Contents
Content Type: 1
Title: The Three E’s of Using Translated Materials
Body:
From: https://www.languagemagazine.com/2022/02/16/the-3-es-of-using-translated-materials
This article describes the benefits of social-emotional learning (SEL) and what to focus on when using translated materials within this structure. The article focuses on how to make the content of translated materials relevant to instruction and accessible for learners. This article would be useful to any instructor that finds it necessary to translate learning materials (multilingual instructors), and provides helpful information to ensure that translates sources are effective for learning.
Visit: https://www.languagemagazine.com/2022/02/16/the-3-es-of-using-translated-materials
Source: Language Magazine, Anna-Lisa Mackey
Inputdate: 2022-04-15 02:21:52
Lastmodifieddate: 2022-04-18 10:56:34
Expdate:
Publishdate: 2022-04-18 09:15:03
Displaydate: 2022-04-18 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Libyan Recipe: Bazeen بازين
Body:
From: https://blogs.transparent.com/arabic/libyan-recipe-bazin-%d8%a7%d9%84%d8%a8%d8%a7%d8%b2%d9%8a%d9%86/
This is a blog post about the popular Libyan food, El-Bazeen. The post describes the cultural importance of this dish, information about how to make it, and provides all necessary Arabic vocabulary in regards to the recipe. There is also a video recipe in Libyan Arabic that provides listening practice and exposure to learners. This post provides a lot of food-related vocabulary and cooking terms, and would be useful to any level of Arabic learner in this way. The listening activity may be more suited for intermediate and advanced learners, but this blog post provides helpful Arabic vocabulary for all levels of learners.
Visit: https://blogs.transparent.com/arabic/libyan-recipe-bazin-%d8%a7%d9%84%d8%a8%d8%a7%d8%b2%d9%8a%d9%86/
Source: Arabic Language Blog, Hanan
Inputdate: 2022-04-15 02:23:44
Lastmodifieddate: 2022-04-18 10:56:34
Expdate:
Publishdate: 2022-04-18 09:15:03
Displaydate: 2022-04-18 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: 10 Engaging Ways to Teach Nonfiction in Secondary ELA
Body:
From: https://www.thedaringenglishteacher.com/2022/02/10-engaging-ways-to-teach-nonfiction-in.html
This blog post is a description of strategies for engaging learners with nonfiction; this article is written from the specific perspective of secondary English language teaching, but these strategies are adaptable cross-linguistically. There are many different types of activities and approaches covered within this blog post, and they range from creating a tangible learning space within the text to creating digital media in relation to the text. This post would be useful to any instructor using nonfiction text in instruction, and it would be particularly useful to secondary ELA instructors.
Visit: https://www.thedaringenglishteacher.com/2022/02/10-engaging-ways-to-teach-nonfiction-in.html
Source: The Daring English Teacher
Inputdate: 2022-04-15 02:25:04
Lastmodifieddate: 2022-04-18 10:56:34
Expdate:
Publishdate: 2022-04-18 09:15:03
Displaydate: 2022-04-18 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 3
Title: InterCom: April 18, 2022
Body:
Join us this week as we continue exploring how to find and utilize available resources when studying a less commonly taught language (LCTL). This week we look at how to extend the use of mobile language learning apps to help build communicative competence.
Thank you to CASLS Graduate Intern, Ailsa Li, 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 brainstorming how and when to use sentences or phrases encountered in a language learning app outside of that app.
- Check out this blog post compiled by Middlebury Institute of International Studies at Monterey. It includes detailed information, curated by learners, about a variety of language learning apps, including which skills each app focuses on and suggestions for use.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2022-04-15 19:22:00
Lastmodifieddate: 2022-04-18 10:56:34
Expdate:
Publishdate: 2022-04-18 09:15:03
Displaydate: 2022-04-18 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: Adapting Sentences in the Wild!
Body:
This activity was designed for learners of all levels. It was created to help learners use sentences they encounter in a mobile language learning app in other contexts.
Learning outcomes:
Learners will be able to:
- Identify whether each sentence is applicable to additional contexts
- Identify a context where they could use a given sentence and/or modify it to fit their needs
- Explain one way to change a given sentence to better fit their communicative context
Mode(s): Interpretive, Interpersonal, Presentational
Materials: Extending Mobile Applications video, Sentences in the Wild handout
Procedure:
- Ask learners to brainstorm a list of language learning apps that they know about or currently use. What do they use these apps to do? If they haven’t used any apps, what would they imagine using them for? Write a list of the apps and ideas for using them on the board or a digital document for all to see.
- Next, show learners the Extending Mobile Applications video. After watching the video, have learners name the ideas presented in the video for extending activities using mobile app content. This includes keeping a log of sentences they encounter, creating connected ideas, and exploring language functions.
- Have learners select a language learning app to use and keep a log of sentences they encounter while using it.
- Give learners the Sentences in the Wild handout. Instruct learners to write down five sentences they encounter in the app the next time they use it.
- Next, walk learners through how to fill out the chart on the handout. Give learners an example sentence (or ask them to think of one). Ask them whether the sentence is something they would use in their day-to -day life outside of the app. If yes, have them brainstorm where and how they might use it. If not, have them give a reason why, and then think about what changes they could make to make it useful for their context. This could be changing the subject, switching out vocabulary, giving more information or context, etc.
- Learners use the handout as a guide when they next use the mobile app. This could be in the learning environment or on the learners’ own time.
- At the next group meeting, divide learners into small groups to share what they found. How many of the sentences did they think are useful outside of the app? How many were not useful? What types of elements did they need to change to make them more useful?
- Reconvene the whole group and ask learners to share what they discussed. Have them reflect on (1) the general ratio of useful to not useful sentences their group found, (2) similarities and differences between what the groups found, and (3) strategies they used to make a sentence more useful. Direct learners’ attention to any trends in their answers to these questions.
- Encourage learners to use the handout as the basis for an ongoing language log. They can continue to record and analyze sentences from the app on a regular basis whenever they use the app, and can continue to think about how to adapt new sentences they encounter to fit their context and goals.
Notes:
-Modifications (scaffolding)
- Learners working on their own, outside of a class or group, to learn their less commonly taught language can use this activity more or less as written. Step #1 they can brainstorm on their own. For the discussion in step #7 and reflection in step #8, individual learners can write down, draw, or make any other visual representation of their answers.
- Lower level learnerscan record their sentences individually or in small groups. They can then lead the whole group through filling out the chart and facilitate their reflection on what they find (steps #7 and 8).
Source: CASLS
Inputdate: 2022-04-15 19:41:47
Lastmodifieddate: 2022-04-18 10:56:34
Expdate:
Publishdate: 2022-04-18 09:15:03
Displaydate: 2022-04-18 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Teacher Agency, Societal Change, and Professionalism in TESOL
Body:
From: http://blog.tesol.org/teacher-agency-societal-change-and-professionalism-in-tesol/
This blog post discusses the ethics of teaching and how teachers can adapt their practices to the changing education system and environment. Parés covers core values that teachers within certain Colorado schools hold, and discusses research approaches to these values and how to best incorporate these into instruction. The blog post also asks for instructors to share their own thoughts on ethical and inclusive teaching approaches, and aims to investigate solutions and strategies to provide supportive instruction for learners.
Visit: http://blog.tesol.org/teacher-agency-societal-change-and-professionalism-in-tesol/
Source: TESOL Blog, Nicolas Parés
Inputdate: 2022-04-18 21:30:07
Lastmodifieddate: 2022-04-25 11:41:58
Expdate:
Publishdate: 2022-04-25 09:15:02
Displaydate: 2022-04-25 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Power Lesson: Poetry Gallery Walk
Body:
From: https://www.cultofpedagogy.com/poetry-gallery-walk/
This article is a description of a poetry gallery walk activity that focuses on learners’ lived experiences and attempts to create a sense of classroom community post-pandemic. Luther discusses the importance of community and affirmation within learning spaces, and describes strategies that instructors can use to create welcoming spaces in education. This resource would be useful to any instructor of any level, but the poetry walk activity is better suited for learners of a higher maturity level as it requires deep emotional reflection and responses to peers.
Visit: https://www.cultofpedagogy.com/poetry-gallery-walk/
Source: Cult of Pedagogy, Marcus Luther
Inputdate: 2022-04-18 21:31:14
Lastmodifieddate: 2022-04-25 11:41:58
Expdate:
Publishdate: 2022-04-25 09:15:02
Displaydate: 2022-04-25 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: The Best French TV Shows to Explore France Like a Local
Body:
From: https://www.commeunefrancaise.com/blog/french-tv-shows
This blog post provides a list of French TV shows that accurately portray life in France. There is also TV show vocabulary as well as vocabulary pertaining to each TV show within the article to acquaint learners with vocabulary within the realm of French media and TV. Lepère also provides links and places to watch each show. This post would be useful to any level of French learner as it provides listening practice through TV show recommendations and trailers with optional subtitles, as well as explanations of some of the vocabulary used within the shows.
Visit: https://www.commeunefrancaise.com/blog/french-tv-shows
Source: Comme Une Française
Inputdate: 2022-04-18 21:32:25
Lastmodifieddate: 2022-04-25 11:41:58
Expdate:
Publishdate: 2022-04-25 09:15:02
Displaydate: 2022-04-25 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: When you speak to Arabs from other countries, what kind of Arabic do you speak together?
Body:
This blog post is a compilation of Arabic speakers’ strategies that they use when speaking to another Arabic-speaking person when they do not share the same dialect. They describe vocabulary strategies that they use as well as switching dialect when needed. All of the speakers interviewed focus on co-construction within conversation, and emphasize the importance of using Modern Standard Arabic when needed. This resources would be useful to Arabic learners who often speak with others who use different dialects, and it may be useful to more intermediate or advanced learners who already have experience and knowledge of dialects.
Source: Lingualism
Inputdate: 2022-04-18 21:33:49
Lastmodifieddate: 2022-04-25 11:41:58
Expdate:
Publishdate: 2022-04-25 09:15:02
Displaydate: 2022-04-25 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Our Favorite Spanish Lesson Plans
Body:
From: https://secondaryspanishspace.com/best-spanish-lesson-plans/
This blog post provides Spanish teaching resources as well as strategies used by several Spanish teachers throughout the US. There are both free and paid resources provided, and the instructors give ideas about how best to use these and what is especially helpful to learners within these activities and strategies. The instructors also share what they think it most important for their learners, and discuss how to support learner with the materials that they need. This post would be useful to any level instructor of Spanish as there activities and strategies provided for different levels of learners within the blog.
Visit: https://secondaryspanishspace.com/best-spanish-lesson-plans/
Source: World Language Cafe, Sherry Sebesta
Inputdate: 2022-04-18 21:35:09
Lastmodifieddate: 2022-04-25 11:41:58
Expdate:
Publishdate: 2022-04-25 09:15:02
Displaydate: 2022-04-25 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
