Contents
Content Type: 4
Title: Design Your Own Game!
Body:
This activity was designed to support learners in the creation of their own games for language learning. It is appropriate for all levels.
Learning Outcomes:
Learners will be able to:
- Define gameplay goals for a game that they create
- Create and iterate a game based on goals
Mode(s): Any
Materials: Game Design Template
Procedure:
- Watch the Design Your Own Game video.
- As a group, debrief favorite games by brainstorming them either on a board, on butcher paper, or on a digital, collaborative space like Google Jamboard. Organize them by what competences they promote. For example, vocabulary games like Boggle and Heads Up promote vocabulary acquisition and the use of language learning strategies like circumlocution. Traditional board games like Life and Monopoly promote the development of decision-making skills. Other games like Apples to Apples involve collaboration and situational awareness (the ability to tailor language to the given context).
- Learners will pick their focus for their games.
- Using the Game Design Template and keeping the competence in mind, learners will think about the general premise of their game (50,000-ft View) and the outcomes associated with gameplay. These outcomes will include target terminology, grammatical structures, strategic skills, and cultural skills.
- Next, learners will craft their narratives on the template. To do this, they will consider storyline, gameplay goals (e.g., win the battle), and write the rules of gameplay.
- Learners will fill out Interaction/Activity Design on the template to plan the game materials they need to create.
- Learners will create the materials!
- Learners will test their games with another group.
Notes:
- Before completing Step 3, it may be beneficial to model using a game that most of the class is familiar with.
- In Step 4, it may be beneficial to provide learners with the 50,000-ft View so that they can work together planning the rest of the template. For example, if the class is working on using commands in a healthcare scenario, the game objective could be to pull cards that require players to advance or regress based on symptoms and recommendations from the doctor.
- Steps 4 and 5 may have to be revisited as learners continue developing their games.
Source: CASLS
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Content Type: 3
Title: InterCom: November 8, 2021
Body:
Today is the last day of our series on games and fun! This week, we are supporting learners in creating their own games for language learning.
Thank you to CASLS Student Intern, Nadège Lejeune, 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 supports learners in designing their own games to develop and practice critical language skills.
- Check out these websites for making online learning games.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2021-11-03 19:38:41
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Content Type: 1
Title: Lin-Manual Miranda: A Biography and Set of Activities
Body:
From: https://spanishmama.com/lin-manuel-miranda-quotes/?doing_wp_cron=1633105054.2493259906768798828125
This article provides many resources (activities, videos, and lessons) for teachers to use to teach students about theater arts and Lin-Manuel Miranda. These resources are provided in both Spanish and English. These resources are wonderful supports for creating interdisciplinary units and projects and can also be used in Spanish or ELA classrooms.
Visit: https://spanishmama.com/lin-manuel-miranda-quotes/?doing_wp_cron=1633105054.2493259906768798828125
Source: Spanish Mama
Inputdate: 2021-11-03 19:41:19
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Content Type: 1
Title: Top 10 Imperatives Spoken in Arabic
Body:
This blog post lists 10 of some common imperatives in Arabic. The post provides the meaning for each and gives examples of contexts in which speakers can use them. The author also describes how to change the verb meanings to fit in certain contexts and how to deal with difficulties with the verbs as they arise.
Given this focus on common verbs, this blog post would be most useful to Novice learners of Arabic.
Source: Lingualism, Ahmad
Inputdate: 2021-11-03 19:42:49
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Content Type: 1
Title: Slow Chinese Listening Practice: The Best Morning Routine
Body:
From: https://mandarinhq.com/2021/10/slow-chinese-best-morning-routine/
This resource is a video of a speaker discussing different morning routines in Mandarin. It teaches learners how to talk about habits and opinions around these habits. It also exemplifies how to use evidence to back up claims, and it provides a transcript and translations to help learners follow along. This resource would be especially helpful to Intermediate and Advanced learners of Chinese, as some of the content is a bit specific and in-depth. However, the main focus of the activity is on listening and understanding, and the dialogue happens slowly enough for many Novice learners to understand.
Visit: https://mandarinhq.com/2021/10/slow-chinese-best-morning-routine/
Source: Angel Huang
Inputdate: 2021-11-03 19:44:22
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Content Type: 1
Title: I’m Feeling Lucky - A Google Earth Lesson
Body:
This resource discusses how instructors can guide learners to use the “I’m Feeling Lucky” feature in Google Earth to explore different places around the world. Instructors can make this feature more interactive by prompting learners to answer a few questions about new places they discover and asking them to learn more about each location. This activity helps learners gain knowledge about different places around the world. It would be useful for language learners of any level seeking to enhance their awareness of explicit manifestations of culture.
Source: Free Technology for Teachers, Richard Byrne
Inputdate: 2021-11-03 19:45:48
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Content Type: 1
Title: Teachers Are Barely Hanging On. Here’s What They Need.
Body:
From: https://www.cultofpedagogy.com/barely-hanging-on/
This blog post discusses the hardships and difficulties that teachers have been facing given the realities of the COVID-19 Pandemic and the transition back to in-person instruction. Gonzalez discusses specfiic componenet of the situation that are detrimental to the mental states of instructors. She then discusses possible solutions that can be implemented by administration to improve the situation of educators. Not only useful for administrators, this resource is also useful for instructors when managing difficult times.
Visit: https://www.cultofpedagogy.com/barely-hanging-on/
Source: Cult of Pedagogy, Jennifer Gonzalez
Inputdate: 2021-11-03 19:47:17
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Content Type: 1
Title: Language Learning with Lyricstraining
Body:
From: https://fltmag.com/lyricstraining/
This post highlights the usefulness of Lyricstraining, a website and app that allows learners to practice their language skills through the use of song. Lyricstraining offers a few modes that help to build language proficiency. These modes are karaoke, word-choice tasks, and fill-in-the-blank tasks. Learners can use these modes to practice prosody, vocabulary, grammar and comprehension skills. This website also allows instructors to also create their own activities for class based on songs, and instructors can even add their own songs to suit the needs of their learners. Lyricstraining offers songs in 13 different languages.
Visit: https://fltmag.com/lyricstraining/
Source: The FLTMag, Melissa Fiori
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Content Type: 1
Title: Mandarin, French, Spanish, or Sanskrit?
Body:
From: https://blogs.transparent.com/hindi/mandarin-french-spanish-or-sanskrit/
This blog post explains that many young learners in India are more interested in learning “global” languages than in learning traditional languages such as Sanskrit. The article posits that younger learners connect the learning of said languages with a tangible approach to improve their status in international realms. Additionally, the author highlights a variety of politcal concerns related to learning traditional langauges. Still the author advocates that traditional and historic languages should be preserved. This resource would be useful to any Sanskrit learners and to individuals interested in language preservation.
Visit: https://blogs.transparent.com/hindi/mandarin-french-spanish-or-sanskrit/
Source: Hindi Language Blog, Nicole Herbert Dean
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Content Type: 1
Title: Uchi and Soto: Complementary Concepts that will Help You Learn the Ins and Outs of the Japanese World
Body:
From: https://www.tofugu.com/japanese/uchi-soto/
This short article describes the pragmatics and social aspects of the Japanese language. It also describes how learners can think of people inside and outside of their social circles and how those reflections should inform language choice in a given context. According to the author, this resource is most beneficial for learners with prior understanding and awareness of hirigana and katakana.
Visit: https://www.tofugu.com/japanese/uchi-soto/
Source: Tofugu, Mami Suzuki
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