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Content Type: 4
Title: During Listening: Document Everything You Understand
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By Aissa Canteras, CASLS Graduate Intern
This activity was designed for learners of all proficiency levels, but is particularly beneficial for Novice to Intermediate learners. In this activity, learners will practice the strategy of documenting everything they understand while listening, and will use the information they document to draw conclusions about what they hear.
Learning outcomes:
Learners will be able to:
- Identify two ways to document an audio text in the target language
- Identify two strategies to use while documenting audio texts in the target language
- Document an audio text in the target language by writing notes and drawing images
- Analyze notes from an audio text, infer missing details, and draw conclusions about what they hear
- Evaluate the utility of documentation when listening to the target language
Mode(s): Interpretive
Materials: During Listening: Document Everything You Understand Video, 30 to 60-second audio text in target language, listening device for the audio text, pen and paper
Sample audio text in English:
Me or We? Cultural Difference Between East and West (0:00-1:03)
https://www.youtube.com/watch?v=78haKZhEqcg
Procedure:
- Show learners the During Listening: Document Everything You Understand Video.
- As a group, have learners identify two ways to document an audio text (eg. writing notes and drawing images) and two strategies to use while documenting audio texts (eg. pausing the text and listening to the text a few times). Write it on the board or a shared digital document, so all can see.
- Provide learners with a 30 to 60-second audio text that aligns with curricular goals. For example, if delivering a unit on target language culture, educators might select an audio text of a lecture or talk related to gender roles, body language, politeness norms, etc.
- Before listening, give the title of the audio text or a brief description of what the text is all about. Then, using the Fist to Five scale, with zero being not confident at all and five being extremely confident, ask learners how confident they are whether they are going to understand the audio text or not.
- While listening, have learners document the words they understand by writing down notes or drawing images. While documenting, have them leave blanks for parts they do not understand. Play the audio more than once, as needed.
- In pairs or small groups, have learners share what they have written. Then, have them rewrite the text and brainstorm possible words to complete the text. Encourage learners to focus on understanding the meaning of the audio rather than producing a word for word transcript.
- Have one representative from each group share their completed text.
- Have learners listen to the audio text and compare their written version to the original. They can write notes about the differences between the two, and add any additional information they now understand.
- Have learners rate their comprehension of the text again using the Fist to Five scale. First, ask them to rate how close the meaning of their written version, after the group revision process, is to the original. Note: they should make this rating based on the accuracy of the overall meaning of what they have written, not on whether their version is accurate word for word.
- Then, ask them to rate whether the documenting process helped them understand more about the audio text using the Fist to Five scale, with zero being not helpful at all and five being very helpful.
- As a group, have learners reflect on the documentations strategies they used while listening to the text. Which strategies did they use? What was helpful about using these strategies and why?
Notes:
- Choose the length of the audio text based on learner proficiency level. Lower level learners may be able to pay attention for 30 to 60 seconds, while higher level learners may be able to listen to longer texts.
Source: CASLS
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Content Type: 1
Title: Are Video Games Like Novels?
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From: https://daily.jstor.org/are-video-games-like-novels/
This article addresses the ways in which video games are an interactive form of storytelling akin in salient ways to literature or film. It provides a brief overview of narrative form in select video games from the past 40 years. This article would be useful for teachers or learners of target language literature looking at how narrative form is used outside of traditionally defined genres of literature.
Visit: https://daily.jstor.org/are-video-games-like-novels/
Source: JSTOR Daily, Ashawnta Jackson
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Content Type: 1
Title: Linguists and an Oregon Family Work Together to Preserve an Indigenous Language
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This news article details current revitalization work that members of the Confederated Tribes of Siletz Indians in Oregon are doing with the Kalapuyan language, which has been a sleeping language for many years. Revitalization efforts are focusing on bringing back Kalapuya as a living language, through community study and the use of dictionaries compiled from late 19th century and early 20th century source materials of the language. This article would be a useful resource for others working on building community and linguistic capacity for sleeping languages and other language revitalization efforts.
Source: Oregon Public Broadcasting, Myers Reece
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Content Type: 1
Title: How to Make Your Own Wordle Style Game
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From: https://www.freetech4teachers.com/2022/03/how-to-make-your-own-wordle-style-game.html
This blog post provides information about an online Worlde-style game creator called WordMaster available on Flippity.net. It provides a video walk through of using the WordMaster tool and a live demo of the game itself. This would be a useful resource for anyone wanting to create a Wordle-style game of their own in the target language.
Visit: https://www.freetech4teachers.com/2022/03/how-to-make-your-own-wordle-style-game.html
Source: Free Technology for Teachers, Richard Byrne
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Content Type: 1
Title: Children and Youth Literature in the Classroom: Teaching Place & Displacement in Africa & the Middle East
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This virtual workshop, happening on Saturday, April 2, 2022 from 1:00pm-4:00pm EST will be
hosted by Howard’s Center for African Studies and School of Education, and Georgetown’s Center for Contemporary Arab Studies. It will bring together librarians and educators looking for literature to teach about experiences of displacement and migration in Africa and the Middle East through children’s and YA literature, and will focus on Omar Mohamed’s book When Stars are Scattered and George Butler’s book Drawn Across Borders: True Stories of Human Migration. Attendees can register online and will receive copies of both books. This workshop would be useful for librarians, and literature and language teachers alike.
Source: Georgetown University, Center for Contemporary Arab Studies
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Content Type: 1
Title: The 9 Best Brazilian TV Shows For Portuguese Learners
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From: https://storylearning.com/learn/portuguese/portuguese-tips/brazilian-tv-shows
This blog post outlines 9 TV shows in Brazilian Portuguese that are widely available to viewers outside of Brazil. The list contains TV shows in various formats and genres, the majority of which are available on Netflix or other streaming services. This resource would be useful for teachers of Portuguese looking for Brazilian-made media to use for lessons or activities, or for learners looking to expand their listening skills and cultural knowledge using TV shows in Portuguese.
Visit: https://storylearning.com/learn/portuguese/portuguese-tips/brazilian-tv-shows
Source: Story Learning Blog, Olly Richards
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Content Type: 3
Title: InterCom: March 28, 2022
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Join us this week as for our final week exploring listening strategies. This week we consider how listening multiple times can help learners deepen their understanding.
Thank you to CASLS Graduate Intern, Aissa Canteras for her role in the creation of this week’s video. Thank you to CASLS Student Intern, Isabella Walters, 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 blog post for 7 tips for working on listening comprehension- including listening multiple times at different speeds.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 4
Title: Listen Again and Again!
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By Isabella Walters, CASLS Student Intern
This activity was designed for learners of all levels. It was created to help learners consider how to evaluate their own practice and progress as they listen multiple times to an audio clip of their own choosing.
Learners will be able to:
- Identify the main idea of their chosen audio clip
- Record 1 or more additional details from the audio clip after each time listening
Mode(s): Interpretive
Materials: After Listening: Listen Again and Again Video, earbuds or another listening device, Listen Again and Again worksheet
Procedure:
- First, have the learners reflect on a time they couldn’t understand something they heard in the target language. This could be a real-life conversation, a video, a song, or anything else.
- Facilitate a group discussion about frustrations and goals the students have surrounding listening and comprehension.
- Next, show learners the After Listening: Listen Again and Again video. After watching the video, provide a few minutes for learners to add to the brainstorming completed in Step 1.
- Ask the learners to find a short video clip, song, podcast, or other media that interests them to listen to. Advise them to choose something 3 minutes long or less, or to choose a short selection from a longer clip.
- Distribute listening devices to students who need them (if available) or have them use their own devices with headphones or earbuds.
- instruct learners to (a) listen to their chosen sources and (b) write down the main points they could understand. Pass out worksheets for them to record their main points.
- Next, give them time to listen. On the first time listening, they should fill in what they understand of the main idea in section A of the worksheet. On subsequent rounds of listening, they should write down any additional details they understand in sections B-D of the worksheet. This step may take different amounts of time for each individual learner. Remind learners that they should focus on what they do understand and do not need to understand every single word. They can repeat this listening and writing process as many times as needed.
- After roughly 10 minutes, get a raise of hands to see if learners have been able to understand the main points of their audio or video clips. If not, allow them additional time to work.
- Finally, conduct a group discussion about the types of information they understood when they listened to the source for the 2nd, 3rd, 4th, etc., time. For example, at which round of listening did they understand the main idea? On which round(s) did they fill in smaller details? How did the information that they understood change between each time listening, if at all? What factors contributed to this change in understanding?
Notes:
-Modifications (tech): In the case where listening devices and headphones are not available, choose (or have the group choose) a clip to listen to with the whole class and conduct the lesson using that clip.
Source: CASLS
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Content Type: 1
Title: Spanish Teacher FAQs
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From: https://secondaryspanishspace.com/spanish-teacher-faqs/
This article provides FAQs for Spanish teachers and gives answers with accompanying resources. Embedded in the article are blog posts for Spanish speaking activities and assessments, resources to encourage Spanish students to read, suggestions for incorporating fun listening activities into lessons, and tips for using comprehensible input in class. Additionally, the article includes seasonal and holiday specific lesson ideas, thematic ideas, and even tech tools that could be useful for any teacher.
Visit: https://secondaryspanishspace.com/spanish-teacher-faqs/
Source: Secondary Spanish Space: Spanish Teachers Sharing Ideas, Allison Weinhold
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Title: 8 Excellent Iraqi Arabic TV Shows Every Student Should Watch
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From: https://talkinarabic.com/iraqi/tv-shows/
This blog post suggests seven Iraqi TV shows for learners of Arabic in general, or Iraqi Arabic in particular, to watch to increase both their linguistic and cultural understanding. The shows cover a variety of genres, including comedy, thrillers, romance, and even a politcal satire show (similar in tone to Comedy Central's The Daily Show). This resource would be useful for teachers or learners looking for materials for listening comprehension practice in Arabic or interested in current Iraqi film and television.
Visit: https://talkinarabic.com/iraqi/tv-shows/
Source: Talk in Arabic, Nora Nasr
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