Contents
Content Type: 4
Title: Using Artifacts to Improve ICC
Body:
This activity was created to support learners of all proficiency levels analyze artifacts in a culture they know well and a culture where the target language is spoken. This activity supports the development of learners’ intercultural communicative competence.
Learning Outcome(s):
Learners will be able to:
- Compare and contrast an artifact from a target language culture(s) with a similar artifact from their own culture(s)
Mode(s): Interpretive
Materials: Compare and Contrast Artifacts to Improve ICC video, two artifacts (one from a target language culture and one from one's own culture), 
Procedure:
- Watch the Compare and Contrast Artifacts to Improve ICC video.
- Provide learners with an artifact from a culture that speaks the target language and a similar artifact from their own culture. Some potential artifacts include the following:
- Novice: Pick two print ads (one designed for students' own culture and one designed for a target-language culture) from the same multinational corporation.
- Intermediate: Pick an excerpt from a graphic novel about a common theme from both a target-language culture and students' own culture.
- Advanced: Examine the same news story and how it is reported in an article or news report in a target-language culture and in students' own culture.
- In groups of 2-4, ask learners to fill in the Analysis Handout. On this handout, learners will compare and contrast overt manifestations of culture (e.g., flags) in both texts as well as more subtle manifestations of culture (e.g., perspectives related to family).
- In Carousel/Gallery Walk format, learners will respond to each of the following questions (one per piece of paper on the wall (analog) or slide (digital)):
- What did you notice that was similar about both texts?
- What did you notice that was different of both texts?
- What cultural understanding did you gain from this activity?
- What understandings are you beginning to develop of the target-language culture we examined today?
- As a group, debrief the Carousel/Gallery Walk responses. Ask learners to explain their thinking for the group.
Notes:
- There are many varied perspectives within a given culture. Take care during this activity to ensure that learners do not view the cultures examined as if all individuals within the group were homogenous.
- To keep track of what each group documents in Step 4, it is helpful to assign each group a distinct color (marker or font color) with which they should document their responses.
- To encourage as much target language use as possible, allow learners to draw responses to the questions in Step 4 when they are unsure of how to communicate their ideas.
- If you are unsure of all learners' culture(s), you can provide the target language artifact and ask students to find something comparable from their own culture(s) or region.
Source: CASLS
Inputdate: 2021-09-17 12:43:33
Lastmodifieddate: 2021-09-20 11:02:44
Expdate:
Publishdate: 2021-09-20 09:15:03
Displaydate: 2021-09-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 3
Title: CASLS InterCom: September 20, 2021
Body:
This week, we continue our series on language learning strategies targeted at helping learners improve their intercultural communicative competence (ICC). Today, we provide one analysis strategy for improving ICC: the comparison of two artifacts.
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 comparing and contrasting two similar artifacts: one designed for the local culture and one designed for a target-language culture.
- This Global Cognition resource provides great, accessible tips for improving intercultural communicative competence. This resource can be shared with educators and language learners alike.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2021-09-17 12:56:21
Lastmodifieddate: 2021-09-20 11:02:44
Expdate:
Publishdate: 2021-09-20 09:15:03
Displaydate: 2021-09-20 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: Texting and Connecting: Developing Boss-level Messaging Skills
Body:
This activity was designed for learners of all proficiency levels. It helps learners gain a critical understanding of texting and messaging conventions related to emoji.
Learning outcomes:
Learners will be able to:
- Demonstrate understanding of how emoji are used in the target language
- Exchange information using texts that incorporate emoji
Mode(s): Interpretive, Interpersonal
Materials: Texting and Connecting video, Emoji Notes Worksheet, emoji dictionary, SwiftKey Emoji Report summary
Procedure:
- Observe & Describe: Using the Emoji Notes Worksheet, ask learners to work in the target language with an emoji dictionary[i] to draw and describe three emoji they commonly use (or are familiar with).
- Watch: Watch the Texting and Connecting video. Debrief as a class regarding the “folded hands” emoji. Discuss how they see this emoji being used and if they can imagine how other cultures might understand it differently.
- Search & Describe: In pairs, learners will work together to find 4-5 target language texts (social media is a good place to start) in which emoji are used. They will note whether the emoji seemed to be used to imply consistent meaning across cultures on the Emoji Notes Worksheet.
- Share & Compare: Each pair formed in Step 3 will join with another pair to discuss their findings..
- Analyzing, Choosing, & Applying: Learners will use their phones or an online messaging platform (e.g., the chat feature in Zoom) to practice messaging each other in the target language. They should aim to incorporate at least 3 emoji they discussed in Steps 3 and 5.
- Debrief/Wrap-Around: Learners will read this summary of the findings of a SwiftKey Emoji Report summary and will write a reflection on the Emoji Notes Worksheet in either the L1 (Novice-Intermediate Low learners) or the target language (Intermediate Mid and higher).
Notes:
- At Novice levels, it may even be helpful to constrain the possibilities to only one type of emoji (e.g., only emoji of people or those connected to nature).
Source: CASLS
Inputdate: 2021-09-17 13:26:02
Lastmodifieddate: 2021-09-27 11:04:20
Expdate:
Publishdate: 2021-09-27 09:15:04
Displaydate: 2021-09-27 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: The Strange Persistence of First Languages
Body:
From: https://nautil.us/issue/30/identity/the-strange-persistence-of-first-languages
This article documents one heritage learner’s experience in using Czech as a young person, losing her fluency and proficiency, and beginning to regain it. The author explains why first languages are resistant to attrition in human brains. It would be a valuable source to share with heritage language learners as they consider their own mother tongues.
Visit: https://nautil.us/issue/30/identity/the-strange-persistence-of-first-languages
Source: Julie Sedivy, Nautilus
Inputdate: 2021-09-17 15:55:11
Lastmodifieddate: 2021-09-27 11:04:20
Expdate:
Publishdate: 2021-09-27 09:15:04
Displaydate: 2021-09-27 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Nualang Language Practice with Chatbots
Body:
From: https://nualang.com/educators
Nualang offers ongoing language practice with their chatbots, Nualas. Additionally, the software offers personalized, scaffolded practice to language learners. Follow the link to request a demo.
Visit: https://nualang.com/educators
Source: Nualang
Inputdate: 2021-09-17 15:56:45
Lastmodifieddate: 2021-09-27 11:04:20
Expdate:
Publishdate: 2021-09-27 09:15:04
Displaydate: 2021-09-27 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Using Podcasts in World Language Classroom
Body:
From: https://www.edutopia.org/article/using-podcasts-world-language-classes
This Edutopia article explores the various beneficial learning outcomes that can result from the use of podcasts in the world language classroom. Explicitly, the author mentions the use of a single podcast over various days to incorporate longer narratives into classroom discussions, and the author mentions the potential for world language podcasts to increase learners’ cultural awareness. The author also discusses three key steps every teacher should take when deciding to incorporate podcasts in the classroom.
Visit: https://www.edutopia.org/article/using-podcasts-world-language-classes
Source: Elena Spathis, Edutopia
Inputdate: 2021-09-17 15:58:50
Lastmodifieddate: 2021-09-27 11:04:20
Expdate:
Publishdate: 2021-09-27 09:15:04
Displaydate: 2021-09-27 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Make English Truly a World Language
Body:
From: https://www.languagemagazine.com/2021/09/14/make-english-truly-a-world-language/
This article advocates for the teaching of world Englishes. This focus involves actively seeking and employing speakers of English from the Caribbean, teachers who have traditionally been passed over in favor of US or UK educators. Additionally, the article mentions incorporating various English-speaking cultures into the taught curriculum.
Visit: https://www.languagemagazine.com/2021/09/14/make-english-truly-a-world-language/
Source: Venice Irving and Anna Hearrell, The Language Magazine
Inputdate: 2021-09-17 16:00:28
Lastmodifieddate: 2021-09-27 11:04:20
Expdate:
Publishdate: 2021-09-27 09:15:04
Displaydate: 2021-09-27 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: 100 Essential Chinese Words to Describe Appearance
Body:
From: https://mandarinhq.com/2021/08/describe-appearance-in-chinese/
This resource includes a video and written summary of 100 Chinese descriptors related to physical appearance. The resource would be especially useful for Intermediate High learners trying to improve their lexicon so that their descriptions can be more indicative of Advanced proficiency. Please note that all words may not be appropriate to include with younger learners.
Visit: https://mandarinhq.com/2021/08/describe-appearance-in-chinese/
Source: Mandarin HQ
Inputdate: 2021-09-17 16:02:44
Lastmodifieddate: 2021-09-27 11:04:20
Expdate:
Publishdate: 2021-09-27 09:15:04
Displaydate: 2021-09-27 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 3
Title: InterCom: Monday, September 27
Body:
We hope that all is well as we near the end of September!
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 strategy for improving ICC: the practice of interpersonal written communication incorporating emoji.
There are a few ways to get connected with us this week:
- Join our InterCom Live! [b]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 considering an online emoji dictionary that it is available in a variety of languages, finding emoji in use, and practicing utilizing emoji in interpersonal communication.
- The Emoji Timeline is a great supplemental resource to share with learners as they consider the use of emoji and, more broadly, multimodal and intercultural communication.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2021-09-17 16:52:58
Lastmodifieddate: 2021-09-27 11:04:20
Expdate:
Publishdate: 2021-09-27 09:15:04
Displaydate: 2021-09-27 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: 5 Authentic Hindi Teaching Resources
Body:
This blog post offers five different resources to utilize in the Hindi classroom. These resources include top news sites, movies and movie trailers, audio clips, comics, and cartoons. Links are included to news and movie resources.
Source: Nicole Herbert Dean, Transparent Language
Inputdate: 2021-09-20 18:25:29
Lastmodifieddate: 2021-10-04 11:02:38
Expdate:
Publishdate: 2021-10-04 09:15:03
Displaydate: 2021-10-04 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
