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Content Type: 1
Title: Five Ways to Set Students up for Success at the Beginning of Each Class
Body:
From http://teachinginthetargetlanguage.com/
It might be possible to say that the first few minutes of each class is what sets the tone for the rest of the period. Laura Flynn states that “by using effective warm ups and starting off the period right is what often times helps us to motivate and engage our students from the beginning." In this article, read about a few ideas that can be used by language teachers to start off a successful class period, such as: simple conversation at the doorway, reinforcing the previous day’s lessons with basic questions, and getting students moving.
For more information, visit http://teachinginthetargetlanguage.com/5-ways-to-set-students-up-for-success-at-the-beginning-of-each-class/
Source: Teaching in the Target Language
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Content Type: 4
Title: Creative Writing (Short Story)
Body:
By Leila Tamini Lichaei, CASLS Fellow
Lesson objectives: Learners will be able to
- Identify the characteristics of creative writing and differentiate it from academic writing
- Engage with the language at a deeper level in order to express feelings and emotions
- Use language in a more personalized and creative way
Level: Intermediate High - Advanced Low
Modes: Interpersonal, Interpretive, Presentational
Materials: paper for writing, rubric
Pre-activity
Ask language learners if they know the difference between academic and creative writing and how they might be different/similar. Then write their comments on the board.
- What is the difference between academic and creative writing? And what are their characteristics?
- Do you know any examples of the two styles?
Then briefly explain the differences between creative and academic writing styles with the help of a visual like this, or you can use a short online article to explain about creative short story writing. Such as:
- https://www.theguardian.com/books/virginshortstories/story/0,,1950946,00.html
- https://blog.reedsy.com/how-to-write-a-short-story/#7steps
Activity
Explain to learners that they are going to write a short story. Tell them they have the choice to choose their own topics or pick one from the list you will provide. Students can also use the Iinternet for doing research if needed. However, the story should be written in their own words. Learners can work individually and in pairs or groups. Ask them to find a partner/s before starting.
Topics:
- Visiting a planet
- Meeting a celebrity
- Encountering an Alien
- Saving a life
- Helping Mr. or Ms. President
- Going on an adventurous journey
- Time travel
Give students a few minutes to discuss in their pairs or groups and choose a topic. After that explain to them that they can themselves be the heroes of their stories or they can create a new character. The students can use the following -wh- questions to help them create their short stories.
Questions:
- Who did you meet?
- Where did it happen?
- When was it? What year? A long time ago? Or recently?
- How did it happen?
- Was it a happy or sad story?
- What type of story is this? Exciting, drama, tragedy, adventure, inspirational, etc
Explain to learners that they aren't limited to these topics or questions. And that their stories can have some characteristics of short stories, such as:
- Key emotion or feeling
- A hook
- Clear description of the settings and characters
- A strong ending
Explain to learners that since it's creative writing, they don't have to limit themselves to these formats. After that, give learners some time to write their stories. Provide a blank sheet of paper for learners to write their stories on. Students can also illustrate their stories if they are good at drawing.
Follow-up
Then provides some tape and ask students to stick their stories to the walls all around the classroom. Then explain that you are going to have a gallery walk in which you will walk around the classroom, read the short stories, leave comments, and rate the stories from 1 to 5 (5 as the highest point). This activity will provide the peer review students will need. You can also create a story book in the end.
Source: CASLS Activity of the Week
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Content Type: 5
Title: New Collaboration between Yujin Gakuen and Kobe University
Body:
CASLS is excited to welcome four students from Kobe University in Japan. The students arrived on February 22, 2019. They will be spending majority of their time volunteering and observing in Yujin Gakuen, K-5 Japanese immersion school in Eugene, Oregon. Students will also have a weekly education seminar with Li-Hsien Yang, East Asia Program Director at CASLS, to share their experiences and also to discuss the current K-12 issues in the United States. “This is our second short term program with Kobe University and it is Yujin Gakuen’s first collaboration with Kobe. Everyone is thrilled to have the new partnership,” says Li-Hsien Yang. “We want more Japanese native speakers in the classrooms for our children to have the opportunity to interact with. Thank you YG and CASLS for bringing students in,” says a Yujin Gakuen host family. The students will be here until March 14, 2019.
Source: CASLS Spotlight
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Content Type: 3
Title: Embracing a Multilingual Approach to the World Language Classroom
Body:
By Julie Sykes, CASLS Director
While presenting ways to include pragmatic analysis and approaches to interculturality in the world language classroom, I am often asked what the role of a learner’s first language (L1) can, should, or should not be. Example questions include, “In light of the need to stay in the target language as much as possible, how do you do this kind of work before advanced levels of proficiency?”, “Is it okay to use the L1 for lower level learners?”, or, even, “Our learners do not have the language skills to do this, doesn’t this distract from what we are trying to teach?”. In considering a variety of responses, I always come back to a desire to prioritize deep learning and reflection while building proficiency, regardless of the language used to facilitate that experience.
The L1 or a combination of the L1/target language can, and should, be used in instances where its use promotes a deep-level of analysis, reflection, and understanding of the language being learned, always in the service of continued proficiency gains. The L1 should not serve as a crutch to distract from meaningful engagement with target words or phrases to be learned or to replace meaningful input, but rather to enhance it.
Supported both empirically and theoretically, the need to move towards this type of multilingual approach in world language classrooms is increasingly apparent, if not critical. On-the-ground efforts include various Seals of Biliteracy that support and enable recognition of many student language experiences, as well as an increasing number of immersion and heritage learner programs and support systems to encourage simultaneous development of first, second, and often third language skills. Despite these efforts, a “monolingual ideology” remains prevalent in world language classrooms, curricula, and assessments, especially outside of heritage contexts (Scott, 2010; Ortega, 2017, 2018).
Yet, small shifts in:
- classroom management (e.g., avoiding a marker of L1 versus L2 only use and including a language choice option; avoiding the tendency to pretend not to understand when a learner uses their L1),
- task design (e.g., utilizing language indicators to scaffold a task and add proficiency-level appropriate reflections), and
- assessment measures (e.g., offering spaces for deep learning expressed in the L1, L2, or combination of the two)
can support a more multilingual environment without sacrificing the critical time in the L2 needed for learning and proficiency development. In her groundbreaking text, Double Talk: Deconstructing Monolingualism in Classroom Second Language Learning (2010), Virginia Scott notes the critical importance of moving beyond the monolingual, native-speaker model as the idealized target and embracing the notion of developing proficient second language speakers. She offers numerous practical solutions and ideas for making this happen. This month in InterCom, we will explore some of Scott’s suggestions while adding our own to provide a in-depth look at the ways in which learners’ unique language profiles, including their first language, can enhance and deepen learning in the world language classroom. This week’s Activity of the Week offers an example of a modified task design at a variety of proficiency levels to demonstrate ways a learner’s L1 can be utilized to enhance the overall learning experience and proficiency development.
References
Ortega, L. (2018). SLA in uncertain times: Disciplinary constraints, transdisciplinary hopes. Working Papers in Educational Linguistics, 32(1), 1-30.
Ortega, L. (2017). New CALL-SLA research interfaces for the 21st century: Towards equitable multilingualism. CALICO Journal, 34(3), 285–316.
Scott, V. (2010). Double Talk: Deconstructing Monolingualism in Classroom Second Language Learning. Series on Theory and Practice. In Second Language Classroom Instruction, J. Liskin-Gasparro & M. Lacorte, series (Eds.). New York: Pearson-Prentice Hall Publishing.
Source: CASLS Topic of the Week
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Content Type: 4
Title: Pre-Closers in Leave-Takings
Body:
By Julie Sykes, CASLS Director
The purpose of this activity is to exemplify appropriate L1 use in the world language classroom. Specifically, we focus on the role of the L1 in facilitating deep inquiry and reflection.
Modes: Interpretive, Interpersonal
Materials: Three transcripts of leave-takings in the L2 that involve pre-closers (utterances that indicate that the conversation is about to end without explicitly ending the conversation).
Procedure:
- Provide learners with a few transcripts of conversations that includes leave takings.
- Novice: Learners underline any pre-closers.
- Intermediate: Learners underline any pre-closers and compare/contrast them to what they normally do in the L1 in a Venn Diagram.
- Advanced: Learners read a target language etiquette guide to understand the complexities of saying goodbye and color-code the transcripts based on whether or not utterances adhere to or flout the norms they read about. They use this knowledge to set goals for themselves for future interactions.
Potentially necessary L1 supports:
- Novice: It may be necessary to provide one or two words in the L1 to clarify expectations in the L2 as they relate to the use of pre-closers in leave-takings and/or provide examples of pre-closers in the L1.
- Intermediate: It may be necessary to allow use of the L1 to engage in highly critical analysis of the extent to which one’s practice is indicative of L2 conventions.
- Advanced: Learners may need to engage in reflection and evaluation of what they have learned and the degree to which they can incorporate it in their practice in the L1.
- Look at the interactions as a class and use inductive reasoning to articulate a series of expectations regarding the use of pre-closers in the L2. For novice and intermediate learners, these expectations should be articulated in the L1, and the discussion that contributes to their articulation will also be largely in the L1.
- Revisit the transcripts at hand.
- Novice: Learners vote as a class if the transcripts they read were appropriate based on the expectations articulated in Step 2.
- Intermediate and Advanced: Learners discuss (as a class) if the transcripts they read were appropriate or inappropriate based on the expectations articulated in Step 2. They make changes so that the conversations that were inappropriate are appropriate.
Potentially necessary L1 supports:
- Novice: None unless there are significant misunderstandings.
- Intermediate and Advanced: Brief commentary or discussion regarding the exploration or comprehension of nuanced language.
- Engage in creation related to leave takings.
- Novice: Students create a short comic strip or meme that showcases leave takings with pre-closers.
- Intermediate: Students create a comic strip or series of memes that utilizes pre-closers in such a way that it showcases both appropriate and inappropriate leave takings.
- Advanced: Students create a comic strip or series of memes that utilizes pre-closers in such a way that it showcases both appropriate and inappropriate leave takings. They must demonstrate knowledge and understanding of cultural values related to leave-takings through careful incorporation of content.
Potentially necessary L1 supports:
All levels: Clarification of cultural nuances and visual communication strategies (such as the use of gestures) that may not have been explicitly discussed or evident in the transcripts.
Notes:
At all proficiency levels, teachers should use as many communication strategies as possible to facilitate use of and thinking in the target language. However, if deep thinking and inquiry are impossible in the L2 given the learners’ proficiency, educators are encouraged to permit the use of the L1 and to set very clear expectations regarding the extent to which the use of the L1 will be permitted in class. Setting such expectations will not discourage L2 growth, but rather ensure that learners are engaged cognitively in higher-order processes. Such engagement is a critical factor in motivating ongoing, sustained learning.
Source: CASLS Activity of the Week
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Content Type: 1
Title: Book: Offers and Offer Refusals
Body:
From https://benjamins.com/catalog/pbns.298
Offers and Offer Refusals: A postcolonial pragmatics perspective on World Englishes
By Eric A. Anchimbe
Published by the John Benjamins Publishing Company
This study offers a pragmatic dimension to World Englishes research. It is particularly timely because pragmatics has generally been understudied in past research on World Englishes, especially postcolonial Englishes. Apart from drawing attention to the paucity of research, the book also contributes to theory formation on the emerging theoretical framework, postcolonial pragmatics, which is then applied to data from two World (postcolonial) Englishes, Ghanaian and Cameroon Englishes. The copious examples used clearly illustrate how postcolonial societies realise various pragmatic phenomena, in this case offers and offer refusals, and how these could be fruitfully explained using an analytical framework designed on the complex internal set ups of these societies. For research on social interaction in these societies to be representative, it has to take into account the complex history of their evolution, contact with other systems during colonialism, and the heritages thereof. This book does just that.
Visit the publisher's website at https://benjamins.com/catalog/pbns.298
Source: John Benjamins Publishing Company
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Title: Book: Meaning and Structure in Second Language Acquisition
Body:
From https://benjamins.com/catalog/sibil.55
Meaning and Structure in Second Language Acquisition: In honor of Roumyana Slabakova
Edited by Jacee Cho, Michael Iverson, Tiffany Judy, Tania Leal, and Elena Shimanskaya
Published by the John Benjamins Publishing Company
This volume presents a range of studies testing some of the latest models and hypotheses in the field of second/third language acquisition, such as the Bottleneck Hypothesis (Slabakova, 2008, 2016), the Scalpel Model (Slabakova, 2017), and the Interface Hypothesis (Sorace & Serratrice, 2009) to name a few. The studies explore a variety of linguistic properties (e.g., functional morphology, linguistic properties at the syntax-discourse interface) by focusing on distinct populations (L2 acquisition, L3/LN acquisition, Heritage Speakers), while also considering the links between experimental linguistic research, generative linguistics, and, in some cases, language pedagogy. Dedicated to Roumyana Slabakova, each chapter can be directly linked to her work in terms of the empirical testing of extant hypotheses, the formulation of new models and ideas, and her efforts to advance the dialogue between different disciplines and frameworks. Overall, the contributions in the volume bear evidence of Slabakova’s enduring influence in the field as a collaborator, teacher, and researcher.
Visit the publisher's website at https://benjamins.com/catalog/sibil.55
Source: John Benjamins Publishing Company
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Title: Book: Early Instructed Second Language Acquisition
Body:
From http://www.multilingual-matters.com/display.asp?isb=9781788922494
Early Instructed Second Language Acquisition: Pathways to Competence
Edited by Joanna Rokita-Jaskow and Melanie Ellis
Published by Multilingual Matters
This book provides a holistic overview of what leads to success in foreign language learning at an early age and deepens our understanding of early foreign language learning. The studies use an array of methodological approaches to research learners aged between three and ten, as well as their parents and teachers, in instructional, minimal-input settings. They describe various ways of organizing and promoting very early foreign language learning, both through language policy and innovative pedagogy, and focus on ways of providing input for second language acquisition, which include oral classroom discourse strategies, as well as learner development of literacy skills. Special attention is given to the necessity to develop critical reading skills, the ability to handle multimodal texts, and attitudes, motivations and behaviors and how these may impact on the teaching and learning process. Chapters emphasize that ultimate outcomes depend on extra linguistic environmental factors, such as parental involvement and teacher competences. These include establishing control in the classroom, as well as using appropriate strategies for Negotiation of Meaning, and helping learners build positive self-concept. This book will be of interest to all professionals involved in the teaching of foreign languages to young learners, as well as to researchers, teacher educators and students working in this area.
Visit the publisher's website at http://www.multilingual-matters.com/display.asp?isb=978178892249
Source: Multilingual Matters
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Title: Call for Papers: AATSEEL 2020 Conference
Body:
From https://www.aatseel.org/cfp_main
The American Association of Teachers of Slavic and East European Languages 2020 Conference will take place in San Diego, California, February 6-9. The AATSEEL National Meeting is a forum for scholarly exchange of ideas in all areas of Slavic and East/Central European languages, literatures, linguistics, cultures, and pedagogy. The Program Committee invites scholars in these and related areas to form panels around specific topics, organize roundtable discussions, propose forums on instructional materials, and/or submit proposals for individual presentations.
Proposal deadlines are April 15, 2019 and July 1, 2019, depending on the type of proposal.
Visit https://www.aatseel.org/cfp_main to see the full call for proposals
Source: AATSEEL
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Title: Call for Papers: Boston University Conference on Language Development
Body:
From https://linguistlist.org/issues/30/30-699.html
The 44th Annual Boston University Conference on Language Development
November 7-10, 2019
Keynote Speaker: Cynthia Fisher (University of Illinois at Urbana-Champaign)
Plenary Speaker: Jan Edwards (University of Maryland)
Call for Symposium Proposals
The organizers are currently soliciting 1000-word proposals for 90-minute symposia for the Boston University Conference on Language Development on any topic likely to be of broad interest to the conference attendees. All symposium proposal submissions must be received by April 1, 2019. Decisions on symposia will be made by June.
Call for Abstracts:
Submissions of 500-word abstracts for 20-minute talks and posters will be accepted beginning April 1, 2019. All abstract submissions must be received by 8:00 PM EST, May 1, 2019. Please note this is an earlier deadline than in previous years. Submissions that present research on any topic in the fields of first and second language acquisition from any theoretical perspectives will be fully considered.
View both calls at https://linguistlist.org/issues/30/30-699.html
More information is also available on the conference website at https://www.bu.edu/bucld
Source: LINGUIST List
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