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Content Type: 3
Title: InterCom: April 25, 2022
Body:
Join us this week as we continue investigating how to find and utilize available resources when studying a less commonly taught language (LCTL). This week we look at finding online resources and communities where one can speak and write 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 the evaluation of potential digital resources for developing their speaking and writing skills.
- Check out this blog post for online resources for finding conversation partners in your target language.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 4
Title: Evaluating Digital Resources for Speaking and Writing Development
Body:
This activity can be used with learners of all proficiency levels. It is designed to guide learners as they explore digital resources they may, or may not, find useful for speaking and writing development.
Learning outcomes:
Learners will be able to:
- Identify digital resources useful for their own speaking and writing development
- Select two resources they would like to continue using to support their language learning journey
Mode(s): Interpersonal, Presentational
Materials: Finding Productive Resources: LCTLs video, Evaluation Reflection Guide
Procedure:
- Ask learners to brainstorm a list of language learning apps or other digital resources that they know about or currently use to practice speaking or writing. How do these apps address speaking or writing skills? 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 Finding Productive Resources: LCTLs video.
- After watching the video, have learners compare their list of resources with the examples mentioned in the video to create a shared list of possible resources. (Note: This can be done on a whiteboard in the physical classroom and/or set up as a shared document or shared page in a course learning management system. The goal is an extensive list of resources for learners to explore.)
- Have learners select three resources on the list to work with on thier own time. (Note: In order to give sufficient time to explore, one resource per week. This should be adjusted based on class and learner needs.)
- Give learners the Evaluation Reflection Guide. Instruct learners to document what they learn while exploring as well as their impression of the value of the app.
- As time allows, use the chart to evaluate one sample resource as a class.
- After the evaulation period, divide learners into small groups to share what they found. What were they resources they found most useful? Which were least useful?
- Reconvene the whole group and ask learners to share what they discussed. This discussion can be used to refine the list from Step 1 by adding and deleting resources as needed.
- Encourage learners to use the handout as the basis for an ongoing evaluation of langauge learning resources they find.
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.
- This activity can also be done in a professional learning community with teachers to develop a collaborative list of key resources most relevant to their own students.
Source: CASLS
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Content Type: 1
Title: Naš jezik (Our Language)
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From: https://bcs.lrc.columbia.edu/
Naš jezik (Our Language) is a comprehensive, free digital resource for Elementary (A2) Bosnian/Croatian/Serbian, developed through Columbia’s Language Resource Center. It is a full-year curriculum, textbook, and digital workbook that supports a student-centered communicative approach, and leverages its digital format to solve the unique instructional challenge of teaching three language standards equally. This resource would be useful for teachers or learners of Bosnian, Croatian and Serbian, as well as educators interested in digital curricular format or curricula written for multiple languages.
Visit: https://bcs.lrc.columbia.edu/
Source: Columbia LRC
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Content Type: 1
Title: STEM and ELD: 2 Great Strategies for Building Vocabulary in STEM
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From: http://blog.tesol.org/stem-and-eld-2-great-strategies-for-building-vocabulary-in-stem/
This blog post describes teaching strategies for STEM vocabulary retention for English language learners, and focuses on scaffolding material and the learner’s internal processes. The post describes how learning logs and pictorial graphic organizers can help learners to become more comfortable with new words as well as how to implement and refer back to these activities within instruction. This post would be helpful to any English instructor, and these strategies would be useful to any level of learner.
Visit: http://blog.tesol.org/stem-and-eld-2-great-strategies-for-building-vocabulary-in-stem/
Source: TESOL Blog, Darlyne de Haan
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Content Type: 1
Title: 5 Chrome Extensions for Language Users
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From: http://blog.tesol.org/5-chrome-extensions-for-language-learners/
This blog post is a description of Chrome extensions that learners can use to support their own language learning. The focus of the blog is on how learners can supplement their own learning experiences by using technology and how teachers can support this as needed. This resource would be useful to any level of instructor who wants to give students the resources to start supporting their own language journey, but it may be more relevant to older learners who are able to regulate their own learning experiences.
Visit: http://blog.tesol.org/5-chrome-extensions-for-language-learners/
Source: TESOL Blog, Brent Warmer
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Content Type: 1
Title: MES Teaching/Learning Resources
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From: http://www.melaniemagidow.com/2022/04/01/mes-teaching-learning-resources/
This blog post describes a course outline that was created to educate learners about the history of the Middle East. There is a provided syllabus with a list of recommended readings and resources to provide learners with a history of the Middle East from the era of Mesopotamia to pre-WWII. The outline provides a week-by-week schedule of a 30-week course. This resource would be useful to any instructor who wishes to teach a Middle Eastern history course and some of the recommended readings may also be useful for smaller lessons.
Visit: http://www.melaniemagidow.com/2022/04/01/mes-teaching-learning-resources/
Source: Marhaba Language Expertise
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Title: Who Invented the Arabic Keyboard?
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From: https://arabic-for-nerds.com/who-invented-arabic-typewriter-keyboard/
This blog post is an investigation into the creation of the Arabic typewriter and keyboard. The authors discuss different contributors and inventions that led to the eventual creation of both pieces of technology, and the history of each one. There is also some Arabic keyboard vocabulary used within the blog which provides learners with some potentially new technology words in Arabic. Overall, this resource would be useful to any level of Arabic learner and provides learners with a history of the invention of an important Arabic tool.
Visit: https://arabic-for-nerds.com/who-invented-arabic-typewriter-keyboard/
Source: Arabic for Nerds
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Content Type: 3
Title: InterCom: May 2, 2022
Body:
Join us this week as we conclude our series on finding and utilizing available resources when studying a less commonly taught language (LCTL). This week we look at how to find and participate in digital target language communities.
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 searching for digital spaces and communities relevant to their interests, and reflecting on the language and skills needed to participate in those spaces.
- Check out this blog post for tips on how to find and participate in target language communities on social media sites.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 4
Title: Affinity Space Brainstorm!
Body:
This activity is most appropriate for Intermediate and Advanced learners. It was created to help learners of less commonly taught languages (LCTLs) search for digital spaces and communities relevant to their interests and reflect on the language and skills needed to participate in those spaces.
Learning outcomes:
Learners will be able to:
- Identify one subject or personal interest they want to communicate about in the target language
- Identify two or more digital spaces relevant to these subjects/interests
- Observe how people interact in the space
- Reflect on ways they already feel comfortable interacting in the spaces and how they would like to be able to interact in the space in the future (stretch goal)
Mode(s): Interpersonal, Interpretive, Presentational
Materials: Finding and Accessing LCTL Communities Online video, Communities Handout
Procedure:
- First, ask learners what they think the term “affinity space” means. Use the opportunity to model the language learning strategy of predicting meaning based on existing knowledge. Once they have made a series of guesses, confirm that it is a term used to refer to a digital space or a community based on a shared interest or goal.
- Then, ask learners to think about whether they have participated in a digital affinity space. What language was used in the space (e.g., their L1, the target language, etc)? What did they need to know to be able to participate in the space or community? Were there specific vocabulary or social rules? How did they learn those rules? Write their answers on the board or a digital document for all to see.
- Next, show learners the Finding and Accessing LCTL Communities Online.
- Give learners the Communities Handout . Have learners work with a partner or small group to identify an interest or hobby, as well as online communities or spaces related to this interest or hobby.
- Then, learners will pick one of the online communities and observe how the community interacts together (e.g., the language that is typically used, the use of non-verbal communication devices like emoji, and the extent to which communication is direct or mitigated). They will record their observations on the handout. This observation phase should take 20-30 minutes.
- Then, have learners consider community participation individually and record their ideas on the handout. Learners will indicate how they feel they can already participate in the group and one way they would like to participate in the future.
- In a group discussion, brainstorm knowledge and skills learners might need to achieve their present and future goals.
Notes:
- As a possible extension, have learners keep a log of their observations and participation in the community they selected for a month. Check in about their growth in a 10-minute group discussion at periodic intervals that align with your schedule (classes that meet daily may be able to check in once a week, while classes that meet weekly may only be able to check in once).
- Novice learners can complete this activity with additional scaffolding. For example, teachers may research 3-5 communities ahead of time in stead of completing Steps 4 and 5 as written. An additional scaffold would be to limit the community to one that uses comparatively less written language (e.g., a meme communitiy).
Source: CASLS
Inputdate: 2022-04-30 02:16:59
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Content Type: 1
Title: Stations for Communication and Culture in French Class
Body:
From: https://mmemoghtader.com/2022/04/01/stations-for-communication-and-culture-in-french-class/
This article provides instructors with a station-based learning activity that revolves around learners interacting with each other in the French language. There are different interactive activities provided for each station that allow students to collaborate and work together with the language to accomplish tasks. This activity would be useful to any French instructor who wants to focus on creating learner interactions and experiences with the language, and the author of the blog also states that these activities are designed for “novice” level learners.
Visit: https://mmemoghtader.com/2022/04/01/stations-for-communication-and-culture-in-french-class/
Source: Mme Moghtader
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