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Content Type: 1
Title: Getting Started with AR in the Classroom
Body:
Augmented Reality (AR), the ever-popularizing tool which allows the input of a digital layer over reality, is an exciting and pedagogically rich tool, but it is not always clear how to use it in the classroom. This article outlines several AR applications that teachers can integrate into their classroom.
Source: eSchool News
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Title: Language Family Maps
Body:
From: http://humans-who-read-grammars.blogspot.com/2019/10/language-family-maps.html
This resource provides readers with a map of various language families around the world. This would be particularly useful for those studying linguistics or those interested in understanding which languages are related to theirs.
See the maps at: http://humans-who-read-grammars.blogspot.com/2019/10/language-family-maps.html
Source: Humans Who Read Grammars
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Content Type: 3
Title: How to Use Complex Learning Scenarios in the Classroom
Body:
Stephanie Knight, CASLS Assistant Director
For the past few weeks, we’ve been discussing the idea of escape rooms and breakout boxes and how, when articulated with critical content in mind, these gameplay genres constitute Complex Learning Scenarios (check out this Topic of the Week and this Topic of the Week). Given the abundance of realia and ongoing interactions inherent in these genres, a single experience could yield hours of classroom inquiry, interaction, and learning.
Educators wishing to use CLSs in the classroom are urged to examine each interaction within a particular experience and to discern the critical content at play: grammar, vocabulary, and strategies (both language learning and pragmatic strategies). After making this distinction, teachers should think critically about what content needs to be highlighted in wrap-around activities in teh classroom. For example, upon completing a puzzle in which learners have to listen to a weather report to discern a target location, the teacher may ask them to reexamine the same weather report for a different purpose (e.g., deciding what to wear) to model and engage in enhanced practice related to the skill of listening for key details. The key with these activities is to revisit the media used in the puzzles to examine them and to consider what they teach about communication in real-world contexts. As such, teachers are urged not to pick apart all of the content included in the original CLS, but rather to highlight what in the experience is most salient for communication and proficiency development.
Another consideration for teachers implementing CLSs is that of timing and sequencing. Most CLSs include more than 10 interactions with targeted realia and media. As a result, the cognitive load associated with manipulating these artefacts varies from step to step. As such, teachers should employ a varied approach to timing and sequencing. Sometimes, it may make sense to do the first interaction (or a series of interactions) as a group in order to model the strategic thinking required through a think-aloud protocol. Other times, it may make sense to allow learners to work independently for as long as they can without interfering (other than to provide direction and feedback when the learners become frustrated). The key consideration at this step is to figure out ways to scaffold the tasks for learners in lieu of making them easier (for example, Oviatt, Coulston, and Lunsford (2004) suggest that learners may want to employ multimodal communication strategies among themselves as cognitive load increases. Teachers can encourage this shift as learners encounter difficulties). Doing so protects the active creation of meaningful and complex schemata and engagement in higher-order cognitive and social practices.
In accordance with this overt focus on higher-order engagement, it is also critical that educators provide a space for learners to reflect. This reflection can be part of the CLS itself (e.g. ask learners prodding questions that require them to articulate their lines of thinking, inquiry, knowledge, and struggles) as well as included as part of a sequence of wrap-around activities that engage learners in analysis of the target content and skills at hand. Here, a good rule of thumb is to help learners identify strengths and use what they can do in order to solve problems as they arise. Doing so will likely increase motivation (see Janssen, de Hullu, and Tigelaar (2008) for research about the relationship between motivation and reflection related to strengths).
CLSs are rich and immersive. Given their play orientation, they have the potential to help learners acquire critical skills and content and language compentences (Chik, 2014; Honeyford & Boyd, 2015; Jenkins, Purushotma, Clinton, Weigel, & Robinson, 2006; Jensen, 2017). Teachers can capitalize on these affordances by using the realia associated with the CLSs not only to provoke play, but also to provoke ongoing, in-depth learning through wrap-around activities. This week’s Activity of the Week provides a concrete example of one such activity.
References
Chik, A. (2014). Digital gaming and language learning: Autonomy and community. Language Learning & Technology, 18(2), 85-100.
Honeyford, M.A. & Boyd, K. (2015). Learning through play: Portraits, photoshop, and visual literacy practices. Journal of Adolescent and Adult Literacy, 59(1), 63-73.
Janssen, F., de Hullu, E., & Tigelaar, D. (2008). Positive experiences as input for reflection by studnet teachers. Teachers and Teaching: theory and practice, 14(2), 115-127.
Jenkins, H., Purushotma, R., Clinton, K., Weigel, M. & Robinson, A. J. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago, IL : MacArthur Foundation. Retrieved from www.newmedialiteracies.org/wp-content/uploads/pdfs/NMLWhitePaper.pdf.
Jensen, S. (2017). Gaming as an English language learning resource among young children in Denmark. CALICO Journal, 34(1), 1-19.
Oviatt, S., Coulston, R., & Lunsford, D. (2004). When do we interact multimodally? Cognitive load and multimodal communication patters. Proceedings on the 6th International Confernece on Multimodal Interfaces, Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.94.4523&rep=rep1&type=pdf.
Source: CASLS
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Content Type: 4
Title: Wrap-Around Activity to Complement a Complex Learning Scenario
Body:
This activity features the process of using a wrap-around activity to complement an interaction from a Complex Learning Scenario (CLS).
Outcomes:
The teacher will be able to:
- Articulate critical content related to a given iteraction in a complex learning scenario.
- Write a wrap-around activity to complement an interaction in a complex learning scenario.
Materials: Text message log (Spanish and English), Word sort cards
Procedure:
1. Examine an interaction in the (CLS). Our example features a text message log that showcases messages between a secret agent, Agent 23, and her boss and some friends. In the CLS, learners are tasked with examining the log to figure out a strategy for giving suggestions in Spanish that is appropriate for both friends and bosses.
2. Idenitfy the critical content in the interaction. In this case, here is the content:
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Grammar: Weather, tourist activities, and mitigating words (quizás)
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Vocabulary: Forming questions with negation, forming commands (second person only), common declarative expressions with the infinitive (tener que, hay que, es importante)
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Strategies: Forming suggestions with commands, declarative statements, and questions and negation.
3. Articulate the wrap-around activity. In this case, a variety of strategies to deliver suggestions in Spanish are provided in the text message log. A great activity to help learners discover those strategies is to put each utterance on its own card and have learners engage in word sorts with the terms. The first phase should be an open word sort (learners organize the cards according to any categories they come up with), and the second phase should be a closed word sort (assigned categories according to strategy: commands, declarative statements, and questions and negation).
Notes:
The featured wrap-around activity is a point of departure intended to build schemata for this particular language function. After the word sorts, teachers are encouraged to continue working with learners and to articulate other practice activities related to understanding and practicing strategies for suggestions.
Source: CASLS
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Content Type: 5
Title: Complex Learning Scenarios for the Classroom at ACTFL
Body:
Looking to implement Complex Learning Scenarios in your own classroom? Come visit us at ACTFL Booth 1232 to see a sample classroom kit.
You can also learn more by attending the following session:
Navigating Chaos: Structuring Spontaneous Communication for Learners
Saturday, November 23 4:30-5:15
Room 144B
The dynamism and chaos of real-time communication can be overwhelming for language learners. This session explores how awareness of the environment (i.e., material objects like handouts and mobile devices) as well as situational dynamics (i.e., social settings and roles) can inspire learners to participate confidently in unrehearsed contexts.
See you at ACTFL 2019!
Source: CASLS
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Content Type: 1
Title: Book: Teaching and Learning English in the Primary School
Body:
From: https://linguistlist.org/issues/30/30-4220.html
This book, using school teachers’ commentary on their own teaching reality and recommended materials, investigates interlanguage pragmatic issues in a primary school context. It contrasts students in an English as a foreign language and those learning it in an immersion context to develop a compelling analysis of the two.
Visit the publisher’s website at: https://www.springer.com/us/book/9783030232566
Source: Gila Schauer
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Content Type: 1
Title: Book: Teaching Language and Promoting Citizenship
Body:
From: https://linguistlist.org/issues/30/30-4221.html
Language learning and developing active citizenship are undeniably related through the former’s necessity to the latter, and this book examines them through a pedagogical lens. Through this discussion, the author works towards the self-stated goal of reclaiming the meaning of language education for both teachers and learners by drawing on policy and curriculum in an investigation of how language teachers can integrate language and citizenship actively into one curriculum.
Visit the publisher’s website at: https://edinburghuniversitypress.com/book-teaching-language-and-promoting-citizenship.html
Source: Mairin Hennebry-Leung and Angela Gayton
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Title: Book: A Humanizing Literary Pragmatics
Body:
From: https://linguistlist.org/issues/30/30-4222.html
Literary writers, with their politeness norms, modal expressions, and handling of deixis, utilize the same interpersonal functions of language as other language users do. Therefore, this book proposes, writers tap into the same pragmatic procedures and functions as social individuals. In this evaluation of literary pragmatics, the author also re-asses works of major authors including Dickens and Chaucer.
Visit the publisher’s website at: https://benjamins.com/catalog/fillm.10
Source: Roger Sell
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Title: Book: Grammatical Gender and Linguistic Complexity II
Body:
From: https://linguistlist.org/issues/30/30-4224.html
The function and many facets of grammatical gender continues to be one of the richest fields of linguistic study and pose many interesting questions about the development of complexity in language. This book, the second in a two-volume collection, discusses what makes grammatical gender systems simple or complex and how they can be studied, either in an individual language or in cross-linguistic samples.
Visit the publisher’s website at: http://langsci-press.org/catalog/book/237
Source: Francesca Di Gabo, Bruno Olsson, and Bernhard Wälchli
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Title: Call: 41st Annual Applied Linguistics Winter Conference
Body:
From: https://sites.google.com/alwc.nystesol.org/41st-annual-alwc-2020/call-for-proposals?authuser=0
The 41st Annual Applied Linguistics Winter Conference is accepting proposals for presentations, workshops, and poster presentations. Preference will be given to proposals related to the conference theme, Identity in the Digital Age: New Explorations for language learning and teaching; however, all applied linguistics proposals will be considered. Proposals are due on December 1, 2019, and the conference will be held March 7, 2020 at the University of Rochester in New York.
Submit your proposal at: https://sites.google.com/alwc.nystesol.org/41st-annual-alwc-2020/call-for-proposals?authuser=0
Source: ALWC
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