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Content Type: 1
Title: Gamifying the Classroom
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In Part 2 of Jeff Kuhn's blog series on gamification, read a summary of eight core principles, each an aspect of motivation, as posited by Yu Kai Chou: http://blog.tesol.org/gamifying-the-classroom-part-ii-core-motivations/
Source: TESOL Blog
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Title: Demonstrating Understanding of a Textbook Chapter
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From http://larryferlazzo.edublogs.org
Teachers of English learners, immersion teachers, and content teachers will appreciate these twelve ideas from Larry Ferlazzo for how students can demonstrate comprehension of a textbook chapter: http://larryferlazzo.edublogs.org/2019/06/12/twelve-ways-ells-anyone-else-can-read-demonstrate-understanding-of-a-textbook-chapter-add-to-the-list/
Source: Larry Ferlazzo's Websites of the Day
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Title: Two-Way Interpersonal Tasks on Devices
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From https://eltbuzz.com
Two-way tasks, or information gap activities, have been common in communicative classrooms for decades. In this post, get ideas for how your students can use computers or mobile devices for such activities. For example, one student may look up airfares on Expedia while the other looks them up on Kayak, and they compare prices; or the students look up movie showings at different theaters and decide which movie to go to, and which showing at which theater.
Read the blog post at https://eltbuzz.com/2-way-tech-tasks/
Source: ELT Buzz
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Title: Spanish Printables: I Spy with Dogs and People
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From https://www.spanishplayground.net
In one version of the I Spy game, one student reads a description of a character, while the others see who can be the first to spot that character on a paper full of drawings of different characters. Here are two free printables, one with lots of pictures of people, and one with lots of pictures of dogs, along with cut-out cards in Spanish describing the different characters. The post also includes descriptions of different variations on the I Spy game.
Access these materials at https://www.spanishplayground.net/spanish-reading-games-i-spy/
Source: Spanish Playground
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Title: Deepening Students’ Comprehension of Authentic Resources: Supports and Scaffolds
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From https://passion4theprofession.com
Two weeks ago (https://caslsintercom.uoregon.edu/content/27073) we noted the first of a three-part series on the passion4theprofession blog about deepening students' comprehension of authentic resources. In Part 2, learn about supports and scaffolds that help students with their comprehension, with a special focus on graphic organizers, anchor charts, and group work.
Read the latest installment in the series at https://passion4theprofession.com/2019/06/11/deepening-students-comprehension-of-authentic-resources-supports-and-scaffolds/
Source: passion4theprofession
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Title: Podcast: Foreign Language? World Language? Second Language?
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In Episode 107 of the We Teach Languages podcast series, Stacey Margarita Johnson discusses the terminology we use to describe the languages we teach. Terms like foreign, world, second, modern, community, classical, and others all came up in a recent poll that We Teach Languages ran on Twitter. Stacey discusses the results of that poll, shares insights from past guests Amy Andersen, Mandy Manning, and Ellen Toubman. Then you can hear from Dr. Shannon Mason about her research on how the media discusses language education in Australia.
Listen to this podcast and access the show notes at https://weteachlang.com/2019/06/07/ep-107-with-shannon-mason/
Source: We Teach Languages
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Title: Research-Based Cognitive Strategies and How to Implement Them
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Source: Cult of Pedagogy
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Content Type: 5
Title: Hosting IALLT
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The Yamada Language Center and the Center for Applied Second Language Studies at the University of Oregon have been delighted to co-host the International Association for Language Learning Technology's 2019 conference here in Eugene, June 19-22. CASLS staff presented two workshops and five presentations and sent participants on a mixed reality conference quest: Saving Eugene from McTavish.
YLC director Jeff Magoto says, "It's been more than a delight because ... it's not just great guests and scholars from around the world, but it's about fifteen of the people who I've had the pleasure of teaching in the past, and they've all come back, and that gives me a greater sense of gratitude than anything. We have a great teaching language teaching community here at the University of Oregon, [and] this conference has been a reminder that we do a lot of good things."
CASLS director Julie Sykes adds, “It is always a pleasure to collaborate with Jeff Magoto and the Yamada Center. IALLT 2019 was no exception. A special thanks to Jeff and the IALLT Board for a great conference.”
We have had a great time with you all here in Eugene!
Source: CASLS Spotlight
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Content Type: 3
Title: Translanguaging and Prescriptivism
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By Lindsay Marean, InterCom Editor
This month I’ve been watching for examples of translanguaging to appreciate. My favorite this month has been Tito Ybarra’s video post on Facebook:
How many Ojibwe’s does it take to mow a lawn?
Four!!!
Three to do the mowing, and one to sing the Ojibwemowin song.
The video is exactly what you’d expect, a man on a riding lawn mower, a man dancing while pushing a mower, and a third dancing while weed-whacking, while Ybarra sings a song celebrating the Ojibwe language, or Ojibwemowin. The post has 600 likes (over 2/3 are the laughter emoji) and 674 shares at this time, attesting to how many people know enough Ojibwe, informal English (Ojibwe mowin’ is the English part of the pun), and cultural references (the song and the dancing) to find the joke funny.
This feeling of levity contrasts with my initial reaction to Fundéu BBVA’s most recent post, this one dealing with how to properly talk about yoga in Spanish. Fundéu is the acronym for Fundación del Español Urgente, a non-profit organization created in collaboration with the Real Academia Española to “impulsar el buen uso del español en los medios de comunicación” or promote the good use of Spanish in the media. Initially, as I read through admonitions to use an accent on the last syllable of namasté and to use the Spanish words esterilla o tapete rather than the English borrowing mat, I railed internally against this prescriptivist, purist attitude, parallel to those of similar organizations in other countries and for other languages, such as the Académie Française in France and the Taalkommissie for Afrikaans.
However, on closer reflection, I realized that these organizations and initiatives to regularize spelling and usage exist because at least some speakers of a language want them. Standard rules of usage can elevate the prestige of a language, and in some cases they align with a group’s desire to minimize the cultural influence of other groups, such as some indigenous language activists’ efforts to eliminate borrowed words from the languages of colonizers and to replace them with native words. In some cases, there are simultaneous calls for valuing translanguaging and standardization, as in the need to continue to “maintain and promote sign languages as named languages” while also exploring the “emancipatory potential of acknowledging deaf people’s translanguaging skills” (De Meulder, Kusters, Moriarty, & Murray, 2019).
In fact a consideration and celebration of individuals’ and communities’ languaging practices will inevitably turn up a wide range of attitudes and practices regarding prescriptivism, standardization, innovation, diversity of codes, and translanguaging (Tieken-Boon van Ostade & Percy, 2016). Both highly multilingual and strictly monolingual linguistic choices are reflections of the language users’ identities and expressive choices.
References
De Meulder, M., Kusters, A., Moriarty, E., & J. Murray, J.J. (2019). Describe, don’t prescribe. The practice and politics of translanguaging in the context of deaf signers. Journal of Multilingual and Multicultural Development. DOI: 10.1080/01434632.2019.1592181.
Tieken-Boon van Ostade, I., & Percy, C., Eds. (2016). Prescription and Tradition in Language: Establishing Standards across Time and Space. Bristol, United Kingdom: Multilingual Matters.
Source: CASLS Topic of the Week
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Content Type: 4
Title: A Reflection on Translanguaging: The World Cup
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This activity is based on Cen Williams’ original use of the term translanguaging to describe the systematic use of two or more languages within the same language, and also inspired by an idea described by Jason Anderson.
Objectives: Students will be able to…
- scan for information in target language texts;
- synthesize information to present in a first language;
- synthesize information to present in the target language; and
- notice benefits and challenges of moving between two languages.
Modes: Interpretive, Presentational
Materials needed: Internet access, research graphic organizer, language reflection sheet
The Women’s World Cup will have its final match on July 7. Students will read articles to find a team, player, or event to profile. Half of the class will read articles only in the target language and write only in a first or classroom language; the other half will do their research in a first language and write their profiles in the target language. Following a discussion of their experiences with each method, students will switch which language they use for each part to write another profile.
Procedure:
- Create a bulletin board about the World Cup. Most of the bulletin board will be blank to begin with; students will be adding profiles.
- Everyone will read news highlights dealing with the World Cup, but only in a specified language.
- Here are a few resources:
- The official FIFA website is available in English, German, French, and Spanish; students can select their designated language before reading content. The team profiles pages are especially helpful
- Using Google News, scroll down to “Language & region” on the left side of the screen, and click on it; from here students can select the language they want to read in.
- Choose a country that speaks the target language, and find their team’s official website. For example, here’s the link to Brazil’s teams.
- Divide the class into two halves: the half that will research in the target language and report in an L1, and the half that will research in an L1 and report in the target language.
- Distribute the research graphic organizer to students. You may choose to translate it into different languages that the class will be working with.
- Students collect information in an Internet search.
- Following the research, each student will write a short profile to add to the bulletin board. This could be a short description of a player, a team, a match, or even a single play. Specifics for this assignment and scaffolding will depend on students’ proficiency levels.
- Next, ask students to discuss in small groups or as a class how it felt moving from one language to the other. How did the experience differ between the two halves of the class. Students can use the language reflection sheet to help them organize their thoughts.
- Now, repeat the entire research process, but this time the two halves of the class will switch which language they use for each part.
- Again, discuss students’ experiences moving between languages. What strategies do students plan to use in their next research task?
Note: In some settings, learners speak a variety of first languages. In some cases, you can substitute a shared classroom language (for example, if all of your Chinese students speak English even though some of them speak Spanish or French at home). In other cases, such as an ESL class with a wide variety of student first languages, you can have a widely multilingual bulletin board that reflects the diversity of L1’s.
Source: CASLS Activity of the Week
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