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Content Type: 1
Title: Екатерина
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From: https://www.instagram.com/kto_smeliy/
This Instagram account posts weekly about the challenges of Russian grammar/vocabulary with free exercises supported with Russian/Soviet art visuals. It also has Instagram stories with fun Russian grammar in a trivia style quiz. This account is designed for lower level Russian learners. This Instagram account would be a great resource for teachers looking to keep their students engaged with Russian outside of the classroom.
Follow the account at: https://www.instagram.com/kto_smeliy/
Source: Instagram
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Title: Word of the Day “Pantofolaio”
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From: https://italoamericano.org/story/2019-11-15/word-of-the-day-pantofolaio
As winter is now in full swing, this Italian word of the day couldn’t be more useful. “Pantofolaio” signifies someone who loves wearing slippers, that is, enjoying time in the comfort of their own home. This word would be great to teach to students as we enter the time of year where the comfort of home and slippers seems preferable to stepping outside into the chill of winter.
Learn more: https://italoamericano.org/story/2019-11-15/word-of-the-day-pantofolaio
Source: L’Italo-Americano
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Content Type: 1
Title: Keeping the 5 Cs Alive with a Pen Pal Project
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From: http://www.thefrenchcorner.net/2013/07/keeping-5-cs-alive-with-pen-pal-project.html
This activity bring back the old-fashioned practice of having pen pals around the world, with some technology-related twists, making emphasis on the 5 Cs: Communication, Cultures, Communities, Comparisons, and Connections.
Read more: http://www.thefrenchcorner.net/2013/07/keeping-5-cs-alive-with-pen-pal-project.html
Source: The French Corner
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Content Type: 1
Title: Aprender Español con Música: Lyrics Training
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From: http://eclecticedu.blogspot.com/2018/02/aprender-espanol-con-musica-lyrics.html
This entry in the blog EcLEcTIc explains how to use Lyrics Training to the benefit of students at all different leve. While Lyrics Training does not focus on grammar, it is great to practicing listening for content, listening to different dialects, and practicing vocabulary, thus helping a wide variety of classes.
Esta entrada en el blog EcLEcTIc explica cómo usar Lyrics Training para sacarle los mejores beneficios para estudiantes de diferentes niveles. Si bien Lyrics Training no hace hincapié en elementos gramaticales, tiene un gran uso para agudizar el oído y practicar vocabulario y acentos de diferentes dialectos del español, ayudando a la diversidad de nuestras clases.
Read more: http://eclecticedu.blogspot.com/2018/02/aprender-espanol-con-musica-lyrics.html
Source: EcLEcTIc
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Content Type: 1
Title: Reduplicative Words
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Reduplicatives, or words with two identical or similar parts, are an interesting part of the English language that are often not discussed in depth in the ESL classroom. This article creates a launching point for an in depth discussion on reduplicatives. After sharing what they are, the teacher could ask students if they have heard any reduplicatives and what those words mean.
Source: ThoughtCo.
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Content Type: 1
Title: Students Write Better for Authentic Audiences
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From: https://www.middleweb.com/41585/students-write-better-for-authentic-audiences/
Writing for an authentic audience motivates students and provides them with context that takes their writing beyond just an exercise and into something more. This article provides key ideas about authentic writing in the classroom and suggestions on how to design quality authentic writing assignments. This would be a useful article for any writing teacher.
Learn more: https://www.middleweb.com/41585/students-write-better-for-authentic-audiences/
Source: MiddleWeb
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Title: Forvo: Learn Pronunciation for Any Word in Any Language, Anywhere in the World
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From: https://languagesareeasy.com/forvo-review
This blog entry gives a great review and how-to into the world of Forvo. With Forvo, students can access the pronunciation of a myriad of words in different languages. The best part of this, is that much of the audio material is not sources from one standardized language dialect, which exposes students to many different dialects of the same language.
Learn more: https://languagesareeasy.com/forvo-review
Source: Languages are Easy
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Content Type: 4
Title: An Explroation of Instagram in MRCLSs
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Objectives:
Students will be able to use Instagram posts to identify key features of the genre.
Students will be able to use the information in the posts to solve language challenges and learn about key features of rhetoric.
Mode: Interpretive, Interpersonal
Materials Needed: A digital device to access an Instagram feed; Mixed-reality Complex Learning Scenario (MRCLS) sheet; puzzle answer key
Procedure:
- Present learners with the puzzle (on the MRCLS sheet) they are challenged to solve to discover the power of language. (Note: This is a three-step puzzle where learners are asked to use two posts to figure out two words related to discourse and then unscramble the letters in the highlighted boxes for a final answer.) The puzzle answer key is provided here as a separate sheet in case you want to solve it on your own first.
- After learners work with the puzzle and solve it, ask them to complete the wrap-around activities (on the MRCLS sheet) to consider the elements of language under consideration and consider ways in which the posts model and diverge from the norm typically found in Instagram posts.
- Optional: As an extension, provide learners with a list of famous people who use Instagram as their primary communication tool and ask learners to make a list of language features that follow the norm (e.g., the use of hashtags) and a list of features that make the post unique to the famous person’s persona (e.g., a catchphrase they use repeatedly).
Notes: After this activity, learners can be directed towards other Instagram feeds related to their topic of interest in the target language. The feeds can be resources provided by the instructor or a scavenger hunt activity where learners are asked to come up with a list of their own sites after exploring on their own.
Source: CASLS
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Title: Cultivating Access to Target Language Communities with Mixed Reality Complex Learning Scenarios
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By Stephanie Knight, CASLS Assistant Director
Literacy is “a vehicle for communicating meaning” that is “always embedded in specific social circumstances” (Reinhardt and Thorne, 2019, p. 210). It is critical to social engagement in target language communities, and though digital texts provide a degree of access to L2 communities that was not commonplace just a few decades ago (in terms of both quantity and the heterogeneity of interaction types), their integration in L2 classrooms and curricula is sparce. The inherent opportunity for L2 acquisition afforded by the sheer ubiquity of opportunities to develop digital literacies is palpable; not only may learners explore and consume language that would not have even been documented in years past (McColloch, 2019), but learners are also afforded the opportunity to produce language themselves (Warschauer & Grimes, 2007). Despite this opportunity, in the absence of explicit analysis, learners may be unable to gain requisite pragmatic awareness for meaningful and sustained interaction in L2 communities (Reinhardt and Thorne, 2019).
Mixed Reality Complex Learning Scenarios (MRCLSs) are one approach to incorporating the intentional development of digital literacy skills in the L2 classroom. These scenarios are based on the Intercultural Pragmatic and Interactional Competence Framework (for more information, see Sykes, Malone, Forrest, and Sağdıç, in press) and articulate four learning targets in the areas of Knowledge (the capacity to form a variety of utterances), Analysis (the ability to discern and produce utterances with the desired illocutionary force), Subjectivity (the ability to describe language choices, even especially if they do not necessarily align with expected sociopragmatic conventions), and Awareness (the ability to identify the perlocutionary forces at play in an interaction). Practitioners using and developing MRCLSs necessarily draw learners’ overt attention to these four domains by facilitating their engagement in multistep tasks (e.g. decoding of texts and solving puzzles) in which demonstrating understanding of the pragmatic strategies at play is required for sustained progression through the experience. MRCLSs are well suited facilitate learners’ exploration of digital domains such as synchronous texting, social media, blogs, and wikis in concert with related analog texts (e.g., travel brochures, maps, and infographics) that are typically more represented in instructional contexts. As such, practitioners are encouraged to expand the text types that learners engage with in their classrooms. This expansion can only be to the benefit of learners; they are primed to not only demonstrate understanding of sociopragmatic content, but to consider how to apply it across innumerable contexts.
References
McCulloch, G. (2019). Because internet: Understanding the new rules of language. Riverhead Books: New York.
Reinhardt, J. & Thorne, S. (2019). Digital Literacies as emergent multifarious repertoires. In N. Arnold & B. Ducate (Eds.), Engaging language learners through CALL: From theory and research to informed practice (208-239). Bristol: Equinox.
Sykes, J., Malone, M., Forrest, L., & Sağdıç, A. (in press). Comprehensive framework for assessing intercultural-pragmatic competence: Knowledge, analysis, subjectivity, and awareness. Encyclopedia of Educational Innovation.
Warschauer, M., & Grimes, D. (2007). Audience, authorship, and artifact: The emergent semiotics of Web 2.0. Annual Review of Applied Linguistics (27), 1–23. https://doi.org/10.1017/S0267190508070013.
Source: CASLS
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Content Type: 3
Title: Enhancing Quality by Focusing on Process
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By Christopher Daradics, CASLS Development and Learning Strategist
Spontaneous negotiation of discourse, skillful problem solving, and quality work are all enhanced through an understanding of the value of process and how circumstances evolve (often in patterned ways) over time. Consequently, by directing learners’ attention to the processual nature of social interaction and skill development, we illuminate a powerful means for co-constructing knowledge, igniting participation, and improving the quality of work. In other words, focusing on process leads to higher quality work and social relationships.
Various frameworks exist for understanding how social and environmental relationships evolve and play out over time. At CASLS we often point to pragmatics (i.e., the interpretation and communication of meaning) as one such paradigm for understanding the process-based nature of social and cultural relationships. Another approach many educators are familiar with, which also highlights the process-based dynamics of experience, is the functional behavior analysis (FBA) framework. Across a variety of learning environments FBAs are used to understand and design interventions to scaffold positive behavior support (PBS). FBAs scaffold social problemsolving by allowing practitioners and students to work together to explore and understand how the context-specific processes unfold over time.
Frameworks like language pragmatics and functional behavior analysis that emphasize the dynamic, process-based nature of social interaction and experience hold the power to generate higher quality social and material outcomes by giving learners greater context awareness and prime the mind for alternative paths of action. This week’s activity of the week will guide students to attend to process by revising a favored past assignment, extending the work in a new meaningful direction while increasing its quality and reflecting on the transformation.
Source: CASLS
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