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Content Type: 1
Title: Americanism in Language
Body:
Americanisms have been a part of the English language since the foundation of the colonies in North America; however, they have often been viewed with derision and as unofficial English. This article goes back in history and educates the reader on how and where many Americanisms originated and their importance to the English language. It touches not only on the Americanisms that have stood the test of time, but also those that fell out of popularity and are no longer used.
Source: ThoughtCo.
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Title: Spokane Teacher Uses Bilingual Books to Help Students Learn English
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When learning a new language, the learner’s strength in their native language plays a part in how well they will latch onto a new one. A teacher in Spokane, Washington is utilizing bilingual books to not only educate her students in English, but also to encourage their development of their native languages, ultimately increasing their strength in both. This demonstrates the teacher’s abilities as an English teacher and a language professional looking to assist her students in all stages of their language learning journey.
Source: KREM2
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Content Type: 1
Title: Slang in the English Language
Body:
Slang is a highly valuable form of language. It connects the speaker to that language beyond conventional grammar and vocabulary and links them to language history and play. This article delves into how slang originates and what characteristics actually make it slang.
Source: ThoughtCo.
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Content Type: 1
Title: The Revolutionary Impact of Immersive Technology on Education
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As the world becomes increasingly automated, education too must change to include technology in a way that will be beneficial to students’ learning, now and in the future. This can be accomplished by using augmented reality to provide another layer to a field trip or by using virtual reality to connect students to activities they would not be able to access otherwise. With the advancement of technology in education, the academic world will change, and if it is well-guided, it may be a change for the better.
Read more at: https://www.forbes.com/sites/solrogers/2019/10/11/the-revolutionary-impact-of-immersive-technology-on-education/#609ff35079c1
Source: Forbes
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Title: 6 Arguments for Smaller Class Sizes
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From: http://blog.tesol.org/6-arguments-for-smaller-class-sizes/#more-87366
While large class sizes benefit from maximum efficiency in number of students educated, they do not always turn out the best education. Rather, small class sizes can increase students’ participation and the reach of the teacher by allowing the teacher to be less managerial and more educative. This beneficial shift demonstrates the importance of advocating for small language learning classes, as it will result in more equitable and meaningful language classrooms.
Read more at: http://blog.tesol.org/6-arguments-for-smaller-class-sizes/#more-87366
Source: TESOL Blog
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Title: 60 Propuestas para una Educación Inclusiva
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From: https://aulaintercultural.org/2019/10/23/60-propuestas-para-una-educacion-inclusiva/
An inclusive education seeks to address the learning needs of all children, youths, and adults. While the concept of an inclusive education traditionally refers to the inclusion of students with special needs into the standard classroom, the term is actually much broader and refers to a progressive transformation of the educational system. This resource is in Spanish.
Una educación inclusiva busca atender las necesidades de aprendizaje de todos los niños, niñas, jóvenes y adultos. Aunque el concepto de educación inclusiva se ha asociado tradicionalmente a una respuesta educativa que integre en las escuelas a los niños y niñas con capacidades especiales; el término es más amplio, y hace referencia a una transformación progresiva de los sistemas educativos. Este recurso es en español.
Read the pdf at / Leer el pdf a: https://aulaintercultural.org/2019/10/23/60-propuestas-para-una-educacion-inclusiva/
Source: Aula Intercultural
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Title: Student Agency: What do Students Want to Create to Demonstrate their Learning?
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From: https://catlintucker.com/2019/10/student-agency-demonstrate-their-learning/
Student agency can greatly increase the student’s intrinsic motivation and investment in completing an assignment. The author of this article outlines how to create a project choice board from which students can select what type of project they would like to create by clicking on a panel which hyperlinks them to the scaffolded assignment. Allowing for choice not only allows for student agency, but also creates appropriate differentiation in permitting students to select the type of project which works best for them.
Read more at: https://catlintucker.com/2019/10/student-agency-demonstrate-their-learning/
Source: Caitlin Tucker
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Title: The FLTMAG - November 2019 Edition
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From: https://fltmag.com/category/november-2019/
The FLTMAG has released the November 2019 edition, full of articles on and around technology integration in language teaching and learning. This month's issue covers topics like native-speaker interviews in the forieng language classroom, utilizing emoji in language lessons, and teaching world languages with music.
Read more at: https://fltmag.com/category/november-2019/
Source: The FLTMAG
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Content Type: 3
Title: Essential Ingredients of Complex Learning Scenarios
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By Linda Forrest, Director of Research, CASLS
Last week’s Topic of the Week discussed how ideas from escape rooms led to the development of breakout boxes, boxes locked with one or many locks which can only be opened by using clues to solve puzzles. Today we’ll look at the organizational structure of a breakout box and see how it can be used to create a complex learning scenario (CLS) for language learners, incorporating the ingredients of narrative, puzzles/tasks, language content, interaction, play, and reflection.
A CLS begins with a narrative, an overarching story which guides the development of the puzzles, clues and content. The narrative sets the stage thematically and provides the goal for the activities. Are learners trying prevent an art theft in Buenos Aires or stop a bomb from exploding in a secret lab in Siberia?
The narrative moves forward as learners solve a series of puzzles or tasks. Puzzles can utilize realia, such as paper goods and other physical objects, as well as augmented reality overlays. Ideally, the nature of the puzzle itself is not immediately obvious. For example, a booklet might contain five red letters scattered through its pages. Learners will need to notice the oddity and recognize that the letters could be unscrambled to provide the code for a 5-letter lock. Importantly, clues for multiple puzzles are mixed together at the beginning of the scenario, and some clues are not even available. Learners will need to work with their team members to sort out the confusing details. Solving one puzzle will provide clues for other puzzles and new developments in the narrative.
Of course, many of the puzzles will involve language content. The content is chosen to help learners interpret and produce a particular language function. For example, learners may need to ‘make a request’ of a character in the narrative. By drawing on information in the narrative, learners can uncover critical grammar and vocabulary as well as strategies for making pragmatically appropriate requests. Note that language content is both focused (to provide concentrated practice) and embedded within the narrative (to provide a meaningful context).
The narrative, puzzles/tasks, and content provide a venue for learner interaction. It is through this meaningful social interaction that learning takes place. By working together on the puzzles/tasks, learners develop higher-order cognitive skills, take risks, and co-construct meaning. This experience leads to the acquisition of critical knowledge and skill sets needed to master the content at hand.
Reflection and play are the final essential ingredients. For information on the relationship between play and language see these InterCom Topics of the Week: Digital Games and Langauge Learning, Digital Games as an Example of Goal-Orienting Behavior, and A Literacies-based Approach to Digital Games. We will discuss reflection next week when we delve into how to teach with complex learning scenarios.
Source: CASLS
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Content Type: 4
Title: Game-enhanced Learning in the Classroom
Body:
This activity provides practical steps that educators can follow to provide opportunites for game-enhanced learning for their students.
Objectives:
Teachers will be able to:
- Identify a language function or communication genre to explore via game-enhanced learning.
- Articulate 1-3 learning outcomes associated with the game.
- Write at least one activity that complements and/or extends gameplay.
Mode(s): Variable
Materials: Educator's game of choice. Educators may also wish to reference sample activities that can be downloaded from Games2Teach for free.
Procedure:
1. Identify a game that you would like to use in the classroom. The Games2Teach website has low-cost options that you may wish to choose from. Games for Change and Nicky Case have some great options as well.
2. Play. Which games do you find compelling? Which ones are useful for exploring language functions and communication strategies that you teach?
3. Select the game that you want to use. Make sure that the game involves higher-order thinking more so than chance. In other words, pick The Sims (a game where you use strategy adn make decisions) over Candy Crush (where you simply move candy around).
4. Articulate learning outcomes related to gameplay. These outcomes can (and likely will) extend beyond the game itself. For example, on the Games2Teach site, you will note an example activity in which learners explore Twitter and genre-specific norms. They use that exploration to live tweet gameplay (see Plague Inc. for Intermediate Learners).
5. Review your learning outcomes to make sure they help learners gain 1) a deeper understanding of targeted language functions and/or 2) a deeper understanding of genre-specific norms.
6. Articulate an activity that helps learners 1) process and organize information during gameplay and/or 2) extends learning by allowing additional practice inspired by the game at hand.
7. Play!
8. After gameplay and the associated activities are completed, reflect on what went well. Ask learners for feedback. Keep your notes to inform further refinement.
Notes:
- When picking a game, keep age level in mind as it relates to appropriateness of content. Most games can be adapted with scaffolding and/or extension to all proficiency levels.
- If you are unsure of which games to pick, ask your learners for recommendations. However, do not use one in the classroom until you have played it yourself a few times.
Source: CASLS
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