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Content Type: 1
Title: Using English Slang in Russian
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From: https://blogs.transparent.com/russian/using-english-slang-in-russian/
This blog post analyzes the prolific use of English loanwords in Russian fashion magazines. It is written in English with Russian words and phrases mixed in. Both heritage and foreign language learners of different proficiency levels interested in language change, word use between languages and cross-cultural understanding might be interested in reading this post.
Visit: https://blogs.transparent.com/russian/using-english-slang-in-russian/
Source: Russian Language Blog
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Title: Scandinavian Film & Television: A Free Online Course from the University of Copenhagen
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Scandinavian Film & Television is a free online course offered by the University of Copenhagen through popular online course provider Coursera. The course covers various topics about Scandinavian film and television both in terms of its history and development as an industry, as well as the cultural features and artistic trends found in both films and television shows. Learners and educators looking to gain knowledge about Scandinavian culture through the lens of media and visual culture will find this resource useful.
Source: Open Culture
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Content Type: 1
Title: Snowstorm in Greece: Vocabulary
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From: https://blogs.transparent.com/greek/snowstorm-in-greece-vocabulary/
This blog post covers Greek words, phrases and proverbs used to discuss snowstorms and bad weather in the wintertime. This is a good resource for domain-specific vocabulary, and would be useful to novice learners or to any learners looking to expand their weather-related vocabulary knowledge in Greek.
Visit: https://blogs.transparent.com/greek/snowstorm-in-greece-vocabulary/
Source: Greek Language Blog
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Title: Spanish for Your Career Podcast
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From: https://podcastsele.com/show/spanish-for-your-career/
This podcast is designed for intermediate and advanced learners of Spanish with an interest in business. The content is especially helpful for salespeople, consultants, entrepreneurs or expatriates who need to improve their communication with Spanish-speaking bosses and colleagues. A new episode comes out every week, discussing helpful business terminology as well as topics of economics, trade, and the news.
Visit: https://podcastsele.com/show/spanish-for-your-career/
Source: Beata Bielowka
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Content Type: 4
Title: Practicing Awareness: Cues When Something Goes Wrong
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By Anna Krinitsyna, CASLS Graduate Intern
This activity was created to help learners identify three cues (pauses, politeness markers, and change in speech patterns) one can use when things might not be going well in a conversation, to gauge whether there might be conflict or disagreement. The activity is appropriate for learners of intermediate and advanced levels.
Learning outcomes:
Learners will be able to:
- Identify three cues that indicate disagreement or conflict present in the target language.
- Give examples of each sign of conflict or disagreement.
- Describe how the cues compare or contrast to learners’ L1s.
Mode(s): Interpersonal, Interpretive
Materials: Awareness: Signs Things Might Be Wrong video and Conversation Cues chart, TV or movie clip in the target language.
Example video clips in English:
1. TV: “Jim vs. Ryan” clip from The Office https://youtu.be/orY8EUHrUeE
2. Movie: clip from The Breakup https://youtu.be/bBil15ORYI0
Procedure:
- Ask learners to think about conversations they’ve observed or participated in in the target language. Were there instances of conflict or disagreement? How did they know?
- Next, show learners the Awareness: Signs Things Might Be Wrong video.
- Ask learners to identify the three cues of disagreement or conflict mentioned in the video (pauses, politeness markers, and expected speech patterns). Ask them whether or not they have noticed these cues used in the target language.
- Then, show learners a short video clip or play a short audio clip in the target language, where conflict or disagreements are present. Ask learners to identify which of the three cues they noticed. Note which cue was identified by the most learners, and use this cue in step #5.
- Using a fist to five scale, ask learners to rate how easily they noticed the cue identified the most in step #4. Learners will hold up the number of fingers that corresponds with their rating, zero being “not easy to notice” and five being “very easy to notice.” Point out any patterns that you notice in their ratings, and ask for volunteers to explain their ratings. Optional: this step can be repeated for the other two cues, if learners noticed them in the example clip.
- Give learners the Conversation Cues chart. In small groups, have learners discuss how the three cues might be used in the target language and fill in the section of the chart for each cue.
- Then, have them compare how the three cues are used in their L1s or in a shared L1, if applicable. What differences and similarities do they notice between the two languages in terms of how the three cues are used (if any)?
- As a whole group, ask learners to share some of the observations they wrote down on the chart.
- Then ask them to think about and then discuss: Is it easier to notice these cues in the target language or in their L1s? Why or why not?
Notes:
Modifications - this activity can be partly conducted in either the target language or a shared L1, depending on learner proficiency level and preferences. The activity can be modified to be more appropriate for novice learners by focusing only on pauses, instead of all three cue types.
Source: CASLS
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Content Type: 2
Title: Reminder: Proposals for the 2022 Pragmatics and Language Learning Conference Due Tomorrow
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CASLS is proud to be hosting the 2022 Pragmatics and Language Learning Conference with our sister LRC, the National Foreign Language Center at the University of Hawai'i at Mānoa. Proposals are due tomorrow! For more information, click here.
Source: CASLS
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Content Type: 4
Title: Ask for Clarification
Body:
By Aissa Canteras, CASLS Graduate Intern
This activity was designed for intermediate to advanced language learners. It was created to help learners explore and practice appropriate strategies that can be used in the target language to clarify information.
Learning outcomes:
Learners will be able to:
- Identify four strategies used to request for clarification in the target language (repeat, slow it down, rephrase, ask questions)
- Identify how these four strategies can be appropriately used in the target language given a particular context
- Demonstrate the ability to produce appropriate requests for clarification in the target language given a particular context
Mode(s): Interpersonal, Interpretive
Materials: Clarify! What To Do When You Aren’t Sure What’s Going On video, Clarifying Information activity sheets, video clips in the target language
Example video clips in English:
- Role Models Movie Clip: A Venti Coffee 0:00-0:10 https://www.youtube.com/watch?v=SSk0B0dVq4g
- Jennifer Lawrence Press Room Interview 1:11-1:47 and 3:32-3:58 https://www.youtube.com/watch?v=OYzVUt73u0E
- What’s Your Password? 0:34-1:00 https://www.youtube.com/watch?v=UzvPP6_LRHc
- Schitt’s Creek TV Clip: Is this a Write-off? 0:00-1:00 https://www.youtube.com/watch?v=aCP27_vquxQ
Procedure:
- During class, ask learners to think about conversations wherein they had a hard time understanding what was being said. Were there certain words or grammar that you did not understand? Was the communication style different to what you are accustomed to?
- Next, show learners the Clarify! What To Do When You Aren’t Sure What’s Going On video.
- Have learners identify the four strategies for clarifying information that were mentioned in the video (repeat, slow it down, rephrase, ask questions). Write them down on the board or a shared digital document so all can see. Then, ask learners to name how each strategy can help one understand more of what someone has said. Write down the “how’s” with each strategy.
- Show learners video clips in the target language where clarifying information took place. After each video, ask learners to identify the clarification strategy/strategies used.
- Distribute copies of the Activity Sheets. In groups, have learners transcribe the video clip then mark request mitigators (ex. I'm sorry, could you repeat what you said?, Can you explain that in more detail, please?) and supportive moves (ex. It’s loud here, could you repeat that?, I just want to be sure, but..) in the video transcripts.
- Next, have learners identify the magnitude or seriousness of the misunderstanding, the extent to which the speakers are acquainted, and the relative roles of the speaker and addressee of each transcript using the guide in the Activity Sheets.
- As a group, debrief the analysis of the learners. Ask learners to identify when request mitigators and supportive moves should be used. Summarize by writing them down on the board or on a shared digital screen. Below is an example:
- As a final activity, give learners mini-scenarios (see examples below) and ask them to share how they are going to clarify information based on the given scenario. Ask the learners why they used such language strategies.
Notes:
Examples of mini-scenarios (in English):
- Mini-scenario 1: Your friend is inviting you to a party this weekend. She gave the details of the party but you did not understand the street name of the address. How are you going to clarify the information?
- Mini-scenario 2: Your professor explained the tasks that you are supposed to complete in the next 30 minutes. You did not understand the last task. How are you going to clarify the information?
- Mini-scenario 3: You are in a Zoom class and you are taking notes of your group discussion. While taking notes, your groupmate’s connection becomes unstable and you lose track of what they are saying. How are you going to clarify the information?
This activity can be conducted in the target language, but educators are encouraged to allow for use of the L1 when it promotes the prolongation of deep cognitive engagement.
The activity can be modified to be more appropriate for novice learners by increasing scaffolds (e.g., the use of sentence stems and/or brainstorming key vocabulary “look fors” before beginning the activity), and focusing on the first two clarification strategies (repeat & slow it down) and at least two examples of request mitigators.
As an alternative, complete Part 1 of the Activity Sheet before class.
Source: CASLS
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Content Type: 3
Title: Intercom: February 28, 2022
Body:
Join us this week to explore a set of learning strategies related to this month’s subject, awareness. Awareness, one aspect of pragmatic competence, is the ability to analyze someone’s reaction and adjust your language choices accordingly. This week we take a look at specific strategies for clarifying information when misunderstandings occur.
Thank you to CASLS Student Worker, Madi Collins, for her role in the creation of this week’s video. Thank you to CASLS Graduate Intern, Aissa Canteras, 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 explore and practice appropriate strategies that can be used in the target language to clarify information.
- Check out this previous InterCom video about using metapragmatic speech, or how to state your intentions and ask for clarification.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Title: A Daily Guide for Spring Festival
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From: https://blogs.transparent.com/chinese/spring-festival-daily-guide/
This blog post talks about the most important holiday in China - the Spring Festival. It takes a closer look at the days following Chinese New Year, its significance, and common traditions and practices that Chinese take part in during this very special holiday. This blog post is rich in cultural tidbits that can help build learners’ cultural awareness; as well as Spring Festival-related vocabulary which can be particularly useful for Novice and Intermediate Chinese language learners.
Visit: https://blogs.transparent.com/chinese/spring-festival-daily-guide/
Source: Chinese Language Blog, Sasha
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Title: Signs That are Close But Not the Same - Alphabet
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From: https://www.signingsavvy.com/blog/366/Signs+That+Are+Close...+But+Not+the+Same+-+Alphabet
This article highlights key differences of similar looking signs from the fingerspelling alphabet. It includes detailed descriptions and supplementary video aids to help readers visualize and tell alphabet signs apart from one another. This article is part of Sign Savvy’s “Signs That Are Close... But Not the Same” series which Novice and Intermediate ASL learners can follow along to help them figure out small differences between signs that look similar but have different meanings.
Visit: https://www.signingsavvy.com/blog/366/Signs+That+Are+Close...+But+Not+the+Same+-+Alphabet
Source: Signing Savvy, Brenda Cartwright
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