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Title: Survey: The Teaching of Culture in Collegiate Language Courses
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From: https://bit.ly/2RiGPCk
All language educators in the United States are invited to participate in this nationwide research study about the teaching of culture in collegiate foreign language courses by taking a 15-minute survey. Educators who are participating need not be experienced and may be graduate teaching assistants, adjunct professors, lecturers, assistant professors, or teachers with other titles who are instructors of record of foreign language courses. This research has been approved by an Institutional Review Board at the University of Arizona.
Take the survey: https://bit.ly/2RiGPCk
Source: Margherita Berti
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Title: How Do You Sign...Toss?
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From: https://www.signingsavvy.com/blog/340/How+do+you+sign%E2%80%A6+toss%3F
This addition to the “How do you sign _____?” series explains how you can sign “toss” to articulate its many meanings. It includes written explanations of the translation of the sign to English, as well as short video clips to demonstrate the signs in question.
Learn more: https://www.signingsavvy.com/blog/340/How+do+you+sign%E2%80%A6+toss%3F
Source: Signing Savvy
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Content Type: 1
Title: Master the Selves: A DIY Guide to German Reflexive Verbs
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From: https://www.fluentu.com/blog/german/reflexive-verbs-german/
Reflexive verbs are a critical part of many languages and are invaluable in referencing oneself properly. This extended blog post guides readers on the use reflexive verbs in German. It is useful for those looking for a refresher.
Learn more: https://www.fluentu.com/blog/german/reflexive-verbs-german/
Source: FluentU
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Content Type: 1
Title: Valentine’s Activities for Spanish Class
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From: https://srtaspanish.com/2019/12/30/valentines-day-activities-for-spanish-class/
It’s never too early to plan ahead! This post will have you covered for your Spanish class on February 14! It provides the reader with activities in reading, writing, listening, and speaking, all of which are focused around Valentine’s Day. If you are a teacher who loves incorporating holidays into your teaching. This is a great blog post to inform your February lesson plans and is especially relevant for teachers of younger learners.
Learn more: https://srtaspanish.com/2019/12/30/valentines-day-activities-for-spanish-class/
Source: SRTA Spanish
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Title: Lover Puede ser Amante, Aficionado, Apasionado…
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From: https://www.fundeu.es/recomendacion/lover-es-amante/
With every expression comes an imprecise translation into another language. This post explains the translation of the word “lover” (as in wine lover or book lover) from English into Spanish and the variants one may encounter. The content covered here would be highly useful to introduce when students are learning descriptors of themselves and of others.
Learn more: https://www.fundeu.es/recomendacion/lover-es-amante/
Source: Fundeu BBVA
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Title: 7 Game Design Tools for the Classroom
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From: http://blog.tesol.org/7-game-design-tools-for-the-classroom/
Playing games in class is a fun way to engage your students. Another way to take that even further is to include game design in class! However, that is a lot easier said than done when looking at technological applications. This blog post offers some great options for teachers interested in incorporating game design in a fun and functional manner.
Learn more: http://blog.tesol.org/7-game-design-tools-for-the-classroom/
Source: TESOL Blog
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Title: Self-Paced, Literature Circle Unit
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From: https://srahuff.wordpress.com/2019/12/30/self-paced-literature-circle-unit/
Allowing self-pacing and choice within literature in the language classroom can encourage and motivate students. This blog post gives teachers instruction on how to implement self-paced, literature circles into their classrooms.
Learn more: https://srahuff.wordpress.com/2019/12/30/self-paced-literature-circle-unit/
Source: Meaningful Ed
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Content Type: 5
Title: VALFO Webinar Series
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The Center for Applied Second Language Studies (CASLS) is pleased to continue working alongside LinguaFolio Online (LFO) users in Virginia. This semester, CASLS is offering a webinar series to support Virginia LFO users in developing a deeper understanding of their customized platform.
Each webinar is focused on one of four topics: setting up accounts and navigating LFO, approaches to familiarizing learners with LFO, classroom lesson simulation and implementation, and reflective practices.
CASLS would like to extend a warm thanks to all of the educators in Virginia for their continued work.
Source: CASLS
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Content Type: 5
Title: Faculty Learning Community: A Collaboration with the 4J School District
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The Center for Applied Second Language Studies (CASLS) is committed to supporting teachers in their ongoing development. An outgrowth of this committment is our ongoing faculty learning community with world language teachers in the 4J Eugene Public School District. This year, we are working with teachers on assessing speaking, building communicative classroom lessons, and complex learning scenario design.
CASLS extends a warm thank you to all of the wonderful educators at 4J. Your work is truly inspiring!
Source: CASLS
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Content Type: 3
Title: Three Tips for Rigorous Differentiated Instruction
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Christopher Daradics, Development and Learning Strategist
This month, InterCom is focusing on the relevance of rigor in language classrooms populated by learners with diverse abilities. This week, we are taking a closer look at how rigor varies according to ability and arena. In short, there is no absolute standard of what counts as rigor across all domains and ability levels.
The notion of “higher order” thinking refers to a relative measure, not an absolute, fixed standard. When we think of rigorous engagement it is important to keep in mind that rigor is always in reference to a learner’s current ability. This is to say, rigorous engagement is not tied to a particular set of cognitive activities.
In the language classroom, this reality is especially important to keep in mind for neuroatypical students, and particularly for those with communication disorders. In most cases, students with atypical cognitive abilities require differentiated instruction to gain access to more challenging, rigorous cognitive engagement.
The following three guidelines are helpful for differentiating instruction without sacrificing rigor.
1. Use a Person-Centered Approach
Guiding Question: Who am I working with?
Explicitly establish the value of the material by plainly discussing (on an individual a basis) how the material will help learners live more independent, engaged, and fulfilling lives. This personal approach establishes a common frame of reference for flourishing, demonstrates care, and creates a shared sense of responsibility for achieving a rigorous learning environment.
2. Focus on Relevant Action
Guiding Question: What are my learners’ unique interests, aptitudes, and needs?
Productive interventions tap into students' intrinsic motivations in order to meet their unique needs. When scaffolding work for learners with special needs, it is helpful to highlight the practicality of the work and it’s relationship to the students’ lives. A handy rule of thumb is to try to leverage a student's strengths against their weaknesses.
3. Reduce Complication & Focus Attention
Guiding Question: How can distractions be minimized and focus become more accessible?
Matching instructions to learners’ needs is an easy way to establish focus and prevent information overload. Many students are curious and eager to engage, but unsteady attention keeps them from fully participating. Provide alternate instructions or explicit task sequencing for students who need it.
These simple guidelines help ensure that all learners are able to access the rewards of rigorous intellectual engagement. This week’s Activity of the Week builds on these points with a reflective inventory for developing lessons and activities that provide students with access to personally-relevant rigor.
Source: CASLS
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