Contents
Content Type: 4
Title: Exploring Community Language Use
Body:
Objectives: Students will...
- gain an explicit awareness of translanguaging practices in their community: what language(s) and varieties, who, and when
- examine connections between translanguaging practice and individual and community identity
- express a perspective on how language use connects with identity
Materials Needed: Exploring Community Language Use worksheet, Language Use and Identity worksheet
Procedure:
- Introduce the concept of translanguaging: a person's and community's use of their entire linguistic repertoire (different languages and/or language varieties) in communication (for more on translanguaging see this Topic of the Week article). Give examples from your own life or what you observe in students' communities. Some possibilities are expressions in an indigenous language that everyone on the reservation knows, use of a heritage community language by different people in different contexts, or local/regional ways of saying things. You can choose to introduce the term "translanguaging," or you can simply talk about "how people use language."
- Ask students to fill out the Exploring Community Language Use worksheet. Encourage the sharing of ideas with classmates; possible structures include think-pair-share or rotating partner sharing.
- Distribute the Language Use and Identity worksheet. Ask for examples of what portraits of language use, with different speech balloons, might look like to represent different examples from the table students filled in on the Exploring Community Language Use worksheet. If you've made an example yourself ahead of time, or if you've done this activity before and saved some student examples, you can show these to the class for inspiration.
- Ask learners to draw community or individual language use portraits. Students can share and reflect on their work in a variety of ways: displaying the portraits on a bulletin board, small-group sharing, or solicitation of volunteers to share their work with the whole class.
Notes: In some community contexts, differences in language use are clear. For example, indigenous communities often have some use of an indigenous language as well as English, and heritage language communities often use the heritage language in certain circumstances. In other community contexts, such as a rural setting with little mobility and widespread monolingualism, you may need to focus more on different varieties of English - for example, slang, a local accent, or deviations from "standard" English grammar.
Source: CASLS Activity of the Week
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Content Type: 1
Title: New Report Documents Trends in Post-Secondary Language Study
Body:
From https://news.mla.hcommons.org/2019/06/04/new-report-documents-trends-in-language-study/
The Modern Language Association has just released its full report on language course enrollments in colleges and universities in the United States. Based on a comprehensive census of 2,547 institutions, Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report documents changes in enrollments in the fifteen most-studied languages as well as trends for less commonly studied languages. The report finds that while enrollments in languages other than English declined by 9.2% between fall 2013 and fall 2016, enrollments increased or remained stable in 45.5% of language programs. To understand how some programs remain strong despite local and national challenges, the report highlights programs that have maintained robust enrollments by implementing innovative curricula. As the report’s executive summary concludes, “[c]learly, investments are needed in language education, and this report includes case studies of successful programs on which change can be modeled.”
Access the report at https://www.mla.org/content/download/110154/2406932/2016-Enrollments-Final-Report.pdf
Source: MLA
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Title: Book: Learning Strategy Instruction in the Language Classroom
Body:
From http://www.multilingual-matters.com/display.asp?isb=9781788923392
Learning Strategy Instruction in the Language Classroom: Issues and Implementation
Edited by Anna Uhl Chamot and Vee Harris
Published by Multilingual Matters
This comprehensive collection, comprising both theoretical and practical contributions, is unique in its focus on language learning strategy instruction (LLSI). The chapters, written by leading international experts, embrace both sociolinguistic and psycholinguistic perspectives. The issues presented include different models of strategy instruction and how they can be tailored according to context and the learners’ age and attainment level. The collection will be an important resource for researchers in the field, both for its critical perspectives and its guidance on collaborating with teachers to design interventions to implement strategy instruction. It also identifies key areas for research, including the teaching of less studied groups of strategies such as grammar and affective strategies. The book will prove equally valuable to language teachers through the provision of detailed teaching materials and tasks. Those engaged in professional development, whether pre- or in-service teacher education, will find a wealth of concrete ideas for sessions, courses and assignments.
Visit the publisher's website at http://www.multilingual-matters.com/display.asp?isb=9781788923392
Source: Multilingual Matters
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Title: Book: Multilingualism in European Language Education
Body:
From http://www.multilingual-matters.com/display.asp?isb=9781788923309
Multilingualism in European Language Education
Edited by Cecilio Lapresta-Rey and Ángel Huguet
Published by Multilingual Matters
This book explores how different European education systems manage multilingualism. Each chapter focuses on one of ten diverse settings (Andorra, Asturias, the Basque Country, Catalonia, England, Finland, France, Latvia, the Netherlands and Romania) and considers how its education system is influenced by historical, sociolinguistic and legislative and political processes and how languages are handled within the system, stressing the challenges and opportunities in each area of study. The chapters provide the reader with insights around three key aspects: the management of the guarantee of the rights of regional language minorities; the incorporation of the language background inherited by immigrants living in Europe (whether they are European citizens or not) and the need to promote the learning of international languages. Individually, the chapters offer deep insights into a specific education system and, together, the studies allow for a comparison and holistic understanding of multilingualism in European education.
Visit the publisher's website at http://www.multilingual-matters.com/display.asp?isb=9781788923309
Source: Multilingual Matters
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Title: Book: Current Studies in Chinese Language and Discourse
Body:
From https://benjamins.com/catalog/scld.10
Current Studies in Chinese Language and Discourse: Global context and diverse perspectives
Edited by Yun Xiao and Linda Tsung
Published by John Benjamins Publishing Company
This volume features a discourse empirical orientation from diverse perspectives and various methodologies, in which narratives, interviews, surveys, and large-scale databases or self-created written and spoken corpora are employed and analyzed to gain a better understanding of new developments and changes in Chinese language and discourse. Authors employ updated approaches from a variety of fields, including applied linguistics, functional linguistics, corpus linguistics and sociolinguistics, to describe the structure of Chinese language and discourse and to examine its critical issues, many focusing on globalization-induced language developments and changes. With an empirically-based discourse/socio-cultural approach, this collection makes valuable contributions to research on Chinese language and discourse and serves as a sound reference for Chinese researchers and educators in diverse fields such as Chinese language and discourse, Chinese linguistics and language education, Chinese multiculturalism, and more.
Visit the publisher's website at https://benjamins.com/catalog/scld.10
Source: John Benjamins Publishing Company
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Title: Call for Proposals: Iowa World Language Association Conference
Body:
From http://iwla.net/conference
IWLA Conference
October 4-5, 2019
Iowa City
"Biliteracy and Beyond"
A conference session is a 50-minute interactive presentation where you can offer your knowledge and wisdom to your fellow teachers. IWLA welcomes conference sessions that engage participants in activities and discussions.
Deadline for proposal submission: August 15, 2019
Submit a proposal at http://iwla.net/proposals
Learn more about the conference and register at http://iwla.net/event-3399500
Source: IWLA
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Title: Call for Proposals: American Association for Applied Linguistics 2020 Conference
Body:
From https://www.aaal.org/news/2020-call-for-proposals##
The 2020 conference of the American Association for Applied Linguistics (AAAL) will be held at the Sheraton Denver Downtown Hotel in Denver, Colorado, on March 28 through 31, 2020. Nationally and internationally, the AAAL conference has a reputation as a comprehensive and stimulating conference. Conference participants can look forward to in-depth colloquia, paper, poster, and round-table sessions, as well as topical and thought-provoking plenary presentations, excellent book exhibits, and plentiful opportunities for networking.
To facilitate presentation of papers, posters and roundtables on Indigenous languages, AAAL’s Executive Committee has established a fund for scholars presenting on Indigenous languages who have very limited or no access to funding. Priority will be given to community-based language experts. For more details and to apply, go to https://www.aaal.org/indigenous-language-scholar-support-fund-application
AAAL began accepting submissions on June 1, 2019
Submission Deadline: July 17, 2019
View the full call for proposals at https://www.aaal.org/news/2020-call-for-proposals##
Source: AAAL
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Title: Call for Presentations: CLTA World Language Jamboree
Body:
From https://iefla.weebly.com/clta-world-language-jamboree-presenter-proposal.html
California Language Teachers Association World Language Jamboree
September 21, 2019
Esperanza High School, Anaheim
Theme: Building Communication in the World Language Classroom
Proposal Deadline: August 1, 2019
Submit a proposal at https://iefla.weebly.com/clta-world-language-jamboree-presenter-proposal.html
Source: Inland Empire Foreign Language Association
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Title: Comprehensible Cascadia Conference 2019
Body:
From https://www.eventbrite.com/e/comprehensible-cascadia-conference-2019-tickets-59726762354
Comprehensible Cascadia Conference 2019
July 9-11, 2019
Portland, Oregon
Learn standards-aligned strategies and systems for instruction and assessment for the proficiency-oriented communicative language classroom. Learn how to build literacy skills, a love of reading, and a love of the language -- by USING it to engage your students in student-centered learning that engages the heart, the mind, and the imagination.
Visit the conference website at https://www.eventbrite.com/e/comprehensible-cascadia-conference-2019-tickets-59726762354
Source: Comprehensible Cascadia
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Title: Dene Languages Conference
Body:
From https://dene2019.ucdavis.edu/
Each year, specialists gather at the Dene Languages Conference (DLC) to share their research and insights into the language family (and its Na-Dene congeners Eyak and Tlingit). Attendees typically include linguists representing both theoretical and descriptive paradigms, with presentations drawn from a variety of linguistic sub-disciplines. Moreover, one of the strengths of the DLC is that it attracts expertise from neighboring disciplines in the social sciences and humanities such as Linguistic Anthropology, Comparative Literature and Native American/Indigenous Studies. Importantly, there is typically robust participation of members of the Dene speech communities whose languages are the focus of the conference: tribal linguists, language teachers, elders and master speakers of the languages, cultural preservation officers, and others who support the well-being of Dene-speaking communities through language-centered activities. The DLC is thus strongly cross-disciplinary and presents many opportunities not only for language practitioners to be exposed to ideas emanating from the field of linguistics, but also for linguists to gain a better understanding of the needs of the communities whose languages they study.
The 2019 iteration of the conference will be hosted at the University of California, Davis on July 6-7, in conjunction with the Linguistic Society of America's Summer Institute. In addition, a pre-conference workshop focused on the Pacific Coast Dene languages of California and Oregon will take place on July 5, hosted by the Native American Language Center.
Visit the conference website to learn more: https://dene2019.ucdavis.edu/
Source: University of California, Davis
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