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Content Type: 1
Title: Chinese Conversational Skills: How to Give and Ask for Opinions
Body:
From: https://mandarinhq.com/2021/09/give-ask-opinions-chinese/
This blog post offers Chinese educators a resource to support the acquisition of the language function for giving and asking opinions. The post offers a number of key phrases and sequences that Chinese learners will find useful when giving their own opinions and asking the opinions of others.
Visit: https://mandarinhq.com/2021/09/give-ask-opinions-chinese/
Source: Angel Huang, MandarinHQ
Inputdate: 2021-09-20 19:24:33
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Content Type: 1
Title: Using Scratch to Teach Computer Science in the Language Classroom
Body:
From: https://fltmag.com/scratch-computer-science/
In this article, Frederick Poole provides a detailed look at the use of Scratch programming in the K-12 language classroom. Offering practical advice as well as clear examples, this resource will be of use to all language educators looking to expand the content and activities in their language classrooms. Screen shots and code examples are also included.
Visit: https://fltmag.com/scratch-computer-science/
Source: Frederick Poole, FLTMag
Inputdate: 2021-09-20 19:26:47
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Content Type: 1
Title: A Smart Method to Discover Problems with Mandarin Sounds and Tones
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From: https://www.hackingchinese.com/a-smart-method-to-discover-problems-with-tones/
This article presents a variety of handy tips and resources to get feedback and improve on pronunciation of Mandarin sounds and tones. The article presents several strategies to improve tone use including using a self-assessment, working with a tutor, using a variety of heuristics and graphic aids, and various data collection and scoring strategies.
Visit: https://www.hackingchinese.com/a-smart-method-to-discover-problems-with-tones/
Source: Hacking Chinese
Inputdate: 2021-09-20 19:28:09
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Content Type: 1
Title: Arabic, Premium Audio
Body:
From: https://lingualism.com/news/premium-audio/
This article highlights recently released audio courses available through lingualism.com that cover Egyptian and Levantine Colloquial Vocabulary in Arabic. Each course includes original the Arabic as well as English translations from printed materials previously published by Lingualism. The recordings are intended to aid in the study of Arabic, without having to refer to the source text.
Visit: https://lingualism.com/news/premium-audio/
Source: Lingualism
Inputdate: 2021-09-20 19:29:55
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Content Type: 4
Title: Experimenting with Digital Presence and Community
Body:
This activity was designed for learners of all levels. It helps learners personalize and integrate the language learning process with their own needs to participate in and gain access to relevant online communities..
Learning outcome(s):
Learners will be able to:
- Identify and refine personalized language learning interests and goals
- Discover personally relevant opportunities to participate in the target language & culture
- Practice strategies for cultivating digital presence and community in online and hybrid spaces
Mode(s): Presentational
Materials:
Developing Digital Presence & Community video, Digital Presence & Community Worksheet
Procedure:
- Inventory: Have students complete the graphic organizer on the front of the Digital Presence & Community Worksheet to clarify the various communities they currently participate in. They will also explore ways of integrating their participation in online communities with the development of their L2 digital presence.
- Inform: Watch the Developing Digital Presence & Community video. In the space provided on the worksheet, have learners record the 3 steps for developing digital presence and community.
- Experiment: Based on the information in the graphic organizer in Section 1, learners will draft a low-stakes experiment using Section 2 of the worksheet. It is key that students find their experiments to be personally relevant and engaging in order to integrate their individuality, the resources they have access to, and the process of developing community and digital presence.
- Extend: Once the experiments are conducted, learners can make predictions then reflect and repeat the process, refining and iterating and continue escalating their target language community participation and digital presence. The worksheet directs learners to do an in-depth reflection in six months, but teachers are encouraged to schedule checkpoints along the way.
Source: CASLS
Inputdate: 2021-10-01 19:35:19
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Content Type: 3
Title: InterCom: October 4, 2021
Body:
Happy October, all!
Today is the last installment of our series on language learning strategies targeted at helping learners understand and improve their intercultural communicative competence (ICC). This week, we provide an extension activity focused on supporting learners wishing to engage in digital communities that speak the target language.
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 scaffolds learners’ participation in digital communities in the target language.
- This Education Week article supports the use of social media in the world language classroom by providing some great introductory activities for learners. The platforms featured are YouTube, Instagram, and Facebook.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2021-10-01 19:49:25
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Content Type: 4
Title: Using Digital Games for Learning
Body:
The purpose of this activity is to prepare learners to engage in extramural (outside of the classroom) language learning via individual gameplay. It is appropriate for all proficiency levels.
Learning Objectives:
Learners will be able to:
- Identify a digital game that can be played in the target language that they want to explore
- Keep a log of gameplay
- Reflect on what they have learned during gameplay
Mode(s): Interpretive
Material(s): In-game Discourse video, 
Procedure:
- As a group, watch the In-game Discourse video.
- Either as homework or in class, provide time for learners to research games that are available in the target language that align with their interests. Try games2teach.uoregon.edu, gamesforchange.org, and even the App Store or the Play Store to explore games. Note that it may take some clicking to find all of the languages in which a specific game is available.
- Provide learners with the Gameplay Log. Ask them to articulate one goal that they have over the next week related to gameplay (e.g., improve knowledge and use of domain-specific vocabulary or a particular grammatical structure that is likely in the game).
- Either in or outside of class, provide time for learners to explore their game to determine whether it will support their goal. It is suggested that learners play and explore for about one hour. They may want to document their experience on the Gameplay Log.
- Debrief as a group. Ask that each learner share their goal and game so that others may change games if they find their games to not be useful for their goals in Step 4.
- Ask learners to finalize their goals and game and to continue (or begin) their Gameplay Log and document gameplay for a week. For most learners 15-30 minutes a day of gameplay should be more than enough time, but they should be aware that different games will require different types of time commitment.
- After the week is up, either as a group or individually, ask that learners answer the reflection questions on the Gameplay Log.
Source: CASLS
Inputdate: 2021-10-07 17:27:26
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Content Type: 3
Title: InterCom: October 11, 2021
Body:
Happy October, all!
Today, we begin a new series on games and fun! As part of this series, we will consider various extramural approaches to language learning including gameplay, the use of mobile apps, and game design. To get things started off, we are looking at digital games and how in-game discourse can improve and extend language learning.
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 a experience log for documenting and evaluating their gameplay in the target language.
- Games2Teach, a former project carried out by the Center for Educational Resources in Culture, Language and Literacy (CERCLL) and CASLS, has great research and leveled game activities that educators can download for immediate use. Check it out!
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2021-10-08 22:13:32
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Content Type: 1
Title: Critical Language Scholarship
Body:
From: https://clscholarship.org/apply
The application for the 2022 Critical Language Scholarship (CLS) Program is now open! U.S. students are encouraged to apply now to learn a critical foreign language next summer on a fully-funded study abroad program.
The application is now live and available online at: https://clscholarship.org/apply
Applications are due Tuesday, November 16, 2021 by 8:00pm EST.
The CLS Program is an intensive overseas language and cultural immersion program for American students enrolled at U.S. colleges and universities. Students spend eight to ten weeks abroad studying one of 15 critical languages. The program includes intensive language instruction and structured cultural enrichment experiences designed to promote rapid language gains. Most languages offered by the CLS Program (9 of 15) do not require applicants to have any experience studying critical languages.
CLS, a program of the U.S. Department of State, is part of a wider government initiative to expand the number of Americans studying and mastering foreign languages that are critical to national security and economic prosperity. CLS plays an important role in preparing students for the 21st century's globalized workforce and increasing national competitiveness.
The CLS Program offers instruction in the following languages: Arabic, Azerbaijani, Bangla, Chinese, Hindi, Indonesian, Japanese, Korean, Persian, Portuguese, Punjabi, Russian, Swahili, Turkish, and Urdu.
CLS staff will host frequent webinars, Q&A sessions, and alumni panels for students and advisors throughout the fall. A full calendar of these events and corresponding registration links is available on https://clscholarship.org/events.
From: https://clscholarship.org/apply
Source: Critical Language Scholarship Program
Inputdate: 2021-10-11 13:27:53
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Content Type: 4
Title: Language is a Puzzle
Body:
by Madi Collins, CASLS Student Worker
The purpose of this activity is to give learners the opportunity to experiment with finding their own puzzles and puzzle-based games to play in the target language and to reflect on the extent to which those games help them develop critical langauge learning skills.
Learning outcomes:
Learners will be able to:
- Direct their own learning
- Find puzzles and games to practice with
- Reflect on the effectiveness of puzzles and games
Mode(s): Interpretive
Materials: Language is a Puzzle video, Language is a Puzzle Handout
Procedure:
- Show learners the Language is a Puzzle video. Then, lead a group discussion of the potential benefits of using puzzles to learn language. Some questions might include:
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What strategies have you used to learn language in the past?
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What kinds of puzzles and games have you done in past classes?
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How do you use your memory when solving puzzles? Is it similar in any way to how you understand language?
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- Prompt learners to do a few basic searches for puzzle and escape room-type games as homework. After finding their puzzles at home, they will bring them back to class the next day. Some search terms include: puzzle games in (target language), games in (target language), puzzles (target language), and solve puzzles/games in (target language). Learners will document their search on the
Language is a Puzzle Handout.
- As a group, learners will share any puzzles or games they found in the target language. In small groups, they should choose one or two to solve together.
- Learners will then discuss and reflect upon the experience of gameplay. Did they learn something new about the target language? Did they learn a new strategy to help them to retain language? Ask them to discuss with peers and reflect. They will document their ideas on the Language is a Puzzle Handout.
- After this, discuss as a group what learners felt was helpful, and what might not have been helpful.
- Discuss strategies that learners found useful, and help learners make goals to implement these strategies. For example, ask students to come up with specific goals to document on the Language is a Puzzle Handout that they can measure over a period of time. For example, they may indentify a target number of domain-specific vocabulary words to learn in a week via gameplay.
Notes:
Instructors may want to find a few games or make their own before instruction in case students have difficulty finding puzzles online.
Source: CASLS
Inputdate: 2021-10-16 02:17:20
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