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Content Type: 5
Title: Kato Earns NFMLTA Dissertation Support Grant
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CASLS Graduate Research Assistant Misaki Kato has earned another award for her research (she has already been awarded the University of Oregon’s Lokey Doctoral Science Fellowship for the 2019-20 academic year (https://caslsintercom.uoregon.edu/content/26469). The National Federation of Modern Language Teachers Associations has awarded Misaki a Dissertation Support Grant for her dissertation, “Production and Perception of Non-native Speech Enhancement,” anticipated for completion in spring 2020.
Misaki’s research in the University of Oregon Speech Perception and Production Lab investigates not only non-native speakers, but also their listeners. “If a first-language Mandarin speaker is listening to another first-language Mandarin speaker in English, the listener may share more similar sound representations because of the shared first language, or be a more sympathetic listener because of their shared background. We’ll find out more as I continue my research.”
You can read about some of the instructional implications of Misaki’s work in a Topic of the Week article (https://caslsintercom.uoregon.edu/content/24486) from last January, co-authored with Misaki’s dissertation advisor, Melissa Baese-Berk. Misaki says, “Much of my work and research is inspired by what students struggle with in language classrooms. Pronunciation is a really important skill in language education.”
Source: CASLS Spotlight
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Content Type: 4
Title: Speaking Strategy: Asking for Clarification
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By Leila Tamini Lichaei, CASLS Fellow
One of the speaking strategies that any language learner can use is asking for clarification during conversation. This activity provides learners with the opportunity to observe and practice interjecting in a conversation.
Learning objectives:
Students will be able to:
- Identify culturally and contextually appropriate phrases and sentences used for asking for clarification
- Demonstrate understanding of how to ask for clarification during conversation
Mode: Interpretive, Interpersonal
Materials: Sorting Activity Handout, Scenario Handout
Procedure:
1. Have students download the LingroToGo app. Direct them to watch the following videos:
- Asking for clarification: Work & school>At school>Asking about homework> Video: Asking for Clarification
- Asking people to repeat themselves: My Community> Sports and Leisure> Buying tickets to a sporting event> Video: Asking people to repeat them
- Asking for help in a conversation: Digital World >Communication > Ending a personal phone call > Video: Asking for help in a conversation
2. Use Think-Pair-Share to discuss the videos with your students. During each phase of Think-Pair-Share, ask students to answer the following questions:
- Which of these strategies have you used before in your L1? L2?
- How prepared do you feel to try and use one of the strategies that you observed? Do you have any questions or hesitations?
- What do you need to know in the L2 to engage in the strategy that you don’t already know?
3. Next, provide learners with the first page of the Sorting Activity Handout and give them five minutes to work individually and sort the phrases into the correct columns. If learners do not know the meaning of all of the phrases, direct them to use semantic and linguistic patterns to guess the appropriate meaning of the phrases.
4. At the end of the five minutes, discuss the phrases with the learners and lead a think aloud to help learners discern the meaning of the phrases that they didn’t understand in Step 3. Also, make sure that they understand the situations in which those strategies and phrases can be used.
5. Next, have students engage in interpersonal interactions that align with your current curricular needs and direct them to use the Sorting Activity Handout to support their selection of strategies for asking for clarifications. Everytime they use a strategy, they should make a note in some way.
6. At the end of class, have your students write a brief exit ticket in which they list the strategies they used in class and identify the ones they would like to practice more in the future.
Notes:
If you would like any examples of interpersonal scenarios to use in class, feel free to reference to this handout and adapt accordingly.
Source: CASLS Activity of the Week
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Title: April 2019 Issue of KinoKultura
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Source: KinoKultura
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Title: April 2019 Issue of Humanising Language Teaching
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Source: Humanising Language Teaching
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Title: Book: Visualising Multilingual Lives
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From http://www.multilingual-matters.com/display.asp?isb=9781788922593
Visualising Multilingual Lives: More Than Words
Edited by Paula Kalaja and Sílvia Melo-Pfeifer
Published by Multilingual Matters
This book brings together empirical studies from around the world to help readers gain a better understanding of multilinguals, ranging from small children to elderly people, and their lives. The chapters focus on the multilingual subjects’ identities and the ways in which they are discursively and/or visually constructed, and are split into sections looking specifically at the multilingual self, the multilingual learner and multilingual teacher education. The studies draw on rich visual data, which is analyzed for content and/or form and often complemented with other types of data, to investigate how multilinguals make sense of their use and knowledge of more than one language in their specific context. The topic of multilingualism is addressed as subjectively experienced and the book unites the current multilingual, narrative and visual turns in Applied Language Studies. It will be of interest to students and researchers working in the areas of language learning and teaching, teacher education and bi/multilingualism, as well as to those interested in using visual methods and narratives as a means of academic research.
Visit the publisher's website at http://www.multilingual-matters.com/display.asp?isb=9781788922593
Source: Multilingual Matters
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Title: Book: Integrating Career Preparation into Language Courses
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From http://press.georgetown.edu/book/languages/integrating-career-preparation-language-courses
Integrating Career Preparation into Language Courses
By Darcy Lear
Published by Georgetown University Press
Integrating Career Preparation into Language Courses provides foreign and second language teachers with easy and practical additions they can make to their existing curricula to help their students develop real-world professional skills and prepare to use the target language successfully in the workplace. The book is organized into six chapters, each addressing a different professional skill and opening with an explanation of how content typically included in a foreign language curriculum can be tied to this skill. Each chapter closes with class activities or lesson plans that include suggested materials and assessments that teachers can easily add to their language courses. Lear's book is an accessible and practical guide designed to be adaptable for any language, offering exciting new possibilities to help teachers and students of foreign languages bring their language skills into the workplace.
Visit the publisher's website at http://press.georgetown.edu/book/languages/integrating-career-preparation-language-courses
Source: Georgetown University Press
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Title: Book: Social Consequences of Testing for Language-minoritized Bilinguals in the United States
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From http://www.multilingual-matters.com/display.asp?isb=9781788922692
Social Consequences of Testing for Language-minoritized Bilinguals in the United States
By Jamie L. Schissel
Published by Multilingual Matters
This book constructs a historical narrative to examine the social consequences of testing faced by language-minoritized bilinguals in the United States. These consequences are understood with respect to what language-minoritized bilinguals faced when they have sought (1) access to civic participation (2) entry into the United States, (3) education in K-12 Schools, and (4) higher education opportunities. By centering the test-taker perspective with a use-oriented testing approach, the historical narrative describes the cumulative nature of these consequences for this community of individuals, which demonstrates how the mechanism of testing – often in conjunction with other structural and political forces – has contributed to the historic, systemic marginalization of language-minoritized bilinguals in the United States. By viewing these experiences with respect to consequential validity, the book poses questions to those involved in testing to not only acknowledge these histories, but to actively and explicitly incorporate efforts to dismantle these legacies of discrimination. The conclusions drawn from the historical analysis add an important perspective for educators and researchers concerned with inequities in the testing of language-minoritized bilinguals.
Visit the publisher's website at http://www.multilingual-matters.com/display.asp?isb=9781788922692
Source: Multilingual Matters
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Title: Call for Session and Workshop Proposals: Central States Conference on the Teaching of Foreign Languages
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From https://csctfl.wildapricot.org/
Room for All at the Table
2020 CSCTFL with the Minnesota Council on the Teaching of Languages and Cultures
March 12-14, 2020
Minneapolis, Minnesota
The conference theme especially welcomes proposals that focus on diverse learners, non-traditional learners, model programs that develop highly proficient speakers, and programs with a specific focus or purpose, in addition to dynamic ideas on teaching and learning.
Proposals are due May 1, 2019.
View the full call for proposals at https://csctfl.wildapricot.org/event-3256032
Source: CSCTFL
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Title: Call for Papers: Rethinking Critical Pedagogy in L2 Learning and Teaching
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From https://linguistlist.org/issues/30/30-1559.html
Special Issue of L2 Journal
Rethinking Critical Pedagogy in L2 learning and teaching
Guest Editor: Panayota Gounari, University of Massachusetts Boston
Critical pedagogy as a distinct theoretical tradition of intellectual production and educational practice emerged in North America in the late 1970s and early 1980s. Its central premise is that educational issues cannot be separated from political ones.
This Special Issue invites contributions that engage in theoretical, conceptual and/or classroom-based discussions and analyses that involve Critical Pedagogy in language teaching and learning, language teacher education and attempt to address the following questions:
- What concepts/constructs can be drawn from the Critical Pedagogy theoretical framework of 1980s, 1990s and beyond for second language pedagogies? What are the limitations of this framework and how can they be addressed?
- How can we move beyond a reductionistic appropriation of critical pedagogy theory as simply a ''critical approach'' to language teaching or ''critical language awareness'' to a meaningful and transformative theoretical framework for language teaching? How can Critical Pedagogy inform FL pedagogy? What would it mean to use a Critical Pedagogy theoretical framework to understand teaching and learning language?
- How might a language pedagogy of Praxis as the dialogical relationship between critical reflection and action look like? How can we develop language teacher education approaches that would foster praxis?
- What would it mean to ground our language pedagogies, especially those for oppressed and marginalized groups, on the premise that pedagogy is disruptive and its goal is not simply social change but also sociopolitical transformation?
- If culture is understood as a site of struggle and a sphere for language pedagogy, what are the implications for language teaching?
- How can issues of teacher and student agency be addressed in the context of language learning as production of specific knowledge, values, identities, and desires?
- How can we theorize language teaching in a way that connects pedagogical practices with larger structural analyses of the society?
- What kinds of knowledges are legitimized in the foreign language classroom? What are some of the underlying ideologies shaping those pedagogies? How might inequalities be produced and reproduced? How can the Western-centered focus be challenged and ultimately, changed?
- How are language and language teaching and learning redefined in the current sociopolitical context in the United States and around the world? How might current politics have pushed linguists and language educators to rethink critical pedagogy in their methodologies, approaches, agendas and pedagogies? What spaces have opened up for new pedagogies?
- How could new settings of critical pedagogy be explored in the context of ''public pedagogy''? Can the foreign language classroom become a site for social change where teachers and students can examine and challenge societal and cultural norms and practices?
Deadline for submitting abstracts: May 1, 2019
Source: LINGUIST List
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Title: Call for Papers: 17th Annual Technology for Second Language Learning Conference
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From https://apling.engl.iastate.edu/tsll-2019/
The 17th Annual Technology for Second Language Learning Conference
Iowa State University
September 6-7, 2019
Task-based language teaching (TBLT) is an approach to language education intended to prepare students for language use beyond the classroom by providing them with opportunities to perform carefully designed learning tasks simulating real-world tasks. The 17th Annual Technology for Second Language Learning Conference at Iowa State University will explore the role of technology in TBLT. Technology-mediation describes the full range of communication and learning tasks that learners engage in through the use of interactive multimedia, communication technologies, internet-based collaborations, virtual worlds and social media. The affordances of multimodal tools for communication and learning expand the potential task characteristics in ways that have implications for language performance and learning. The growing range of options for task design prompts engagement with second language acquisition theory and research. Proposals are invited for papers that present on any aspect of theory, research and practice of Technology-Mediated TBLT.
Prospective presenters should make their abstract submissions by April 22, 2019.
View the full call for papers at https://apling.engl.iastate.edu/tsll-2019/tsll-2019-cfp/
Source: Iowa State University
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