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Title: InterCom: January 31, 2022
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Join us this week as we conclude our January series of activities aimed at jumpstarting language learning. This week we focus on tapping into creative language use by writing a poem in the target language.
Thank you to CASLS Student Worker, 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 guides learners through writing a poem about a topic of their own choosing.
- Check out this blog post for more tips on how to write poetry, especially geared towards those who are new to writing poetry.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 4
Title: Create a Poem in the Target Language!
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by Madi Collins, CASLS Student Worker
This activity was created to guide learners through creating a poem about a topic of their choosing in the target language. It was designed for learners of all levels and provides a poem structure for each level.
Learning outcomes:
Learners will be able to:
- Identify a topic or main idea for their poem.
- Create a list of words they want to use in their poem.
- Write a poem following the rules for the selected style of poetry.
Mode(s):
Presentational, Interpersonal
Materials:
Write a Poem video, dictionary or word database in the target language, paper or a digital document for writing poems
Procedure:
- Show learners the Write a Poem video. Ask learners to brainstorm a topic they would like to write a poem about in the target language.
- Have learners make a list of at least four to five words related to their topic that they might use in their poem. Learners can use a dictionary, textbook or online resource as needed to look up words.
- Provide learners with an explanation of the structure of the type of poem they will be writing. This could be any of the examples below or a different type of poem of the instructor’s or learners’ choosing. Provide one or more examples of the typeof poem learners will be writing.
- Beginner: Acrostic – Learners write one word vertically along the side of the page. Each line of the poem starts with one letter of the vertical word.
- Intermediate: Haiku/Six-Word Memoir – For haiku, there are three lines. The first and last lines have five syllables and the middle line has seven syllables. . A six-word memoir is a description of a person, place or thing composed of only six words.
- Advanced: Rhyming Couplets – These couplets consist of two lines of roughly the same length. The last words of the lines rhyme with each other. Learners can create one or more set of couplets.
- Ask learners to write their poems using the words they listed.
- Once learners are done writing, have them share their poem with a partner or in small groups. Afterwards, they can edit their poem.
- If space permits, have learners display their poems so others can read them. Alternately,ask for volunteers to read their poem aloud to the group.
- In the whole group, ask for volunteers to discuss the process of writing their poems, or reading or listening to their peers’ poems. Discussion questions could include:
- How did the structure of the poem affect the order of the words they used?
- What was helpful or unhelpful about the following rules that tell you how the structure of the poem?
- When you read or listened to someone else’s poem, which words in the poem told you what it was about?
Notes:
Modifications: Choose the type of poem based on learner proficiency level. Lower level learners will benefit from writing poems that have set rules that govern their structure. Advanced learners will be able to write more free-form, less structured poems.
Source: CASLS
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Content Type: 3
Title: InterCom: February 7, 2022
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Join us this week as we begin a four week series where we dive into thinking about pragmatics, or how we interpret and communicate meaning in, and across, languages. In this series we will look at one aspect of pragmatics in particular: awareness, or the ability to analyze someone’s reaction and adjust your language choices accordingly. This week we cover the role that awareness plays in how we co-construct interactions.
Thank you to CASLS Student Intern, Isabella Walters, 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 guides learners through identifying conversational cues in the target language and thinking about how one might react based on these cues.
- Check out this video for more about awareness and its role in building pragmatic competence using the Intercultural, Pragmatic, and Interactional Competence (IPIC) framework.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Title: New Swedish Word List for 2021
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From: https://blogs.transparent.com/swedish/corona-bubble-and-doomsday-scrolling-new-swedish-word-list-for-2021/
This blog post discusses new Swedish words that have become part of speakers' common vocabulary in the past year. This post highlights their use and their relation to the language and culture. Many of the new words described here are related to the pandemic with commentary from the author about how the pandemic changed lifestyles and, therefore, words people use. Readers are also be provided with connections to Swedish culture through these new words. This resource would be useful to any level of Swedish learner, and would be especially useful for discussions specifically realted to a global pandemic.
Source: Swedish Language Blog, Chelsea B
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Title: Learn Hindi from Authentic Sources
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From: https://blogs.transparent.com/hindi/learn-hindi-from-authentic-sources/
This blog post provides a curated list of sources that Hindi language learners can use to help them gain a deeper understanding of the social norms and cultural practices shared in the Hindi language. The author explains how sources written by Hindi native speakers for Hindi native speakers can be more beneficial for language learners because it gives them the opportunity to learn beyond grammar and vocabulary. The list includes a collection of newspapers, blogs, podcasts, poems, songs, and movies, each with brief descriptions, making it easier for learners to select sources that they may find useful and interesting in their own language learning. This resource may be more useful for intermediate and advanced learners.
Visit: https://blogs.transparent.com/hindi/learn-hindi-from-authentic-sources/
Source: Hindi Language Blog, Nicole Herbert Dean
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Title: New Protactile Language Emerges in Oregon
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From: https://www.opb.org/article/2022/01/05/new-protactile-language-emerges-in-oregon/
This source offers insight into a new language called Protactile which recently emerged in the DeafBlind community. Previously, DeafBlind people had to rely on interpreters to communicate with each other, but now they are able to do so directly through a language that is based on touch. The DeafBlind Interpreting Institute at Western Oregon University has developed a program to train Protactile interpreters. Through Protactile, people in the DeafBlind community can be even more independent than they previously were. This resource would be useful to learners of any level and instructors teaching DeafBlind learners.
Visit: https://www.opb.org/article/2022/01/05/new-protactile-language-emerges-in-oregon/
Source: Oregon Public Broadcasting, Sage Van Wing
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Title: Conversations in Spanish & Other Languages Podcast
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From: https://www.jezsc.com/csolp/
Conversations in Spanish & Other Languages Podcast is a well-organized website of podcasts that could be useful both for learners and teachers. The episodes are divided into the following languages: Spanish, French, Italian, Portuguese, and English. Russian will be added soon. Spanish episodes are further divided into proficiency levels. Many episodes have their own page with an introduction in English, vocabulary words, follow-up questions, and other useful information to supplement listening. This resource would be useful to any level of language learner, and learners can select any podcast in which they would like to listen to and that fits their level.
Visit: https://www.jezsc.com/csolp/
Source: Joel E Zarate
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Title: How to Show Enthusiasm in French
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From: https://www.commeunefrancaise.com/blog/show-enthusiasm-in-french
This blog post shares a list of commonly used phrases to show enthusiasm in French. It also provides valuable insight on French culture, particularly on how most French people deal with positivity and how friendships are formed with one another. Language learners can use this resource to learn more about expressing gratitude, responding to good news, congratulating, complimenting, and providing positive feedback. It also offers insight on how to come across as sincere and genuine in delivering these messages. This resource would be useful to any level of French learner and is especially useful for learning French pragmatics.
Visit: http://https://www.commeunefrancaise.com/blog/show-enthusiasm-in-french
Source: Comme une Francaise
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Content Type: 4
Title: Using Conversation Cues to Co-Construct Interactions
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This activity was designed to guide learners through identifying conversational cues used in spoken or signed interactions in the target language. Identifying and understanding these cues falls in the “awareness” quadrant of the IPIC (Intercultural, Pragmatic and Interactional Competence) framework. This activity is appropriate for learners of all proficiency levels.
Learning outcomes:
Learners will be able to:
- Identify specific verbal and non-verbal conversational cues used in the target language
- Categorize the identified cues based on the type of cue
- Predict how they might react to 3 specific cues
- Identify one similarity or difference in the cues used in the target language as compared to the learners' L1(s)
Mode(s): Interpersonal
Materials: The Role of Awareness in Co-Constructing Interactions video
Procedure:
- Ask learners to think about a recent conversation they had in the target language. Could they tell how the other person, or people, were reacting? If so, did those reactions affect what the learners said or did next in the conversation?
- Next, show learners The Role of Awareness in Co-Constructing Interactions video.
- As a whole group, brainstorm the types of specific cues that one could give in the target language to show that they are listening or are enthusiastic about what is being said, or to show that they are non listening or are not enthusiastic. For example, these could be cues such as affirmative interjections such as “yes” or “mmm hmm,” interrupting the speaker, head nods or shakes, eye contact or lack thereof, or having crossed or uncrossed arms. Write the cues on the board or in a shared digital document for all to see.
- Ask the group to look at the brainstormed list and work in small groups to sort them into general categories of cues. For example, this could be categories such as words or signs, facial expression, body language, etc. Have learners shaire their categories with another group when they are done.
- In small groups, have learners choose 3 of the brainstormed cues to discuss in more detail, by discussing what seeing each of the cues tells them about the other person’s reaction, as well as what they themselves might do or say in reaction to those cues.
- Come back together and ask groups to share one cue they discussed and how they would react to that cue.
- Ask learners to think about cues in the target language versus in their L1. Are there similarities or differences in the types of cues they see or use? Ask for volunteers to talk about one similarity or difference they have noticed.
Notes:
- Modifications - this activity can be conducted in either the target language or a shared L1, depending on learner proficiency level and preferences.
Source: CASLS
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Title: CARLA Summer Institutes
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From: https://carla.umn.edu/institutes/index.html
Join the Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota for their 2022 Summer Institutes! CARLA's Summer Institutes are targeted at elementary through postsecondary world language educators and language teacher educators. In some cases, the institutes are also appropriate for ESL or EFL teachers. Each institute is highly interactive and includes discussion, hands-on activities, and networking. There will be 11 online institutes available (either asynchronous or synchronous delivery) and 5 face to face institutes at the University of Minnesota campus in Minneapolis. The online institutes will take place between June 21 to July 29, and the in-person institues will take place from July 11-July 29, 2022.
View: https://carla.umn.edu/institutes/index.html
Source: CARLA
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