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Content Type: 1
Title: Encouraging Student Interaction in Online Learning
Body:
Bonni Stachowiak writes, "We need to rethink discussion boards if they are ever going to be worthwhile. I am afraid that students’ experiences in classes they have taken in the past may be ruining the format for everyone.
"Students tell me that when they encounter a discussion board, they expect to see a long discussion prompt from the instructor with some questions they are supposed to answer in 300 to 400 words. Then, like clockwork, they will be required to respond to three other students’ posts within the same thread.
"They learn to check the box—but they do not find themselves engaging in beneficial interactions with others in the class. Instead of reminding students of these past experiences, try rethinking discussion boards and having students be surprised by the richness of the dialog."
She goes on to briefly describe a host of applications, platforms, and strategies for encouraging meaningful online interaction among students. Some of these tools will be familiar to most InterCom readers, but others will be new to many of us and worth exploring.
Read the article at https://www.edsurge.com/news/2019-01-09-how-can-online-instructors-get-students-to-talk-to-each-other
Source: EdSurge
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Content Type: 1
Title: Collection of Learning Strategies
Body:
Here is an excellent collection of learning strategies from the University of Oklahoma's K20 Learn project: https://learn.k20center.ou.edu/strategies
These strategies include some of your InterCom editor's favorite tried-and-true interpersonal structures such as "fold the line," standard lesson organizers like bell ringers and exit tickets, and many more strategies for different stages in students' learning. Strategies can be filtered by group size and time to complete, as well as more nuanced filters such as the place in a lesson sequence or the intention/purpose of the strategy.
Source: University of Oklahoma
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Content Type: 4
Title: Apologies in US English
Body:
By Leila Tamini Lichaei, CASLS Fellow
Lesson Objectives: Learners will be able to...
- Compare details of the pragmatics of apologies in the US with apologies in their L1 cultures
- Make personal decisions and articulate them (demonstrate subjectivity)
- Adapt the strength of an apology to the situation
Materials: infographic, cut into 4 sections; Sentence Sorting Activity worksheet, with sentences cut into strips; Apology Scenarios worksheet
1- Observation
Presentation: The teacher introduces the topic of apologies in the American English. She gives example phrases that can be used for apologizing. A good apology usually has two main components: the verbal articulation (i.e. Excuse me!, I’m sorry, I am terribly sorry, I apologize, etc.), and an explanation to add sincerity to the apology. Apologies can be frequently used by everyone in daily conversations. The phrase “I am sorry” can also be used for showing sympathy.
Reflection: Think, Pair, Share
For warm up, teacher asks learners to think about the last time they apologized to someone. Then find a partner and share it with them. They can also add if the apology was in English or their mother tongue and how it might have been different from apologies in American English.
Example: The last time I apologized was when I accidentally broke my mom’s favorite vase. I told her, “I am so sorry mom; I didn’t mean to do that!”
2- Analysis
For scaffolding, the teacher asks students to think about what the steps to a good apology are. Learners can work individually or in pair/groups and write down the steps. The teacher then asks students to share what they came up with and writes it on the board. Next, the teacher uses an infographic that presents four steps to an apology. Ask students to compare their steps with the ones in the infographic. Stress that no analysis is more valid than any other.
Here is a link to the infographic you can use: https://infograph.venngage.com/p/211288/apology
Cut the infographic into four sections and ask students to put them in order. For the next part of the activity, have learners match the phrase lists with the four sections of the infographic. How would they sort them differently using their own steps?
3- Expansion
The teacher provides different apology scenarios. Student will work in pairs/groups, discussing which previously mentioned steps each apology includes, if the apology is appropriate or not, and how they might be changed. They can rewrite their own apologies if preferred.
Source: CASLS Activity of the Week
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Content Type: 5
Title: Welcome to Our Three New Student Interns
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CASLS would like to warmly welcome and introduce three new student interns!
Juan Carlos González Zacarias (left) is a Linguistics undergraduate student currently in the process of applying to the University of Oregon’s LTS program. For CASLS, he is working on designing Spanish language scenarios for the Intercultural, Pragmatic, and Interactional Competence (IPIC) Project. Juan Carlos is passionate about language and language education. In particular, he is always looking to give back to underserved areas of the community. As he puts it “Language creates communities, relationships between continents, and friendships. Most importantly, language is essential in our daily lives. No matter where we are from or where we live, it is the way that we all connect. Language is universal.”
Brendan Randall (right) is an undergraduate majoring in Political Science and International Studies, with a minor in Legal Studies. Brendan is also an active member of the UO Mock Trial team and the Events and Activities Representative for his hall in the university’s Residence Hall Association. At CASLS, he works on a broad range of tasks ranging from proofreading and compiling lists of academic articles to working on language skill assessments. Though not a linguist by trade, Brendan is interested in language because, “Language is the way that we prevent miscommunication and maintain a cohesive social environment. As our social environment becomes larger than it ever has before, it has become increasingly necessary to become multilingual to prevent situations where two people can't understand each other well. Further, learning a language introduces you to the culture that the language comes from and allows you to interact with it in a more meaningful way, which is both a fun and enriching experience.”
Tera Reid-Olds (middle) is a Ph.D. Candidate in Comparative Literature and an M.A. student in the LTS program here at The University of Oregon. For her M.A. capstone project, she is currently designing a curriculum for novice and intermediate French language students that focuses on migrant literature, and rhetoric around (im)migration in Europe. This project corresponds to her dissertation, which examines the literature of migration and exile in the Mediterranean and Caribbean. At CASLS, Tera will be working on the VAuLT project, and specifically focusing on the pragmatics of tourism culture in Italy, as well as Francophone refugee and immigrant communities in Oregon. Tera believes that “Language is central to our identities, and the ability to communicate who we are and what we need allows us to form relationships, to advocate for ourselves, and to interact with the world.”
Welcome to the CASLS team!
Source: CASLS Spotlight
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Content Type: 5
Title: Farewell to Fall 2018 OIIP Cohort
Body:
CASLS hosted the farewell party for the fall cohort of the Oregon International Internship Program. We are very thrilled to have had thirteen students placed in schools in both Eugene and Springfield, Oregon. Student interns collaborate with their mentor teachers closely to learn about the American education system, classroom management, and small group teaching. “Without the continued supports to our student interns and the program from local teachers and principals, the program will not be able to grow consistently. I am looking forward to seeing our student interns return to their home countries and apply what they have learned and more importantly be better teachers,” says Li-Hsien Yang, East Asia Program Director.
Source: CASLS Spotlight
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Content Type: 4
Title: Greetings in L1 and L2
Body:
Learning objectives: Learners will be able to
- recognize and produce different greetings
- choose a greeting to match social closeness, power relationship, and degree of imposition
Modes: Interpersonal, Intercultural
Materials needed: props for acting out scenarios
Procedure:
1. As a whole class, create a list of different ways to greet someone in students' and teacher's L1. Aim for 6-10 examples, supplied by students.
2. For each of the greetings on the list, ask students how and when they use them. Consider different social situations, such as the following:
- a friend
- a friend rushing by late for class
- a sale clerk (that they don’t know)
- the school principle
- their teacher
- their little brother, sister, or cousin
- their boss
- someone interviewing them for a job
Next, discuss the dimensions of social distance, power relationship, and degree of imposition (read more about these here). Here is an example of what the board might look like at this point.
3. Repeat the above two steps with target language greetings. Start with student-generated greetings, and then add more as appropriate.
4. Taboo/charades: Put students into groups of 2-3. Each small group will choose one target language greeting from the board and think of an appropriate scenario for using it. What can they do to get the rest of the class to guess which phrase they've chosen, without actually saying the phrase? One group at a time, students act out their scenario using props (for example, a tie and fancy hat to indicate a powerful person or a baggy hoodie to indicate a young person), roles (for example, one person acts like a teacher and another acts like a student), and internal monologue (for example, someone saying "Oh no, I've got to hurry!" to him/herself as he/she approaches the other person). The rest of the class determines the intended greeting based on these cues to power, closeness, and imposition.
Source: CASLS Activity of the Week
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Content Type: 1
Title: New Issue of Heritage Language Journal
Body:
From http://www.heritagelanguages.org/
Volume 15, Number 3 of the Heritage Language Journal is available online at http://www.heritagelanguages.org/Journal.aspx.
In this issue:
Motion Lexicalization in Chinese among Heritage Language Children in Canada, by Youran Lin and Elena Nicoladis, University of Alberta
Nurses’ Perspectives on Language Standardization in Health Care: The Silencing of Bilingual Health Providers, by Carmen King-Ramirez, University of Arizona, and Glenn Martinez, The Ohio State University
An Analysis of Korean Heritage Learners’ Writing across Different Discourse Types, by Youngsoon So, Seoul National University, Sung-Ock S. Sohn, University of California, Los Angeles, and Jieun Kim, University of Chicago
“I Think That Sounds Right”: Heritage Language Learner Negotiations during Collaborative Writing Tasks, by Laura C. Walls, University of Nebraska at Omaha
Family Language Policies in a Libyan Immigrant Family in the U.S.: Language and Religious Identity, by Bedrettin Yazan and Ilham Ali, University of Alabama, Tuscaloosa
A book review by Elabbas Benmamoun (Duke University), of Maria Polinsky's Heritage Languages and Their Speakers (2018), Cambridge University Press
Source: Heritage Language Journal
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Content Type: 1
Title: New Issue of Scenario, Journal for Drama and Theater in Foreign and Second Language Education
Body:
Volume XII, Issue 02 of Scenario, a journal for drama and theater in foreign and second language education, is available online at http://research.ucc.ie/scenario/2018/02
In this issue:
Joyful, Joyful, We Love Singing: Teaching Foreign Language and Culture with Musical Mnemonics
by Erin Noelliste and Joseph Noelliste
Improving Communicative Competence through Mime: Bringing Students’ ‘Out-of-School’ Literacy Practices into Japanese University EFL Oral Communication Classes
by Samuel Nfor
Performative Archaeology: Exploring the use of Drama in Archaeology Teaching and Practice
by Konstantinos Prokopios Trimmis and Konstantina Kalogirou
Access these and more articles at http://research.ucc.ie/scenario/2018/02
Source: Scenario
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Title: Book: Language Conflict and Language Rights
Body:
Language Conflict and Language Rights: Ethnolinguistic Perspectives on Human Conflict
By William D. Davies and Stanley Dubinsky
Published by Cambridge University Press
As the colonial hegemony of empire fades around the world, the role of language in ethnic conflict has become increasingly topical, as have issues concerning the right of speakers to choose and use their preferred language(s). Such rights are often asserted and defended in response to their being violated. The importance of understanding these events and issues, and their relationship to individual, ethnic, and national identity, is central to research and debate in a range of fields outside of, as well as within, linguistics. This book provides a clearly written introduction for linguists and non-specialists alike, presenting basic facts about the role of language in the formation of identity and the preservation of culture. It articulates and explores categories of conflict and language rights abuses through detailed presentation of illustrative case studies, and distills from these key cross-linguistic and cross-cultural generalizations.
Visit the publisher's website at https://www.cambridge.org/us/academic/subjects/languages-linguistics/sociolinguistics/language-conflict-and-language-rights-ethnolinguistic-perspectives-human-conflict?format=PB
Source: Cambridge University Press
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Title: Book: Idiomatic Mastery in a First and Second Language
Body:
From Idiomatic Mastery in a First and Second Language
Idiomatic Mastery in a First and Second Language
By Monica Karlsson
Published by Multilingual Matters
The comprehension, retention and production of idiomatic expressions is one of the most difficult areas of the lexicon for second language (L2) learners, even very advanced students, to master. This book investigates this under-researched and interesting aspect of language acquisition, shedding light on both conventional uses of idiomatic expressions as well as creative variant forms. The chapters in the book delve into different aspects of idiomatic mastery: students’ comprehension of canonically used idioms in both their first and second language; the effects of multimedia and visualization techniques on learners’ comprehension and retention of L2 idioms; students’ misinterpretations of L2 idioms; L2 learners’ comprehension of creative idiom variants and their use of idioms in free composition writing.
Visit the publisher's website at http://www.multilingual-matters.com/display.asp?K=9781788922371
Source: Multilingual Matters
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