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Content Type: 1
Title: "Hin" in German
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From: https://yourdailygerman.com/german-hin-meaning-use/
This post explains how the German word “hin” is used in various contexts. Using posts like this in the classroom gives learners the opportunity to explore words and engage in in-dpeth reflection regarding their use.
See the full post at: https://yourdailygerman.com/german-hin-meaning-use/
Source: German is easy!
Inputdate: 2019-09-18 14:26:20
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Content Type: 1
Title: 12 Best Korean Channels on YouTube
Body:
From: https://www.lindsaydoeslanguages.com/12-best-korean-youtube-channels-to-help-you-learn-korean/
YouTube has always been a great tool for language learning, but knowing where to start can feel a little overwhelming. This post identifies some of the best channels to use for personal or classroom learning.
Read the entire post at: https://www.lindsaydoeslanguages.com/12-best-korean-youtube-channels-to-help-you-learn-korean/
Source: Lindsay Does Languages
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Content Type: 1
Title: TED-Ed Video about Hypatia
Body:
From: https://youtu.be/n1mwZrVJ-TI
This five-minute video explores the life and murder Hypatia, a renowned scholar from ancient Alexandria. She was the city's most prominent scholar at one point in her life.
Read more about Hypatia here: http://www.openculture.com/2019/08/a-short-animated-introduction-to-hypatia-ancient-alexandrias-great-female-philosopher.html
See the entire video here: https://youtu.be/n1mwZrVJ-TI
Source: Various
Inputdate: 2019-09-18 14:28:15
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Content Type: 1
Title: Rewriting Greek Tragedies as Immigrant Stories
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From: https://www.nytimes.com/2019/07/12/theater/luis-alfaro-mojada-public-theater.html
This article explores the work of Luis Alfaro and his adaptations of Greek tragedies to contemporary realities in Los Angeles. It is a great jumping off point for learners engaging in cultural comparisons.
Read the full article here: https://www.nytimes.com/2019/07/12/theater/luis-alfaro-mojada-public-theater.html
Source: New York Times
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Content Type: 3
Title: Five Benefits of Assessing Pragmatic Skills Using Simulations
Body:
Linda Forrest, CASLS Research Director
Despite increased awareness of the importance of pragmatic, intercultural, and interactional competence, assessing these skills in second language classrooms is challenging. Increasingly, emergent technological tools are available and can deliver lifelike simulations in immersive digital environments. Such simulations provide significant benefits that help mitigate the challenges of assessing pragmatic skills. Some of these benefits include:
- Simulated interactions resemble those that take place in real life contexts. Information about the context can be established via graphical backgrounds rather than long explanations.
- Interlocuters can engage in extended sequences of turns, as in real conversations;
- Interactions can progress along multiple interactional pathways, depending upon the individual choices made by speakers.
- Interlocuters can respond with non-verbal actions.
- The interaction can be stopped to elicit learner self-reflections about the interaction, a useful way for teachers to investigate learner beliefs about the interaction.
Currently, the Center for Applied Second Language Studies is developing such an assessment in three languages: English, Spanish, and Chinese. Early pilot results from the Intercultural, Pragmatic and Interactional Competence assessment (IPIC) suggest that learners did indeed find the assessment more natural and enjoyable that typical language tests. Although much work needs to be done before the assessment is ready for prime time, the positive results are encouraging.
Source: CASLS
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Content Type: 5
Title: CASLS' Annual Retreat
Body:
This week, CASLS staff participated in our annual retreat. This upcoming year, in addition to continuing to bring you InterCom each week, we are looking forward to adding an export feature to LinguaFolio Online, building mixed-reality kits for classroom language learning, and developing an assessment for intercultural competence (IPIC). CASLS Director Julie Sykes described the retreat as productive and added, "Having a chance to reset, dream for the future, and plan with such a great group of people is inspiring and energizing!" We are all looking forward to a great year.
Source: CASLS
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Content Type: 4
Title: Crafting Simulations to Assess Intercultural and Pragmatic Competence
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The purpose of this activity is to guide educators through the development of their own conversation simulation with which they could assess learners’ intercultural and pragmatic competence for a given language function.
Outcomes:
Teachers will be able to:
- Identify various strategies for interacting within a certain language function.
- Craft a simulation in which learners explore the outcomes of using various strategies for realizing the targeted langauge function.
Procedure:
1. Identify a language function and various strategies for realizing said function. For example, for the language function of rejecting an invitation from a friend, one might 1) simply say no; 2) provide a grounder (explanation) of why he or she cannot attend; or 3) agree without intending to go. If you are unsure of what strategies to select, check out sources like Dancing with Words in Spanish or Communicating in Everyday Chinese.
2. Craft a context for your simulation. Make sure to identify the social distance (closeness) between interlocutors, the relative power of each interlocutor, and other important factors (setting and the like).
3. Create a simulation (a "choose your own adventure" conversation, a role play, or a simple game on platfom like ARIS) in which learners select strategies to respond to utterances. Each strategy selected should yield varying results. For example, if learners select to simply refuse an invitation without providing a grounder (explanation) and that selection does not correspond with the pragmatic norms of the target langauge, you might indicate that their friend is upset through nonverbal communication (a change in body language) or a curt response.
4. At the end of the simulation, ask learners to reflect on 1) why the selected the utterances they did and 2) how their fellow interlocutors seemed to be impacted by their choices. In this reflection, learners should earn points selecting strategies that don’t correspond to the pragmatic norms of the target language if they are able to provide an in-depth understanding of their choices and the implication of those choices.
Source: CASLS
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Content Type: 3
Title: Pragmatics in Digital Spaces: Vlogging as A Learning Tool
Body:
Julie Sykes, CASLS Director
The digital landscape offers an increasing number of contexts for human consumption and production of knowledge. As such, it has become critical to master a variety of rhetorical techniques and pragmatic moves to engage in online and offline communication. Some examples include the recent emergence of youtubers (YouTube content producers receiving significant attention) and the extensive use of Twitter for political, social, and professional influence. One context with value for language educators is the practice of vlogging (the creation of a blog using videos with no, or small amounts of, text). Often centering on a topic or a specific interest, vlogs are a digital practice worthy of attention. For some good examples, check out this site that summarizes some of the most popular travel vlogs.
From a pragmatics perspective, it is essential to not only consume the information found in these vlogs, but also to examine their structure, the ways in which meaning is expressed, and the people who both create and consume the vlog posts. As can be seen in this week’s Activity of the Week, the IPIC Framework offers a tool for framing this work in the language classroom. Key to the analysis of these discursive practices is work in each of the four IPIC dimensions: Knowledge, Analysis, Subjectivity, and Awareness. We briefly explore each as related to Vlogs below.
Knowledge: The knowledge domain focuses on the language and structures key to content consumption and creation. This includes the format of the vlog itself, the words and grammatical structures key to vlog content, and the language necessary to produce and consume comments.
Analysis: This skill focuses on the ability to analyze and compare vlog language with other language use, make choices about what language to use and when to use it, select appropriate and inappropriate topics, and identify and create shifts in register.
Subjectivity: This domain relates to learners’ ability to articulate their choices in both the evaluation and creation of a vlog post (or posts).
Awareness: This domain focuses on the ability to recognize the impact of comments and other vlog interactions.
Having learners find a vlog that they like (and create their own) can be a powerful language practice, both in terms of preparing them to use the target language in the world, as well as the development of language skills for use in other domains.
Source: CASLS
Inputdate: 2019-09-26 10:27:34
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Content Type: 1
Title: Article: Intercultural Mediation
Body:
From: https://www.languagemagazine.com/2019/09/25/intercultural-mediation-2/
This paper presents a brief summary of the influence of culture on language, the benefits of studying the L2 for cultural acquisition, the importance of recognizing different cultural motivations for L2 acquisition, intercultural differences that lead to misunderstandings and poor learning/teaching, the prevalence of ethnocentrism, and lastly, methods and approaches that may be useful in second-language teaching.
Read the entire article at: https://www.languagemagazine.com/2019/09/25/intercultural-mediation-2/
Source: Language Magazine
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Content Type: 1
Title: Book: Study Abroad, Second Language Acquisition and Interculturality
Body:
From http://www.multilingual-matters.com/display.asp?isb=9781788924139
Study Abroad, Second Language Acquisition and Interculturality
Edited by Martin Howard
Published by Multilingual Matters
This book unites a range of emerging topics in the burgeoning transdisciplinary fields of second language acquisition and interculturality in a study abroad context. It explores key issues, trends and approaches within each strand and how the strands relate to one another, painting a big picture of the diversity and complexity underpinning second language acquisition in a study abroad context. The chapters highlight themes such as social networks, input and interaction issues, learner identities and study abroad in lingua franca contexts, while also presenting other themes spanning the breadth of second language acquisition and interculturality research, such as individual differences and linguistic development. This comprehensive and cohesive volume showcases the latest innovative research using quantitative, qualitative and mixed-method approaches across a range of source and target language learner cohorts, and highlights emerging themes and directions for future research.
Visit the publisher's website at http://www.multilingual-matters.com/display.asp?isb=9781788924139
Source: Multilingual Matters
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