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Content Type: 1
Title: Japanese Pronunciation Challenges (Totally Different from Mandarin Chinese)
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Every language poses a different challenge to learners at the varying stages of acquisition. This article dives into the pronunciation challenges in learning Japanese in comparison to those when learning Mandarin Chinese. If you are interested in discovering more about the pronunciation challenges your learners may face, this article is a must read.
Source: Sinosplice
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Title: Conference: 50 Years of Multilingual Magic
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From: https://www.swcolt.org/conference
The Southwest Conference on Language Teaching is hosting its annual conference for the state foreign language teacher associations of Arizona, California, Colorado, Hawaii, Nevada, New Mexico, Oklahoma, Texas, and Utah. The keynote speaker, Akash Patel, will discuss how to connect cultures across and through education. The conference will be held in Anaheim, California, from April 2-5, 2020.
Learn more: https://www.swcolt.org/conference
Source: The Southwest Conference on Language Teaching
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Title: Conference: Middle East Technical University Language and Cognitive Development Lab Spring School
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From: https://linguistlist.org/issues/31/31-601.html
The Middle East Technical University Language will host a three-day training course on psycholinguistic research in collaboration with TheRabLab at the University of Edinburgh. The training includes seven courses on topics linking psycholinguistic theory with practical research skills. The course will be held from May 19-22, 2020, in İzmir, Turkey. This opportunity is recommended to those interested in expanding their linguistic knowledge or branching into a new field.
Register: http://langcog.metu.edu.tr/en/springschool/registration
Source: METU
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Title: Call: People in Language, Vision and the Mind
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From: https://linguistlist.org/issues/31/31-608.html
The first workshop on People in Language, Vision, and the Mind invites paper submissions that discuss how people, their bodies, their faces, and their mental states are described in text. Submissions are welcome in diverse areas including language generation, language analysis, cognitive computing, and affective computing. The call due date is February 21, 2020, and the conference will be held at the Palais du Pharo in Marseilles, France on May 16, 2020.
Learn more: https://onion2020.github.io/
Source: ONION
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Content Type: 3
Title: Why Gaming Can Be Key to Second Language Acquisition
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Michaela Parisi is the International Baccalaureate and University of Missouri Kansas City Dual Credit French Teacher at Raymore-Peculiar High School. She presented her methods of gaming for second language acquisition at the American Conference on the Teaching of Foreign Languages and Foreign Language Association of Missouri conferences in 2019. Her research interests include the use of gaming in the foreign language classroom and the incorporation of technology in the twenty-first-century classroom.
In today’s classroom, teachers often feel pressure to make learning entertaining. While there is a plethora of activities to engage students in learning a foreign language, gaming has taken the forefront. Because gaming is a staple in students’ lives outside of school, it becomes the perfect tool for language acquisition. From board games to escape rooms to video games, foreign language teachers can harness the fun of gaming to serve as a mechanism for language acquisition.
Prior to hosting any discussion regarding gaming, it is important to establish two certainties: first, one cannot acquire a language unless one practices it, and two, when practicing a language, there must be an intent to communicate, a negotiation of language. The question then becomes how do games relate to these two certainties? Games require participation and communication that is spontaneous and appropriate for accomplishing an objective. When playing games, students have to communicate with one another and establish their ideas (negotiation of language) in order to work together and win the game.* They discover how to convey the ideas in their head to the other members of their team in the target language. This is why incorporating games into the foreign language classroom is remarkably effective.
As an example, let us consider a game of Pictionary. The goal of player one is to prompt player two to say the target word. Player 1 must use drawing as a language to direct Player 2 towards the target word. Drawing is not the first language of Player 1 (nor is it of Player 2); therefore, Player 1 is guessing what Player 2's understanding of certain drawn images mean. Based on the guesses of Player 2, Player 1 will adjust their drawing to more accurately align with the schema developed by Player 2. The two players work together until they reach mutual understanding and Player 2 correctly deduces the word. Together, the players have co-constructed meaning.
This strategy used in Pictionary is the same strategy students employ while playing a game in the target language. Students have a common goal that must be reached to win the game, such as another player guessing a keyword or concept. To communicate the concept, students must interact with each other in a give-and-take, negotiating the meaning of unfamiliar language to achieve success.
When deciding on appropriate games for the foreign language classroom, teachers must consider the goal of the game, how students will negotiate meaning, and what language must be interpreted and produced by students. This week’s Activity of the Week provides a sample game for teachers to adapt and use in their own classrooms.
*Single-player games are useful in a different manner. Individual games are useful for interpretive communication, but not necessarily interpersonal communication since there is no negotiation of meaning. For example, in the game Minecraft, players must understand what the word “sand” means. They must understand how they may use sand to build and complete missions. However, players do not necesarily negotiate with others to establish the meaning of “sand” in individual player modes; they must infer the meaning based on a given situation.
Source: CASLS
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Content Type: 4
Title: Games that Prompt Language Acquisition: Trio
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This Activity of the Week is based off of a game created by Sarah Serwe, a library professional and French teacher at Vandergrift High School in Austin,Texas. It was written by Michaela Parisi, the author of this week's Topic of the Week.
“Trio” is a game that can be adapted for many different languages and can be played with language learners of all levels. This simple game increases student vocabulary while enhancing their internal schemata through the classifciation of words into categories and subcategories. Importantly, the grouping of words must be meaningful because the player’s teammates must be in agreeance before announcing their answers.
Learning Outcomes:
Learners will be able to:
- Use existing knowledge to create robust schemata for target vocabulary words
- Demonstrate understandign of multiple target vocabulary words at once.
Mode(s): Presentational, Interpersonal
Material(s): Trio cards (in French and English)
Procedure:
1. Divide learners into pairs or small groups. These pairs and small groups will face one another as teams. Provide each set of teams with Trio cards (examples in French and English). Each Trio card consists of three words and one category or conjoining word. These words can be interrelated, such as cat, dog, and fish, or part of a larger phrase, such as rise, set, shine. The goal is to find the word that links the three words. In the examples above, “animal” relates cat, dog, and fish, while “sun” relates rise, set, and shine.
2a. To start the game, one person from the first team draws a card and reads the three words. Their teammates must infer the word that relates the three words on the card. If the first team finds the correct answer, they score two points. Then, the second team has 30 seconds to respond in one of the following ways:
- The second team finds a word in the same category to score a point for their team.
- Example: If the first team found the word "animal," the second team may add the word “farm” to score one point.
- The second team finds a more precise category to score three points for their team.
- Example: If the first team finds the word "animal" to unite the three words (cat, dog, and fish), the second team scores three points if they find a more precise category such as “pets.”
2b. If the first team does not find the word after one minute, they pass the card to the second team, who has 30 seconds to find the right answer. If no one finds the right answer after 30 seconds, someone reads the right answer, but no one scores any points.
3. Repeat Steps 1-2 for the allotted time (decided by the teacher).
4. The team with the most points at the end of the final turn wins.
Notes:
After gameplay, teachers may wish to debrief with learners by discussing the cards that were most meaningful and most difficult. This discussion will provide the opportunity for teacher input and clarification.
Source: CASLS
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Content Type: 5
Title: Mavericks Congress: Escape to Dinner Worldseries
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Last year, CASLS launched a collaborative initiative, the Mavericks Congress, to foster innovation in language and social technology. The initiative is designed to foster networks and relationships across cultural, professional, and institutional domains.
We are excited to announce that we are convening the 2nd Annual Mavericks Congress this July. This year’s Congress, The Escape to Dinner World Series, will bring teams together from diverse professional backgrounds to battle it out for the world-championship title. Teams of competitors will race to solve mixed-reality puzzles in order to locate and arrive at a dinner with other interesting and accomplished professionals from fields within and adjacent to the language professions.
Sponsorship and participation opportunities are available. If interested, please email CASLS Development and Insturctional Strategist Christopher Daradics (cdaradic@uoregon.edu) for additional information.
Source: CASLS
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Title: Book: Green Pronunciation & Accents
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From: https://linguistlist.org/issues/31/31-713.html
This volume applies the principles of Natural Phonetics and Tonetics to fully describe Greek pronunciation and intonation in a precise and innovative manner. Different types of Greek are addressed throughout including mediatic, international, and regional variants. This book would be of use to Greek linguistics scholars.
Learn more: lincom-shop.eu/LSPh-29-Greek-Pronunciation-Accents-Modern-Ancient/en
Source: Luciano Canepari
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Title: Book: The Texture of the Lexicon
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From: https://linguistlist.org/issues/31/31-714.html
The authors of this book embark on a reconceptualization of linguistic theory through the morphology lens. Their framework integrates morphology into the overall structure of language allowing for insightful interactions with phonology, syntax, semantics, and lexicon.
Learn more: https://global.oup.com/academic/product/the-texture-of-the-lexicon-9780198827900?utm_source=linguistlist&utm_medium=listserv&utm_campaign=linguistics
Source: Ray Jackendoff and Jenny Audring
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Title: Book: Yukaghir Morphology in a Historical and Comparative Perspective
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From: https://linguistlist.org/issues/31/31-652.html
This book describes the morphological system of modern Yukaghir in a historical perspective and proposes a reconstruction of the main aspects of Proto-Yukaghir inflectional morphology. In addition, this book discusses potential cognates for Yukaghir grammatical morphemes and constructions.
Learn more: lincom-shop.eu/LSASL-92-Yukaghir-morphology-in-a-historical-and-comparative-perspective/en
Source: Irina Nikola
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