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Title: Narración Personal in Heritage
Body:
From: https://senorachase.com/2020/01/22/narracion-personal-in-heritage/
Heritage language learning can be drastically different than traditional second language learning, and classes must, therefore, be formulated and conceptualized differently. The author of this blog post offers a project that functioned well in her heritage Spanish class: personal narratives. It will be useful for teachers wishing to incorporate personal narrtives in their own classes.
Learn more: https://senorachase.com/2020/01/22/narracion-personal-in-heritage/
Source: Señora Chase
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Title: Flesh the Skeleton
Body:
From: https://www.eflmagazine.com/flesh-the-skeleton/
Creative approaches to reading in the classroom can help keep a class fresh and engaging for students. This blog post introduces an analytical technique the author calls “flesh the skeleton,” which is suitable for all levels of teachers. If you’re interested in trying something new in your reading class, this post would be a useful and thought-provoking piece.
Learn more: https://www.eflmagazine.com/flesh-the-skeleton/
Source: EFL Magazine
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Title: Rubrics and Originality Reports in Google Classroom
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From: https://www.freetech4teachers.com/2020/01/rubrics-and-originality-reports-in.html
Originality Reports are a new feature in Google Classroom to check documents for elements of plagiarism. Rubrics are also now available to all teachers using Google Classroom. This post contains an instructive video on how to implement these in your own teaching and use of Google Classroom.
Learn more: https://www.freetech4teachers.com/2020/01/rubrics-and-originality-reports-in.html
Source: Free Tech for Teachers
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Content Type: 2
Title: A Special Issue
Body:
We are honored to feature a Topic of the Week by a fellow language educator who is also a mother to a learner with special needs. CASLS extends its sincerest gratitude for her willingness to write from both perspectives.
Source: CASLS
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Title: It Begins with Belonging: Fostering Inclusion in the World Language Classroom
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Becky Peterson has spent two decades working in education. From urban education and French teaching in Nashville, Tennessee, to teaching in higher education at both Peabody College in the Secondary Education Program and in the Department of French and Italian at Vanderbilt, her desire to support pre-service teachers, in-service teachers, and language learning is clear.
Becky’s areas of interest are in promoting and sustaining humanizing pedagogies in all classroom spaces, approaching classroom management from an ecological perspective grounded in the notion of care and belonging, thinking intentionally about the triad relationship of student teacher-mentor teacher-university mentor and infusing each of these with a lens for social justice and equitable practices.
Becky is also the current president of the Tennessee Foreign Language Teachers’ Association.
When I enrolled my son who had fairly extensive disabilities, including limited communication abilities, in our local Spanish immersion school, I had my fair share of well-intentioned people (at least I hope they were) look at me sideways with quizzical looks. I even had a few ask if I was making the right decision for him. As not only a new parent, but also a language educator, this decision made good sense. The students were all beginning together at a new school, with new friends and ultimately with a new language - rich with symbols, sounds, colors, variety, and as many of you know, the great opportunity to differentiate. He learned through song, his anxiety was low, he made true friends, and he used the target language in the community. I believed (and still do) that there were connections being made in his brain that were vital to his thriving in this world. That was nearly ten years ago now. Honestly, there are moments where I long for those beginning days where inclusion in the language classroom did authentically look like belonging, and I’m grateful that we made the decision we did.
The beauty of the work we do in the language classroom is that we have the power to make this space one of the most inclusive in the building, much like what my son experienced. We, as a society, necessitate a shift to thinking about what students can do with the language, an invitation and openness to the breadth of what this looks like, allowing for abilities of all kinds. We need to move away from what was historically considered only for "men of letters." We want our classes to reflect what society looks like.
What exactly does belonging look like and how can we cultivate this in our world language classrooms? Professor Erik Carter centers much of his research on what belonging looks like for those with disabilities, and this is where we can continue to make our spaces equitable and accessible for students who may not be traditionally included within our cinderblock walls. He cites ten aspects of belonging including:
- To be present
- To be welcomed
- To be invited
- To be known
- To be accepted
- To be supported
- To be cared for
- To be befriended
- To be needed
- To be loved
I suspect that many of your classrooms already include each aspect of belonging on the list, but have you extended this to include those with disabilities? How could you improve said extension? We teach not only a language, but we also teach who we are, as Parker Palmer says.
Ultimately, we want to foster a worldview through the language we teach, one without borders and barriers and by creating spaces of belonging for all students through the vehicle of language, we give all of our students the opportunity to learn both the tangible aspects of the language and the intangible aspects of what it means to be in community. I know that I made the right choice for my son and what I learned as a parent and educator has informed what I do daily in my classroom to emulate what belonging means for each person in my care.
References
Carter, E. W. (2018, July). Ten dimensions of belonging. Plenary presentation at the NCE Summer Leadership Institute. Philadelphia, Pennsylvania.
Carter, E. W. (2016). A place of belonging: Research at the intersection of faith and disability. Review & Expositor, 113, 167-180. doi:10.1177/0034637316637861
Source: CASLS
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Title: Exploring Carter's Ten Aspects of Belonging
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This activity was created by Becky Peterson, this week's author of the Topic of the Week, in collaboration with CASLS staff.
This week’s Activity of the Week was created to support world language teachers and departments in exploring Erik Carter’s research related to belonging.
Objectives:
Teachers will be able to:
- Build awareness of Carter’s ten aspects of belonging
- Articulate a plan for increasing belonging in the classroom
Materials: This week’s Topic of the Week, butcher paper
Procedure:
- As a department (or with at least one other collaborating teacher), read this week’s Topic of the Week. As you read, consider the potential of the world language classroom to reach learners of all abilities, and star any parts of the text that you find particularly poignant and insightful.
- Discuss the parts of the text that each of you starred. Explain what you found to be insightful.
- On butcher paper, write each of the ten aspects of belonging (one per piece of paper) and post them around the room.
- Provide each participant with a green marker and a blue marker. In museum walk/carousel format, each person should walk from paper to paper and document strategies they already implement in the classroom to enhance belonging in green. They should document ideas for improvement in blue. If an idea is already listed, each participant can simply star the idea with the appropriate color.
- Once the museum walk/carousel is complete, participants should speak about the different strategies that appear on the board. Specifically, consider the extent to which each strategy involves multimodal approaches to communication and incorporates/supports learners with limited communication abilities.
- After this discussion, establish a department goal for improving strategies that promote inclusive practices and belonging for all learners. This goal may include gathering more research related to multimodal approaches, reaching out to trainers, or engaging in peer observations to better understand the strategies in practice.
Notes:
As an extension, practitioners may consider adapting this activity to include learners in the classroom.
Source: CASLS
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Content Type: 5
Title: Thank you NCSSFL!
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On November 19, 2019, the National Council of State Supervisors for Languages (NCSSFL) honored CASLS with a valued partner recognition at their annual banquet in Washington D.C. "It is a priviledge to get to work with such an amazing group of educators, and CASLS is grateful to be such a valued partner," said Julie Sykes, CASLS Director. Thank you NCSSFL! We look forward continuing to work together!
Source: CASLS
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Title: Book: Keeping Languages Alive
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From: https://linguistlist.org/issues/31/31-115.html
Many world languages are falling into disuse as global languages such as Chinese, English, and Spanish take precedent. This volume documents current efforts to record, archive, and revitalize endangered languages via traditional and new media.
Visit the publisher: https://www.cambridge.org/us/academic/subjects/languages-linguistics/sociolinguistics/keeping-languages-alive-documentation-pedagogy-and-revitalization?format=PB
Source: Mari C. Jones and Sarah Ogilvie
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Title: Book: Metaphor Identification
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From: https://linguistlist.org/issues/31/31-116.html
This book identifies linguistic metaphors across a wide variety of languages and language families. It is intended as a practical guide to identify the procedural challenges of the process and enable the reliable identification of metaphors in a multitude of languages.
Visit the publisher: https://benjamins.com/catalog/celcr.22
Source: Susan Nacey, Aletta G. Dorst, Tina Krennmayr, and W. Gudrun Reijnierse
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Title: Book: Insubordination
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From: https://linguistlist.org/issues/31/31-119.html
Insubordinate clauses present a unique challenge for grammatical analysis due to their unusual combination of subordinate structure with main clause use. This volume brings together a collection of articles on the form and function of insubordination in a variety of languages.
Visit the publisher: https://bit.ly/2qDc9lE
Source: Karin Beijering, Gunther Kaltenböck, and María Sol Sansiñena
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