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Content Type: 4
Title: Introduction to Multimodal Communication
Body:
by Carla Consolini, UO Graduate Student
This activity was created for learners of all proficiency levels, though discussion may need to be supplemented by reflection in the L1 for learners at lower proficiency levels. The activity focuses on recognizing the meaning of an utterance in relation to the contextual information surrounding it and identifying how meaning is construed with information beyond the words used.
Learning Outcomes:
Learners will be able to:
- Identify how context impacts the meaning of utterances
- Create one example of an utterance in which meaning changes across contexts
Mode(s): Interpretive, Presentational
Materials: Multimodal communication video, a video example of an utterance, a sarcastic meme with the same utterance (see example), and a written conversation with the same utterance (see example)
Procedure:
- Introduce learners to the idea of multimodalities using the multimodal communication video.
- In pairs or groups of three, learners will consider examples of the meaning of a particular utterance. These examples are provided for “I’m fine” in English.
Ross is fine video (starting around 2:00 minutes)
A sarcastic meme with “I’m fine” (see example)
A written conversation between friends (see example)
- As a class, brainstorm the clues that let learners know each of the different meanings of the target utterance (e.g., "I'm fine."). What visual, aural, or spatial clues inform everyone’s understanding?
- In pairs or groups of three, ask learners to think of a different utterance and how they can craft a context to change the meaning of the utterance. They should draft or record examples in the two contexts: create a meme, record a conversation, transcribe an asynchronous chat, etc.
- Post the examples on the wall in a physical classroom or in a shared online space like Google Jamboard or Google Drawings in virtual classes.
- Learners will engage in a gallery walk and place stars (anonymously) on their three favorite examples.
- As a class, debrief the favorite examples. Unpack the clues that existed, beyond the actual words, to help convey differentiated meaning.
Notes:
In face-to-face classrooms, you may have to use a computer or tablet to share recorded examples. Learners can document if the recordings are their favorites by placing their stars on a piece of paper placed with the computer or tablet.
Source: CASLS
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Content Type: 3
Title: InterCom: January 11, 2021
Body:
As we mentioned last week, we are dedicating the first part of 2021 to the basics of language learning. This week, we are exploring why learning languages is relevant to the lives of all learners. Use this video to help learners get excited!
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' 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 will brainstorm ways in which they engage in each mode of communication as well as the related, relevant skills.
- To help reinvigorate students' passion for language learning, consider this ACTFL resource related to why language learning matters.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 4
Title: Why Learn a Language?
Body:
by Carla Consolini, UO Graduate Student
The purpose of this activity is to help learners think about the ways that language learning is relevant to their lives. It is ideal to complete this activity at the beginning of a school year, term, or program to reorient learners toward a purpose. For beginning learners, this activity is best completed in the L1.
Learning Outcomes:
Learners will be able to:
- Articulate at least two ways that language learning is relevant to their lives
Mode(s): Interpersonal
Materials: Butcher paper/posters and markers of various colors (face-to-face), Google Jamboard (online), why learn a language? video
Procedure:
- Create a physical space for writing (e.g., poster) or a digital space for writing (e.g. Google Jamboard with various slides) and write a single concept in the center of each space: Community, Change, Creativity, Culture, Communication, Identity, and Relationships. Make sure to leave enough space for a brainweb around each word.
- Round 1 of Museum/Gallery Walk: In groups of 3-4, ask learners to brainstorm what each word means to them. Provide one minute per poster/Jamboard slide, and ask that each group use a distinct assigned color. As they complete the activity, they may add new ideas or build off the ideas of other groups, but they may not repeat ideas. However, they may circle the ideas that are already written that they have as well. They may draw images or write words as they complete this step.
- Hold a brief (less than 5 minutes) discussion about learners’ answers. Ask for clarification and highlight the common threads and most unique points.
- Round 2 of Museum/Gallery Walk: In the same groups, ask learners to think about how each word relates to what they learn in school. They should consider each subject area.
- Debrief as a group. Ask learners to highlight their favorite ideas from the second round of the gallery walk. Debrief by discussing the connections among disciplines that learners considered.
- As a group, create a final brainweb about language learning. Ask learners to consider all the ways that it is relevant to their lives. Remind them that learning is about process, so they should not consider content alone, but rather skills they might develop along the way.
- Finally, ask learners to predict three ways in which language learning will help them in all domains of their lives. Then watch the why learn a language? video.
- To close, have learners write an exit ticket in which they identify the benefit of language learning that is most exciting to them.
Source: CASLS
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Content Type: 3
Title: InterCom: January 25, 2020
Body:
As we mentioned last week, we are dedicating the first part of 2021 to the basics of language learning. This week, we are providing an introduction to multimodal communication. Our goal is to help language learners consider how much is involved in communication outside of simple word meaning.
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 will brainstorm ways in which they engage in each mode of communication as well as the related, relevant skills.
- Check out this great blog post that provides a nice overview of multimodal communication. It is both a cool resources to support learners as they begin thinking about the many layers involved in meaning making and a nice tool for jumpstarting thinking about how to incorporate multimodalities into the classroom.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 1
Title: Best Practices for Globalizing the Community College Curriculum
Body:
From: https://cmes.arizona.edu/outreach/virtualconference2021
The University of Arizona Centers for Middle Eastern Studies (CMES) and Center for Latin American Studies (LAS) will be presenting a virtual workshop, "Globalizing the Community Curriculum," for community college educators on January 29-30, 2021. For registration details, please visit the site.
Visit: https://cmes.arizona.edu/outreach/virtualconference2021
Source: The University of Arizona
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Title: Tips for Live Lessons using Microsoft Teams
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From: https://www.youtube.com/watch?v=Bx2xrq0zx_g&feature=youtu.be
As part of her work with Microsoft Education Ireland, Karen Burke, science and math teacher, put together a video to share her experience with Microsoft Teams. These tips are not discipline-specific and cover many infrastructural and procedural needs, including where to find meeting recordings, file storage options, and how to track engagement. This resource is great for those teaching in a remote or hybrid instructional context.
Visit: https://www.youtube.com/watch?v=Bx2xrq0zx_g&feature=youtu.be
Source: Karen Burke
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Title: Tools to Support Online Teaching
Body:
From: https://toytheater.com/category/teacher-tools/
Toy Theater provides templates for manipulatives accross disciplines. While these manipulatives are in English, immersion teachers and other educators with an interdisciplinary focus may find them useful in terms of planning and brainstorming activities for learners.
Visit: https://toytheater.com/category/teacher-tools/
Source: Toy Theater
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Title: Yakama Linguist Honored for a Lifetime of Reviving Native Languages
Body:
Virginia Beavert, University of Oregon graduate and educator, has devoted her life to the preservation and revitalization of the indigenous languages of the Columbia River system. She recently received the Twanat Award in recognition of these efforts. To read more about her life's work and its impact, please visit the link.
Source: Yakima Herald
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Content Type: 1
Title: Tech Tools for the Language Classroom
Body:
Heidi Trude, French langauge teacher and SCOLT Teacher of the Year, shares different tech tools that she uses in her classroom in this blog post. Resources featured include Gimkit, Quizlet, Kahoot, Adobe Spark, and more.
Source: WeTeachLanguages
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Content Type: 1
Title: 4 Reasons to Learn a New Language
Body:
John McWhorter, a linguist and professor at Columbia University, shares four reasons to learn a language. As part of this TEDTalk, he discusses the present emphasis on English in various contexts worldwide (e.g., air traffic control) and makes a compelling case to continue to learn languages even if English is your first language.
Source: TEDTalk
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