Contents

by TIgre Lusardi, CASLS Graduate Intern

This activity was designed to guide learners in using context clues to understand the meaning of an unknown word they encounter while speaking or signing. It was designed for learners of all proficiency levels. 

Learning outcomes:
Learners will be able to:

• Identify the context of the sentence, context of the subject of the conversation, and context of the relationship between speakers
• Brainstorm possible meanings for an unknown word using three kinds of contexts.

Mode(s): Interpersonal

Materials: Use Context to Guess Meaning: A Strategy for Speaking and Signing (video)

Procedure:

1. Ask learners to think of a conversation where someone said or signed a word they didn’t know. Ask them to explain the times in which they were able to explain what that word meant. 
2. Next, write an example sentence on the board, using a nonsense word or symbol for the word they’ll need to guess. For example, “I like to watch XXXX at the cinema,” where XXXX can mean movies or films. Ask them to guess the unknown word, and then ask them to explain what clues they used to make that guess. 
3. Next, show learners Use Context to Guess Meaning: A Strategy for Speaking and Signing. Ask learners to name the three types of contexts mentioned in the video (sentence meaning, topic of the conversation, and relationship between speakers). Write these three contexts on the board or in a shared digital collaboration space like jamboard.
4. As a group, have students compare their brainstormed strategies with the three contexts from the video. What similarities and differences do they see between their strategies and those from the video?
5. Next, divide learners into smaller groups and assign each group one of the three contexts. Ask learners to brainstorm at least three ideas for what information they would need to notice in their context to be able to guess the meaning of a new or unknown word. This could be, for example, other words or grammar features, intonation or gesture (for context of a sentence), what was said in a previous sentence or related topics (for context of the conversation), and what relationship the speakers have to each other and/or what they usually talk or sign about (for context of the relationship).
6. Have each small group present their brainstormed information to the larger group. As they present, tie their ideas back to the specific context they are working with. For example, you could point out the context of the sentence a learner has just said, the context of the brainstorm/presentations, and the context of relationship between learners and instructors, etc.
7. Ask learners to write a reflection of the following questions, based on the brainstorm from steps 5 and 6:

• When would you rely on other words or grammar features, intonation or gesture for clues about an unknown word?
• When would you use what was said in a previous sentence for clues about an unknown word?
• When would you use the relationship the speakers have to each other and/or what they usually talk or sign about for clues about an unknown word?

Notes:

• If more visual input is needed to support learners’ understanding of what the three contexts are, one could use the three situations used in the video to illustrate the three contexts. Show each of the three scenes and have learners use the scene for their context to guide their brainstorming during Step 4. 
• If using this video and activity for self study, the group brainstorming (Step 5) and answering reflection questions (Step 7) could be done on one’s own in a journaling format. 

This month, we offer learners explanations and modeling of a variety of speaking strategies. This week’s video and activity involve using context during conversation to predict meaning.

We would like to extend a special thanks to Tigre Lusardi, CASLS Graduate Intern, for his 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 context to predict meaning during conversation. 
• Check out this blog post about a variety of listening strategies that are related to this week’s topic. Of special note is that of learners guessing what they heard and then verifying those predictions.

Happy exploring! We are excited to continue engaging with you this week.

From: https://www.edutopia.org/article/too-much-focus-learning-loss-will-be-historic-mistake

Deficit-based labels used to rank schools, learners, and districts are a common result of standardized testing. However, they also have proven detrimental to growth and are capable of creating a self-fulfilling prophecy of underachievement. This article cautions educators against using standardized measures from the 2020-2021 school year to identify learners’ deficits and encourages educators to use them more effectively (i.e., as a tool to inform instruction in the upcoming school year). 

Visit: https://www.edutopia.org/article/too-much-focus-learning-loss-will-be-historic-mistake

From: https://linguistlist.org/issues/32/32-1402/?utm_source=dlvr.it&utm_medium=twitter

University of Groningen in the Netherlands is looking for Ph.D. applicants who are interested in the following research areas: Computational Linguistics, Discourse and Communication, Neurolinguistics and Language Development, and Theoretical and Empirical Linguistics. Accepted applicants will be offered funding to complete their study and research. For more details about applying to the program, please visit the site. 

Visit: https://linguistlist.org/issues/32/32-1402/?utm_source=dlvr.it&utm_medium=twitter

From: http://www.pblinthetl.com/2020/04/spanish-teacher-tiktok-ideas.html

This blog post provides ideas on how to utilize TikTok as part of project-based learning in L2 Spanish courses. The ideas include using audio and visual elements from videos to highlight key vocabulary or grammar, using videos to practice speaking and intonation, using videos to provide additional cultural information or context, and/or using TikTok features to have students lip sync to Spanish songs.

Visit: http://www.pblinthetl.com/2020/04/spanish-teacher-tiktok-ideas.html

From: https://www.npr.org/2021/05/04/993206109/comic-teaching-kids-to-make-art-out-of-what-you-have-in-the-pandemic

NPR has produced a special comic series that highlights the ways in which teachers are continuing to provide education during the pandemic. Episode 7 is the story of a first grade teacher who tells of how she supported her learners using available materials to create art. The teacher shares how she encouraged her learners to find the connections between art and remembering other concepts, like language and sounds. Learners were also introduced to text reconstruction, or the practice of drawing pictures while listening to a lecture or text. This strategy is a great study tool for language learners and can improve recall.

Visit: https://www.npr.org/2021/05/04/993206109/comic-teaching-kids-to-make-art-out-of-what-you-have-in-the-pandemic

From: https://www.fluentu.com/blog/german/german-listening-ultimate-guide/ 

In this blog post, FluentU provides five tips for boosting listening comprehension in German and lists six sourced resources (Including podcasts, music, videos, audibooks and radio stations) for increasing listening comprehension. Educators and learners of all languages may find inspiration from the sources and appreciate the listening tips provided.

Visit: https://www.fluentu.com/blog/german/german-listening-ultimate-guide/

• Ongoing Uncertainties: Reflections on a Turbulent Year: Thursday, July 1, from 10 am-12 pm ET
• Equity and Inclusion in the Face of Crisis: Thursday, July 8, from 10 am - 12 pm ET
• Government Support for Teachers: What Do We Have and What Do We Need?: Thursday, July 15, from 10 am - 12 pm ET
• Looking Ahead: The Role of Teachers in Recovery and Preparedness: Thursday, July 22, from 7-9pm ET

This activity was created for beginning language learners. It’s aim is to support learners to ask for input on pronunciation during conversations.

Learning Outcomes:
Learners will be able to: 

• Create lists of helpful questions to ask related to pronunciation
• Utilize questions related to pronunciation while speaking

Mode(s): Interpersonal

Materials: Get Input on Pronunciation video, word cards (see Step 5)

Procedure:

1.  Ask learners to brainstorm all of the reasons it might be difficult to learn how to pronounce words in a given language. Examples may include varied accents, regional dialects, and the existence of sounds in the L2 that do not exist in the L1.
2. Have learners watch the Get Input on Pronunciation video to verify their responses and add to the list they brainstormed in Step 1.
3. Ask learners to do a quick self-evaluation using the fist to five strategy on how comfortable they would be asking for input on pronunciation in a conversation. Allow learners to discuss their self-evaluations with the group.
4. Next, brainstorm a list of phrases related to asking for input on pronunciation that the group can reference (this list could be posted in a shared digital space, copied into notebooks, or posted on a wall). Learners may brainstorm questions like How do you pronounce _________?, Does ________ rhyme with __________?, Did I pronounce _________ in a way you could understand?, and Could you repeat _______ for me? 
5. Provide learners with cards with words in the target language (at least one word per card, per learner) that are either hard to pronounce or appear, when written, to rhyme. For learners of English, you might include word pairs like kite and knight, Penelope and envelope, enough and stuff, or even homophones like flower and flour. If they are unsure how to pronounce their words, allow them to access an online source like a dictionary or a YouTube video that highlights regional pronunciations of given words. You may also provide individual input related to the correct pronunciation.
6. Ask learners to find a partner with a different word. They should practice having a conversation about how to pronounce the words on the cards in the target language by using the list brainstormed in Step 4. This conversation should last no more than one minute, and at the end of the minute, learners should find another partner. Repeat up to five times.
7. Repeat Step 3 as a final reflection.

Notes:

• It is appropriate to hold learners accountable for all questions brainstormed in Step 4 as they can be memorized as chunks. Novice learners with some knowledge of syntax and the formation of interrogative statements should be able to brainstorm the list in the target language with minimal help from outside resources.
• Adapt Step 5 to include more language variety by providing words with different regional pronunciations and asking learners to understand the many ways a single word might be pronounced by L1 speakers of the language.

This month, we offer learners explanations and modeling of a variety of speaking strategies. This week’s video and activity involve asking for input related to pronunciation during a conversation.

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 self-evaluate their comfort related to asking for input on pronunciation during a conversation. They also brainstorm questions related to pronunciation to use during conversation and practice having conversations about pronunciation.
• Check out this Edutopia article about creating a classroom environment that encourages and supports speaking. What are your favorite strategies? Feel free to share by responding to this week’s InterCom Live post!

Happy exploring! We are excited to continue engaging with you this week.