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Content Type: 1
Title: Creating Community through Virtual Foreign Language Film Nights
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From: https://fltmag.com/creating-community-foreign-language-film-nights/
This article discusses the implementation of virtual foreign language film nights and provides some guidelines and tips for instructors that wish to create a similar activity. The authors provide perspective into the challenges of these activities such as low turnout and interest, but also highlight some of the benefits of these nights including the respectful and insightful discussions that followed. These discussions build community and familiarity with cultural and linguistic practices, and these sorts of activities help language learners to acquire more language and cultural awareness.
Visit: https://fltmag.com/creating-community-foreign-language-film-nights/
Source: FLTMag, Stacy Nyikos and Evan Rubin
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Content Type: 4
Title: MMOGs for Language Learning
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The purpose of this activity is to prepare learners to engage in extramural (see: outside of the classroom) language learning via social gameplay. It is especially appropriate for Intermediate Mid learners and up.
Learning Objectives:
Learners will be able to:
- Identify a massively multiplayer online game (MMOG) that they want to play
- Keep a log of gameplay
- Reflect on what they have learned during gameplay
Mode(s): Interpretive, Interpersonal, Presentational
Material(s): Using MMOGs for Language Learning video, 
Procedure:
- As a group, watch the Using MMOGs for Language Learning video.
- Direct learners to research how to play a MMOG in the target language. They may have to find out what servers to connect to or find tutorials online.
- Provide learners with the Gameplay Log. Ask them to articulate one goal that they have over the next week related to understanding the targeted gameplay community (e.g., understanding when/how players “grief” on another, resolve conflict, or join groups).
- Group learners by the goal that they articulated. Ask that learners consider their goal in the Gameplay Log by documenting what target vocabulary they should look out for, what grammatical structures they expect to see, and any other cultural input (e.g., how to mitigate) that they want to pay attention to.
- Debrief Step 4 as a large group. Brainstorm additional details for the answers learners shared.
- Ask learners to keep a log of their gameplay experience as it relates to their goals 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
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Content Type: 3
Title: InterCom: October, 25 2021
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Today, we continue our series on games and fun! This week, we are supporting learners wishing to play MMOGs (massively multiplayer online games) to improve their language learning and proficiency development.
Thank you to CASLS Student Intern, Aleya Elkins, for her role in making this week’s video.
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 engages learners in goal setting and reflection centered on MMOG gameplay.
- Check out this previous InterCom activity related to community-based exploration. It utilizes MMOGs as a potential vehicle (of many) for connecting learners with communities of target langauge speakers.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 1
Title: Para vivir con salud: leyendo la salud a la literatura
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From: https://opentext.ku.edu/paravivir/
Now Available! This open educational resource (OER) text bridges language acquisition and cultural/literary studies for pre-health professions students. It was created to respond to the needs of the authors' students, almost half of whom were completing pre-health majors. This four minute video explains the text and its features.
Para vivir con salud is not a medical Spanish text: it is an introduction to close critical reading of Spanish-language literary and cultural texts framed within themes relevant to the concerns of healthcare. Para vivir responds to the calls from the MLA and national humanities organizations to rethink language programs to respond to the changing needs of our students. At the University of New Mexico, Dr. Kathryn McKnight developed a course that parallels the Intro to Hispanic Literature course in many of its learning outcomes and that has been approved as an alternative to fulfill this gateway requirement.
Para vivir can support the development of tracks in Spanish such as Health Humanities, Health for Latinxs or Spanish for Health Professions. Informing the approach with the principles of Narrative Medicine, the aim in the book is to teach students how close reading of literary texts will help them become more effective and critically-thoughtful professionals.
Visit: https://opentext.ku.edu/paravivir/
Source: Kathryn Joy McKnight and Jill Kuhnheim
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Content Type: 1
Title: Designing VR for Language Learning
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From: https://thelanguageflagship.tech/vr-app/
This presentation by University of Oregon Ph.D. student Carla Consolini provides insight into how the usage of virtual reality (VR) can impact and help with learning a second language and targeted cultural practices. As Consolini explains, VR allow learners to practice communication in an immersive but low-risk setting. Consolini also provides resources for instructors who would like to use VR for their own purposes and provides tips for instructors using those tools.
Visit: https://thelanguageflagship.tech/vr-app/
Source: Carla Consolini
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Content Type: 1
Title: Using the Reader View in Google Chrome
Body:
From: https://thelanguageflagship.tech/reader-view/
This resource is a presentation about how to use the Google Chrome Reader View function. Students and teachers can use this function to alter articles and text in the target language to add notes on pronunciation, meaning, and other important ideas. This function can be used to both assist with self-directed learning and as a tool for making thinking visible. This tool would be useful to learners of any level.
Visit: https://thelanguageflagship.tech/reader-view/
Source: Carlos Mayerstein
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Content Type: 1
Title: Korean Colloquial Expressions (Part 2)
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Visit: https://blogs.transparent.com/korean/korean-colloquial-expressions-part-2/
This blog post explains some Korean colloquial expressions. The author provides the Hangul as well as romanized pronunciations for each phrase. As such, this resource accessible for all learners of Korean. It is particularly useful in supporting learners in understanding how Korean vocabulary can be used in different real-world contexts.
From: https://blogs.transparent.com/korean/korean-colloquial-expressions-part-2/
Source: Korean Language Blog
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Content Type: 1
Title: How I am Revising my Curriculum Based on E-Learning Instructional Design Principles
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From: https://fltmag.com/revising-curriculum-elearning-principles/
This blog post is a synthesis of online learning and teaching principles from the books e-Learning and the Science of Instruction by Ruth Colvin Clark and Richard E. Mayer, and Graphics for Learning by Ruth Colvin Clark and Chopeta Lyons. This source discusses the content and principles covered in these books in relation to online teaching. It also provides guidance on how instructors can create more focus, attention, and learning potential within their learners by using these concepts. This blog post is especially useful to instructors that are teaching online classes, and it will help them to improve the cohesion of their lessons.
Visit: https://fltmag.com/revising-curriculum-elearning-principles/
Source: The FLTMag
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Content Type: 4
Title: Illustrated Journal of Fun
Body:
This activity was created for learners of all proficiency levels. It is designed to support their engagement in the target language via the use of general interest mobile apps. It is a wonderful activity for increasing their conidence and practice in non-classroom contexts.
Learning outcome(s):
Learners will be able to:
- Find an app that aligns with their interests and lets them explore the target language
- Set a goal related to using the app
- Reflect on their experience in the app
Mode(s): Any
Material(s): General Interest Apps for Language Learning video, Illustrated Journal Template, app in the target language
Procedure:
- Show learners the General Interest Apps for Language Learning video.
- Ask learners to think about something they want to explore via mobile app in the target language. For example, singers may wish to practice karaoke in the target language, and athletes may wish to complete physical training in the target language.
- Provide time for research (roughly 15-30 minutes). Direct learners to the Google Play and/or App Store to see what apps align with their interest and are available in the target language.
- Ask learners to set a goal for using the app. It may be that they want to use it in the target language for 10 minutes a day, or that they want to complete one task twice a week.
- Provide a set amount of time for learners to keep an illustrated journal of their progress (two weeks will likely be a sufficient amount of time). Ask learners to create the journal (see the Illustrated Journal Template for additional support) with screenshots of their experience within the a
pp, drawings about their experience on the app, and/or photos and videos of themselves completing experiences within the app. They will use the space surrounding the images to reflect on their specific goals, their strategies for achieving success with the app, their sense of success, and anything they noticed (e.g., target cultural knowledge or vocabulary) and learned while using the app.
Source: CASLS
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Content Type: 3
Title: InterCom: November 1, 2021
Body:
Today, we continue our series on games and fun! This week, we are supporting learners by introducing the idea of using general interest apps in the target language to improve comprehension and communication.
Thank you to CASLS Student Intern, Isabella Walters, for her role in making this week’s video.
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 directs learners to pick a general interest mobile application with which they will work towards realizing individual goals in the target language. It also provides a template for an illustrated journal to be used for documenting their experiences.
- Check out this article to learn more about extramural language learning.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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