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Title: Oregon Institute on Spanish Heritage Language Education - Saturday, April 16th, 2022
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CASLS's University of Oregon colleagues in UO's Spanish Heritage Language Program are pleased to invite you to the first annual Oregon Institute on Spanish Heritage Language Education taking place on Saturday, April 16th, 2022, from 10am-2:30pm on Zoom. Attendance is free, but registration is required, and closes tomorrow, April 12th. For more information see the post in this week's Language Corner, or click here to register.
Source: COFLT
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Title: Language Assistant Visit Program: Interpersonal, Intercultural, Community-Building Virtual Activities
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From: https://fltmag.com/language-assistant-visit-program/
This article discusses the Language Assistant Program at Daemen College. Fiori highlights the importance of speaking a second language post-schooling and how the Language Assistant Program provides support for learners and the necessary communication practice that they need to build language proficiency. There are sample tasks provided, as well as information as to how the program is implemented and maintained. This source would be useful to higher education instructors and administrators who are looking to provide learners with more language support and activities.
Visit: https://fltmag.com/language-assistant-visit-program/
Source: The FLTMag, Melissa Fiori
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Title: Students’ Perceptions of Sense of Virtual Community (SOVC) in HyFlex-Designed Spanish and German Language Courses
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This article is a discussion of the implementation of mixed virtual and in-person instruction post-pandemic. The authors discuss student perceptions and reactions to mixed instruction, as well as their relative success in the course. This resource would be useful to any instructor in the post-pandemic era, and provides helpful guidelines for instructors to implement multi-modal instruction.
Source: The FLTMag, Michael Dettinger, Nicolette Lopez, and José F. Rojas
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Title: Strategic Use of the TESOL Convention as Professional Development
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From: http://blog.tesol.org/strategic-use-of-the-tesol-convention-as-pd/
This blog post is an announcement of the TESOL conference this year, and describes the benefits of attending. The blog also contains accounts of previous attendees’ experiences at the convention, and the reviews are overall positive and provide helpful advice for attending. This source would be useful to any instructor looking to attend the TESOL conference and provides advice for attendance.
Visit: http://blog.tesol.org/strategic-use-of-the-tesol-convention-as-pd/
Source: TESOL Blog, Laura Baecher
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Title: Chinese Friendship Vocabulary
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From: https://blogs.transparent.com/chinese/chinese-friendship-vocabulary/
This blog post describes author Ayana’s experiences with building friendships and friendship vocabulary in China. Ayana discusses the ways in which friendship vocabulary is used and examples of phrases and situations where certain terms may be helpful. This blog post would be useful to any level of Chinese learner, but it may be more helpful to intermediate and advanced learners who already have some language experience. This resource would also be useful to Chinese instructors that would like to plan a lesson around Chinese friendship vocabulary.
Visit: https://blogs.transparent.com/chinese/chinese-friendship-vocabulary/
Source: Chinese Language Blog, Ayana
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Title: Oregon Institute on Spanish Heritage Language Education taking place on Saturday, April 16th, 2022, from 10am-2:30pm
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From: https://coflt.wildapricot.org/news/12691507
The University of Oregon Spanish Heritage Language Program is pleased to invite you to the first annual Oregon Institute on Spanish Heritage Language Education taking place on Saturday, April 16th, 2022, from 10am-2:30pm. Attendance is free, but registration is required, and closes April 12th. The Institute is a day of learning and reflection for middle school, high school and post-secondary Spanish heritage language educators. The goal of the Institute is to connect, discuss, and learn more about practical applications of SHL pedagogy and current research in heritage education. This year’s keynotes speakers will be Dr. María Luisa Parra-Velasco (Harvard University) and Dr. Angélica Amezcua (University of Washington).
Visit: https://coflt.wildapricot.org/news/12691507
Source: COFLT
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Title: InterCom: April 11, 2022
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Join us this week as we continue exploring how to find, utilize and create resources when studying a less commonly taught language (LCTL). This week we look at how to create your own vocabulary resources in the target language.
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 guides learners through creating their own language space in their home, office or other space they spend time in, and filling it with both familiar and new vocabulary that they can interact with or practice using when in the space.
- Check out this post for a list of learning resources for self-instructed learners of 27 less commonly taught languages, curated by students at the University of Wisconsin-Madison.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Title: Create Your Own Language Space!
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This activity was designed for learners of all levels. It was created to guide learners through setting up a language space (a space where the objects in it are labeled using target language vocabulary), identifying vocabulary related to their language space that they already know, and brainstorming which words related to the space they want to learn.
Learning outcomes:
Learners will be able to:
- Identify 2 or more words they already know in the target language that name elements of their language space
- List 3-5 additional words related to their language space that they want to learn
- Write one sentence using each of the known words and words they want to learn
Mode(s): Interpersonal, Presentational
Materials: Expand Your Vocabulary video, My Language Space worksheet, online or printed dictionary in the target language, paper or sticky notes
Procedure:
- As a group, have learners look around the space that you are in together and brainstorm a list of vocabulary words they know for the items in the space. This could be words like desk, chair, book, window, classmate, friend, etc. Write these words on the board or on a digital document for all to see. If learners do not know a word for a specific item in the space, have them describe that item as best they can.
- Next, show learners the Expand Your Vocabulary video.
- After watching the video, tell learners that they will be creating their own language spaces. This can be a physical space in their home or other physical location where they spend time. Or they can choose a virtual space, such as a space or scene in a digital game they play, or an online channel, sub-group or discussion board they participate in. Learners can define what constitutes a space in whatever way makes sense to them, as long as they visit that space regularly and can identify and learn vocabulary words in the target language that relate to the space.
- Give learners the My Language Space worksheet. Have them decide on what space they will use as their language space and write it on their worksheet.
- Next, have them write down at least 2 vocabulary words related to their space.
- Then, have them brainstorm 3-5 additional aspects of the space, or items in the space, that they don’t yet know the name of, and write them on the worksheet. They can describe these aspects or items using the target language (circumlocution) or write the name of each one in their L1.
- Have learners work individually or in small groups to look up the words that they don’t know, and write each word on the worksheet next to where they wrote the description or equivalent (or related) word in their L1. They can do this using a printed or online dictionary, a textbook, or any digital resources related to the target language.
- Instruct learners to use the list of words from the handout to create labels using sticky notes or paper for their language space. When they are next in their space, they will put the labels on the appropriate items in the space. For digital spaces, they can create digital labels, or print or draw a representation of the space and write labels on it.
- Over the next week, encourage learners to spend time in their language space. Each day they will choose one vocabulary word they have labeled in their space and write a sentence using that word in the week-long chart on the worksheet. Tell learners that the goal with writing these sentences is to use the words from their space regularly- they can be as creative as they want! For a challenge, encourage learners to write sentences that link together to create a short narrative story about their language space and what they see or do there.
- Learners can share their sentences or story in small groups or with the whole class in a future class period or online meeting.
Notes:
-Modifications (tech) - For step #1 in an online setting, have learners brainstorm words for aspects or functions of the virtual meeting app or related to the technology you are using (computers, etc.). If learners are comfortable with showing the individual spaces they are in, have them brainstorm words for what they can see of each other’s backgrounds. Or have learners put up digital background images and brainstorm words based on what they can see in them.
-Modifications (scaffolding) - Learners of any level can use circumlocution to describe items when they do not know the specific vocabulary word for it. Lower level learners may wish to use their L1 to name the words they do not know yet but want to learn.
Source: CASLS
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Title: Galicious
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From: https://radiopublic.com/the-vocal-fries-GOoXdO/s1!d3be6
This podcast is a description of some linguistic strategies that people use and how speakers can respect and engage in these strategies, as well as their usages within less-commonly spoken languages. Gillon and Figueroa discuss internet and language trends and what these mean in larger speaking communities and how we can respond to these language trends. They also discuss less-commonly spoken languages of Spain such as Galician with Dr. Enrico Torre and the importance of as well as the revitalization of these languages. This resource would also be useful to instructors looking to educate their learners on the less-common languages of Spain, but it is also important to note that some of the internet topics included are more mature.
Visit: https://radiopublic.com/the-vocal-fries-GOoXdO/s1!d3be6
Source: The Vocal Fries Podcast, Carrie Gillon and Megan Figueroa
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Title: 84 Incredible Italian Idioms For Every Occasion
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From: https://storylearning.com/learn/italian/italian-tips/italian-idioms
This resource is a compilation of Italian idioms and their meanings. Richards provides learners with direct translations of each idiom in Italian and English, as well as an explanation of each idiom and equivalent terms in English. This resource provides a large amount of idioms that learners can use on a daily basis, and would be useful to intermediate and above learners who already have some language experience.
Visit: https://storylearning.com/learn/italian/italian-tips/italian-idioms
Source: StoryLearning, Olly Richards
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