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Content Type: 1
Title: The Secret to Pronouncing German Words
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From: https://blogs.transparent.com/german/the-secret-to-pronouncing-german-words/
This blog post provides a helpful strategy to break up German words to achieve a higher level of pronunciation of German words. The blog specifically focuses on longer words, and how learners can break these up in their minds while saying them. Sten also describes helpful cues within words to look for to know where longer words might have a pausing space. This resource would be useful to any level of German learner, but may be more helpful to learners who have some experience with pronunciation and complex words within the language. This blog post may also be useful to instructors who are looking for strategies to give to their learners to help with German pronunciation.
Visit: https://blogs.transparent.com/german/the-secret-to-pronouncing-german-words/
Source: German Language Blog, Sten
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Title: New Japanese Learning Resources: Spring 2022
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From: https://www.tofugu.com/japanese/japanese-learning-resources-spring-2022/
This blog post is a compilation of Japanese learning apps, webpages, YouTube channels, content creators and other resources. The resources provided focus on different aspects of language learning, and there are resources for listening, reading, writing and speaking activities. Some of these apps and resources also test learners before they start using the resource, and they cater to each level in this way. This blog post would be useful to any level of learner for this reason, and it would also be useful to instructors looking to provide their learners with resources to support their learning outside of instruction.
Visit: https://www.tofugu.com/japanese/japanese-learning-resources-spring-2022/
Source: Tofugu
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Content Type: 1
Title: Writing Hindi: Devanagari or Roman Script?
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From: https://blogs.transparent.com/hindi/writing-hindi-devanagari-or-roman-script/
This blog post is an evaluation of the current usage of Roman script in place of Devanagari within Hindi spaces. It focuses on the sound system of Hindi and how it cannot be accurately represented in Roman script, however Dean also recognizes the ease of using Roman script especially when using technology that does not support the usage of Devanagari. Dean also notes that it is still important to use the traditional Devanagari script whenever it is possible, as it is a central part of the language and important in communicating the correct sounds and meanings within the language. This blog post would be useful to any Hindi instructor, and it would be a good lesson within the classroom setting as it would educate learners on the importance of using historically and culturally relevant scripts when they have the choice.
Visit: https://blogs.transparent.com/hindi/writing-hindi-devanagari-or-roman-script/
Source: Hindi Language Blog, Nicole Herbert Dean
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Title: Swedish Learning Resource Round-Up
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From: https://blogs.transparent.com/swedish/swedish-learning-resource-round-up/
This blog post provides Swedish resources for learners based on their focus and proficiency levels. There are websites for grammar, vocabulary, listening, and reading provided, and each resource is catered to each learner level. This resource would be useful to any level of Swedish learner as it is scaffolded to any level, and it would also be useful to instructors looking to provide their learners with more technology-based learning support.
Visit: https://blogs.transparent.com/swedish/swedish-learning-resource-round-up/
Source: Swedish Language Blog, Liz S
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Title: Join CASLS at CALICO: May 31 - June 4
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Join CASLS at the upcoming CALICO (Computer Assisted Language Instruction Consortium) conference May 31- June 4 in Seattle! This year's theme is Social Justice and Diversity in CALL. While most events are in person, this year's conference also includes a special virtual panel on Indigenous languages.
Join CASLS at the following in-person events:
| Friday, 6/3 10:45 a.m. |
Plenary Speech, Julie Sykes (CASLS Director) |
| Friday, 6/3 1:15 p.m. |
Mavericks of Mind, Christopher Daradics (CASLS Development & Learning Strategist), Julie Sykes Through collection of resources and statement of position, minted as a non-fungible token (NFT), this session will catalyze an ongoing affordance for advancing high quality language learning, labor-market organization, and coordination among instructed SLA, design practitioners, and product developers. |
| Friday, 6/3 6:15 p.m. |
Game Night - participate in a mixed-reality experience! Gather your crew and come play this mixed-reality experience led by Mission Control, a secret sect of CASLS. Mission Control will help you navigate the complexities of intercultural communication and return safely to Earth...before it's too late. |
| Saturday,6/4 10:00 a.m. |
An Empirical Investigation of the Use of Mixed-Reality Experiences for Understanding the Pragmatic Concept of Social Distance and Solidarity-Building Strategies, Stephanie Knight (CASLS Assistant Director), Julie Sykes Mixed-reality experiences (MREs) are participatory, immersive, play-oriented experiences in which participants complete multi-step tasks to discover and unpack critical information about communication. This presentation reports on initial pilot study data examining second-year, university-level students and the effectiveness of MREs in impacting their understanding of a critical pragmatic concept: social distance. |
For more information: https://calico.org/calico-conference-2022/
To register: https://calico.org/product-category/conference/
Source: CASLS
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Content Type: 3
Title: InterCom: May 9, 2022
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Join us this week as we begin a new 4-week series about learning pragmatics, or the verbal and nonverbal ways in which people communicate meaning, both interpersonally and interculturally. Through this series we will look at how to use Observe, Analyze and Extend strategies to understand a pragmatic speech act, and address what one can learn from pragmatic mistakes or misunderstandings.
This week we look at observing language use in context to notice patterns of use and intended meaning.
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 observing a digital interaction of their choice, and recording what they notice about the interaction.
- Check out this series of learning modules, aimed at world language teachers, for more information on teaching L2 pragmatics.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 4
Title: Observe and Record!
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This activity was designed for learners of all levels. It was created to help learners observe interactions in target language digital discourse spaces and record what they notice.
Learning outcomes:
Learners will be able to:
- Evaluate 3 contextual factors of an interaction (power, distance, imposition)
- Evaluate any non-verbal cues in an interaction
- Identify 2-3 words or phrases from the interaction that convey information about the 3 contextual factors
Mode(s): Interpersonal, Interpretive
Materials: Observe! Increase Pragmatic Competence Video, Observe and Record! Handout, digital interaction of learners’ choosing
Procedure:
- Ask learners to brainstorm one or two digital discourse spaces in the target language that interest them. This could be a social media site, discussion board or forum where people post and respond to posts, a video sharing site, an online multi-player game, etc. Write their ideas on the board or a digital document for all to see.
- Next, ask learners to describe the interactions that happen in these spaces. Are the interactions spoken or written? Who interacts in the space? What commonalities or connections do people have to each other in the space?
- Then show learners the Observe! Increase Pragmatic Competence Video. Ask learners to recall the 3 contextual factors named in the video (power, distance, imposition). Ask learners to define each factor and give examples for each. Then ask learners to define what non-verbal cues are, and give examples of these cues. Write these ideas on the board or digital document for reference.
- Next, give learners the Observe and Record! Handout. Walk learners through the information needed to complete each section.
- Learners can then take class time to search for the interaction they want to observe, or can do this on their own time.
- On their own time, learners will observe their chosen interaction and fill in the handout.
- During the next group meeting, learners work in small groups to report on what they noticed in their interactions. They should report on the contextual factors they noticed, and the language or non-verbal cues that support those factors.
- As a whole group, ask learners to report what they discussed. Ask learners to volunteer information for each of the 3 contextual factors, as well as the language or non-verbal cues they think are related to each factor.
- Ask learners if they see any patterns in the types of language or non-verbal cues they noticed. Are there similarities in the language or cues used in different interactions?
- Learners can repeat observing interactions in different settings and involving different people to gather more information about how power, distance and imposition is expressed in interactions.
Notes:
-Modifications (scaffolding): Lower level learners may be assigned an interaction to observe, to ensure they understand the language used in it. They can also work in small groups to fill out the handout.
Source: CASLS
Inputdate: 2022-05-07 06:03:11
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Content Type: 1
Title: Three Ways to Incorporate Geography in a World Language Class
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This blog post is a description of three activities that instructors can use to include geography in language lessons and to acquaint learners with cultural and geographical information about the place where the language they’re learning is spoken. These activities are suited towards younger learners, or learners who do not have as much experience with their target language, but the activities provide engagement through technology, physical manipulation of items, and listening. For this reason, this post would be useful to instructors who teach younger learners or more beginner level language classes.
Source: Fun for Spanish Teachers
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Title: Trying to choose a book: ¿Por qué no los dos? Why not both?
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This blog post is a description of an instructor’s experience and advice in teaching two books at the same time. The author provides a procedure for how they made their decision for choosing to teach two books, and how they accomplished this within the classroom setting. The author also gives their advice on how to teach and facilitate the learning of two different materials at once, and also provides readers with learner feedback on the activities so that readers can also get a sense of learners’ opinions on the activity. This blog post would be useful to any language instructor and provides instructors with a helpful guide to effectively teaching two books at the same time within the language.
Source: Aventuras Nuevas
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Title: The Best Resources Exploring The Use Of Praise In The Classroom
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This blog post is a compilation of websites and articles that explain and support the usage of praise in the classroom. These sources highlight the importance of praise in instruction and learning, and provides evidence for the positive outcomes of providing learners with praise. This post would be useful to any language instructor as it provides general information on teaching strategies, and the sources within this post focus on instructors creating a comfortable, positive learning environment.
Source: Larry Ferlazzo’s Website of the Day
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