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Content Type: 1
Title: World Poetry Day Is On March 21st – Here Are Teaching & Learning Resources
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This blog post provides links to poetry resources to use for UNESCO’s World Poetry Day on March 21st. It includes a link to a resource list of online poetry resources entitled “The Best World Poetry Day Resources.” This list includes online poetry activities and ideas for teaching poetry, links to newspaper and magazine articles about poetry, TedEd videos about various types of poetry and concepts like rhyme and meter, and many other resources. This resource would be useful for any teacher looking for media or activities to use in conjunction with World Poetry Day.
Source: Larry Ferlazzo’s Websites of the Day
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Title: Teaching Circumlocution Skills
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From: https://wlclassroom.com/2022/02/20/ep29/
This podcast episode addresses strategies and games to use when teaching students about how to use circumlocution, or defining or “talking around” a concept that one doesn’t know the exact word for. It includes a link to a related blog post by the author that gives additional ideas for introducing circumlocution to learners, and provides examples of how to employ circumlocution in English, French and Spanish. This resource would be useful for any teacher looking to help learners build flexible and dynamic speaking skills.
Visit: https://wlclassroom.com/2022/02/20/ep29/
Source: World Language Classroom, Joshua Cabral
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Title: Téarma and Foras na Gaeilge
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From: https://blogs.transparent.com/irish/tearma-and-foras-na-gaeilge/
This blog post introduces An Bunachar Náisiúnta Téarmaíochta don Ghaeilge, or The National Terminology Database for Irish. The database is maintained by the Gaois research group at Dublin City College, and consists of about 186,000 bilingual entries of words in Irish and their English translations. The database also provides a “term of the day” on its social media platforms, with the word and its English translation along with a picture related to the term to provide visual context. This resource would be useful for teachers or learners looking to explore vocabulary and concepts in Irish.
Visit: https://blogs.transparent.com/irish/tearma-and-foras-na-gaeilge/
Source: Irish Language Blog, Brigitte
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Title: Learning Classical Chinese is for everyone (no, seriously!)
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From: https://www.hackingchinese.com/learning-classical-chinese-is-for-everyone-no-seriously/
This blog post makes the case for the importance of learning Classical Chinese for Chinese learners who wish to read pre-20th century Chinese literary texts. The post situates written Classical Chinese within its historical context and provides examples of authors and writing styles. The post ends with detailed lists of textbooks and other learning resources broken down by learner proficiency level (beginner, intermediate, advanced). This post would be useful for Chinese learners and teachers looking for tools to learn and understand Classical Chinese in preparation for reading poetry, philosophical treatises and other texts.
Visit: https://www.hackingchinese.com/learning-classical-chinese-is-for-everyone-no-seriously/
Source: Hacking Chinese, John Renfroe
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Content Type: 4
Title: Research Before You Listen
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by Aissa Canteras, CASLS Graduate Intern
This activity was designed for learners of all levels. It was created to help learners explore different types of sources to use for building contextual awareness before listening in the target language.
Learning outcomes:
Learners will be able to:
- Identify two situations where listening in the target language can take place
- Find three types of sources to build contextual awareness before listening
- Describe the strengths of one type of source, and explain why it is useful for building context for the listening task
- Compare any difference in listening comprehension for a non-researched listening text versus a researched one
Mode(s): Interpretive
Materials: Research a Topic Before Listening video, 2 podcasts in the target language, speaker, white board and marker, laptop/tablet/phone with internet connection
Example podcasts in English:
KidNuz https://www.kidnuz.org/podcast/episode/1cd0a15a/02162022
0:00-1:08 Rams Parade, 1:09-2:10 Rogue Wave, 2:11-2:59 No Podium
Procedure:
- Show learners the Research a Topic Before Listening video.
- As a group, have learners identify two situations where listening to the target language can take place, as shown in the video (eg. listening to a news report, watching a sitcom). Then, have them name three types of sources named in the video which can be used for building contextual awareness before listening (eg. news articles, television show summary, Google Image Search).
- Have learners think of other situations where listening to the target language can take place and identify different types of sources that can be used for building contextual awareness given the situation.
- Select a podcast that aligns with your curricular goals. For example, if you are teaching Intensive English, you may select a podcast about current events. Select a podcast that is a little above the learners’ proficiency level. Ideally, the topic should not be familiar to the learners.
- Have learners listen to a short clip from your selected podcast.
- After listening to the podcast, have learners rate how well they think they understood the podcast by using the Fist to Five scale - hold up a closed fist for no understanding, one finger for very little understanding, and a range up to five fingers for complete understanding.
- Inform learners that they will now listen to a clip from another podcast. This time, they will gather information about the topic before listening.
- Provide the title of the podcast or a one sentence summary of what the podcast is about.
- Have learners share possible types of sources they can use to learn about the topic that will be discussed in the second podcast. List down all the types of sources on the board or a shared digital document, so all can see.
- Pick three types of sources from the list which are currently accessible to the learners.
- In groups of two to three, have learners gather information using the three types of sources. Have them write a list of what they noticed in those sources.
- Have the learners listen to the second podcast.
- After listening to the podcast, have learners rate how well they understood the podcast by using the Fist to Five scale.
- As a group, have learners compare their experiences while listening to the two podcasts. Which podcast was easier for them to understand? Why? Were they able to understand more after researching the topic of the second podcast?
- Finally, have the learners choose one of the sources they used and describe why it was useful for building contextual awareness for the second podcast.
Notes:
- Modifications (proficiency level) - Choose the length of the clip based on learner proficiency level. Lower level learners may be able to pay attention for 1-2 minutes, while higher level learners can challenge themselves with 5-6 minutes.
Source: CASLS
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Title: InterCom: March 14, 2022
Body:
Join us this week as we continue to explore listening strategies. This week we take a look at how learners can prepare for a listening task in the target language researching the topic or context of the task before they listen.
Thank you to CASLS Graduate Intern, Aissa Canteras, 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 identifying sources they can use to research the topic before listening to a text in the target language, exploring those sources, and comparing any changes in their comprehension after doing preliminary research.
- Check out this post about strategies for listening during academic lectures from the Learning Center at the University of North Carolina at Chapel Hill. Before listening to a lecture, learners are often expected to read or research the topic, similar to the strategy in this week’s topic.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 2
Title: Proposal deadline extended for the 2022 Pragmatics and Language Learning Conference
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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. The deadline for proposals is now extended until March 15! For more information, click here.
Source: CASLS
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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, March 15! For more information, click here.
Source: CASLS
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Content Type: 4
Title: Familiarize Yourself with Sounds - Listen While Reading Along
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This activity was designed to help learners deepen their understanding of sounds in the target languages that are unfamiliar or seem hard to pronounce. It supports them by suggesting the strategy of reading along with subtitles or transcripts while listening. It was created for learners of all levels.
Learning outcomes:
Learners will be able to:
- Find a short listening clip (1-5 minutes) in the target language has subtitles or a transcript
- List 5 or more sounds in the listening clip that are unfamiliar or seem hard to pronounce
- Identify any patterns in the sounds listed by comparing their list with those of their peers
Mode(s): Interpretive, Presentational
Materials: Familiarize Yourself with Sounds: Listen while Reading Along video, What is that Sound? worksheet, video or audio clips with subtitles or a transcript, paper or online dictionary
Procedure:
- Show learners the Familiarize Yourself with Sounds: Listen while Reading Along video. Ask learners to name the listening strategy talked about in the video (listening while reading along, write down words that have sounds that are hard to pronounce). Ask learners to recall the sources for listening materials named in the video (YouTube videos, Lyricfind, DVDs or streaming services, audiobooks). Ask learners to name any additional sources they can think of where one can find audio or video that has subtitles or a transcript.
- Next, give learners the What is that Sound? worksheet. Tell them that their assignment to complete before the next meeting is to choose an audio or video clip in the target language to listen to. This clip can be from any of the sources brainstormed in step 1, but should have subtitles or a transcript also in the target language.https://caslsintercom.uoregon.edu/uploads/contentUploads/202203/04/What is that Sound worksheet_03-04-22.pdf
- Before the next meeting, learners will listen to this clip and fill in the worksheet. On the worksheet, they will write down 5 or more words that have sounds that are hard for them (using the written transcript/subtitles to help spell the words), then write which part of the word has this sound, and finally write a phonetic spelling or any other information that will help them know how to pronounce the sound. If there are no sounds that they find hard to pronounce, they can identity sounds that are different from those in their L1. They should bring the completed worksheet back for the next meeting (see modifications for doing this step in person at the end of this activity).
- Once learners have filled out their worksheets, divide them up into groups of 3-4. In their groups, have learners discuss the sounds they wrote down. They should either identify the most common sounds they documented or, if none are shared, choose three to keep working together with.
- Next, each group will share their sounds and associated words. Write the words down on a board or shared digital document for all to see, and have learners identify the part of the words that contain the challenging sounds.
- Once you have a list of 3 sounds from each group, ask learners to compare the sounds on the list and pick out the 3 that were mentioned by the most groups. Or if none were mentioned the most, have learners vote on which 3 they want to work with.
- Break them into groups again (the same groups or shuffled) and assign them one of the 3 sounds to work with (or have them choose one of the sounds). Have them look up additional words that contain the assigned or chosen sound using a dictionary. They may wish to look up one of the words from the board first to find the phonetic spelling, and use that spelling of the sound to identify other words with the sound.
- Still in their small groups, have them write at least one tongue twister with the words they found in the dictionary. Once written, learners can practice saying their tongue twisters to their group. They can challenge each other to see who can say them the fastest.
- Have each group, or an elected representative of each group, read or recite their tongue twister to the class. Write the tongue twister on the board or shared digital document as they say it the first time, and then have them say it again one or two more times so that the rest of the learners can read along as they say it.
Notes:
- Modifications (proficiency level) - Learners at lower levels can choose listening examples that are shorter, and can look for sources where the speaker purposefully talks slowly and clearly. For example, News in Slow (https://www.newsinslow.com/) provides graded audio news stories in Spanish, French, Italian and German. Or some language learning YouTube channels have videos with slowed down speech, such as the video Slow Swedish #6 - Swedish Music (https://youtu.be/zCH4KdHWTik) from the channel Say it in Swedish.
- Modifications (group work) - Steps 2 and 3 can be done during the meeting and in small groups if preferred. Working in groups in an online setting could be done through using breakout rooms. For either in-person or online settings, learners can work together to fill in the worksheet, and then can choose the top 3 sounds they think are the most challenging to continue working with in step 5.
- Modifications (exploring dialect) - This activity could also be used to explore differences in pronunciation between two dialects of the target language. To do this, have learners find video or audio clips in two different dialects (or be provided with example clips in two different dialects). Have them choose sounds to listen for in both clips and write them down on the worksheet, paying close attention to documenting any phonetic difference they hear in how a sound is pronounced in each of the clips.
Source: CASLS
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Content Type: 3
Title: InterCom: March 21, 2022
Body:
Join us this week as we continue to explore listening strategies. This week we explore how learners can document what they understand while listening and then use this documentation to make predictions about the meaning of words or phrases they did not understand.
Thank you to CASLS Graduate Intern, Anna Krinitsyna 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 guides learners first through writing down what they understand while listening, and then through working with peers to fill in any gaps in understanding.
- Check out this previous InterCom activity where learners identify multiple strategies for before, during and after listening and then practice using them.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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