Contents
Content Type: 4
Title: Create Your Own (Political) Meme
Body:
Intended for Intermediate to Advanced learners, this activity focuses on interacting in the digital sphere through political memes written in different languages. It is designed to give learners first-hand experience decoding political memes, explaining their codification, and creating their own.
Learning Outcomes:
Learners will be able to:
- Identify the differences in humor between English and the target language through different examples of political memes
- Explain the illocutionary force (speaker’s intention behind their words, such as persuading) behind the political comment in each meme
- Identify the difficulties when decoding political memes
- Produce a political meme in the target language
- Explain the perlocutionary force behind their student-created meme
Mode(s): Any
Materials: political memes video, sample memes in English and the target language
Procedure:
This activity is designed to take place in three stages: observation, analysis, and extension
Observation:
Have learners observe the types of language used in three different memes.
- Learners watch the overview video and explain what political memes are and how to understand them and decode them.
- Choose three political memes in English and provide them to your students for observation. We recommend choosing a balanced set of examples that do not overemphasize one political perspective, but instead offer a variety of perspectives.
Analysis:
- Have learners compare examples of the English memes with their target language counterpart. In many cases, an example of the same image with different languages can be used.
- In small groups or pairs, have learners discuss the differences in tone, humor, and language strategies used between the memes in English and the examples in the target language.
- Have learners work in groups of 3-4 to match the words from the sample memes to the image with which it corresponds. Working together, they can use background knowledge to decide which phrases are most appropriate for which meme and then put the specific phrases in order within the memes themselves.
- Review the unscrambled memes as a whole class.
Notes on online/remote learning:
- Teachers can create an online shared PowerPoint file in which each slide is designated to a group of students.
- Add to these slides the scrambled examples of memes and their phrases.
- Learners can then work synchronously or asynchronously by organizing the elements on their slide and writing their explanations alongside the memes.
Extention:
As an extension, have learners create one political meme in the target language and post it on a shared platform such as Padlet or Google Jamboard. (Note: learners can also post to an existing meme site, depending on their learning context and rules about sharing and privacy.) Ask learners to give a 1-2 minute presentation on their meme using the prompts below.
Intermediate learner:
I made this meme.
I chose ____ because ____.
Advanced learner:
I tried to emulate the satire of political memes that is typical in the target language by utlizing a few strategies related to humor. I noticed____ when I was looking at____ and tried ot emulate it by____ .
Source: CASLS
Inputdate: 2020-10-16 06:11:35
Lastmodifieddate: 2020-10-19 04:01:38
Expdate:
Publishdate: 2020-10-19 02:15:01
Displaydate: 2020-10-19 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: 5 Interactive World Language Activities for Remote and Socially-Distanced Classrooms
Body:
The American Council on the Teaching of Foreign Languages (ACTFL) shares 5 interactive activities to support world language educators and learners during remote instruction. This article includes simple games as well as some ideas of how to implement technologies.
Source: ACTFL
Inputdate: 2020-10-20 10:19:15
Lastmodifieddate: 2020-11-02 04:35:24
Expdate:
Publishdate: 2020-11-02 02:15:01
Displaydate: 2020-11-02 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: New Issue of Language Learning and Technology
Body:
From: https://www.lltjournal.org/
The new issue of Langauge Learning and Technology is now available. Eight articles, three columns, and three reviews spanning a variety of topics in the field are included. PDFs are available for reading.
Visit: https://www.lltjournal.org/
Source: Language Learning & Technology Journal
Inputdate: 2020-10-20 10:25:24
Lastmodifieddate: 2020-11-02 04:35:24
Expdate:
Publishdate: 2020-11-02 02:15:01
Displaydate: 2020-11-02 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: Hashtag It!: Tips for Decoding Hashtags
Body:
by Carla Consolini, CASLS Research Assistant
This activity was created for Intermediate to Advanced learners, but it is also appropriate with few adaptations for Novice learners. It focuses on comprehensive reading skills in the digital media sphere and decoding hashtags as elements that add meaning to messages in digital discourse spaces.
Learning Outcomes:
Learners will be able to:
- Identify hashtags on digital media
- Explain how hashtags are connected to the contexts in which they are used
- Reflect on the meaning hashtags add to messages
Mode(s): Interpretive
Materials: hashtags video, hashtags observation template
Procedure:
- Watch the hashtags video with learners. It explains what hashtags are and how to analyze their meaning in context.
- Provide three different hashtags to learners in English (or their L1). Have them search for the hashtags on social media platforms like Twitter and Instagram. As they research, they should take notes individually or pairs on the hashtags observation template.
- Repeat Step 2 with hashtags in the target language. More advanced learners may be able to find these hashtags on their own, but it is a good idea for the teacher to have some recommendations that align with curricular needs.
- Learners will compare and contrast their observations from Steps 2 and 3. They will discuss these observations in pairs.
- Debrief as a class. Ask learners to identify when they feel most comfortable decoding hashtags and why.
- As an ongoing research task, ask learners to collect images of social media messages that use hashtags in the target language. At scheduled points, ask them to share what they have collected and work as a class to decode those that are confusing and to discuss which ones they find to be the most successful and why.
Notes:
- The “scheduled points” mentioned in Step 6 should be regular. For some classroom contexts, these will be daily. For others, they might be every other day or weekly. Teachers are free to engage in this process for as long as it makes sense for curricular needs.
Source: CASLS
Inputdate: 2020-10-22 07:50:35
Lastmodifieddate: 2020-10-26 04:35:04
Expdate:
Publishdate: 2020-10-26 02:15:01
Displaydate: 2020-10-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 3
Title: InterCom: October 26, 2020
Body:
This week, we continue exploring the digital world by examining hashtags. In this video, we define hashtags and provide three tips for how to decode them in the target language.
There are a few ways to get connected with us this week:
- Join our InterCom Live! session. We connect on Facebook every Monday at 11:00 am Pacific. To join us, open CASLS's Facebook page at the designated time. Can't make it? The InterCom Live! events are always recorded, and you can find them on our Facebook page.
- Check out the Activity of the Week. This week, we provide an activity in which learners analyze hashtags and compare and contrast hashtags in the L1 with those in the target language.
- Hashtags are great to use with all levels of langauge learners. They are complex and nuanced, but they also can be quite simple. This article, a guide on hashtags in 2020 by Benjamin Chacon, is a nice supplement to this week's video and could be used with learners to support their continued understanding and exploration of hashtags.
Source: CASLS
Inputdate: 2020-10-22 07:57:16
Lastmodifieddate: 2020-10-26 04:35:04
Expdate:
Publishdate: 2020-10-26 02:15:01
Displaydate: 2020-10-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Social Hour with Megan Flinchbaugh
Body:
From: https://psmla.org/event/social-hour-psmla
Megan Flinchbaugh, 2019 Pennsylvania State Modern Language Association (PSMLA) Teacher of the Year and 2020 Northeast Conference on the Teaching of Foreign Languages (NCTFL) Teacher of the Year, is welcoming all teachers to join her for an informal hour discussing teaching and learning on Wednesday, November 4, 2020 from 7:00-8:00pm Eastern Time.
Visit: https://psmla.org/event/social-hour-psmla
Source: Pennsylvania State Modern Language Association
Inputdate: 2020-10-24 19:06:47
Lastmodifieddate: 2020-11-02 04:35:24
Expdate: 2020-11-04 00:00:00
Publishdate: 2020-11-02 02:15:01
Displaydate: 2020-11-02 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Adapting Reading Comprehension Instruction to Virtual Learning
Body:
Author Catharine Ferguson shares tips, tools, and strategies on how teachers can adapt to an online environment and still promote the development of reading skills. These tips are specifically related to synchronous lessons.
Source: edutopia
Inputdate: 2020-10-24 19:12:11
Lastmodifieddate: 2020-11-02 04:35:24
Expdate:
Publishdate: 2020-11-02 02:15:01
Displaydate: 2020-11-02 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Virtual Summit on Project-Based Learning
Body:
From: https://nhlrc.ucla.edu/nhlrc/event/14507
The National Hertiage Language Resource Center (NHLRC) at the University of California, Los Angeles (UCLA) is holding an two-day event online. This event will bring teachers together to collaborate and explore ways to create a hub for sharing information related to project-based learning among hertiage language teachers and programs.
Visit: https://nhlrc.ucla.edu/nhlrc/event/14507
Source: National Heritage Langauge Resource Center
Inputdate: 2020-10-24 19:21:12
Lastmodifieddate: 2020-11-02 04:35:24
Expdate: 2020-11-14 00:00:00
Publishdate: 2020-11-02 02:15:01
Displaydate: 2020-11-02 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Learning Design Specialist Position at the Technology Innovation Center
Body:
From: https://lftic.lll.hawaii.edu/jobs/
The Technology Innovation Center at the University of Hawaii is seeking a Learning Design Specialist. Ideal candidates have some knowledge of current issues and technologies in world langauge education and some experience in instructional design. Applicaitons will be reviewed from November 20, 2020 until the position is filled.
Visit: https://lftic.lll.hawaii.edu/jobs/
Source: University of Hawaii
Inputdate: 2020-10-24 19:26:48
Lastmodifieddate: 2020-11-09 04:35:48
Expdate: 2020-11-20 00:00:00
Publishdate: 2020-11-09 02:15:01
Displaydate: 2020-11-09 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: ESL/ELL Education: Interactive Websites for Learning
Body:
From: https://researchguides.library.wisc.edu/c.php?g=177873&p=1169756
The University of Wisconsin-Madision libraries has published a list of interactive websites for ESL/ELL learning. These resources include videos, games, and listening labs. Instructors are encouraged to browse the list while keeping their learners' unique skills and strengths in mind.
Visit: https://researchguides.library.wisc.edu/c.php?g=177873&p=1169756
Source: University of Wisconsin-Madison
Inputdate: 2020-10-27 10:22:04
Lastmodifieddate: 2020-11-09 04:35:48
Expdate:
Publishdate: 2020-11-09 02:15:01
Displaydate: 2020-11-09 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
