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Title: How “Talkies” Disrupted Movies for Deaf People
Body:
From: https://daily.jstor.org/how-talkies-disrupted-movies-for-deaf-people/
When movies were first made in the late 1800’s and early 1900’s, there was no accompanying soundtrack. Dialogue was presented as cards on the screen, and music was played live in the theater. When sound was introduced in the late 1920’s, the Deaf community suddenly lost an accessible way to enjoy the movies. In this article, the author explains how over the years, the Deaf community has pushed for more representation of Deaf actors playing Deaf characters in movies and television, and explains the importance of this representation. This would be a good resource for teachers or learners of ASL and signed languages who are interested in Deaf culture and history.
Visit: https://daily.jstor.org/how-talkies-disrupted-movies-for-deaf-people/
Source: JSTOR Daily, Julia Métraux
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Title: ¿Qué es el flipped classroom o aula invertida y cómo implementarla en clase de ELE?
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From: https://eleinternacional.com/blog/que-es-el-flipped-classroom-o-aula-invertida/
This blog post, written in Spanish, explains the pedagogical foundations of a flipped classroom and offers several benefits to their use: the learner guides the learning, the protection of time in class to address learners’ needs, the promotion of long-term learning, allowing for multiple interactions with content in a context not limited by the classroom schedule, and helping learners understand how they best learn. Additionally, the blog post offers links to a variety of digital tools to utilize in the creation of a flipped classroom and steps to take to convert a classroom to a flipped context. Some of these steps include creating audiovisual content to share and follow-up activities with learners to evaluate the success of materials created and shared.
Visit: https://eleinternacional.com/blog/que-es-el-flipped-classroom-o-aula-invertida/
Source: ELE Internacional
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Title: Don't Forget! 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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Title: InterCom: May 16, 2022
Body:
Join us this week as we continue our 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 analyzing a speech act to better understand the grammatical structures, key words and phrases, and language strategies used.
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 Video and Activity of the Week! This activity guides learners through searching for tweets using a hashtag and analyzing the content and tone of the tweets they find.
- Curious about using corpora for Analyze strategy tasks? Check out this blog post for ideas on how to use corpora for language learning, and this list to find corpora in a variety of world languages.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 4
Title: #Hashtag Analysis
Body:
This activity was designed for intermediate level learners (modifications for beginning and advanced learners are given within the activity). It was created to help learners analyze the vocabulary, grammar, expressions and visual information used in multiple tweets labeled with a chosen hashtag.
Learning outcomes:
Learners will be able to:
- Identify a hashtag in the target language that is related to current unit or lesson topics, or to their own interests
- Identify conventions (e.g., use of specific lexicon, use of emoji, or use of a specific verb structure like commands) common in tweets
- Determine the tone of 2 tweets (eg. humorous, serious, angry, etc.), based on context clues
Mode(s): Interpretive, Presentational
Materials: Analyze: Improve Pragmatic Competence Video, #Hashtag Analysis handout, computers or mobile devices with internet access, twitter account log in credentials to use for search function, colored pencils or pens
Procedure:
- Ask learners to define a hashtag. Where is a hashtag used? What information does a hashtag give?
- For advanced learners, ask learners to name hashtags that align with curricular needs that they search for or use in their own social media posts, and ask them to describe what searching for or using these hashtags allows them to do.
- Next, show learners the Analyze: Improve Pragmatic Competence Video[b]. After watching the video, tell learners that they will use hashtags to find and analyze the language and meaning of tweets in the target language. Give learners the #Hashtag Analysis handout.
- As a whole group, search for hashtags in the target language that relate to curricular needs. This can be searching for the phrase “most popular hashtag” and the target language, or using a compiled list of hashtags (like this one in Spanish). Share the search by projecting it on the board, if possible, or have one learner perform the search on their own device and report what they find to the whole group.
- Then have learners work in small groups of 2-3 to brainstorm one or two additional hashtags to search for in the target language. Each group should decide on one specific hashtag they want to use going forward.
- For novice learners, you may want to provide groups with a predetermined hashtag to use that is related to lesson or unit themes.
- Next, have groups search to find 10 tweets that have their chosen (or assigned) hashtag. Groups record these hashtags on the Hashtag Analysis handout.
- For novice learners, you may want to provide each group with a list of pre-selected tweets.
- On the handout, have learners (still in groups) use one color of pencil or pen to circle words that are repeated, or related words (looking at roots or morphemes) that they find in multiple tweets.
- Then, have learners underline and label, using a different color, similar grammatical information that they see in multiple tweets. This could be the verb tense used, any pronouns or verb conjugation, etc. The structures utilized will likely change based on the hashtag searched.
- For novice learners, ask them to underline and label types of words (nouns, verbs, adjectives, etc.)
- Ask learners to note any patterns they see in the grammar or types of words used in the tweets. Is there a specific grammatical structure that is used in more than one tweet? Is there a specific word order, or specific types of words that occur in multiple tweets? How about visual information like memes, emoji or other images? Where does visual information appear in the tweets?
- Next, have learners think about how the hashtag relates to the body of the tweets. What kind of information does it provide in addition to the body? Does it provide context, or emphasis? Does it imply a particular tone (eg. humor)?
- For novice learners, ask learners to name one way the hashtag is connected to the body of any of the provided tweets. Why do they think it is there? This discussion can be in a shared L1.
- Finally, have groups choose two tweets from their lists, and ask them to guess the tone of the tweets are and why. What information in the body of the tweets and the hashtag make them think this?
- Reconvening the whole group, ask each small group to report on the patterns they found in their list of tweets:
- repeated words or related words
- grammatical information (or types of words)
- visual information
- what the hashtag says in relation to the body of the tweet
- and what they think the tone of the tweet is and why
Write a brief synopsis of each group’s findings on the board or a digital document for all to see, and ask them to name any patterns they see across what all of the groups reported.
Notes:
Modifications (tech)
- if there is no access to computers or mobile devices, tweets can be pre-selected and printed out on paper.
- If learners would prefer to use a different social media site, hashtags are also popular ways to search for information on Instagram and TikTok.
Source: CASLS
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Title: InterCom: May 23, 2022
Body:
Join us this week as we continue our 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 extending a speech act, which involves figuring out what to do in a given context, based on the information one has previously observed and analyzed.
Thank you to CASLS Graduate Intern, Ailsa Li, for her role in creating the Activity of the Week!
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 Video and Activity of the Week! This activity guides learners through the Extend strategy with formal and informal greetings, having them use what they already know to make choices about which greeting to use.
- Check out this resource respository from CARLA (the Center for Advanced Research on Language Acquisition) for more information about specific speech acts (eg. greetings, apologies, requests, etc.) and resources for teaching them.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Title: Extend What You Know!
Body:
by Ailsa Li, CASLS Graduate Intern
This activity was designed for novice-level learners. It was created to help learners extend their knowledge of contextual factors that affect whether one uses formal or informal greetings by making decisions about which greeting to use based on these factors.
Learning outcomes:
Learners will be able to:
- Identify contextual factors based on their own life experiences.
- Understand how contextual factors can influence people’s greetings in different situations in an English-speaking context.
- Lists do’s and don’ts in formal and informal greetings and explain their reasons.
Mode(s): Interpersonal, Interpretive
Materials: Extend What You Know Worksheet, Extend to Improve Pragmatic Competence Video ,video clips of informal and formal greetings
- Example video clips in English:
- Business meeting https://www.youtube.com/watch?v=gaKgwx6gZXc
- Introducing friends https://www.youtube.com/watch?v=0lfceeuN8Gk&t=44s (timestamp 0:00- 0:40)
Procedure:
- At the beginning of the course, the teacher will let students watch the Extend to Improve Pragmatic Competence video and explain that the day’s lesson will focus on investigating the interpersonal and intercultural factors that affect whether one uses a formal and informal greeting for a given context.
- After watching the video, the teacher will write the three general contextual factors on the board, which are “power”, “solidarity (relationship/closeness)” and “severity”. Then let students think about some examples related to these contextual factors in their L1. The teacher may provide a few examples first, such as “I use “Hello” for phone calls with people I don’t know, but I usually just say “hi” to friends, because we have a much closer relationship compared to strangers on a phone call.” The teacher will take notes on the board while students sharing their thoughts.
- Next, the teacher will give students the worksheet. Then, the students will let students watch two short video clips while thinking what’s the differences between the two videos. One is an example of a greeting in a formal context. Students need to distinguish the both verbal and body language used in the videos that represent power, solidarity, and severity. The teacher may play these videos twice or three times just in case students need to take notes on specific words from the videos.
- The teacher will assign students into small groups, and let them share what they noticed from the videos based on their notes. The teacher may walk around to check each group’s progress and offer helps when necessary.
- Then, reconvene the whole group. The teacher will let students share their findings group by group. The teacher will take notes on the board and let other students feel free to elaborate on these findings. In the end, the teacher will ask students to conclude what are some do’s and don’ts in both formal and informal greetings.
Notes:
Modifications (tech) - This activity also suits online courses. The worksheet can be given in a digital format, and the teacher can write, during discussions, on a share digital document or virtual whiteboad
Modifications (proficiency level) - This activity model uses greetings, but it could be adapted to any other language function. Intermediate or advanced learners can use more complex language functions (eg. apologies), or any language function relevant to curricular needs. Intermediate or advanced learners can also be tasked with finding their own example video or audio clips.
Source: CASLS
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Content Type: 4
Title: Peer Review - Celebrate Successes and Mistakes
Body:
This activity was designed for intermediate learners. It was created to help learners complete self assessment and peer assessment on a work sample in the target language. It was written with assessing learner-created memes or social media posts in mind, but could easily be adapted for other genres.
Learning outcomes:
Learners will be able to:
- Identify 2 aspects they did well and 2 aspects that could be improved in their own work sample
- Identify 2 aspects that work well and 2 aspects that could be improved in a peer’s work sample
- Compare their self evaluation to peer and teacher evaluations
Mode(s): Interpretive, Presentational
Materials: Celebrate Mistakes: Use Them to Learn and Grow video, Celebrate and Learn from Successes and Mistakes self review/peer review handout (3 pages stapled together), previous work sample of a meme or social media (written, visual, or video) in the target language, mobile phones or other devices (for showing work samples)
Procedure:
- Ask learners to think about what it feels like when they make mistakes in the target language. How do they react? Write their reactions on the board or a digital document for all to see.
- Next, show learners the Celebrate Mistakes: Use Them to Learn and Grow video. Ask them to think about what the video said about mistakes as a tool one can use to learn and grow. Is this framing of mistakes similar or different to how they felt about mistakes in step #1? Can they recall a time where they learned from a mistake they made in the target language?
- Then give learners the Celebrate and Learn from Successes and Mistakes self review/peer review handout. Have them pull up their work example on a device.
- Walk learners through the steps of doing the self review and peer review. For these reviews, they should focus on learning from, and not being overwhelmed by, mistakes as well as their successes.First they will circle the aspects listed that they feel were successful. Then they will choose 2 of the circled aspects and elaborate on why each was successful. They will repeat this process for aspects that could be improved.
- Give learners time to complete their self assessment (5 minutes or more, as needed). Once they are done, have them fold over their handout so the peer review sheet is on top.
- Then, have learners exchange their work sample and peer review sheet with a peer. Learners can choose the peer they want to work with, or the teacher can instruct them on how to exchange work (eg. hand your sample and sheet to the person on your left).
- Give learners time to complete the peer assessment (5 minutes or more, as needed).
- Optional: the teacher can fill out an assessment (page 3 of the handout). This can happen either before, during or after class time.
- Next, have learners give their peer assessments back to the author of the work sample. Each learner will take a few minutes to read through their peer’s assessment of their work (and the teacher’s assessment, if already completed), and compare it to their own. What was similar about the assessments? What was different?
- Reconvene the whole group. Ask learners to talk about what their peers (and teacher) pointed out about their work. How was this similar or different from what they noticed? What would they most like to improve when they create a similar meme or social media post in the future?
Notes:
-Modifications (content) - Other genres of work samples can be used (instead of memes and social media posts) by updating the checklist on the [b]Celebrate and Learn from Successes and Mistakes self review/peer review handout to match the genre.
-Modifications (scaffolding) - This activity can be adapted for novice or advanced learners by changing the type or genre of the work samples. For example, novice learners could use memes, intermediate learners could use slightly longer posts or videos that combine text, visuals and hashtags (Instagram, TikTok, Facebook, or other popular sites), and advanced learners could use fanfiction, blog posts, or longer written posts.
Source: CASLS
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Title: InterCom: May 30, 2022
Body:
Join us this week as we conclude this series about learning pragmatics, or the verbal and nonverbal ways in which people communicate meaning, both interpersonally and interculturally. Through this series we have looked at how to use Observe, Analyze and Extend strategies to understand pragmatic speech acts and to address what one can learn from pragmatic mistakes or misunderstandings.
This week we celebrate mistakes and successes, and look at how to use mistakes as an opportunity to learn.
Thank you to Holly Shao, CASLS Graduate Intern, for her role in creating 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 a self-review and peer review process of a chosen work sample of a social media post or meme, identifying aspects of the sample that were successful and aspects that could be improved.
- Check out this blog post for more information about why making mistakes is crucial to learning languages or developing any other new skill.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Title: Commonly Used Franglais Words You’ll Encounter
Body:
From: https://www.talkinfrench.com/common-franglais-words/
This post presents helpful information and examples of translanguaging between English and French. The examples and cultural dispositions around Franglais provide meaningful linguistic and cultural insights for French teachers and learners. The post will be of value to middle and high school learners at the novice to intermediate levels.
Visit: https://www.talkinfrench.com/common-franglais-words/
Source: Talk in French, Melanie Pollock
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