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Content Type: 1
Title: Ideas for Inside Outside Circles
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From http://teachinginthetargetlanguage.com
"Inside outside circles" is a simple structure for interpersonal language use: students stand in two concentric circles facing each other and talk to each other, rotating occasionally to face a new partner. We've noted other teachers describing the technique before (http://caslsintercom.uoregon.edu/content/25420). In this more recent post, Laura of the Teaching in the Target Language blog shares ideas for what students can talk about: http://teachinginthetargetlanguage.com/inside-outside-circles-lets-boost-interpersonal-speaking-opportunities/
Source: Teaching in the Target Language
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Title: Five Questions to Ask When You Use Rubrics
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From https://www.coolcatteacher.com
Rubrics are central to many language teachers' assessment techniques. In this podcast, Scott N. Forrest shares five questions to ask when using rubrics:
1) According to the Common Core standards, what student outcomes are most important?
2) How are we ensuring our students are learning these priority skills?
3) What is working well for the students, and what are the areas of needed improvement?
4) What should we revise, change, or keep the same?
5) What are our next steps for instructional improvement and student learning?
Listen to the 12-minute podcast at https://www.coolcatteacher.com/5-questions-we-ask-while-using-rubrics/
Source: Cool Cat Teacher
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Content Type: 1
Title: Five Strategies for Human Rights Education
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The Universal Declaration of Human Rights (UDHR), a seminal international document that outlines the 30 rights that all human beings are entitled to regardless of nationality or the absence of nationality, just celebrated its 70th anniversary. Since its adoption by the United Nations General Assembly in 1948, this aspirational document has served as the first comprehensive agreement of globally shared fundamental values and has led to other significant agreements that keep nations accountable for human rights at the international level. In this short article, Marissa Gutierrez-Vicario, the co-chair of Human Rights Educators USA (HRE USA) and the founder and executive director of Art and Resistance Through Education (ARTE), shares strategies for human rights education in schools and afterschool programs.
Read the article at http://blogs.edweek.org/edweek/global_learning/2018/12/five_strategies_for_human_rights_education.html
Source: Education Week
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Title: Podcast: Why Is Language Teaching So Resistant to Change?
Body:
From https://www.classroomtapas.com/talkinl2
In this episode listen to Bill VanPatten talk to Marty Abbott, ACTFL’s Executive Director, whom recently announced that she will step down from her position at the end of the year 2018. Abbott started her Executive Director job at ACTFL in 2011 and prior to that served as its Director of Education for eight years. Before that she was also a Spanish and Latin teacher. In this call-in podcast, she talks about her experience with ACTFL and things that they have accomplished. She focuses on the work that has been done to inform practitioners about current research. In the rest of the podcast they talk about change in language teaching.
To listen, visit https://www.classroomtapas.com/talkinl2
Source: Talkin’ L2 with BVP
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Content Type: 1
Title: Hand Gestures in Different Cultures and What They Mean
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People often use hand gestures while speaking. Hand gestures are sometimes different in different languages and cultures and using the wrong gesture while practicing your second language or while traveling can cause difficulties in communication. In this article read about a few hand gestures in different cultures and what they mean.
To read the full article, visit https://blog.busuu.com/what-hand-gestures-mean-in-different-countries/
Source: Busuu Blog
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Content Type: 1
Title: How to Immerse Yourself in a Language without Going Abroad
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Most of the time, language learners aren’t able to move abroad in order to immerse themselves in the foreign language. In this article read about six tips that will enable you to immerse yourself as much as possible without traveling abroad.
Read the full article at https://blog.busuu.com/language-immersion-without-going-abroad/
Source: Busuu Blog
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Title: TESOL Launches Games and Learning Blog Series
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TESOL blog will launch a new Games and Learning blog series this year. This forum will discuss the rich landscape of games in the classroom. Over the coming months, the series will map the mechanics, the concepts, and the communities of practice around games which can be useful for language teachers and their practice.
To access the series, visit http://blog.tesol.org/welcome-to-the-tesol-games-and-learning-blog/
Source: TESOL Blog
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Content Type: 5
Title: Learning Together: A Collaboration with the 4J School District
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The Center for Applied Second Language Studies values teachers and is committed to working alongside them to improve world language education.
An outgrowth of this commitment is our participation in ongoing professional development with the Eugene School District 4J in Oregon. Specifically, CASLS representatives are working with 4J Instruction Department staff and Spanish, French, American Sign Language, and Japanese educators regarding the delivery and development of proficiency-oriented classroom lessons. Additional work is centered on the development and implementation of successful Integrated Proficiency Assessments (IPAs).
CASLS would like to extend our thanks to the wonderful teachers at 4J for such meaningful collaboration! Also, CASLS would like to extend our thanks to Lynette Williams, World Language Teacher on Special Assignment, for her continued support of teachers and coordination of professional development opportunities.
Source: CASLS Spotlight
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Content Type: 4
Title: Invitations, Power, and Social Distance
Body:
Last week's Activity of the Week focused on different components of an invitation sequence. This week's Activity of the Week also deals with pragmatic considerations of invitations, but focuses especially on power and social distance.
Learning Objectives: Students will be able to…
- Analyze invitation exchanges between people of different relationships (power and social closeness).
- Identify elements that are the same and different when relationships vary.
- Present pragmatically appropriate invitation exchanges for a variety of relationships.
Modes: Interpretive, Interpersonal, Presentational
Materials Needed: Power and Closeness Reflection handout, Invitation Handout, YouTube videos of invitations
Procedure:
- Reflect: Distribute the Power and Closeness Reflection handout. Have students work in pairs or small groups to discuss and answer the questions, then share their observations with the whole class.
- Observe:
- Have students watch several YouTube videos that present examples of how to extend an invitation to people of distinct power differentials and levels of social distance, or closeness (i.e. extending an invitation to a friend, a sibling, an elder relative, a stranger, a coworker, etc.). Ideally, these differing power relationships and degrees of social distance will yield distinct strategic and linguistic approaches to successfully extending an invitation. For example, if the target language uses an honorifics system, then you would want to select examples that illustrate how to extend an invitation to people of several different honorific statuses.
- While they watch, student should take notes on the Invitation Handout about the language and strategies used.
- Analyze
- Once finished with the videos, students should use the Invitation Handout to analyze their observations and think about what similarities and differences exist between the different invitation strategies they viewed. Direct them to consider the relationship between speakers based on familiarity, age, status, etc.
- Extend
- In pairs, students will create two skits in which they extend invitations to people of distinct power relationships and levels of social distance using the language and strategies they have just learned.
- Pairs will circulate and, in groups of four, each pair will present its favorite skit to the other pair. Allow time for several repetitions.
- Once students are back in their seats, ask for consensus on a skit that people found most interesting in terms of power and social distance. Ask that pair to perform the skit once more, and have the rest of the class take notes on their Invitation Handout.
Source: CASLS Activity of the Week
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Content Type: 5
Title: Russell Moon, CASLS Intern
Body:
Russell Moon has been interning at CASLS since September 2018. He comes from a linguistics and English language teaching background, having earned a BA in English and an MA in linguistics from the University of Florida and taught English at Zhejiang University City College in Hangzhou, China; at Asia University in Tokyo, Japan; and also at the University of Florida, at the University of Colorado-Boulder, and here at the University of Oregon’s American English Institute.
Russell is currently studying computer science at Oregon State University; he will graduate with a BS in computer science this coming June. Here at CASLS, he has been busy adding features to our LFO to Go mobile app and working on a front-end interface that will be used for our professional e-portfolio.
Initially drawn to CASLS because of his interest in games in education, in his free time Russell enjoys reading, playing Beat Saber, hiking, and developing computer science projects. He says, “If I had to write a wish list for my ideal job and work environment, it would be identical to my experience at CASLS.”
We’re grateful to have Russell here with us; his background in linguistics, language teaching, and computer science makes him a versatile member of our team.
Source: CASLS Spotlight
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