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Content Type: 1
Title: Vocabulary Activity: Word Scramble Crosswords
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Eva Buyuksimkesyan describes a new vocabulary game she's created: "First I choose a word with 6-8 letters, then I find other words with the letters of the word I first chose and using a crossword puzzle generator, I create a crossword puzzle." See an example to fully understand how the activity works at http://evasimkesyan.com/2019/04/27/a-fun-vocabulary-game/
Source: A Journey in TEFL
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Title: Introducing Mindfulness into the World Language Classroom
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From https://laprofefarias.wixsite.com
Is your mind racing in a million different directions as you start each class? Imagine your students' states as well, given that they've just come from another class and a rushed journey through the halls into your classroom. In this blog post, read an example of what starting class with a mindfulness exercise can do for you and your students, and get some ideas for how to introduce mindfulness in your class: https://laprofefarias.wixsite.com/inspire/single-post/2019/05/09/Introducing-Mindfulness-into-the-World-Language-Classroom
Source: La Profe Farias
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Title: Adding Student Review and Reflection to Lessons
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From https://sandymillin.wordpress.com
Sandy Millin writes, "So often we ask learners to compare answers, or show each other what they’ve been working on, but they’ve all been doing the same task – teenagers may not see the value in that (show your group your list of suggestions to help the environment… when everyone in the group has a list of suggestions to help the environment!). Giving choice actually makes teenagers want to listen to what their classmate says, or to see what they’ve been working on. It sparks a genuine curiosity." In this blog post, she gives suggestions for many different reflection activities that students can engage in, how to incorporate learner choice, and problem-solving for when things don't work as intended: https://sandymillin.wordpress.com/2019/04/30/adding-choice-and-reflection-to-teen-classes-guest-post/
Source: Sandy Millin
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Title: High-Leverage Teaching Practices Podcast Series
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From http://nflrc.hawaii.edu/events/view/120/
The High-Leverage Teaching Practices podcast released by the National Foreign Language Resource Center (NFLRC) is a series of 7 episodes based on the book Enacting the World of Language Instruction: High-Leverage Teaching Practices by Eileen Glisan and Rick Donato (2017). The episodes are designed to enhance the book contents. All interviews are hosted by Nicole Naditz for the NFLRC. The NFLRC contributed its expertise in instructional design and technology and provided logistical support. Each episode features interviews with world language professionals who share their insights and experience in relation to each of the HLTPs.
The lessons linked to each episode contain a video of the interview, additional information with links, a quiz, and question prompts for discussion or reflection.
Access the podcasts at http://nflrc.hawaii.edu/events/view/120/
Source: NFLRC
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Title: New Research Summaries in OASIS
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Source: OASIS
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Content Type: 4
Title: Using Hashtags in the Language Classroom
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By Leila Tamini Lichaei, CASLS Fellow
This activity is designed for Intermediate to Advanced students. The overall goal is for learners is to analyze and discuss hashtags and how they are used in the target language.
Learning Objectives:
Students will be able to:
- Expand their understanding of hashtags in the target language
- Articulate their understanding of hashtags and their use in social media
- Support claims about the utility of hashtags
Modes: Interpretive, Interpersonal
Materials: Computers and a printer to print out students' hashtag sheets
1. Start the lesson by asking students to work in pairs or groups to discuss hashtags in think, pair, share format. They should discuss: 1) what hashtags are; 2) how hashtags are used; and 3) if they (the students) use hashtags in social media and in what ways. The following questions can be used as guidance:
- What is a hashtag?
- What is the symbol that is used on every hashtag?
- How do hashtags work? What are their purposes?
- Who can use hashtags?
- On which apps do you use hashtags the most frequently?
- What hashtags do you use the most?
2. Then, make a list of the hashtag examples that students have used on the board. Note anything important about the situations in which they are usually used/ their perceived purposes, such as:
- Categorizing content
- Discovering new or related articles about a topic
- Supporting social/political movements
3. In this step, first guide students to go to the Internet and check the reports of the trending hashtags in the target language. For example, Twitter provides lists of hashtags in different languages. After students learn where to look for hashtags, have them take various (5-6) screenshots of the hashtags they find interesting.
4. Students then organize the hashtags based on any patterns that they perceive in how the hashtags are being used. To do so, they should paste the screenshots into a Word Doc, Google Doc, or an online mind mapping tool like mind42.com.
5. Print out the students’ hashtag sheets and put them on the walls around the classroom to prepare for a gallery walk. Students then walk around, study the hashtag sheets, and leave comments or notes for their peers on how the hashtags have been organized.
6. In the end, students can vote among themselves the most interesting hashtags that were shown in the gallery walk.
Source: CASLS Activity of the Week
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Content Type: 2
Title: LinguaFolio Online Survey
Body:
If you're using LinguaFolio Online, this is your last chance to help us by taking our short survey about it here: https://oregon.qualtrics.com/jfe/form/SV_3w6tZPaaeWDd45T
Source: CASLS
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Title: Book: Curriculum Development and Assessment Guidelines for the National Standards Project
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Curriculum Development and Assessment Guidelines for the National Standards Project
By Sungdai Cho
Published by Cambridge Scholars Publishing
This book is designed to make public the detailed work that has been developed for the Korean National Standards Project in two areas, namely curriculum development and assessment guideline. The first part of the book provides basic information on Korea and the Korean language, together with its structure and aims. Part Two discusses the four levels of curriculum currently present in high schools and colleges. The third section consists of assessment guidelines to the four levels available in college education.
The entire framework offered here is based on the 5Cs principle (specifically Communication, Cultures, Comparisons, Connections, and Communities) promoted by American Council on the Teaching of Foreign Languages, with more fine-tuned specifications of standards for each aspect.
Visit the publisher's website at https://cambridgescholars.com/Curriculum-Development-and-Assessment-Guidelines-for-the-National-Standards-Project
Source: Cambridge Scholars Publishing
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Title: EBook: Hacking Creativity
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From https://payhip.com/b/HDeb
Hacking Creativity: Techniques, Exercise and Activities for the Creative Language Classroom
By Nik Peachey
Published by PeacheyPublications Ltd
This book is for any language teacher who is interested in developing their own and their students' creative skills while teaching languages.
The book is in two parts.
The first part focuses on 10 different techniques and practices that you can use to help develop your students' creative skills and potential.
* This includes visualisation, doodling, brainstorming and fusing and has suggestions for simple classroom exercises that use these techniques.
* You can combine these techniques with many common classroom practices to add a new dimension to your lessons and help to deepen your students learning and build habits that will encourage them to be more aware and open minded.
The second part of the book has a collection 30 activities that you can use in the classroom to develop specific language points.
* These activities have example materials that include video, audio and beautiful images.
* You can either use these materials with your students and save some preparation time or you can adapt the ideas to the age, level and culture of your students.
* This is an example of one of the digital worksheets from the activities: https://view.genial.ly/5cb0b586bcfaf90f54789a75
* The activities all have simple clear step by step instructions to help make them quick to use in the classroom.
Purchase this book at https://payhip.com/b/HDeb
Source: PeacheyPublications Ltd
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Title: Book: Cantonese as a Second Language
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Cantonese as a Second Language: Issues, Experiences and Suggestions for Teaching and Learning, 1st Edition
Edited by John C. Wakefield
Published by Routledge Taylor & Francis Group
Cantonese is a language from southern China that is spoken by roughly 70 million people worldwide. It is the language of Hong Kong cinema and has traditionally been the most prominent language spoken in Chinatowns around the world. People choose to learn Cantonese for a variety of social and economic reasons: because it is a heritage language that one’s relatives speak; because it is the language of one’s partner and monolingual in-laws; because it is necessary for living and working in Hong Kong, Macau, Guangzhou, or other Cantonese-speaking communities; because it is the bridge to fully appreciating and understanding Cantonese culture; or simply because it is an irresistible challenge. Whatever the motivation, more and more people are choosing to learn Cantonese as an additional language.
This book discusses many issues related to both acquiring and teaching Cantonese. If you are a learner of Cantonese, this long overdue volume is essential to understanding both the grammatical and the social issues involved with learning this notoriously difficult language. If you are a teacher, this book will be invaluable to gaining insight into your students’ motivations and needs. And finally, if you are an applied linguist, the unique aspects related to the acquisition of Cantonese offer a fascinating contribution to the literature.
Visit the publisher's website at https://www.routledge.com/Cantonese-as-a-Second-Language-Issues-Experiences-and-Suggestions-for/Wakefield/p/book/9780815395195
Source: Routledge
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