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Content Type: 1
Title: Nine Ways to Teach Vocabulary
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From http://eltexperiences.com/teaching-tips-episode-9-nine-ways-to-teach-vocabulary/
In this article, watch a video and read about nine ways that can be used to teach vocabulary, such as using flashcards and using word families.
For more information, visit http://eltexperiences.com/teaching-tips-episode-9-nine-ways-to-teach-vocabulary/
Source: ELT Experiences
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Title: Seven Active Reading Strategies for Students
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From https://www.thoughtco.com/active-reading-strategies-1857325
Active reading techniques can help readers stay focused and retain more information, but it's a skill that takes work to develop. In this article read about seven reading strategies that you can teach to your students for better reading outcomes.
To read the article, visit https://www.thoughtco.com/active-reading-strategies-1857325
Source: ThoughtCo
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Title: Brain Break: Do Nothing for Two Minutes
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From http://todallycomprehensiblelatin.blogspot.com/
In this blog post read about a teacher’s unconventional two-minute brain break experience for students. Read how this is done at http://todallycomprehensiblelatin.blogspot.com/2019/01/brain-break-do-nothing-for-2-minutes.html
Source: Todally Comprehensible Latin
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Content Type: 4
Title: Persian Beginner Class in FL Context (Greetings!)
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By Leila Tamini Lichaei, CASLS Fellow
Lesson Objectives: Learners will be able to
- Greet informally and introduce self using short phrases
- Identify a few Persian alphabet letters
- Write their own names using the Persian script
Materials: YouTube video, alphabet sheet, greeting dialogues, a ball, and a paper bag
Level: Novice Low
Modes: Interpersonal
The activity of this week is a full lesson plan that can be used for the very first class of a Persian beginner course. Here is an overview of the lesson plan.
Procedure:
Observation
The class starts with watching a video about the Persian culture. The class continues with an introduction to greetings in the Persian language and a basic TPR method activity for introducing oneself.
Analysis (More Practice)
In this section, the class will continue with more engaging activities that will help Persian learners practice greetings and introducing themseves.
Expansion (Write Your Name!)
This section includes directions to a writing activity that can help learners connect to the Persian language on a more personal level by learning how to write their own names in the target language.
Homework
The activity that is chosen for the homework will give learners an opportunity to go beyond the classroom and connect to the real world (heritage community) by finding a Persian speaker and practicing the language.
You can find the full lesson plan with details, in this link!
Source: CASLS Activity of the Week
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Content Type: 5
Title: CASLS Fellow Misaki Kato Wins Lokey Fellowship
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Congratulations to CASLS Graduate Research Assistant Misaki Kato for winning the University of Oregon’s Lokey Doctoral Science Fellowship for the 2019-20 academic year! This prestigious fellowship is awarded each year to only four UO doctoral students with strong academic records and demonstrated promise for outstanding research careers. Misaki is a student in the Linguistics department and has been working on a project to analyze learner interactions while playing the game ECOPOD, which CASLS developed several years ago.
Misaki also works in the UO Speech Perception and Production Lab with her dissertation advisor, Associate Professor Melissa Baese-Berk. Here she pursues her interest in the production and perception of non-native speech, how people acquire a second language language, how they become able to produce and perceive non-native sounds and successfully communicate in the second language. Looking forward to her final graduate year, Misaki says, “I’m happy to have time to work solely on my dissertation research and be able to explore options for post-doc positions and have some time to apply for grants for post-doctoral fellowships.”
CASLS director Julie Sykes says, “Although we’re sad that Misaki will not be part of our team next year, we’re delighted that she has received this award and wish her the best with her future research. Her work at CASLS has allowed us to look into new lines of research inquiry that would not have been possible any other way.”
Source: CASLS Spotlight
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Content Type: 3
Title: Allowing, Trusting, and Empowering Learners to Shape their Own Experience
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By Christopher Daradics, CASLS Language Technician
Language teachers know as well as anyone that the process of becoming a competent, engaged target language participant is often a slow and tedious process. Teachers can help students stay motivated and engaged throughout their journey by orienting learners to the dynamic, co-constructed (collaborative and co-created) nature of communication and the related fact that learners have the ability to guide and shape their own (language) experience.
By raising learners’ awareness to the fact that social coordination and collaboration are the bedrock of communication and that shared understanding is co-constructed, learners can adapt their approach to communication as more empowered participants in the collaborative sense-making process.
Regardless of ability level, learners can identify and enhance their pragmatic consciousness by learning how to read and adapt to their given context with whatever means they have on hand (linguistic or otherwise). This perspective encourages learners to identify themselves as bona fide communicators, increasingly capable of manifesting their own language encounters, outcomes, and identity.
This kind of pragmatic, person-centered approach can be integrated into any lesson to demonstrate the value and trust we as educators place in learners’ ability to shape their own experience, even at the most basic level. This week’s lesson, designed for the first day of language class, presumes no prior knowledge and still empowers students to be active co-creators in the communicative process.
Throughout the lesson, from the initial question “[What’s] your name?” to students choosing which person to throw the ball to, learners are invited to participate in the subtle and complex miracle of sense making. They are taking in new information and enacting new patterns of interaction.
Through explicit narration by the instructor, students’ attention can be explicitly drawn to the pragmatic elements as the interactions unfold (e.g. the rising intonation in the question, the instructor’s body position and gesture as each student is asked their name, and students’ ability to choose their volume, intonation, affect, and who to engage). Going further, learners’ attention can be directed to their own sense of agency as playful (or not) collaborators in the communicative process, even in a lesson designed for the very first day of class. Through meta-discourse (the explicit narration mentioned above), playful engagement, and iterative development of the topic the salience, dynamism, and active nature of co-constructed communication will become more apparent.
At any point in our work as language educators we can address these and similar topics encouraging our students to notice their own behavior and assess the quality of their engagement, not as a manipulative tool to get students to behave how we want them to behave, but rather to inspire them to stay motivated and engaged as they shape their own (target language) experience with a sense of empowerment, trust, and validation in their ability to orient themselves in whatever communicative environments they may encounter.
Source: CASLS Topic of the Week
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Content Type: 1
Title: Annual Report 2017 from International and Foreign Language Education
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The U.S. Department of Education, International and Foreign Language Education (IFLE) office, is proud to announce the release of its first annual report, which provides in-depth information about the Fulbright-Hays and Title VI grant programs, along with program performance data, outcomes, and impact stories from grantees.
The purpose of Annual Report 2017 is to highlight the one-year results of IFLE programs and provide a snapshot of the ways in which funded programs have benefited the nation’s students, educators, institutions, and the nation at large. The Title VI and Fulbright-Hays grantee community is innovative and resourceful, leveraging federal funds with institutional and other external support to broaden the reach of these programs. The information in this report gives visibility to their project activities and their efforts to strengthen and maintain U.S. expertise in world languages, international studies, and global competitiveness, and to make international education and foreign language learning opportunities more widely available to the nation’s students, educators, and institutions.
Access the report at https://www2.ed.gov/about/offices/list/ope/iegps/2017ifleannualreport.pdf
U.S. Department of Education. IFLE Newsletter - February 2019. 14 Feb 2019.
Source: U.S. Department of Education
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Content Type: 1
Title: Book: Idiomatic Mastery in a First and Second Language
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From http://www.multilingual-matters.com/display.asp?isb=9781788922364
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?isb=9781788922364
Source: Multilingual Matters
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Title: Book: Arabic Second Language Learning and Effects of Input, Transfer, and Typology
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Arabic Second Language Learning and Effects of Input, Transfer, and Typology
By Mohammad T. Alhawary
Published by Georgetown University Press
Despite the status of Arabic as a global language and the high demand to learn it, the field of Arabic second language acquisition remains under-investigated. Second language acquisition findings are crucial for informing and advancing the field of Arabic foreign language pedagogy including Arabic language teaching, testing, and syllabus design.
Arabic Second Language Learning and Effects of Input, Transfer, and Typology provides data-driven empirical findings for a number of basic and high-frequency morphosyntactic structures with two novel typological language pairings, examining Arabic second language acquisition data from adult L1 Chinese- and Russian-speaking learners of Arabic as a foreign language. Alhawary's study examines the different processes, hypotheses, and acquisition tendencies from the two learner groups, and documents the extent of the successes and challenges faced by such learners in their L2 Arabic grammatical development during the first three years of learning the language. In addition, the book offers both theoretical and practical implications related to input exposure, L1 and L2 transfer, and typological and structural proximity effects.
This book serves as a resource for both second language acquisition experts and foreign language teaching practitioners.
Visit the publisher's website at http://press.georgetown.edu/book/languages/arabic-second-language-learning-and-effects-input-transfer-and-typology
Source: Georgetown University Press
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Title: Book: Selected Studies on Social Sciences
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From https://cambridgescholars.com/selected-studies-on-social-sciences/
Selected Studies on Social Sciences
Edited by Ahmet Kırkkılıç, Enes Emre Başar, and Yusuf Söylemez
Published by Cambridge Scholars Publishing
This collection of essays explores educational issues confronting educators and researchers from various disciplines. They are grouped into four sections, with the first, “Business Economics and Management”, discussing concepts such as contemporary urban theories, multiculturalism and the informal economy. The second section, “Linguistics and Literature,” encompasses topics such as Russian-Chinese bilingualism and training in Russian phraseology for foreigners. The third section, “Education” considers issues such as language teaching and use of learning cycle model and the Socratic Seminar Technique. The fourth section, “History and Geography,” looks at history education, historical consciousness, and cultural geography. This book will mainly appeal to educators, researchers, and students involved in social sciences.
Visit the publisher's website at https://cambridgescholars.com/selected-studies-on-social-sciences/
Source: Cambridge Scholars Publishing
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