Contents
Content Type: 1
Title: Critical Language Scholarship for Summer 2021
Body:
From: https://clscholarship.org/apply
Applications for the 2021 Critical Langauge Scholarship are now open. The scholarship is open for students who are U.S. citizens and enrolled at U.S. colleges and universities. Scholarship winners will have the opportunity to study a critical langauge abroad for eight to ten weeks. The deadline is November 17, 2020.
Visit: https://clscholarship.org/apply
Source: U.S. Department of State
Inputdate: 2020-11-03 09:01:17
Lastmodifieddate: 2020-11-09 04:35:48
Expdate: 2020-11-17 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: 4
Title: Evaluating Interpretive Skills
Body:
The purpose of this activity is to engage language learners in considerations of how they know the extent to which they are interpreting spoken, written, and signed texts well. It is appropriate for all levels of language learners.
Learning Outcomes:
Learners will be able to:
- Identify an expert to work with to provide support and feedback
- Identify community and environmental cues related to comprehension
- Identify strategies for self-checking understanding
Mode(s): Interpretive
Materials: Assessing Interpretation Video, Interpretation Log
Procedure:
- Ask learners to brainstorm everything they interpret in a day. Their lists should include a variety of sources of input, including, but not limited to, text messages, spoken or signed conversations, text books, SMS alerts, street signs, commercials, print ads, websites, lectures, and live streams.
- Select one source of input. In a Think, Pair, Share format, ask learners, “If you were reading/listening/interpreting this in the target language on your own, how would you know if you were able to understand what was going on?”
- Make a list of what learners share.
- Watch the Assessing Interpretation Video. Add new ideas to the list created in Step 3 as a class.
- Ask learners to choose one of the sources of input brainstormed in Step 1 to practice interpreting over the course of two weeks.
- Using the Interpretation Log, ask learners to identify at least one expert to confer with to check understanding, a few community and environmental cues they will pay attention to in order to support understanding, and one way they will self-check their own understanding.
- To begin class over the next few days, ask for two volunteers to describe what they have been interpreting and how they have been assessing their progress. Ask the class to share their ideas about which approaches to assessment seem most useful and why.
Source: CASLS
Inputdate: 2020-11-04 05:24:22
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
Content Type: 3
Title: InterCom: November 9, 2020
Body:
This week, we consider how to evaluate one’s success in the interpretive mode. The Activity of the Week and the associated video are designed to support learners in their consideration of feedback from three critical sources: expert speakers, communities, and self. These considerations are particularly useful for learners who are working in new, more self-directed contexts.
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. While we won’t be live with you this week, the video will still post, and we would love to see your comments and ideas!
- Check out the Activity of the Week, an activity that features learners’ use of an interpretation log.
- Check out the supports that exist for learners engaging in interpretation. For example, you might check out this strategies menu compiled by the National Council of State Supervisors for Languages (NCSSFL) or the interpretive communication strategies document created by the Ohio Department of Education. Reflect on the strategies for interpretation that you already explicitly teach and model for learners and set one goal for an additional approach for incorporating strategies (either something new or providing new scaffolding) into your curriculum.
Source: CASLS
Inputdate: 2020-11-04 05:45:09
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
Content Type: 1
Title: Nicole Naditz: Boosting Reading Skills
Body:
The Global Seal of Biliteracy will host Nicole Naditz, 2015 ACTFL Teacher of the Year, as a guest speaker to share how to boost students' reading skills. Attendees are encouraged to bring their own reading materials to try the strategies while listening to the session. The session will be available beginning December 2, 2020.
Source: Global Seal of Biliteracy
Inputdate: 2020-11-09 10:04:30
Lastmodifieddate: 2020-11-16 04:33:38
Expdate: 2020-12-02 00:00:00
Publishdate: 2020-11-16 02:15:02
Displaydate: 2020-11-16 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Three Jamboard Activities for World Language Classrooms
Body:
From:https://profesoradelgadillo.com/3-jamboard-activities-for-the-wl-classroom/
Profesora Delgadillo is an experienced high school Spanish teacher. In this blog post, she shares how to use Jamboard with students to promote language learning and class engagement. The examples are mainly for the Spanish classroom, but the ideas can be used for any world langauge.
Visit: https://profesoradelgadillo.com/3-jamboard-activities-for-the-wl-classroom/
Source: Profesora Delgadillo
Inputdate: 2020-11-12 07:59:01
Lastmodifieddate: 2020-11-23 04:24:53
Expdate:
Publishdate: 2020-11-23 02:15:02
Displaydate: 2020-11-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Creating Effective Blended Language Learning Courses
Body:
Daria Mizza from Johns Hopkins University and Fernando Rubio from the University of Utah published a book to propose a framework to organize, design, build, teach, and evaluate blended learning classes. This framework proposes four phases: Design, Build, Teach, and Evaluate.
Source: University of Utah
Inputdate: 2020-11-12 08:16:19
Lastmodifieddate: 2020-11-23 04:24:53
Expdate:
Publishdate: 2020-11-23 02:15:02
Displaydate: 2020-11-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: Hashtags in Action!
Body:
by Carla Consolini, CASLS Research Assistant
This activity was created for learners of all levels. It focuses on creating messages with layered meanings by using hashtags. This activity builds on this previous Activity of the Week related to decoding hashtags.
Learning Outcomes:
Learners will be able to:
- Create hashtags to add context to a message
- Explain how the hashtags they produced add context to their messages
Mode(s): Interpersonal, Presentational
Materials: using hashtags to add dontext video, messages with hashtags
Procedure:
- Have learners watch the using hashtags to add context video. However, if they are new to hashtags, it may be beneficial to show them the tips for decoding hashtags video before continuing.
- Give learners a set of five short social media posts (10 to 60 words) that include hashtags that are relevant to the curriculum. For instance, if learners are exploring familial relationships in class, you might pull tweets or Instagram messages that are related to the parent-child dynamic in the target langauge cultures, the importance of ancestors in target langauge cultures, or the different dynamics within the family life in target langauge culutes.
- Provide learners with three images for which they can craft a message with layered meaning through the use of hashtags. This step can be done individually or in pairs.
- Put learners into groups of three or four. Instruct them to share their messages and explain their language choices.
- Each group will chose the hashtag or hashtags that they believe add the most meaning to the images. Ask them to share their choices and reasoning for their choices with the class.
- In an exit ticket, ask learners to identify one way in which they feel they could use hashtags to add meaning to messages written in the target langauge.
Notes:
- For Novice learners, it may be beneficial to ask them to think of additional hashtags for the messages in Step 2 as scaffolding before moving to Step 3.
- For Novice learners, Steps 4, 5, and 6 may need to be completed in the L1.
Source: CASLS
Inputdate: 2020-11-13 11:42:14
Lastmodifieddate: 2020-11-23 04:24:53
Expdate:
Publishdate: 2020-11-23 02:15:02
Displaydate: 2020-11-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 3
Title: InterCom: November 23, 2020
Body:
This week, we consider how hashtags add context to messages. Given that hashtags typically employ very few words, they are a great tool for creating messages with complex and layered meanings, no matter the proficiency level of language learners.
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, learners consider the information in the using hashtags to add context video as they create their own messages.
- If you missed it a few weeks ago, check out the Activity of the Week related to decoding hashtags. You may also find this introductory activity to be beneficial for learners.
- Use hashtags to support your own professional growth! Check out this article from Wabisabi Learning to get started.
Source: CASLS
Inputdate: 2020-11-16 05:32:49
Lastmodifieddate: 2020-11-23 04:24:53
Expdate:
Publishdate: 2020-11-23 02:15:02
Displaydate: 2020-11-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: Keeping Learners Engaged: Holiday Cards
Body:
by Carla Consolini, CASLS Research Assistant
This activity was created for learners of all proficiency levels. It focuses on building vocabulary and useing vocabulary to create content that is relevant and meaningful for each student.
Learning Outcomes:
Learners will be able to:
- Identify the vocabulary used in holiday cards in the target language
- Create their own holiday card in the target language using greetings and/or well-wishes
Mode(s): Interpretive, Interpersonal
Materials: staying engaged video, vocabulary cloud template, reflection templates
Procedure:
- Watch the staying engaged video with learners.
- Provide students with different holiday cards in the target language. These can be digital examples. This list may help!
- Ask students to complete the vocabulary cloud template in pairs or small groups of 3-4. The goal of the template is to organize the most commonly repeated vocabulary among the different holiday cards into clouds. For instance, learners might decide to make an adjectives cloud and a nouns cloud. For some languages, one of the clouds may include certain symbols or images (e.g., Star of David) that keep repeating.
- If learners have not yet explored common structures for greetings and/or well-wishes (e.g. subjunctive mood in Spanish), it would be beneficial to introduce or review those structures using inductive reasoning with the holiday cards.
- Ask the groups or pairs to present the words they found in their cards and put in their vocabulary clouds. As a class, make a vocabulary list.
- Ask the students to use the vocabulary list as guidance to create their own holiday card to send to their families or friends. They can create these with paper and markers or digitally using Padlet or Google Jamboard.
- Finally, ask students to reflect on their creations using one of these reflection templates.
Source: CASLS
Inputdate: 2020-11-16 08:01:16
Lastmodifieddate: 2021-02-04 15:04:11
Expdate:
Publishdate: 2020-12-14 10:15:01
Displaydate: 2020-12-14 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: 10 Ways to Build Student Relationships in Online Environments
Body:
Paulino Brener shares his online teaching experience as a Spanish teacher with Ditch That TextBook. He offers 10 tips for building student relationships in an online enviornment, tips that are especially critical given the reality of the COVID-19 Pandemic.
Source: Ditchthattextbook
Inputdate: 2020-11-17 09:12:03
Lastmodifieddate: 2020-11-23 04:24:53
Expdate:
Publishdate: 2020-11-23 02:15:02
Displaydate: 2020-11-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
