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Content Type: 1
Title: Asking For and Giving Directions in Arabic
Body:
This blog resource offers examples of asking for and giving directions in Modern Standard Arabic. Suited to novice learners, it includes text examples, audio examples, and explanations for a variety of contexts. As an extension activity, this site would be a great resource to have learners evaluate for quality and inclusion of critical information.
Source: Transparent Language
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Content Type: 4
Title: Introduction to Intercultural Communicative Competence
Body:
This activity was created to introduce language learners to the idea of intercultural communicative competence. It involves a four-step approach for evaluating texts in the target language.
Learning Objective(s):
Learners will be able to:
- Interperet explicit and implicit manifestations of culture embedded in texts from the target language. a language function with an intercultural lens.
- Demonstrate understanding of intercultural nuances in the Interpersonal mode.
Mode(s): Interpretive, Interpersonal
Material(s): What is Intercultural Communicative Competence? video, example text in the target language (English examples: print ad (Novice), commercial (Intermediate), article (Advanced), text that aligns with a target language function, example observation template
Procedure:
Day 1
- Show learners the What is Intercultural Communicative Competence? video.
- In small groups of 2-4 learners, ask that learners brainstorm explicit and implicit manifestations of culture. They should create a visual representation of their brainstorm to share with the class.
- Each group should present their visual aid to the class. Each presentation should be no longer than one minute.
- At the end of the presentation, provide input as needed. Clarify any misunderstandings and allow learners to ask questions.
- Next, provide learners with a target language text in their same small groups from Step 2. Ask that they dissect the explicit and implicit manifestations of culture represented by the text. For Novice learners, this text might be largely visual (click here for an example in English). For more advanced learners, this text could involve increasingly complex language (click here for an Intermediate example in English and here for an Advanced example in English).
- Discuss learners' observations as a class.
Day 2
- Provide a target interpersonal function to learners. This language function should align with curricular goals and could be either a function that learners have already begun learning or a new function.
- Explain that learners will be engaging in an Observe, Analyze, Practice, Extend routine.
- Observe: Ask that learners observe 1-3 texts in the target language. As they observe, they will take notes on the vocabulary and structures that seem to be most important in the language function (see Step 1 of this Interpersonal Observation Form
for an example template).
- Analyze: Next, ask learners to analyze the text(s). Use Step 2 and Step 3 of this Interpersonal Observation Form.
- Practice: Provide learners with the opportunity to practice the language function at hand. Depending on the function, learners may write (e.g., texting) or speak/sign (e.g., having a conversation in speed-date format or completing a jigsaw).
- Extend: After practice, return to the final question on the example template. Ask learners what questions they still have and work as a class to answer and/or research the answers to those questions.
Notes:
- This activity can be adapted to other modes of communication. Interpersonal was suggested for Day 2, Step 1 in order to provide an example in the mode that most L2 learners report to be the most daunting.
Source: CASLS
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Content Type: 3
Title: InterCom: September 6, 2021
Body:
Happy September to you all!
Today, we begin our series on language learning strategies targeted at helping learners understand and improve their Intercultural Communicative Competence (ICC). To get started, we begin with resources to help learners unpack the meaning of ICC.
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 activity provides learners with an overview of ICC. It also offers a four-step process for analyzing language functions with ICC in mind.
- Read this article from The Language Educator to improve your own understanding of ICC.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 1
Title: Five Ideas for Using Google Jamboard This Fall
Body:
In this article, author Richard Byrne discusses five ways to use Google Jamboard, a free platform, in the classroom. Follow the link to find out how to use Google Jamboard to support group brainstorming sessions, map labeling activities, magnetic poetry activities, philosophical chairs, and to create instructional videos. This tool is an excellent support for teachers negotiating online or hybrid educational contexts.
Source: Free Technology for Teachers
Inputdate: 2021-09-02 19:58:13
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Content Type: 1
Title: Somos and Seesaw-Part 2-Tell A Story
Body:
From: https://mrsspanish.com/2021/08/31/somos-and-seesaw-part-2-tell-a-story/
This blog post details how to use Somos and Seesaw together to create stories. Though Somos is for elementary Spanish learners, the use of Seesaw to engage in storytelling or other creative meaning making activities is applicable across languages and levels.
Visit: https://mrsspanish.com/2021/08/31/somos-and-seesaw-part-2-tell-a-story/
Source: Mrs. Spanish
Inputdate: 2021-09-02 20:00:30
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Content Type: 1
Title: Let’s Code for Languages: Integrating AI Chatbots into Language Learning
Body:
From: https://fltmag.com/ai-chatbots/
AI Conversational chatbots have the potential to positively impact language learning and proficiency development. This article details how to create chatbots and reports the results from a study with learners of Chinese. Results support the potential of chatbots to enhance language learning via simulated conversations with expert speakers.
Visit: https://fltmag.com/ai-chatbots/
Source: FLTMag
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Content Type: 1
Title: Differences between Four Different “Open”s in Japanese
Body:
From: https://www.tofugu.com/japanese/akeru-aku-hirakeru-hiraku/
This article discusses the four different Japanese terms that mean “to open.” Each term is explained in detail and in context to provide learners with a robust understanding of why each term is distinct.
Visit: https://www.tofugu.com/japanese/akeru-aku-hirakeru-hiraku/
Source: Tofugu
Inputdate: 2021-09-02 20:04:42
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Content Type: 1
Title: Three Short Lessons About Labor Day
Body:
This article provides three short lessons about Labor Day to utilize in the classroom. While the resources are in English, they would be great input in any language classroom for an activity centered around the comparison of holidays in the local culture as well as in a target language culture.
Source: Free Technology for Teachers
Inputdate: 2021-09-02 20:07:05
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Content Type: 4
Title: Observation Activity: Discourse Markers
Body:
This activity was created to engage learners with one strategy for improving their intercultural communicative competence (ICC) in the interpersonal mode: the observation of discourse markers, or words and phrases that structure the flow of what they are communicating about, in practice. It is appropriate for learners of all levels.
Objective(s):
Learners will be able to:
- Identify different types of discourse markers in practice
- Create their own vocabulary lists of discourse markers
Mode(s): Interpretive, Interpersonal
Materials: Observation for ICC: Discourse Markers video, Interpersonal text in the target language
Procedure:
- Introduce the notion of discourse markers to learners by showing the group the Observation for ICC: Discourse Markers video.
- Debrief the video in Think, Pair, Share format.
- Think: Ask the learners to brainstorm examples of referential discourse markers, sequential discourse markers, cognitive discourse markers, and other interpersonal discourse markers (e.g., those that communicate perception, agreement, and amazement). This brainstorm should occur in the target language as much as possible. However, learners are permitted to brainstorm in the L1 when they are unsure of the term in the TL (target language).
- Pair: Ask learners to share their lists with one another and add to their own as needed. Partners may help to translate the phrases to the TL that were brainstormed in the L1.
- Share: As a class, create a list of discourse markers. Use this phase as an opportunity to demonstrate how to use a dictionary in the event that no one in the class knows a given discourse marker in the TL. As the class creates their lists, learners can amend what they have already created.
- Provide the learners with one text representing interpersonal communication. These can be transcripts that accompany a given audio file or texted conversations. Ask that they read/listen or read (depending on the text) and underline every example of a discourse marker that they think they find individually.
- Have learners return to the partner they worked with in Step 2. Ask that they listen/read again or reread the text and share the discourse markers they identified. Then, ask that they categorize the discourse markers by highlighting each type (referential, sequential, cognitive, and other) in a distinct color.
- As a group, discuss what learners discovered in Step 5 and add to the list created and refined in Step 2.
- Ask learners to set one goal for implementing discourse markers the next time they practice interpersonal communication. This goal could refer to the number of discourse markers they want to implement or to the type of discourse marker they want to master.
Notes:
- If learners are not yet familiar with intercultural communicative competence, please show them this video before completing Step 1.
Source: CASLS
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Content Type: 3
Title: InterCom: September 13, 2021
Body:
Happy September to you all! Our hearts and our support are with you as we begin another school year.
Today, we continue our series on language learning strategies targeted at helping learners understand and improve their intercultural communicative competence (ICC). This week, we provide one observation strategy for improving ICC: the observation of discourse markers in interpersonal contexts.
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 activity entails the understanding and observation of discourse markers, or words and phrases that structure interactions. Learners will create their own vocabulary lists of discourse markers as part of the activity.
- This BBC resource provides a digestible overview of discourse markers in English as well as some supplementary resources.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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