Contents
Content Type: 2
Title: Join Us This Summer: Meaningful Portfolio Implementation
Body:
Join CASLS Director Julie Sykes and CASLS Assistant Director Stephanie Knight in Meaningful Portfolio Implementation: Using Goal Setting, Reflection, and Thinking Routines to Enhance Student Proficiency.
June 28–July 30, 2021
Asynchronous 5-week online summer institute with synchronous components
Goal setting and reflective practices are critical components of improved outcomes in world language classrooms. In the first part of this institute, participants will examine the reflective cycle developed by the National Council of State Supervisors for Languages (NCSSFL), empirical findings related to goal setting and language portfolio use, and a series of practical approaches to implementing reflective practice in the classroom. Next, participants will experience, examine, and design their own learning scenarios that yield higher-order cognitive and social engagement for learners. They will then draw explicit connections between these scenarios and language portfolio use.
Visit: https://carla.umn.edu/institutes/2021/portfolios.html
Source: CASLS
Inputdate: 2021-05-25 13:15:38
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: Metapragmatic Communication: Stating One's Intentions and Asking for Clarification
Body:
by Ellie Collins, CASLS Graduate Intern
This activity was created to help learners develop and practice metapragmatic strategies including stating their intentions and asking for clarification. Additionally, learners will demonstrate their explicit pragmatic knowledge and explain language functions (e.g. greetings or apologies) to their peers. This activity can be conducted completely in the L2 for Intermediate High and Advanced learners. It may require L1 scaffolding for less proficient learners.
Learning outcomes:
Learners will be able to:
- State the intentions of their speech act functions.
- Ask for feedback about their delivery of pragmatic functions.
- Provide basic feedback to peers about their delivery of pragmatic functions.
Mode(s): Interpersonal
Materials: Metapragmatic communication video
Procedure:
- First, watch the metapragmatic communication video as a group.
- Next, place learners in groups of three to four people and ask them to brainstorm methods of communicating their conversation preferences or intentions in the target language related to a specific function already covered in class (e.g., apologizing, greeting, or making requests). Ideas may include asking how to perform a pragmatic function (i.e. what words to say), specifying one’s communicative preferences, and asking interlocutors to clarify their choices.
- As a group, ask learners to share strategies that they brainstormed in small groups. Make a list of phrases that can be used to ask for feedback from other speakers during a conversation. It may be helpful to divide these phrases into phrases for stating intentions, phrases for stating their own preferences, and phrases for asking for clarification of a fellow interlocutor’s choices.
- Ask learners to work in pairs.Each pair will practice the brainstormed metapragmatic phrases in the target language with functions they are familiar with (ideally the functions mentioned in Step 2). At this step, one learner will state their intention, practice the pragmatic function, and, if needed, ask for clarification. Their partner will provide feedback on their delivery of the function. For example, one learner can say “I would like to ask to borrow your car, but I am not sure how.” Depending on the language, their partner might respond, “That is a big request, so you should explain why you need it. Try ‘Can I ask you a favor? I need to travel for an appointment…’”
- As pairs are working, provide feedback and information as necessary. Encourage learners to ask peers and instructor(s) for clarification.
- After this activity, ask learners to reflect on their experience using these guiding questions:
- Were you comfortable stating your intentions before speaking? Why or why not?
- Would you use these strategies when speaking to others in the target language?
- Finally, discuss with learners about reacting to feedback and how these language norms might change between individuals. As a group discuss the following questions:
- Do you think every speaker performs language functions the same way?
- Do you think you should apply all feedback you receive from interlocutors to your own language choices? Why or why not?
- How might individual conversation preferences differ?
- What is one way you can explain your conversation preferences to other speakers?
Notes:
- Novice to intermediate-mid learners need extra support, they can use both their L1 and the target language to practice explaining their intentions and asking for clarification.
- If your learners need more understanding of the language function targeted in Step 2, provide some target language examples and work together to identify sociocultural norms in the target language (e.g. issuing an invitation at least three times in Spanish or explaining requests when they are big asks in a variety of languages).
- If you have need addition resources related to the functions in the target language selected for Step 2, you may wish to access one of the following websites:
Source: CASLS
Inputdate: 2021-05-26 13:48:05
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: 3
Title: InterCom: May 31, 2021
Body:
Happy Memorial Day to all who celebrate!
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 engaging in metapragmatic communication, or communicating about communicative preferences and intentions during conversation. Thank you 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 practice explaining their communicative preferences and intentions with fellow speakers.
- Check out some more resources related to pragmatics:
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2021-05-26 13:58:54
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: Using Digital Tools to Practice Pronuncation
Body:
by Rebekah Lloyd, CASLS Graduate Intern
This activity was designed for learners of all levels. It was created to help learners incorporate digital tools into their pronunciation practice and encourage them to engage with the language in new ways while practicing difficult words and improving their Presentational and Interpersonal communication
Learning outcomes:
Learners will be able to:
- Practice pronunciation using digital voice recognition apps or online voice recognition software
- Improve pronunciation intelligibility with feedback from app
Mode(s): Interpersonal, Presentational
Materials: Using Digital Tools to Practice Pronunciation video, voice recognition software or app
Procedure:
- Ask the students if they have ever used a voice recognition software to help them learn a new language. Have the students all use a voice recognition app or device of their choice. They can also use the microphone capability on the text application on their phones.
- Introduce the process of incorporating digital tools into pronunciation practice by watching this video.
- Ask the learners to brainstorm a list of words they find especially hard to pronounce. You may wish to have a few words pre-selected that you have noticed your learners struggle with. You can include words with prefixes, infixes, or suffixes, but if the student’s words don’t have these elements, they can still be practiced by breaking the word down into syllables. Write the words on the board or type them onto a projected screen.
- Select a word from the list and demonstrate on the whiteboard or projected screen how to divide the word into prefixes/suffixes/infixes from the root word. Example: ‘Disadvantaged’ becomes ‘advantaged’ when the prefix is removed. When the prefix and suffix is removed it becomes ‘advantage’.
- Divide the learners into groups of 2 or 3 and have them all speak the root word into their voice recognition software. Encourage peer feedback.
- Monitor the learners as they try to pronounce the word. Provide feedback as needed to help them produce the word accurately.
- When the majority of learners have been able to produce the root word so the app recognizes it at least a few times, have them begin to add the prefixes or suffixes back to the word. Have the students speak the entire word into the app and once again practice until students are able to produce the entire word so that the app recognizes it a few times.
- Ask learmer groups create an entire sentence using the selected word and say the entire sentence into the voice recognition app or software. See if they can produce the entire sentence clearly enough for the software to recognize.
- Repeat steps 4-7 with other words from the list as time allows.
Notes: Steps 5-7 can be completed with words with no prefixes, infixes or suffixes by breaking the words down into syllables and practicing the syllables individually and then combining the syllables back together after they are practiced separately.
Source: CASLS
Inputdate: 2021-06-04 23:37:29
Lastmodifieddate: 2021-06-07 10:59:57
Expdate:
Publishdate: 2021-06-07 09:15:04
Displaydate: 2021-06-07 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 3
Title: InterCom: June 7, 2021
Body:
This month, we offer learners explanations and modeling of a variety of speaking strategies. This week’s video and activity involve utilizing speech-to-text software to practice pronunciation.
We would like to extend a special thanks to Rebekah Lloyd, CASLS Graduate Intern, 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 explore pronouncing prefixes, suffixes, infixes, root words, and syllables by using speech-to-text software.
- Check out this blog post about ways to practice pronunciation in the target language.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2021-06-04 23:48:34
Lastmodifieddate: 2021-06-07 10:59:57
Expdate:
Publishdate: 2021-06-07 09:15:04
Displaydate: 2021-06-07 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Crescent Mood Cardboard Binoculars (Tutorial)
Body:
In this blog post, the author offers a step-by-step guide for creating Crescent Moon Cardboard Binoculars and resources to Arabic language connections. It will be useful for all levels to connect products with cultural practices, and especially insightful for young learners.
Source: ACraftyArab.com
Inputdate: 2021-06-05 00:13:09
Lastmodifieddate: 2021-06-07 10:59:57
Expdate:
Publishdate: 2021-06-07 09:15:04
Displaydate: 2021-06-07 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Dickinson Ancient Greek Workshop 2021: Against Neaira
Body:
From: https://blogs.dickinson.edu/dcc/2021/04/24/dickinson-ancient-greek-workshop-2021-against-neaira/
Dickinson College is offering a 5-day workshop in August for learners to improve their reading skills in Ancient Greek and their understandings of Ancient Greek culture. All experience levels are allowed, but a basic understanding of Ancient Greek grammar and core vocabulary is required.
From: https://blogs.dickinson.edu/dcc/2021/04/24/dickinson-ancient-greek-workshop-2021-against-neaira/
Source: Dickenson College
Inputdate: 2021-06-05 00:19:24
Lastmodifieddate: 2021-06-07 10:59:57
Expdate: 2021-08-09 00:00:00
Publishdate: 2021-06-07 09:15:04
Displaydate: 2021-06-07 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: FPF Report Outlines Opportunities to Mitigate the Privacy Risks of AR & VR Technologies
Body:
With the rising popularity of virtual reality (VR) and augmented reality (AR), practitioners and other stakeholders are expressing concerns related to privacy. The article shares a number of recommendations for how platforms, manufacturers, developers, experience providers, researchers, and policymakers should implement XR responsibly.
Source: Future of Privacy Forum
Inputdate: 2021-06-05 00:22:40
Lastmodifieddate: 2021-06-07 10:59:57
Expdate:
Publishdate: 2021-06-07 09:15:04
Displaydate: 2021-06-07 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Free Spring Printables in Spanish
Body:
From: https://www.spanishplayground.net/free-spring-printables-in-spanish/
Spanish Playground offers a new set of Spring Activities that are downloadable for use in face-to-face, hybrid, and online contexts. Activities include an Earth Day memory game, a Spring Poem, and syllable practice with Spring vocabulary. This resource will be especially useful for novice learners.
Visit: https://www.spanishplayground.net/free-spring-printables-in-spanish/
Source: Spanish Playground
Inputdate: 2021-06-05 00:25:57
Lastmodifieddate: 2021-06-07 10:59:57
Expdate:
Publishdate: 2021-06-07 09:15:04
Displaydate: 2021-06-07 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: An Aimsir Láithreach: The Present Tense
Body:
This blog covers a wide variety of topics surrounding Irish language and culture. This particular post narrows the focus to first- and second-person present-tense verbs. The author provides plenty of examples and uses the Irish terms for the grammar points. The post clearly explains the difference between root verbs and how the characteristics of the roots influence the way they are conjugated in the present tense.
Source: Irish Language Blog
Inputdate: 2021-06-05 00:28:44
Lastmodifieddate: 2021-06-07 10:59:57
Expdate:
Publishdate: 2021-06-07 09:15:04
Displaydate: 2021-06-07 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
