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Content Type: 1
Title: A Better Breakout Room Experience for Students
Body:
From: https://www.edutopia.org/article/better-breakout-room-experience-students
Edutopia shares five strategies on how to create engaging virtual breakout rooms for secondary students. Each discussion involves the author's approach to implementation. While some approaches may not be appropriate for all contexts, these strategies are a great starting place for educators considering how to increase engagement in their own online classrooms.
Visit: https://www.edutopia.org/article/better-breakout-room-experience-students
Source: Edutopia
Inputdate: 2021-03-03 09:44:47
Lastmodifieddate: 2021-03-15 11:27:52
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Publishdate: 2021-03-15 09:15:02
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Content Type: 1
Title: From Google Docs to Audio Books
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From: https://blog.tcea.org/from-google-docs-to-audio-book/
Tech Notes shows step-by-step instructions on how to transfer a Google document to an audio book file. Learners may follow these steps as they create content in the target language.
Visit: https://blog.tcea.org/from-google-docs-to-audio-book/
Source: Tech Notes
Inputdate: 2021-03-03 09:49:31
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Content Type: 1
Title: Choosing the Right Tech for the Right Task
Body:
Dr. Henshaw from University of Illinois, Urbana-Champaign shares her thoughts, experinces, and criteria on selecting technological tools to incorporate in her learning tasks. Specifically, she provides guiding questions to evaluate tools and discusses five tools that she utilizes in her own practice.
Source: The FLTMag
Inputdate: 2021-03-03 18:38:15
Lastmodifieddate: 2021-03-15 11:27:52
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Publishdate: 2021-03-15 09:15:02
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Content Type: 1
Title: Workshop on Incorporating Business Concepts in World Languages Instruction
Body:
From: https://nalrc.indiana.edu/prof-dev/business-in-language1.html
The National African Langauge Resource Center (NALRC), in collaboration with Indiana University, Bloomington's Center for International Business Education Research, will be hosting a week-long workshop on incorporating business concepts into world langauge classrooms. The workshop will be held virtually from May 24-28, 2021. K-16 applicants are welcome to apply. Selected participants will be able to create classroom materials. Visit the link for application.
Visit:https://nalrc.indiana.edu/prof-dev/business-in-language1.html
Source: National African Language Resource Center and Indiana University, Bloomington’s Center for International Business Education Research
Inputdate: 2021-03-03 18:47:11
Lastmodifieddate: 2021-03-08 12:01:42
Expdate: 2021-03-15 00:00:00
Publishdate: 2021-03-08 10:15:01
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Content Type: 1
Title: 5 Activities for More Engaging Synchronous Online Language Classes
Body:
From: https://kstatespanish.wordpress.com/2021/03/03/5-activities-for-synchronous-classes/
In this post, the Spanish faculty at Kansas State University shares their favorite activities for inspiring engagement in synchronous Spanish classes. Each activity type includes a detailed introduction and resource examples.
Visit: https://kstatespanish.wordpress.com/2021/03/03/5-activities-for-synchronous-classes/
Source: Kansas State University
Inputdate: 2021-03-03 18:54:36
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Content Type: 4
Title: Needs-based Goal Setting
Body:
The purpose of this activity is to guide learners in setting a personal language learning goal related to their needs.
Learning Outcome:
Learners will be able to:
- Set a goal based on their needs
- Brainstorm language knowledge needed to achieve that goal
- Refine knowledge needed to achieve the goal
Mode(s): Any
Materials: needs-based goal setting video, needs-based goal setting handout
Procedure:
- Watch the needs-based goal setting video as a class.
- Ask learners to brainstorm needs-based goals in the target language. Then, select a goal that is appropriate to the learning context. For example, for learners with access to the target-language speaking community, it may be important to learn about greeting sequences. For advanced learners working in community outreach, it may be important to learn how to construct an informational campaign about where to access a specific resource.
- Provide learners with the needs-based goal setting handout. Ask them to individually brainstorm grammar, vocabulary, and cultural knowledge that they may need to realize the goal.
- As a class, discuss what learners brainstormed. Provide learners the feedback required to complete Step 3 of the handout.
- Ask learners to complete Step 4 of the handout, a step in which they will refine and update the knowledge they have brainstormed that they need to complete their goal.
Notes:
- In terms of critical modeling, it is a good idea to only use one example goal as a class the first time this activity is completed. However, subsequent iterations of the activity may involve learners grouping by goals or even individual learners completing the handout on their own.
Source: CASLS
Inputdate: 2021-03-04 04:23:00
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Content Type: 3
Title: InterCom: March 8, 2021
Body:
This week, we continue our focus on strategies and approaches to language learning that are especially helpful for learners of less commonly taught languages. This week, we explore needs-based goal setting.
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 set language learning goals based on their needs.
- Consider helping learners write their own SMART goals. This article has great examples of SMART goals for language learners.
- Explore some of the empirical evidence that exists related to goal setting in world languages. These publications about LinguaFolio®, a language learning portfolio (click here for more information or check out LinguaFolio Online), are available from the University of Nebraska, Lincoln's digital commons:
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2021-03-04 04:46:43
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Publishdate: 2021-03-08 10:15:01
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Content Type: 1
Title: Exploring Transformative Principles in the Quest for Racial Justice
Body:
From: https://bigquestions.institute/racial-literacy-wkshp/
The Big Questions Institute is offering a workshop on transformative principles for promoting racial justice in schools from April 9-10, 2021. More details related to the topics covered, speakers, and registration can be found by following the link.
Visit: https://bigquestions.institute/racial-literacy-wkshp/
Source: Big Questions Institute
Inputdate: 2021-03-10 23:32:19
Lastmodifieddate: 2021-03-22 11:17:41
Expdate: 2021-04-10 00:00:00
Publishdate: 2021-03-22 09:15:04
Displaydate: 2021-03-22 00:00:00
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Content Type: 1
Title: Honouring Indigenous Writers on Wikipedia
Body:
From: https://en.wikipedia.org/wiki/Wikipedia:Meetup/HonouringIndigenousWriters/UBC_2021/Schedule
The University of British Colombia is hosting an edit-a-thon for enriching the information about indigenous writers on Wikipedia. Each week, there will be an hour-long workshop related to editing, building online community, and learning about indigenous authors. For more details about the event, please visit the link.
Visit: https://en.wikipedia.org/wiki/Wikipedia:Meetup/HonouringIndigenousWriters/UBC_2021/Schedule
Source: BC Campus
Inputdate: 2021-03-10 23:40:41
Lastmodifieddate: 2021-03-22 11:17:41
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Publishdate: 2021-03-22 09:15:04
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Content Type: 4
Title: Connecting Sounds to Written Language
Body:
The purpose of this activity is to engage learners in connecting written language to sounds. While useful for all learners, educators may find it particularly useful for beginning language learners as well as learners of a writing system that is distinct from that of their L1. It is also a beneficial activity for exploring regional differences in pronunciation.
Learning Outcomes:
The learner will be able to:
- Read along with a spoken text
- Identify regional variations in pronunciation in the target language and/or identify patterns in written language systems
Materials: connecting sounds to written language video, two short audio samples in the target language with accompanying transcripts
Procedure:
- Introduce the reading/listening strategy of reading along with a transcript to draw connections between spoken and written language by showing learners this video.
- Explain to learners that they will practice the strategy themselves. For learners of a language with a different writing system than their L1, you may want them to focus on understanding how a single letter or character can be written in different ways. For other learners, you may want them to focus on regional variances in pronunciation or pronunciation more broadly.
- Play a short (see note below) audio sample in the target language. Learners will highlight or underline their transcripts as they read along the first time. If they have difficulty keeping up, slow the audio sample down and let them listen another time.
- Play the audio sample again. This time, ask learners to mark anything that surprises them with a star. They may notice that the way a letter or character seems to be written is different than what they are expecting or that a consonant or vowel is pronounced differently than what they thought would be the case.
- Discuss what learners noticed as a group.
- Repeat Steps 3-5 with another short audio sample and transcript. Depending on the language, you may want to provide the transcript written in a different way than the first transcript. Alternatively, you may want to provide an audio sample that features distinct regional variances in pronunciation.
Notes:
- The length of the audio sample may correspond to the proficiency level of learners. For Novice learners, you may want to select a 30-second sample, and for Advanced learners, you may find that 2-3 minute samples are more appropriate.
Source: CASLS
Inputdate: 2021-03-11 14:45:42
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