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Content Type: 1
Title: Una unidad didáctica para el día de la mujer
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From: https://www.profedeele.es/actividad/unidad-didactica-interactiva/8-marzo-mujer-poema-gioconda-belli/
En muchos países de habla hispana, durante el mes de marzo, se celebra el día de la mujer. En esta entrada del blog Profe de ELE encontramos una sugerencia para abordar el tema a través de un poema de Gioconda Belli, una famosa escritora de Nicaragua.
Learn more: https://www.profedeele.es/actividad/unidad-didactica-interactiva/8-marzo-mujer-poema-gioconda-belli/
Source: Profe de ELE
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Title: Chinese Immersion Program in Lafayette is Teaching Students More than Language
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This article explores a Chinese immersion school in Lafayette, Louisiana. It discusses the difficulties of beginning an immersion school in a community that does not recognize the need for the language. This article would be great for anyone interested in learning more about immersion schools or how they are being implemented across the US.
Source: Daily Advertiser
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Title: 33 connectors in French for smooth speech
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From: https://www.iwillteachyoualanguage.com/learn/french/french-tips/connectors-in-french
This post goes over expressions and vocabulary that can make a pragmatic impact on your conversations in French, and that will help you make smoother speeches and have more eloquent conversations.
Learn more: https://www.iwillteachyoualanguage.com/learn/french/french-tips/connectors-in-french
Source: I will teach you a language
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Title: Annual St. Patrick’s Open Day
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Every St. Patrick’s season, the Irish Arts Center in New York City opens its doors for a celebratory sampler of their educational programming. Please join in celebrating St. Patrick’s day on Saturday, March 14th starting at 12pm for crafts, workshops, performances, and more!
Source: Irish Arts Center
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Title: The Surprising Poetry of Persian Colors
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From: https://www.chaiandconversation.com/2014/surprising-poetry-persian-colors
Chai and Conversation bring a nice read on this post about the poetry of Persian language, when compared to the somewhat direct and functional uses of the English language, for instance. By focusing on colors and their particular meanings, this is a great way of understanding more of how Persian works.
Read more: https://www.chaiandconversation.com/2014/surprising-poetry-persian-colors
Source: Chai and Conversation
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Content Type: 4
Title: Integrating Learner-oriented Processes in Draft Revision
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by Johanna Lyon, CASLS Graduate Employee
In this activity, a typical feedback process for grammatical correction in a writing sample is altered to be learner oriented. This activity can be done in any language and is appropriate for all levels, but especially for advanced-mid to intermediate-high learners. It is ideally positioned during the course while students are in the middle of draft revision for a larger written assignment.
Learning Outcomes:
Learners will be able to:
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Identify grammatical errors in their own writing
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Propose corrections for common grammatical errors in a peer-assessment format
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Reflect upon common mistakes they make when writing
Mode(s): Presentational
Materials: Previously submitted writing sample draft (1 per student)
Procedure
1. After your students have completed a draft of a writing sample, provide them with grammatical feedback by only underlining incorrect sentences for one component (e.g. introductory paragraph) of the writing sample.
2. Students will work together in groups of four to correct any grammar mistakes that were indicated by the underlined components. Make sure the groups contain students of varied strengths so they can support one another during the activity. They are encouraged to collaborate and ask questions to their group members if there are sentences they are unsure about. You should, at this time, provide minimal feedback. Only confirm or deny if students have done a correction correctly.
3. Once students have worked through their samples, they should collect any sentences that they could not fix in their groups and write these on the whiteboard at the front of the room.
4. At this time, open the error correction discussion up to the class. No sentence should be left uncorrected. Even if students are not confident in their corrections, they should at least try something based off of the rules they know. Again, only confirm or deny the accuracy of the corrections.
5. Facilitate evaluation of each correction made on the board. Ask the student who corrected each sample to explain their correction and why they made it. Correct the work only if necessary. After each sentence, allow the class to ask clarifying questions and leave room for extended explanation if necessary.
6. After the group corrections, provide time for students to reflect upon the errors they most frequently make when writing. They should come up with at least two common errors they experience.
7. For homework, students are charged with finding and correcting any errors in the remaining portion of their writing sample.
Source: CASLS
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Title: A Learner-oriented Approach to Grammar Instruction
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by Johanna Lyon, CASLS Graduate Employee
Learner-oriented instruction in the language classroom is challenging when dealing with grammar. Grammar, due to its typically prescriptive nature and many rules, is often seen as something that is taught to students and not as something that they explore and manipulate on their own. However, grammar is ripe with opportunity for exploration and discovery that will lead to deep student engagement and thorough retention.
One of the most critical steps in making grammar learner-centered is ensuring that the grammar studentsare learning is applicable and descriptive instead of abstract and prescriptive. For example, many language classes involve instruction related to “can,” “shall,” and “may” when the relevant focus is modal auxiliaries (Grammar and Mechanics—Hunter College, n.d.). However, many of these words are no longer heavily utilized (“shall, v.”, 2020), a reality that leaves students confused on why the language they are learning in class is not the language they are hearing in the world. To increase learner orientation, teachers could engage with learners by asking, after clearly demonstrating examples, what versions of modal auxiliaries they hear in the world or simply by teaching more modernly common ones such as “have to (ɦɑftə),” and “ought to (ɔtə)”. By including more pertinent words to students’ lives, the class has already oriented towards their needs, increasing their investment in the content.
Further, learner-orientation can happen in how the grammar is instructed, not just in the choice of content. One effective approach to learner-centered grammar instruction is inductive reasoning. Teachers may cultivate such reasoning in a variety of ways. For example, teachers may divide a class into groups and provide each group with a series of examples of a specific instance of grammar use in context. Each group works together to find the pattern or rule behind their instance, compares their rules with other groups, and works with other groups alongside the teacher to iron out any inconsistencies. This and similar approaches that involve inductive reasoning are highly effective since they actively engage learners in the construction of knowledge and deepen understanding of how the language works. Their engagement in higher-order thinking processes during the pattern detection and rule creation ultimately facilitates better uptake and retention of the grammar at hand (Ivie, 1998).
Through making the adjustments above, the classroom becomes a more learner-oriented space in terms of grammatical instruction. Such shifts encourage engagement and promote relevant content that will lend itself to learners' future proficiency and confidence using their L2.
References
Grammar and Mechanics—Hunter College. (n.d.). Retrieved March 11, 2020, from http://www.hunter.cuny.edu/rwc/handouts/grammar-and-mechanics-1
Ivie, S. D. (1998). Ausubel's learning theory: An approach to teaching higher order thinking skills. The High School Journal, 82(1), 35. Retrieved from http://libproxy.uoregon.edu/login?url=https://search-proquest-com.libproxy.uoregon.edu/docview/220213213?accountid=14698
“shall, v.” (2020). In Oxford English Dictionary. Retrieved from https://www-oed-com.libproxy.uoregon.edu/view/Entry/177350?
Source: CASLS
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Content Type: 1
Title: Book: Current Perspectives on the TESOL Practicum: Cases from Around the World
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From: https://www.springer.com/gp/book/9783030287559
This book presents and reviews the current state of Teaching English of Speakers of Other Languages (TESOL) practicum in thirteen different countries. This publication gives a look into how teachers are being prepared around the world, and how their education and practices impact their teaching.
Read more: https://www.springer.com/gp/book/9783030287559
Source: Andrzej Cirocki, Irshat Madyarov, and Laura Baecher
Inputdate: 2020-03-11 15:43:17
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Title: Book: Brave New Digital Classroom
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From: http://press.georgetown.edu/book/languages/brave-new-digital-classroom-0
This is the third edition of Technology and Foreign Language Learning, which gives an updated view on how to teach foreign languages in the classroom using technology. A must-read if you use technology in your classes or if you would like to incorporate them.
Learn more: http://press.georgetown.edu/book/languages/brave-new-digital-classroom-0
Source: Robert J. Blake and Gabriel Guillén, foreword by Steven L. Thorne
Inputdate: 2020-03-11 15:44:09
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Title: Book: A Grammar of Paluai
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From: https://linguistlist.org/issues/31/31-950.html
This book is the first comprehensive description of Paluai, an Oceanic Austronesian language spoken on Baluan Island, Papua New Guinea. Using extensive field research, the grammar covers phonology, morphology, syntax, and semantics with particular attention to pragmatics and discourse practices.
Learn more: https://linguistlist.org/issues/31/31-950.html
Source: Dineke Schokkin
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