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Content Type: 1
Title: Call for Proposals: Intercultural Competence Conference
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The Center for Educational Resources in Culture, Language and Literacy (CERCLL) is organizing a hybrid Intercultural Competence Conference January 22-27, 2022 in Tucson, Arizona. The deadline for submitting proposal is June 4, 2021. For the conference themes, proposal submission requirements, and more details related to the conference, please visit the link.
Source: The Center for Educational Resources in Culture, Language and Literacy (CERCLL)
Inputdate: 2021-01-29 08:12:10
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Content Type: 1
Title: 10 Ways to Tackle Linguistic Bias in Our Classrooms
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Catherine Savini is an English professor who works at a university writing center. In this advice column, she reflects on her experience working with numerous students who use Black Vernacular English (BVE) in their writing. Specifically, she provides ten tips for embracing linguistic diversity and for combating linguistic prejudice on campus.
Source: Inside Higher Ed
Inputdate: 2021-01-31 03:24:00
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Content Type: 1
Title: Art and Craft Activities for Chinese New Year
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From: https://chalkacademy.com/chinese-new-year-crafts-activities-kids/
Chinese New Year is coming up! Chalk Academy shares twenty art and craft activities related to the Chinese New Year. These simple, fun activities can be completed at home or in classrooms.
Visit: https://chalkacademy.com/chinese-new-year-crafts-activities-kids/
Source: Chalk Academy
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Content Type: 1
Title: Podcast about Intercultural Communication
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Source: University of Pennsylvania
Inputdate: 2021-02-02 13:40:36
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Content Type: 1
Title: THRIVE Webinar: Is Hindsight 2020?
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From: https://zoom.us/meeting/register/tJcpdeqprj4tHt24iRFN5-kxf4PjqOWbhKsu
The Center for Urban Language Teaching and Research (CULTR) invites all language teachers to join a Zoom meeting hosted by Meredith White, Foreign Language Association of Georgia (FLAG) Teacher of the Year. The purpose of this meeting is for educators to discuss their struggles and successes in the profession. The meeting will be held on February 24, 2021 at 7:00pm Eastern.
Visit: https://zoom.us/meeting/register/tJcpdeqprj4tHt24iRFN5-kxf4PjqOWbhKsu
Source: The Center for Urban Language Teaching and Research (CULTR)
Inputdate: 2021-02-03 03:50:58
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Content Type: 4
Title: Goal Setting at the Novice Level
Body:
This activity was created for Novice language learners. Its purpose is to help learners understand the variety of ways in which Novice learners can communicate. These considerations will result in personal goal setting.
Learning Outcomes:
Learners will be able to:
- Demonstrate understanding of the ways in which beginning language learners are able to communicate
- Set one personal goal
- Reflect on progress for one personal goal
Mode(s): All
Materials: Novice overview video, SMART goal template
Procedure:
- Provide learners with a brief description of the Novice proficiency level (or the corresponding description from the framework that you use in your classroom).
- Ask learners to brainstorm important descriptors of beginning communication. For example, they might mention memorized language, lists of words, single words, short phrases, or predictable or supported utterances.
- Ask learners to think of three ways that they use language in their real lives that involve Novice proficiency levels. They may mention filling out personal information on a form, reading photo captions, asking questions about events at school, or making lists when planning a party.
- Have learners watch the Novice overview video to verify their predictions and to add to the list of ways that new language learners can communicate.
- Learners will consider the various ways to communicate that were discussed in class and will write one personal goal. The goal will be documented using the SMART goal template.
- Once a week for a month or so, ask learners to write a brief reflection on their progress toward the goal. In these reflections, they should 1) document their progress (for example, using photos of their work); 2) evaluate how well they are performing; and 3) identify next steps.
Source: CASLS
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Content Type: 3
Title: InterCom: February 8, 2021
Body:
This week, we continue our exploration of the basics of language learning by providing an overview of the many ways in which Novice language learners can communicate. The resources we cover this week are especially useful for new 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 many language functions that are accessible to beginning learners and set goals for themselves.
- This article provides some great visual supports for scaffolding communication with Novice learners.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2021-02-04 16:11:45
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Content Type: 5
Title: New LFO Export Feature
Body:
LinguaFolio Online now includes an export feature!
This feature allows learners to extend their portfolio use in a variety of ways. For example, learners can save all their evidence to a local drive for future use and reference. They are also able to export selected samples to share with others, such as university admissions counselors, administrators, parents, or employers.
Click here to access the portfolio export tutorial, and be sure to check out our other free resources at LFO Network.
LinguaFolio Online is an e-portfolio offered by the Center for Applied Second Language Studies (CASLS). To gain access, you must first register.
Source: CASLS
Inputdate: 2021-02-05 14:52:36
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Content Type: 1
Title: Scholarship Opportunity for K-12 Language Teachers in Minnesota
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From: https://docs.google.com/forms/d/e/1FAIpQLSeAWnEnnYY7UTVQ7ux5MzIhcUMj0y0ts73hxGH5-OYSOjYYjw/viewform
The Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota is partnering with the Minnesota Department of Education and the Minnesota Council on the Teaching of Languages and Cultures to offer scholarships for K-12 language teachers wanting to attend CARLA's summer institutes. Selection criteria and procedures are posted within the application.
Visit: https://docs.google.com/forms/d/e/1FAIpQLSeAWnEnnYY7UTVQ7ux5MzIhcUMj0y0ts73hxGH5-OYSOjYYjw/viewform
Source: Center for Advanced Research on Language Acquisition (CARLA)
Inputdate: 2021-02-07 15:27:25
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Expdate: 2021-03-26 00:00:00
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Content Type: 4
Title: Word Walls for Intermediate Learners
Body:
This activity was created for Intermediate language learners. It engages learners in brainstorming Advanced descriptors with the goal of supporting their development into Advanced communicators.
Learning Outcomes:
Learners will be able to:
- Brainstorm nuanced and specific descriptors
- Implement nuanced and specific descriptors in communication
Mode(s): All
Materials: Intermediate overview video, word wall
Procedure:
- Ask learners to watch the Intermediate overview video.
- Engage in a brief classroom discussion regarding how to get over the Intermediate hump. Mention employing nuanced and specific language.
- Divide learners into three groups. Provide one group with the word interesting, one group with the word good, and one group with the word bad. Then, ask learners to brainstorm more advanced words for each descriptor (e.g., heavenly, helpful, or exemplary for good).
- Groups will share their lists to make a classroom “wall” (physical or digital) of meaningful descriptors.
- Ask learners to review a previous work sample (e.g., a writing prompt or a recording) from class. They will rewrite it or re-record it with more advanced descriptors by using the word wall.
- In future revisions of written, spoken, or signed language, include a step in which learners evaluate the quality of their descriptors.
Notes:
- In Step 3, allow learners to look up words in the target language that they do not already know.
Source: CASLS
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