing Dual Language Learner Child Population
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From https://www.migrationpolicy.org/research/minnesota-superdiverse-dual-language-learners
Minnesota’s Superdiverse and Growing Dual Language Learner Child Population
By Caitlin Katsiaficas and Maki Park
Published by the Migration Policy Institute
About one in five Minnesota children under age 8 has a parent who speaks a language other than English at home. These Dual Language Learners (DLLs), who numbered 136,000 in 2011–15, come from a wide array of national, linguistic, and cultural backgrounds—a reflection of Minnesota’s sizeable refugee communities from East Africa and Southeast Asia and immigrant populations from around the world. As this “diversity within diversity” continues to grow in urban and suburban communities alike, it has important implications for the early childhood education and care (ECEC) policies and programs that serve the state’s youngest learners.
Drawing on interviews with state ECEC policymakers and local service providers, this study explores the implication of this superdiversity for Minnesota’s early learning system. The state has made a number of investments and legislative changes in recent years to improve access to ECEC, including expansion of its Voluntary Pre-Kindergarten (VPK) and School Readiness Plus programs. Yet challenges remain, particularly when it comes to ensuring the ECEC workforce is prepared for the growing diversity of the children it serves, how DLLs are identified and their needs assessed, and how early learning programs and schools engage with linguistically and culturally diverse families.
Access this report at https://www.migrationpolicy.org/research/minnesota-superdiverse-dual-language-learners
Read an editorial response to the report at http://www.startribune.com/embrace-multilingualism-as-a-goal-for-all-minnesota-students/502118462/
Source: Migration Policy Institute
Inputdate: 2018-12-21 16:08:39
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Title: Book: Personality and Emotional Intelligence in Second Language Learning
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From https://cambridgescholars.com/personality-and-emotional-intelligence-in-second-language-learning/
Personality and Emotional Intelligence in Second Language Learning
By Katarzyna Ożańska-Ponikwia
Published by Cambridge Scholars Publishing
This book addresses a particularly important area of second language acquisition research, specifically the factors that mediate learning outcomes in learning a second or foreign language. It provides a comprehensive, up-to-date overview of studies in the field of second language learning and L2 use from the point of view of personality traits and emotional intelligence. It also presents results of a mixed-method study researching the possible influence of these variables on the process of learning a second language. Furthermore, the book represents the first systematic exploration of the role of emotional intelligence and the factors related to it in moderating attainment in the target language. What is also unique here is the investigation of the role of personality with respect to different target language skills and subsystems, which allows finer-grained insights into this relationship. The book will be of considerable interest to both researchers, teachers and students in the fields of SLA, TESOL, applied linguistics, and bilingualism.
Visit the publisher's website at https://cambridgescholars.com/personality-and-emotional-intelligence-in-second-language-learning/
Source: Cambridge Scholars Publishing
Inputdate: 2018-12-21 16:09:29
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Title: Book: Arting and Writing to Transform Education
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From https://www.equinoxpub.com/home/arting-writing/
Arting and Writing to Transform Education: An Integrated Approach for Culturally and Ecologically Responsive Pedagogy
By Meleanna Meyer, Miki Maeshiro, and Anna Sumida
Published by Equinox Publishing
This book introduces a theoretically motivated and classroom tested, culturally responsive approach to the education of children that teaches them how to see and describe their world – both the natural world around them and their own culture and identity – through linking the media of art and language, considered as parallel creative-expressive processes of arting (representation in visual images) and writing (representation in words). Developed in a collaboration by three Hawaii educators, the curriculum integrates knowledge and practices in literacy and culture, art and science, with a goal of creating a transformative educational experience for every child, building from the students’ home language and culture.
Visit the publisher's website at https://www.equinoxpub.com/home/arting-writing/
Source: Equinox Publishing
Inputdate: 2018-12-21 16:11:27
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Title: Book: Acquisitional Dynamics of Russian L2 in Italian Learners
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From https://cambridgescholars.com/acquisitional-dynamics-of-russian-l2-in-italian-learners/
Acquisitional Dynamics of Russian L2 in Italian Learners
By Nataliya Stoyanova
Published by Cambridge Scholars Publishing
When Italians speak Russian, do they think in Italian or Russian? Or does the thinking not happen in either language? This work is an attempt to answer these questions by an experimental piece of research. The speed and success of the acquisition of the syntactic hierarchization and discourse structuring in Italian native speakers learning Russian L2 were measured and matched in order to compare the distances between Italian and Russian on these two levels. It was demonstrated that the way the speaker uses a linguistic system is not a totally free and arbitrary choice, but it follows certain regularities, and constitutes his textual-discourse competence, i.e. the language use is specifically structured, and the native structure of the linguistic use is much more resistant to the acquisition of the second language than the morpho-syntactic component, probably because the former influences the speaker’s thinking.
Visit the publisher's website at https://cambridgescholars.com/acquisitional-dynamics-of-russian-l2-in-italian-learners/
Source: Cambridge Scholars Publishing
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Title: Call for Papers: Historical-Comparative Linguistics for Language Revitalization
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From https://linguistlist.org/issues/29/29-4934.html
Symposium on Historical-Comparative Linguistics for Language Revitalization
June 29-30, 2019
Invited Keynote Speakers: Marianne Mithun and Pam Munro
The theme of this symposium is connections between historical-comparative linguistics and language revitalization - broadly speaking, how historical-comparative methods can be brought to bear to benefit language revitalization, and also how the study of languages undergoing revitalization can inform questions of general interest in the study of language change. Included as part of the 2019 LSA Linguistic Institute (hosted at UC Davis), the symposium will bring a group of scholars and practitioners whose language revitalization and reclamation work draws on historical-comparative methods.
The conference invites papers addressing questions related to connections between historical linguistics and language revitalization, including but not limited the ones outlined above.
The deadline for submissions is January 31, 2019.
View the full call for papers at https://linguistlist.org/issues/29/29-4934.html
Source: LINGUIST List
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Expdate: 2019-01-31 00:00:00
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Title: Call for Papers: Annual Conference of the Institute for Bulgarian Language
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Source: Institute for Bulgarian Language
Inputdate: 2018-12-21 16:14:15
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Expdate: 2019-03-15 00:00:00
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