Contents
Content Type: 1
Title: Internship Opportunity with IFLE
Body:
From: https://www2.ed.gov/about/offices/list/ope/iegps/internships.html
The International and Foreign Language Education Office Office is offering an unpaid internship for students interested in promoting world language education in the United States. Applicants must be currently enrolled in an educational institution to qualify.
Visit: https://www2.ed.gov/about/offices/list/ope/iegps/internships.html
Source: International Office of Foreign Language Education
Inputdate: 2021-05-12 09:09:41
Lastmodifieddate: 2021-05-31 10:53:37
Expdate:
Publishdate: 2021-05-31 09:15:03
Displaydate: 2021-05-31 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Online Professional Development Opportunities for French Teachers
Body:
From: http://fcnl.frenchculture.org/sent/show/e55f633ddc3182ee0e85e89cc2b62edf
The Educational Department of the French Embassy in the United States is excited to annouce a series of online professional development opportunities for French teachers. Numerous topics are covered in each session. See the site for more information.
Visit: http://fcnl.frenchculture.org/sent/show/e55f633ddc3182ee0e85e89cc2b62edf
Source: The Educational Department of the French Embassy in the US
Inputdate: 2021-05-12 09:13:34
Lastmodifieddate: 2021-05-17 10:57:25
Expdate:
Publishdate: 2021-05-17 09:15:04
Displaydate: 2021-05-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Youth Culture and Politics in the Middle East and Latin America
Body:
Join the Hagop Kevorkian Center for Near Eastern Studies and the Center for Latin American and Caribbean Studies at New York University to explore the history, politics, and literature of youth and childhood across the two regions. The semiar begins in July.
Source: New York University
Inputdate: 2021-05-12 09:21:06
Lastmodifieddate: 2021-05-31 10:53:37
Expdate: 2021-07-29 00:00:00
Publishdate: 2021-05-31 09:15:03
Displaydate: 2021-05-31 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Lesson Ideas and Tips for Language Teachers using Scratch, Minecraft and more!
Body:
Wesley Fryer, the author of Speed of Creativity, shares his materials on using Scratch, Minecraft, and other digital tools in the langauge classrooms. He discusses how those apps successfully engaged his learners and enhanced their learning experiences.
Source: Speed of Creativity
Inputdate: 2021-05-12 09:31:11
Lastmodifieddate: 2021-05-31 10:53:37
Expdate:
Publishdate: 2021-05-31 09:15:03
Displaydate: 2021-05-31 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: Knowledge: Small Talk
Body:
by Ellie Collins, CASLS Graduate Intern
This activity was designed for learners of all levels. It was created to help learners build their knowledge of small talk through observation. In this activity, learners will observe videos of small talk conversations, take notes on the words and phrases the interlocutors use, and consider how they could use this knowledge during small talk in their own target language.
Learning outcomes:
Learners will be able to:
- List 3-4 appropriate topics of conversation in small talk
- Identify 2-3 greetings and/or questions appropriate for small talk situations
Mode(s): Interpretive, Interpersonal
Materials:
Knowledge: Small talk video, 
Procedure:
- Ask learners what they think small talk means. Explain that small talk is a type of conversation used to express friendliness or politeness without exchanging important information.
- Ask learners why knowledge of small talk in the target language is, or is not, important.
- As a group, watch this video about building the requisite knowledge to participate in small talk. Tell learners that the group will now be practicing observing small talk to build knowledge.
- For the whole group, play a video clip of small talk in the target language. Ask learners to pay attention to the body language of the interlocutors and document their notes on this handout. After the video, have learners share one thing they noticed about body language from the video. Some answers may include physical distance between interlocutors, gestures, and facial expressions. Note: In some languages and communities, an absence of small talk might also be noteworthy and warrant observation.
- Then, play the video a second time. This time, ask learners to write three or four phrases that the interlocutors use in the video on the handout. These phrases could include greetings, questions, and other expressions used during small talk.
- Finally, play the video clip a third time. Ask learners to write down three or four topics of conversation that were covered in the video clip on the handout. Some answers might include well-being, information about the location, or information about the weather.
- Place learners in groups of three-four people. In groups, ask learners to share the topics of conversation and phrases that they wrote down from the video. Ask learners to highlight any phrases or topics they think that they could use during small talk in the target language.
- As a group, create a list of greetings, phrases, and appropriate topics that learners can use to make small talk. Refer to this list when practicing small talk in the target language.
Notes:
- If technology is not available to play video clips, transcripts can be used. Many YouTube videos have transcripts linked.
Source: CASLS
Inputdate: 2021-05-13 19:01:09
Lastmodifieddate: 2021-05-17 10:57:25
Expdate:
Publishdate: 2021-05-17 09:15:04
Displaydate: 2021-05-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 2
Title: Annual InterCom Survey
Body:
It's that time of year again! We know that educators have faced a plethora of new needs and challenges over the past year. As such, we have worked diligently to make InterCom as useful as possible. We would love to hear what you think of the changes. Please complete this two-minute survey by the end of May to give your input!
Source: CASLS
Inputdate: 2021-05-13 19:05:14
Lastmodifieddate: 2021-05-17 10:57:25
Expdate:
Publishdate: 2021-05-17 09:15:04
Displaydate: 2021-05-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 3
Title: InterCom: May 17, 2021
Body:
This week, we continue our focus on pragmatics, or the way people communicate beyond word meaning alone. This week’s activity and video provide learners with tips for building their knowledge of the words, phrases, questions, and gestures needed in small talk. Many thanks to CASLS Graduate Intern Ellie Collins for her work in developing this week’s supports!
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 examine video clips and take notes on phrases, topics, and gestures that are common in small talk in the target language.
- Join us for InterCom Live! on Monday and share your ideas for building learners' knowledge of small talk!
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2021-05-13 19:22:45
Lastmodifieddate: 2021-05-17 10:57:25
Expdate:
Publishdate: 2021-05-17 09:15:04
Displaydate: 2021-05-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: ESL Teachers' Survey
Body:
I’m looking for ESL/EFL teachers to complete a brief survey about how they teach pragmatic interactions, such as apologies, invitations, and refusals. This survey will guide the development of supplemental teaching materials for the ESL/EFL classroom as a part of a Master’s project in Language Teaching Studies at the University of Oregon.
What works or doesn’t work for you? What would you need to teach these interactions more easily or successfully? I’d like to know so that I can create materials to help you do just that!
This survey will take 5-10 minutes to complete. Please find the survey
here: https://forms.gle/7BieJgJ7gHyU2jVz9
Thank you for your participation!
Tigre Lusardi, CASLS Graduate Intern
Source: Tigre Lusardi, CASLS Graduate Intern
Inputdate: 2021-05-17 05:46:22
Lastmodifieddate: 2021-05-17 10:57:25
Expdate:
Publishdate: 2021-05-17 09:15:04
Displaydate: 2021-05-17 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: Backchanneling and Subjectivity
Body:
by Miranda Burrows, UO Language Teaching Specialization Program Graduate Student
This activity is designed for explicit pragmatic instruction for learners that are unfamiliar with backchanneling as an indicator of active listening. It also allows learners to develop their subjectivity skills, or their ability to articulate their language and communication choices.
Learning outcomes:
Learners will be able to:
- Define backchanneling and give examples in learners' first language and in the target language.
- Observe a conversation and indicate when a backchannel has occurred.
- Explain their own choices of whether to engage in backchanneling or not.
Mode(s): Interperetive, Interpersonal
Materials: Backchanneling video
Procedure:
- Ask learners to reflect on a time when they wanted to indicate they were listening without interrupting the flow of another person’s storytelling.
- Play the backchanneling video. At its close, ask learners to identify additional strategies they have used for backchanneling. Also, ask them to discuss (1) when they would use a backchannel and (2) when they feel that they would not like to engage in backchanneling. Support them in discussing the implications of those choices (e.g., not creating the appearance of active listening).
- The teacher and a student volunteer will role play active listening in front of the group. The student will start telling a story and speak for about a minute, and then the teacher will model both nonverbal and verbal cues, or backchannels, to indicate they are actively engaged in listening. Before the role play conversation starts, ask learners to raise a finger when they notice the teacher using a backchannel.
- Next, ask learners to pick a topic based on the content you have covered in class so far. Ask Partner A to share a story related to the topic for up to a minute. Ask Partner B to pick three different backchannels to try out while Partner A is speaking. Then, ask the partners to switch roles.
- Ask learners to reflect on the conversation with their partners. They should discuss (1) why they chose particular backchannels and (2) what they found to be their favorite backchannel.
- As an exit ticket, have learners draw a picture or write out a definition of backchanneling and explain how they could use backchannels in the future and why.
Notes:
- It may be beneficial to create and post a list of backchannels as learners engage in Step 3. This step may also be supplemented with observation of target-language texts.
Source: CASLS
Inputdate: 2021-05-21 21:54:48
Lastmodifieddate: 2021-05-24 10:56:13
Expdate:
Publishdate: 2021-05-24 09:15:04
Displaydate: 2021-05-24 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 3
Title: InterCom: May 24, 2021
Body:
This week, we continue our focus on pragmatics, or the way people communicate and interpret meaning. This week’s activity and video provide learners with information about the practice of backchanneling during communication as well as some tips for considering subjectivity in language learning.
We would like to extend a special thanks to Miranda Burrows, UO Language Teaching Specialization Program Graduate Student, for her role in creating the video and activity this week!
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 using backchannels and articulating their communication choices.
- Check out this resource from the Center for Open Educational Resources and Language Learning to get more ideas related to teaching pragmatics.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2021-05-21 22:19:03
Lastmodifieddate: 2021-05-24 10:56:13
Expdate:
Publishdate: 2021-05-24 09:15:04
Displaydate: 2021-05-24 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
