Contents
Content Type: 1
Title: Yup’ik Engineers Team Up to Build apps for Yugtun Language Learning
Body:
This article features the work of two Yup'ik engineers and their collaboration to build a Yugtun language learning app. The overarching goal of the developers is to share the Yugtun language and to build its prevalence in digital spheres such as the internet.
Source: ktoo.org
Inputdate: 2021-04-16 03:40:56
Lastmodifieddate: 2021-05-03 11:05:33
Expdate:
Publishdate: 2021-05-03 09:15:02
Displaydate: 2021-05-03 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: CERCLL Project Webinars in Spring/Summer 2021
Body:
The Center for Educational Resources in Culture, Language, and Literacy (CERCLL) will be hosting a series of online webniars from April 21 to June 19. The webinars will support language educators it utlizing CERCLL resources in their classrooms. The webinars are free. Please visit the site for registration information.
Source: Center for Educational Resources in Culture, Language and Literacy
Inputdate: 2021-04-16 03:46:01
Lastmodifieddate: 2021-05-03 11:05:33
Expdate: 2021-06-19 00:00:00
Publishdate: 2021-05-03 09:15:02
Displaydate: 2021-05-03 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: Summarizing What You Heard
Body:
This activity was designed for learners of all proficiency levels. In this activity, learners will practice the listening strategy of summarizing what they heard in order to demonstrate understanding.
Learning Outcomes:
Learners will be able to:
- Demonstrate understanding of an audio text through summary
- Compare and contrast understanding with a peer
Mode(s): Interpretive, Presentational
Materials: Summarize What You Heard Video, Yesterday’s News handout
Procedure:
- Introduce learners to the listening strategy of summarizing what they heard by showing them this video.
- Provide learners with an audio text that aligns with curricular needs. For example, if delivering a unit on global issues, educators might select an audio text of a persuasive or political speech related to a core topic (e.g., global warming, immigration, or specific legislation). As they listen, ask learners to make notes using this handout. The handout walks learners through the Yesterday's News literacy strategy.
- After listening, ask learners to write a news article about what they heard on the handout. It is a good idea to review structural and rhetorical devices that are typical of news articles (e.g., title, date, and byline) at this juncture.
- Next, learners will swap their articles with a peer. They will compare and contrast their understanding on using the handout as a guide.
- Debrief with the group by discussing the discrepancies learners discovered when comparing and contrasting their news articles. Clarify any misunderstandings collaboratively.
Notes:
- Step 2 can be easily scaffolded by slowing the playback speed or allowing multiple opportunities to listen to the text.
Source: CASLS
Inputdate: 2021-04-19 15:11:16
Lastmodifieddate: 2021-04-26 11:00:15
Expdate:
Publishdate: 2021-04-26 09:15:03
Displaydate: 2021-04-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 3
Title: CASLS InterCom: April 26, 2021
Body:
This week, we feature the listening strategy of summarizing what you heard. This strategy is useful for all levels 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 practice summarizing what they heard via the Yesterday’s News literacy strategy.
- Check out this Discovery Education blog post for more information about the Yesterday's News literacy strategy.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2021-04-19 15:20:17
Lastmodifieddate: 2021-04-26 11:00:15
Expdate:
Publishdate: 2021-04-26 09:15:03
Displaydate: 2021-04-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Posters: Heritage Spanish Workshop 2021
Body:
The Texas Coalition for Heritage Spanish (TeCHS), sponsored by the Center for Open Educational Resources and Language Learning (COERLL), is holding their annual Heritage Spanish summer workshop. This call for posters invites grduate students, teachers, and researchers to present on Heritage Spanish research or pedagogy. The proposal submission deadline is May 17, 2021.
Source: The Texas Coalition for Heritage Spanish (TeCHS)
Inputdate: 2021-04-22 04:56:06
Lastmodifieddate: 2021-05-03 11:05:33
Expdate: 2021-05-17 00:00:00
Publishdate: 2021-05-03 09:15:02
Displaydate: 2021-05-03 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Chinese Input Methods: A Guide for Second Language Learners
Body:
From: https://www.hackingchinese.com/chinese-input-methods-a-guide-for-second-language-learners/
This Hacking Chinese article provides step-by-step instructions for typing Chinese characters. Designed for second language learners, it provides an overview of several methods incuding phonetic typing and non-phonetic typing.
Visit: https://www.hackingchinese.com/chinese-input-methods-a-guide-for-second-language-learners/
Source: Hacking Chinese
Inputdate: 2021-04-26 07:45:50
Lastmodifieddate: 2021-05-03 11:05:33
Expdate:
Publishdate: 2021-05-03 09:15:02
Displaydate: 2021-05-03 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Critical Thinking Activity with ELL learners
Body:
This blog post discusses how to implement critial thinking dialogues with ELL students. The article includes examples of how to scaffold said dialogues with learners.
Source: Larry Ferlazzo
Inputdate: 2021-04-26 07:49:09
Lastmodifieddate: 2021-05-03 11:05:33
Expdate:
Publishdate: 2021-05-03 09:15:02
Displaydate: 2021-05-03 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Best Practices for Hybrid Learning
Body:
Owl Labs offers a downloadable checklist and guide that illuminates best practices for hybrid learning. While not specific to language learning, the resources offers a number of relevant tips for language teaching and learning.
Source: Owl Labs
Inputdate: 2021-04-28 17:29:46
Lastmodifieddate: 2021-07-19 10:57:27
Expdate:
Publishdate: 2021-07-19 09:15:03
Displaydate: 2021-07-19 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Literal Versus Interpretive Meaning in Japanese
Body:
This article offers insight into literal and implied meanings, or locutionary and illocutionary force, of utterances for Japanese language learners. The concept is introduced to the reader using English examples and is followed by examples in Japanese that learners are likely to encounter. The examples in this article are well-suited for learners at the novice-high to intermediate level on the ACTFL proficiency scale.
Source: Self Taught Japanese
Inputdate: 2021-04-28 17:34:16
Lastmodifieddate: 2021-06-28 10:55:09
Expdate:
Publishdate: 2021-06-28 09:15:03
Displaydate: 2021-06-28 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: Awareness: Recognizing Reactions
Body:
by Tigre Lusardi, CASLS Graduate Intern
This activity was designed to help learners recognize and understand an interlocutor’s reaction in a conversation in the target language. This skill falls in the Awareness quadrant of the IPIC (Intercultural, Pragmatic and Interactional Competence) Framework. This activity is appropriate for learners of all proficiency levels.
Learning outcomes:
Learners will be able to:
- Recall what they said to someone else.
- Recognize up to three verbal and/or non-verbal cues the person gave in response.
- Draw conclusions about how the person feels about what was said based on the cues.
Mode(s): Interpersonal
Materials: Awareness video, two copies of the awareness notes page, two short video clips in the target language that show a short conversation between two people (Example 1 in English, Example 2 in English)
Procedure:
- As a group, brainstorm situations in which learners tend to think about others’ responses to something they say. Possible answers could include “asking someone for a favor,” “offering an apology,” “asking for information,” and “ending a conversation.” Ask learners what cues exists to let them know how someone is reacting to what was said. Write learners’ responses on the board, or, in online courses, document responses on a Google Jamboard.
- Next, show learners the awareness video. After watching the video, ask learners to recall the three cues used to understand a response. Elicit from learners whether each cue is a verbal or non-verbal one.
- Provide learners with the awareness notes page and go over instructions. Show learners your first video clip, repeating more than once as necessary. Discuss answers as a group.
- Show learners your second video clip, repeating more than once as necessary. Divide learners into small groups to fill out another copy of the awarness notes page for this second video clip.
- Back in the whole group, elicit worksheet answers from each small group. Ask whether others agree with the answers given, or whether there were other possible interpretations of the clip.
- Ask learners, as a group, which of the three cues they find the most helpful to them in conversations, and why they think that is so. Ask learners to use examples from their own experiences.
Notes:
- Learners can fill out the worksheet by hand, on a computer, or can write their responses on a whiteboard function (eg. on Zoom).
- Learners can write their responses with words or can draw pictures on the worksheet, depending on their proficiency level and preferences.
Source: CASLS
Inputdate: 2021-04-29 14:57:47
Lastmodifieddate: 2021-05-03 11:05:33
Expdate:
Publishdate: 2021-05-03 09:15:02
Displaydate: 2021-05-03 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
