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Content Type: 1
Title: Make Your Own Spot It! Sets
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Spot it! (http://www.blueorangegames.com/spotit/, also known as Dobble) is an image-recognition game played with a deck of round cards, where each pair of cards has exactly one matching image. Players name the matching image to claim the pair; it's an obviously good match for language learning. If you're wondering how a deck of 55 or 57 cards can be set up so that each two cards have exactly one matching image, here is an explanation of the math behind it: https://www.smithsonianmag.com/science-nature/math-card-game-spot-it-180970873/. Naturally, language teachers may want to create their own customized sets to practice particular themes. Here is a collection of formulas for building decks of different sizes: https://radiganengineering.com/2013/01/spot-it-howd-they-do-that/. Enjoy!
Source: Radigan Engineering
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Title: Advocacy Idea: World Language Department Winter Celebration
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From http://www.creativelanguageclass.com
Inspired by a description of Bozeman High School's Winter Language Celebration (https://www.bozemandailychronicle.com/news/education/stille-nacht-bozeman-high-language-students-celebrate-cultures/article_5068348f-a491-5751-8292-3c4697652939.html), Megan Smith lays out steps and suggestions for doing something like this in your own department: http://www.creativelanguageclass.com/celebrate-advocate/
Source: Creative Language Class
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Title: Quizalize: Online App Differentiates Based on Quiz Performance
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Quizalize allows you to import quizzes or choose from ready-made ones; student assignments vary depending on their performance on quizzes. Explore Quizalize at https://www.quizalize.com/, and read Maris Hawkins' review at https://marishawkins.wordpress.com/2018/12/03/quizalize-my-new-favorite-tech-tool-for-sub-or-snow-days/
Source: Quizalize
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Title: Wisconsin Language Roadmap
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From https://wisconsinlanguageroadmap.wiscweb.wisc.edu/report/
The Wisconsin Language Roadmap is a strategic planning document to enhance the economic competitiveness of the State of Wisconsin and to meet the language and cultural demands of Wisconsin’s workforce and communities by strengthening world language education in the state. Hundreds of Wisconsinites from across business, government, community, and education sectors contributed to the development of the report and its recommendations.
View an executive summary of the document here: https://wisconsinlanguageroadmap.wiscweb.wisc.edu/wp-content/uploads/sites/356/2018/12/WI-Language-Roadmap-Executive-Summary.pdf
The full report is available at https://wisconsinlanguageroadmap.wiscweb.wisc.edu/report/
Source: Wisconsin Language Roadmap Initiative
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Title: Ideas for Lining Up Students for Interpersonal Activities
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From https://balancingmodes.wordpress.com
Asking your students to line up based on different attributes, such as how many siblings they have or when their birthdays are, is an interpersonal activity in itself, and then once students are in that configuration, you can transition to other activities. In this recent blog post, Desiree of the Balancing the Modes blog shares lots of ideas for getting students to line up, based on an article from Paradigm Shift: https://balancingmodes.wordpress.com/2018/12/08/line-ups-for-target-language-discussions/
Source: Balancing the Modes
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Content Type: 4
Title: Person Centered Learning with Self-Mapping and Journaling
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This activity focuses on personalization of learning through an articulation of learners’ current interests and how those interests can be leveraged for the development of in-the-wild language informants. The activity is designed to highlight and cultivate opportunities for strategic, autonomous learning within learners’ own sphere of interests and (potential) contacts.
Objectives: Students will be able to:
- List and record basic information about their interests.
- Identify preferred social practices related to students’ everyday life.
- Identify people in their lives who may potentially serve as resources for (language) development.
- Develop mentoring relationships in support of their learning objectives.
Materials needed: Self-mapping handout
Procedure: With your students, read Part I. Then, have students fill out the handout provided. Note: It will be helpful to project these prompts while students are filling out the worksheet.
Part I. Self Mapping
A. What is important to me? (aim for 4 or more responses)
What kinds of things do you look forward to in life? Think about the days where you are excited about getting out of bed, what kinds of things are happening on those days?
B. What associated activities do I do or want to do? (aim for 3 per selected topic)
Choose 1 or 2 of the items you wrote down in circle A. Then, write down a few specific activities you enjoy doing connected to each item in circle A. For example, if art or creativity is in circle A, then B might include things like: photography, drawing, or social media. Or, if physical fitness is written in circle A, circle B might include: perfecting a trick on my skateboard or running.
C. Who do I know or want to know connected to these activities?
Is there anyone new you can imagine doing this activity with? Think of people you don’t know very well who you would like to know better, people you could participate with. Does anyone come to mind who you could practice your target language with, either individuals (e.g. your classmate “Raj," or your neighbor “Jules”)? It might be easier to think of types of people (e.g. Instagram contacts who also like to skateboard or service workers at a local ethnic market). Write down the names (or kinds) of people you could do your activity with. See if you can list more target language contacts than people who only speak English.
D. What activities might you like to do with others in the future?
What activities could you imagine doing with your chosen (target language) contacts related to the activities you listed? How could you realistically meet and get to know these people in ways that would be fun, connected to your interests, and benefit your language development? Keep in mind, the more mutually beneficial the interaction is the more likely it is that they will be eager to participate and be interested in developing a mutually beneficial relationship. List any activities you think would be fun to use as practice for developing relationships with language informants.
Part II. Journal Reflection
Have learners record their responses to the Self-Mapping prompt in the space provided.
Bonus: Extension Activity
Students can gain motivation, exercise autonomy, cultivate language informants, and recruit adult supervision by using their self-map and journal reflection to craft a plan for in-the-wild language engagement.
Source: CASLS Activity of the Week
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Content Type: 3
Title: Looking Back: InterCom in 2018
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Source: CASLS Topic of the Week
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Title: Call for Papers: Hispanic Linguistics Symposium 2019
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From https://www.utep.edu/liberalarts/hispanic-linguistics-symposium-2019/call-for-papers/index.html
The Department of Languages and Linguistics at the University of Texas at El Paso (UTEP) is pleased to host the Hispanic Linguistics Symposium (HLS) from October 24-26, 2019. HLS invites research on aspects of linguistics including (but not limited to): synchronic and diachronic approaches to theoretical linguistics, language acquisition, sociolinguistics, bilingualism, language contact, syntax, phonology/phonetics, pragmatics, semantics, applied linguistics, and Spanish in the US.
Paper and poster presentations can be delivered in Spanish, Portuguese or English. Talks will be assigned 20 minutes for presentation (plus 10 minutes for discussion).
The deadline for submission of abstracts is May 3, 2019.
View the full call for papers at https://www.utep.edu/liberalarts/hispanic-linguistics-symposium-2019/call-for-papers/index.htmlhttps://www.utep.edu/liberalarts/hispanic-linguistics-symposium-2019/call-for-papers/index.html
Source: University of Texas at El Paso
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Title: International Year of Indigenous Languages 2019: Perspectives Conference
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From https://iyil2019perspectives.org/
International Year of Indigenous Languages 2019: Perspectives Conference
October 31-November 2
Purdue University
Fort Wayne, Indiana
This conference seeks to celebrate UNESCO’s 2019 Year of Indigenous Languages. Conference themes include, but are not limited to the following:
• Community achievements and indigenous languages
• Community collaborations and partnerships
• Educational policy for language revitalization and maintenance
• Indigenous languages into the 21st century
• Indigenous voices in popular culture (e.g. social media, fiction, poetry, film, hip hop)
• Indigenous languages and multilingualism
In the spirit of this celebration, participants will share experiences and knowledge to bring community voices, policy voices, and academic voices together. Further, this is an inclusive conference with a focus on celebrating indigenous languages and bringing indigenous perspectives to the forefront.
Proposal deadline: March 1, 2019
View the full call for proposals at https://iyil2019perspectives.org/submissions/
Source: Linguistic Society of America
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Title: Call for Proposals: 6th International Conference on English Pronunciation
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From https://linguistlist.org/issues/29/29-5068.html
The 6th International Conference on English Pronunciation: Issues and Practices is taking place in Skopje, Macedonia on May 17-18, 2019, following previous meetings in Caen, France (2017), Prague, Czech Republic (2015) Murcia, Spain (2013), Grahamstown, South Africa (2011) and Chambéry, France (2009). English Pronunciation: Issues and Practices (EPIP) is a biannual scientific conference that brings together researchers and teachers of English, phonetics, phonology, SLA and EFL/ESL interested in the issues relevant to English pronunciation, both native and non-native.
The Organizing committee welcomes proposals on various aspects of research into English pronunciation including (but not limited to) the following topics:
- L2 pronunciation research: methodology and application
- Contrastive studies: interaction between L1 and L2 sound systems
- Phonological change
- Norms and reference accents
- Native and non-native accents of English (acquisition, variability, etc.)
- Sociolinguistic aspects of accented speech and issues of identity
- Pedagogical implications of pronunciation research (goals, teaching methods, assessment, etc.)
- Teaching pronunciation (teacher training, teachers’ views and beliefs, etc.)
- Information and communication technology (ICT) in pronunciation teaching/learning (e-learning, M-learning, software tools, etc.)
- Interdisciplinary approaches to ESL/EFL research
- Analyses of national or regional language policy
Proposals are due January 4, 2019.
View the full call for proposals at https://linguistlist.org/issues/29/29-5068.html
Source: LINGUIST List
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