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Content Type: 1
Title: Furigana (振り仮名): A guide to reading hints in Japanese.
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From: http://selftaughtjapanese.com/2020/01/27/furigana-振り仮名-a-guide-to-reading-hints-in-japanese/
Furigana, reading hints to indicate pronunciation of a word or phrase in Japanese, is an important support system for beginner and intermediate students of the language. This article describes how furigana is used and how it can be incorporated in self-study or classroom-study. This article would be of use to those interested in differentiated learning and support structures around learning.
Learn more: http://selftaughtjapanese.com/2020/01/27/furigana-振り仮名-a-guide-to-reading-hints-in-japanese/
Source: Self Taught Japanese
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Title: Some Consonant Clusters in Irish
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From: https://eltplanning.com/2020/02/18/lesson-idea-environmental-issues/
Irish can have up to five consonants in a row, something that would be an anomaly in English. This post aims to inform the reader on how to pronounce these consonant clusters and what types of words they may appear in. This article would be useful for anyone in Irish language teaching.
Learn more: https://eltplanning.com/2020/02/18/lesson-idea-environmental-issues/
Source: Transparent Language
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Title: Quitter + Beyond bye-bye: Good ideas for ending a letter, an email, or a visit with a friend
Body:
From: https://www.french-word-a-day.com/2020/02/quitter-ideas-for-ending-a-letter-or-email-in-french-or-english.html
This post dives into some pragmatics of leave-taking, or the complexities of saying goodbye, in French. It gives an overview of written and oral examples to get a clearer idea on how to say goodbye to someone. Context includes goodbyes after a visit in person, through email, or when ending a note or letter.
Learn more: https://www.french-word-a-day.com/2020/02/quitter-ideas-for-ending-a-letter-or-email-in-french-or-english.html
Source: French Word-A-Day
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Title: Celebrate Saint Patrick’s day with your Spanish class!
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From: https://srtaspanish.com/2020/02/18/shamrock-activities-for-spanish-class/
Come March, clovers are everywhere, and paring that decoration spirit with your Spanish class could prove a really fun way to, for instance, review content or engage your students in committing to new goals for the near future. Check this post of Srta. Spanish for more details.
Learn more: https://srtaspanish.com/2020/02/18/shamrock-activities-for-spanish-class/
Source: Srta. Spanish
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Title: Lesson Idea: Environmental Issues
Body:
From: https://eltplanning.com/2020/02/18/lesson-idea-environmental-issues/
This lesson describes how you can use a topic like the environment to teach salient grammar points with depth and meaning. While this activity is described in an elementary school context, providing students with content to surround grammar and keep it interesting and relevant is important for all ages. Check this article out if you are looking for an interesting activity to incorporate in your EFL or ESL classroom.
Learn more: https://eltplanning.com/2020/02/18/lesson-idea-environmental-issues/
Source: ELT Planning
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Content Type: 1
Title: Harnessing the Power of a Teacher’s Pen
Body:
From: https://www.languagemagazine.com/2020/02/19/harnessing-the-power-of-a-teachers-pen-2/
This article discusses how teachers can change their feedback to be constructive and productive. Providing good feedback on students’ essays and homework is a skill that must be developed and honed. Teachers interested in thinking about quality feedback and improving their own skills should give this article a read.
Learn more: https://www.languagemagazine.com/2020/02/19/harnessing-the-power-of-a-teachers-pen-2/
Source: Language Magazine
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Content Type: 4
Title: Reflective Blog: Presenting Contributing Factors to the Spread of False News
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The purpose of this activity is to provide intermediate learners with awareness and knowledge of the factors contributing to the spread of misinformation via the various media they engage with. It was designed in concert with this week's Topic of the Week.
Objectives:
Learners will be able to:
- Identify features of news articles, blogs, and social media postings that indicate the level of credibility of the source.
- Write a blog post explaining major factors contributing to the national and global spread of misinformation.
Modes: Interpersonal, Presentational
Materials: Vocabulary list (an example is provided here for adaptation), butcher paper or poster board, Plague Inc. (available on Steam, Google Play, and in the App Store), target language news posts
Procedure:
1. Divide learners into groups and introduce them to vocabulary dealing with media and mass communication by providing them with a vocabulary list (a sample list that provides words that may be helpful during gameplay is here). After a few minutes of silent reflection and review of the list, the learner groups will engage in a gallery walk/carousel in which they answer various questions posted on butcher paper or poster board around the classroom:
a. What media are most likely to promote the spread of (mis)information?
b. What local (country-level) factors may contribute to the spread of (mis)information around the globe?
c. What do you think makes a person believe false news story and/or misinformation?
d. Do you think that viral news is credible? Why?
e. What people groups are the most persuasive in sharing misinformation?
2. After discussing some of the responses as a class, have the learners play Plague Inc. (the Fake News Update, accessible in the top right corner of the home screen) for twenty to thirty minutes. As they play, learners will take notes of major events as they occur on their own sheets of paper. Encourage learners to start the fake news story in a large country so that gameplay is achievable during the allotted time.
3. After gameplay concludes, revisit the questions from the gallery walk/carousel using the Think, Pair, Share format. Ask your learners to explain the extent to which their answers have changed based upon their gameplay experiences.
4. Next, provide learners with an overview of tips for spotting false news. A good example is https://www.summer.harvard.edu/inside-summer/4-tips-spotting-fake-news-story. After discussing the tips, show learners target language posts (e.g., social media posts and article headlines). For each post, learners will form a line based on how credible they think the posts are (indicate which side is low credibility and which side is high credibility). Ask various students to justify their opinions using the tips you discussed.
5. Using the tips, their notes from gameplay, and handouts as inspiration, learners will write a short blog in which they identify three factors that contribute to the spread of false news. They should encourage counter action in their blogs.
Notes:
- If necessary, review blogs and appropriate rhetorical and structural devices learners may need to be aware of before completing Step 6. You may also wish to review commands or other structures appropriate to making suggestions in the target language.
- Language teachers may want to delve more into country-specific data when exploring this issue with learners. This post is a couple of years old, but it provides a nice synthesis of what specific countries are doing to target misinformation campaigns.
- Language teachers are encouraged to adapt the vocabulary list provided for their learners’ specific needs.
- As is the case with any game, teachers should play Plague Inc. before using it in class.
- Plauge, Inc. is available in English, French, German, Italian, Japanese, Kroean, Norwegian, Bokmål, Polish, Portuguese, Russian, Simplified Chinese, Spanish, Traditional Chinese, and Turkish.
Source: CASLS
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Title: Emergent and Attendant Discourses and Media Literacy
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Stephanie Knight, CASLS Assistant Director
Information, especially given the realities of online discourse spaces, is both readily accessible and dynamic. This dynamism begets an inherent heterogeneity that can be challenging for language teachers wishing to prepare learners to communicate in real-world contexts. Not only are learners required to develop discourse competence related to a variety of text types ranging in formality (e.g., tweets, social media profiles, and news articles), but they must also be aware of the heterogeneity of the sources (e.g., professional journalists, guerilla journalists, and even bots) that create and disseminate information. Especially given that learners can also disseminate information, they are implicated in the evaluation of the credibility of said sources.
Digital games are one tool that teachers can employ in the development of critical media literacy skills, particularly given the existence of emergent discourse (i.e. interactions that occur both through the game and around the game) and attendant discourse (i.e. interactions that occur both around and about the game). Within said discourse spaces, participants may discuss gameplay strategies, or they may engage in what Thorne et. al (2009) calls hybridizing (the recombination and alteration of existing game materials via such avenues as fan fiction and machinima). These engagements are beneficial to learners because they provide shared contexts and necessary scaffolding to empower learners to create more advanced work than they would otherwise be capable of completing (Sykes & Reinhardt, 2013). Simply put, “… far from distracting players from the “real world,” gameplay and its emergent and attendant discourses place learners in a complex yet scaffolded collection of worlds that require diverse interactions to attain learner-selected goals” (Knight, Marean, & Sykes,2020, p.106).
This week’s Activity of the Week provides one example of a game that is not only designed to promote critical thinking related to media literacy, but also affords the opportunity for learners to engage in emergent and attendant discourse spaces via classroom interactions. The game, Plague Inc. (available on Steam, Google Play, and in the App Store), is available in a variety of languages and is well-suited to secondary learners. Teachers are encouraged to evaluate the game and adapt the activity to their own specific contexts.
References
Knight, S.W.P., Marean, L., & Sykes, J. M. (2020). Gaming and informal language learning. In M. Dressman & R.W. Sadler (Eds.), The handbook of informal language earning (101-115). West Sussex: Wiley.
Sykes, J. & Reinhardt, J. (2013). Language at play: Digital games in second and foreign language teaching and learning. New York: Pearson-Prentice Hall.
Thorne, S. L., Black, R. W., & Sykes, J. (2009). Second language use, socialization, and learning in Internet communities and online games. Modern Language Journal, 93, 802–821.
Source: CASLS
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Content Type: 5
Title: Recent CASLS Publication
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CASLS Assistant Director Stephanie W.P. Knight, former CASLS InterCom Editor Lindsay Marean, and CASLS Director Dr. Julie M. Sykes' chapter "Gaming and Informal Language Learning" was recently published in The Handbook of Informal Language Learning by Wiley-Blackwell.
In the chapter, Knight, Marean, and Sykes explore the informal gaming landscape and the rich, diverse environments that have the potential to inspire meaning making and language development through play. They begin by providing a brief overview of contemporary research related to learner/player-directed gameplay. Next, Knight, Marean, and Sykes establish the extent to which informal gaming has the potential to foment language learning, particularly considering the relative influence of commercial, game-like apps. Finally, they discuss future steps needed to address the popularity of these apps and additional research questions related to deepening the understanding of how games facilitate communication and learning.
Source: CASLS
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Title: Call: 5th International Conference of the American Pragmatics Association (AMPRA)
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From: https://ampra5.arts.ubc.ca/test/
The 5th International Conference of the American Pragmatics Association is currently accepting abstracts. The conference will take place at The University of British Columbia in Vancouver, Canada, on October 16-18, 2020. The conference will accept abstracts in the topics of pragmatics theories; experimental pragmatics; intercultural, cross-cultural and societal aspects of pragmatics; and applications of pragmatics theories. The deadline for submission is March 5.
Learn more: https://ampra5.arts.ubc.ca/test/
Source: AMPRA
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