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Content Type: 1
Title: Making Sound Use of L1
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From https://www.richmondshare.com.br
Last month (https://caslsintercom.uoregon.edu/content/26548), CASLS director Julie Sykes explored instances where it is appropriate to use L1 in language teaching and learning. in this short article, Victor Virginio discusses some research that also indicates that some L1 use leads to greater L2 gains: https://www.richmondshare.com.br/taboo-language-is-l1-such-a-curse/
Source: Richmond SHARE
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Title: Interview with Jonathon Reinhardt about Language Learning and Digital Games
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In episode 96 of the We Teach Languages podcast series, Meghan McGinley interviews Jonathon Reinhardt about the relationship between learning and games, specifically the practical and theoretical connection between language learning and digital games. Listen to the podcast and access relevant resources at https://weteachlang.com/2019/03/22/ep-96-with-jonathon-reinhardt/
Source: We Teach Languages
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Title: Strategies for Boosting Classroom Community
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From https://senorajotajota.blogspot.com/
JJ Epperson shares strategies that help to build a supportive classroom community: music, special guests, following conversational "distractions," laughter, genuine praise, games, and class points (which, in her class, actually mean nothing).
Read the blog post for ideas: https://senorajotajota.blogspot.com/2019/03/7-super-strategies-to-boost-classroom.html
Source: Señora Jota Jota
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Title: Naming Your Class
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From https://lamaestralocablog.com
Annabelle Allen shares an interesting idea for a teacher with multiple classes: name your classes. Allen names each of her classes after a Spanish-speaking country, and in this blog post she describes some of the benefits, including a sense of class solidarity and a surprisingly strong connection that students form with the country that their class is named after: https://lamaestralocablog.com/2019/03/27/class-names-so-simple-so-unifying/
Source: La Maestra Loca
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Title: Video Follow-up Activities for Young Learners
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From https://elmundodepepita.blogspot.com
Julie of the Mundo de Pepita blog shares five activities that teachers can do with young learners following a video: Venn diagrams, speech bubbles, a four corners game with screenshots from the video, a sequencing activity with screen shots, and word-image matches. Read full descriptions and watch some videos of these activities at https://elmundodepepita.blogspot.com/2019/03/we-did-video-now-what-5-follow-up.html
Source: Mundo de Pepita
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Title: Reflection Activity for Teachers: How Would YOU Like to Learn a Language
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Steve Smith writes, "It was either Barry Smith or Jess Lund, both at Michaela Community School in London at the time, who suggested to me during my visit there that a good question to ask yourself, when thinking of theory and methodology, is 'How would you like to learn a new language yourself?' The point being made was that we may choose to teach a certain way based on a range of factors, including how we were taught ourselves or the prevailing methodology of the time." Smith goes on to answer these questions for himself, and then he challenges the rest of us to also answer this question.
Read his responses at https://frenchteachernet.blogspot.com/2019/03/how-would-you-like-to-learn-language.html, and then consider answering this question for yourself. How might this impact your teaching?
Source: Language Teacher Toolkit
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Content Type: 5
Title: CASLS Welcomes Graphic Designer Mitra Dunn
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We are delighted to welcome Mitra Dunn to CASLS. Mitra has a BFA in Painting in Graphic Arts from Azad University of Tehran (Iran) and an MSc in Art History from the University of Edinburgh (Scotland). Since relocating to the United States, Mitra has been active as a graphic designer for over 15 years.
In addition to her artistic and technical skills, Mitra is a language enthusiast. Raised in a multilingual environment, she taught English and French throughout high school and college. She says of her new position, ". I am just beginning to scratch the surface of the world of CASLS, but am thoroughly intrigued by its many project types and incredibly talented people, and looking forward to all that lies ahead."
In her free time, Mitra enjoys hiking, movies, live music, photography, visiting the ocean, reading, cooking, reviving her piano playing and forever expanding her tea knowledge.
We are all excited to get to know Mitra better and to welcome her to Eugene and CASLS.
Source: CASLS Spotlight
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Title: Book: Early Language Learning and Teacher Education
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From http://www.multilingual-matters.com/display.asp?isb=9781788922647
Early Language Learning and Teacher Education: International Research and Practice
Edited by Subhan Zein and Sue Garton
Published by Multilingual Matters
Language teacher education is widely identified as one of the most important areas that needs addressing in order to improve early language instruction, yet research into teacher education for early language teachers remains relatively sparse. This volume responds to this gap by compiling studies with diverse methodological tenets from a wide range of geographical and educational contexts around the world. The volume aims to enhance understanding of early language teacher education as well as to address the need to prepare early language teachers and assist them in their professional development. The chapters focus on the complexity of teacher learning, innovations in mentoring and teacher supervision, strategies in program development and perceptions, and knowledge and assessment in early language learning teacher education. The volume offers comprehensive coverage of the field by addressing various aspects of teacher education in different languages. The contributions highlight examples of research into current practice in the professional enhancement of early language learning teachers, but with an emphasis on the implications for practitioners.
Visit the publisher's website at http://www.multilingual-matters.com/display.asp?isb=9781788922647
Source: Multilingual Matters
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Title: Book: A World Atlas of Translation
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From https://benjamins.com/catalog/btl.145
A World Atlas of Translation
Edited by Yves Gambier and Ubaldo Stecconi
Published by John Benjamins Publishing Company
What do people think of translation in the different historical, cultural and linguistic traditions of the world? How many uses has translation been put to? How distant from one another are the concepts of translation found in the different traditions? These are some of the questions A World Atlas of Translation addresses. Its twenty-one reports give us pictures taken from the inside, both from traditions that are well represented in the literature and from the many that (for now) are not.
But the Atlas is not content with documenting – no map is this innocent. In fact, the wealth of information collected and made accessible by its reporters can be useful to gauge the dispersion of translation concepts across traditions. As you read its reports, the Atlas will keep asking “How far apart do these concepts look to you?” Finally and more ambitiously, the reports can help us test the hypothesis that a cross-cultural notion of translation exists. In this respect, the Atlas is mostly a proof of concept. It hopes to encourage further fact-based research in quest of a robust and compelling unifying notion of translation.
Visit the publisher's website at https://benjamins.com/catalog/btl.145
Source: John Benjamins Publishing Company
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Title: Book: Rethinking the Second Language Listening Test
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From https://www.equinoxpub.com/home/rethinking-second-language/
Rethinking the Second Language Listening Test: From Theory to Practice
By John Field
Published by Equinox Publishing
Rethinking the Second Language Listening Test argues that the key to more valid testing of second language listening lies in a better understanding of the nature of the skill and of the signal that listeners have to decode. Using this information as a point of departure, it takes a critical look at many of the myths and conventions behind listening tests and provides practical suggestions as to the ways in which they might be rethought.
The book begins with an account of the various processes that contribute to listening in order to raise awareness of the difficulties faced by second language learners. The information feeds in to a new set of descriptors of listening behavior across proficiency levels and informs much of the discussion in later chapters. The main body of the book critically examines the various components of a listening test, challenging some of the false assumptions behind them and proposing practical alternatives. The discussion covers: the recording-as-text, the recording-as-speech, conventions of test delivery, standard task formats and item design. Major themes are the critical role played by the recorded material and the degree to which tests impose demands that go beyond those of real-world listening. The following section focuses on two types of listener with different needs from the general candidate: those aiming to demonstrate academic or professional proficiency in English and young language learners, where level of cognitive development is an issue for test design. There is a brief reflection on the extent to which integrated listening tests reflect the reality of listening events. The book concludes with a report of a study into how feasible it is to identify the information load of a listening text, a factor potentially contributing to difficulty.
Visit the publisher's website at https://www.equinoxpub.com/home/rethinking-second-language/
Source: Equinox Publishing
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