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Content Type: 1
Title: Being a Good Listener
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From: https://film-english.com/product/being-a-good-listener/
This is a lesson plan from Film English. This specific lesson focuses on strategies and ways to be a good listener in English, and what kinds of social cues and pragmatics one may use to demonstrate listening skills. Within this lesson there is a video for learners to watch as well as opportunities to discuss the video, answer questions regarding listening skills and a roleplay scenario for learners to practice with. The creators of this lesson plan state that this lesson would be most helpful for intermediate learners of English, and this lesson plan would be useful for instructors teaching at that level.
Visit: https://film-english.com/product/being-a-good-listener/
Source: Film English
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Title: Spanish Suffixes: Another Meeting Point for English and Spanish (Part 1)
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From: https://blogs.transparent.com/spanish/spanish-grammar/
This article is the first part of a description and comparison of Spanish suffixes. This article both describes how certain suffixes are used in Spanish and how they relate to English suffixes. For this reason, this article would be useful to Spanish learners whose first language is English as this article allows for the direct comparison. This resource provides information in a way that is direct and easy for learners to understand, and would be a helpful resource to all levels of Spanish learners as well as instructors looking to teach about Spanish suffixes.
Visit: https://blogs.transparent.com/spanish/spanish-grammar/
Source: Spanish Language Blog - Anais
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Content Type: 1
Title: Still Teaching Online? Unleash Creativity to Heighten Student Engagement and Build Community in the Asynchronous Language Classroom
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From: https://fltmag.com/creativity-engagement-community/
This article is directed towards language instructors of any level, and discusses how to build community and engage learners online. One of the most important aspects of language learning is language usage within a community and connecting to the language and culture, and this article discusses how instructors can engage learners through digital media. Rice highlights useful tools and practices for creating fun, interactive, online activities and discusses her own methods as well. She also discusses how to engage younger learners and how to make content more interesting to them, and this would be helpful for instructors of elementary and middle school learners. This resource would be very useful to language instructors that are continuing to teach online or would like to provide more support for online learning.
Visit: https://fltmag.com/creativity-engagement-community/
Source: Heather Rice
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Title: InterCom: January 10, 2022
Body:
Join us this week as we continue our January series of activities aimed at jumpstarting language learning. This week we focus on reflecting on one's language learning goals by drawing or mapping out these goals.
Thank you to CASLS Student Worker, Madi Collins, for her role in the creation of 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 helps learners to define their next language learning goals and understand the connections between these goals.
- Looking for more on goal setting? Check out this series of activities about self-directed language learning your students can do at home and/or in the classroom.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 4
Title: Drawing Activity: Reflect on Your Goals
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by Madi Collins, CASLS Student Worker
This activity guides learners through creating a drawing or mind map of their next self-identified learning goals. Learners will identify these goals and then draw or map out the connections or pathways to reach these goals. It can be used with learners of all levels. This activity can be done in the learners’ L1 or the target language based on their proficiency level and/or preference.
Learning outcomes:
Learners will be able to:
- Identify 3-4 goals related to learning the target language.
- Create a visual representation of these goals and how the goals relate to each other.
Materials:
Drawing Activity: Reflect on Your Goals video, blank paper or digital document for drawing
Procedure:
- Ask learners to brainstorm definitions for the word “goal” as it relates to language learning. What do they think of when defining a language-learning goal? Write their answers on the board or a shared digital document for all to see.
- Ask learners to work in groups to create a 1-2 sentence summary of “goal” and what it means to them.
- Next, show learners the Drawing Activity: Reflect on Your Goals video.
- Have learners take out a fresh sheet of paper or open a blank digital document that they will use for their drawing, and then read this statement aloud. “Imagine you could push a button and arrive at the next level in the target language (whatever that means to you). Where would the button take you? What would you need to do or communicate when you get there?” Give learners a couple of minutes to imagine what this next step will look, sound, and/or feel like.
- Once your learners have a next step in mind, ask them to write down or draw three to four ideas for their goals for this next step. They can write words or phrases, draw pictures, or create any kind of visual representation for these goals. Encourage them to think of concrete goals that they want to work towards. Remind them that these are personal goals that can be whatever they want to work on next in the target language. These goals will be different for each learner and can be as simple or complex as they wish.
- Once learners have written down or drawn their goals, ask them to think about how their goals connect to each other. Instruct learners to write or draw a representation of these connections.
- Remind learners that their drawing or map does not need to be polished- the purpose of the drawing is to provide them the time to reflect on their goals related to the target language. It does not matter what that reflection ultimately looks like.
- Once learners have had adequate time to write or draw, divide them into small groups to share their drawings/mind maps with their peers. Encourage them to share the drawing itself, the thought process they used to make it, etc.
- Optional: As a class, ask learners to identify one goal they heard about in their groups that was similar to one of their own, and one goal that surprised them. Ask for volunteers to talk about a similar or surprising goal. What made this goal similar to their own or surprising?
Looking for more on goal setting? Check out this series of activities about self-directed language learning your students can do at home and/or in the classroom.
Source: CASLS
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Content Type: 3
Title: InterCom: January 17, 2022
Body:
Join us this week as we continue our January series of activities aimed at jumpstarting language learning. This week we focus on creating vision boards in the target language.
Thank you to CASLS Student Employee, Madi Collins, for her role in the creation of this week’s video and activity.
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 helps learners build communicative capacity about a personal interest in the target language by creating a vision board of written and visual materials about this interest.
- Check out this previous InterCom activity for more ideas on how to engage with a personal interest or hobby. In this activity, learners use digital apps of their choosing to explore their interest or hobby in the target language.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 3
Title: InterCom: January 24, 2022
Body:
Join us this week as we continue our January series of activities aimed at jumpstarting language learning. This week we focus on creating a word of the day calendar in the target language.
Thank you to CASLS Student Intern, Isabella Walters, for her role in the creation of this week’s video. Thank you to CASLS Student Worker, Madi Collins, for her role in the creation of this week’s activity.
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 helps learners create a word of the day calendar with words they would like to learn and then contextualize those words as they interact with the calendar daily.
- Check out this blog post for more ideas about how to use the Frayer model mentioned in this week's video.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 1
Title: Call for Applications: NSF Research Experience
Body:
From: https://blogs.uoregon.edu/reuling/contact-us/
The NSF Research Experience for Undergraduates (REU) Site at the University of Oregon Linguistics: Call for Applications
Increasing American Indian/Alaska Native Perspectives in Field and Experimental Linguistics
The REU Site is an 8-week summer program fully funded by the National Science Foundation (NSF). This program is designed for undergraduate students who identify as (or have a family/cultural connection with) American Indian/Alaska Native peoples, offering an intensive introduction to the field of linguistics and language science to students who otherwise would not have the opportunity to explore the discipline through their home institution. Students participating in the program will work closely with faculty on a hands-on research project and will receive funding for travel, on-campus housing, and a weekly stipend.
The program is hosted by the Department of Linguistics at the University of Oregon in the city of Eugene, situated on Kalapuya Ilihi, the traditional homelands of the Kalapuya People, the First Peoples of the Willamette Valley, whose descendants are citizens of the Confederated Tribes of Grand Ronde and the Confederated Tribes of Siletz Indians.
Timeline
Applications are due at 5:00 pm (PST) on January 21, 2022.
Letters of recommendation are due on January 30, 2022.
The program begins June 6 and ends July 29, 2022. (The first week is remote; the rest is in-person on campus)
How to apply
Applicants are asked to fill out an online application form via http://blogs.uoregon.edu/reuling/application/ and submit the following supporting materials:
-A Statement of Purpose explaining why you are applying for this opportunity
-An unofficial university/college transcript
-Two letters of recommendation
For more information about the program, visit the website at http://blogs.uoregon.edu/reuling/
Visit: https://blogs.uoregon.edu/reuling/contact-us/
Apply: https://oregon.qualtrics.com/jfe/form/SV_9TS8FIEeSm6ce4C
Source: University of Oregon Linguistics
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Title: International Perspectives on Online Language Learning Survey
Body:
From: https://unt.az1.qualtrics.com/jfe/form/SV_ePb99ll90USDwfY
A team of researchers needs your help in disseminating a survey to foreign language teachers worldwide! They would highly appreciate it if you could use your respective networks of language teachers and ask them to participate in our research project entitled "International perspectives on online language teaching after COVID-19". The survey takes about 10 minutes to fill out. If you have any questions, please feel free to contact the lead investigator by e-mail: lisskerstin.sylven@ped.gu.se.
Thank you in advance!
Best wishes,
Dr. Liss Kerstin Sylvén (University of Gothenburg)
Dr. Regina Kaplan-Rakowski (University of North Texas)
Dr. Ju Seong Lee (Education University of Hong Kong)
Visit: https://unt.az1.qualtrics.com/jfe/form/SV_ePb99ll90USDwfY
Source: Dr. Liss Kerstin Sylvén, Dr. Regina Kaplan-Rakowski, Dr. Ju Seong Lee
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Content Type: 1
Title: Resources to Teach About Colombia
Body:
This article discusses different resources for Spanish teachers to build lessons around Colombia and Colombian culture. It provides various resources (authors, books, documentaries, movies, etc.) that contain cultural and social information about Colombia, including information about the new Disney film set in Colombia, Encanto. The author stresses the importance of reading/viewing each resource before presenting them to the class to make sure it is a good fit for learners. Overall, this resource provides helpful, engaging resources for any instructor looking to form a lesson plan about Colombia.
Source: Srta Spanish
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