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Content Type: 1
Title: Teaching Writing: Recipes and Resources
Body:
From: https://teachingrecipes.com/teaching-writing-recipes-resources/
This blog post provides many useful resources for supporting writers at a variety of proficiency levels. Though it was originally written for teachers of English, the numerous templates could be adapted to any language. Activity ideas include grammar poems, guided writing with sentence starters, blogs, learning journals, comic books, researched biographies or obituaries, and more.
Visit: https://teachingrecipes.com/teaching-writing-recipes-resources/
Source: The Teaching Kitchen
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Title: 5 No-Prep Activities Using Photo Apps
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From: http://blog.tesol.org/5-no-prep-activities-using-photo-apps/
This blog post outlines five different language related activities teachers can utilize with learners’ by using photos learners have already taken with the photos app(s) on their phones or other mobile devices. These activities require no prep work, meaning that they can be used to quickly fill extra time, transition between other activities, change the class focus or energy level, etc. This would be a useful resource for teachers looking for easily-implemented activity ideas to have on hand for whenever needed.
Visit: http://blog.tesol.org/5-no-prep-activities-using-photo-apps/
Source: TESOL Blog, Brent Warner
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Title: Zooming in on Machine Translation Use in L2 Online Classes: Reflecting on the Future of L2 Writing
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From: https://fltmag.com/machine-translation/
This article outlines a study conducted about how and why learners utilize machine translation (such as Google Translate) for L2 writing assignments in synchronous class settings. Central to this study were considerations, given that many learners already use machine translation, of how (or whether) to integrate its use into the classroom, and how (or whether) to train learners in using machine translation as a resource. This article would be useful for teachers looking to move away from banning machine translation and instead towards its strategic use as a learning tool.
Visit: https://fltmag.com/machine-translation/
Source: FLTMag, Lisa Merschel and Joan Munné
Inputdate: 2022-06-29 01:41:37
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Content Type: 1
Title: ASLized! Library
Body:
From: http://aslized.org/library/
This library of Deaf-created literary and scholarly video resources contains curated community-created stories and storytelling videos, academic research videos from the Journal of American Sign Languages & Literatures (JASLL), academic videobooks (video textbooks), a glossary of signed academic terms, and a glossary of linguistic terms related to ASL and signed languages. This resource would be useful for learners and teachers of ASL as an L2 through its storytelling and linguistic glossary resources (some of which include English captions). It would also be useful to academics and researchers of ASL through its scholarly articles, academic glossary and videobooks.
Visit: http://aslized.org/library/
Source: ASLized!
Inputdate: 2022-06-29 01:42:54
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Content Type: 4
Title: Listening Playlist & Goal Ladder
Body:
This week, we depart from our normal activity format to provide learners with the opportunity to set goals related to listening. In this activity, learners will identify a listening goal of their choosing and brainstorm steps that will help them reach that goal.
Learning outcomes:
Learners will be able to:
- Identify one goal related to listening skills
- Break the goal down into 2 or more smaller, intermediary steps
Mode(s): Interpretive, Interpersonal
Materials: CASLS Listening Activities Playlist, device with internet access, Goal Ladder worksheet
- First, think of one goal you have for listening in the target language. For example, your goal could be to find and listen to a new podcast in the target language that relates to an interest or hobby. Or it could be to listen to short videos online or on social media without having to slow them down. Consider the following questions as you think of your goal:
- What do you want to listen to?
- Where can you find the type of audio (or audiovisual) material you want to listen to? If you want to practice listening in an interpersonal interaction, where could this interaction happen?
- Which specific information will help you understand as you listen? Do you need to know specific vocabulary, grammar, or background information about the topic? Do you need to know how words or sounds are linked in speech in your target language? Do you need to know any colloquial expressions?
- Write your goal down at the top of the ladder on the Goal Ladder worksheet.
- Then, think of the smaller steps that will help you work towards your goal, and the order you want to do the steps in. How can each step can help move you towards your goal? You may find it helpful revisit some of the questions you thought about in Step 1:
- Where will you find the audio material, or where will you listen to others during a conversation?
- What information do you already know?
- What information do you need to learn or figure out as you listen?
- As you are thinking about your steps, look through the CASLS Listening Activities Playlist. Can any of these videos help you work towards your goal? If so, include watching the video in your steps.
- Write your steps down on the Goal Ladder worksheet. The worksheet includes spaces for 5 steps, but you can write more or less as needed.
- As you complete the steps, mark them off on your Goal Ladder worksheet. You can take notes for each step, adding information about what was helpful, or any resources you found and used, etc.
- When you reach your goal, celebrate!
- You can also use your Goal Ladder to reflect on your learning process after you have completed your goal. Read through your steps and reflect on what was useful, what you learned, and what you still want to learn. Use these reflections to help you set new goals!
Source: CASLS
Inputdate: 2022-06-30 22:15:18
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Content Type: 3
Title: InterCom: July 4, 2022
Body:
Join us this week as we continue to gear up for summer learning! We will explore how to stay engaged with learning, how to practice goal setting, and how to keep using the target language all summer long.
Each week, we will highlight a curated playlist of learning activities from our YouTube channel. This week we focus on our Listening Activities Playlist. In this playlist you will find activities like Summarize What You Heard with a Friend, Listen While Reading a Transcript, Research a Topic Before Listening, and more!
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.
- Work on your listening skills by setting goals using a Goal Ladder and our Listening Activities Playlist.
- Looking for more ways to work on your listening skills? Check out this blog post for ideas.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Title: InterCom: July 11, 2022
Body:
Join us this week as we continue to gear up for summer learning. We will explore how to stay engaged with learning, how to practice goal setting, and how to keep using the target language all summer long.
Each week, we will highlight a curated playlist of learning activities from our YouTube channel. This week we focus on our Intercultural Communication and Pragmatics Activities Playlist. In this playlist you will find activities like Recognizing Language Variety, Small Talk: Building Knowledge, Practice to Improve Intercultural Communication: Texting and Connecting, and more!
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.
- Wondering how to adjust what you want to say or write to fit whatever conversation or context you’re in? Think through your options using How Else & Why? and our Intercultural Communication and Pragmatics Activities Playlist.
- Looking for learning resources about pragmatics? Check out this post for resources about learning pragmatics in English, Spanish, Japanese and more.
- Want to learn more about teaching pragmatics? Check out this post for strategies on how to incorporate teaching pragmatics into current activities and curricula.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2022-07-07 20:55:19
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Content Type: 4
Title: How Else & Why; Intercultural Communication & Pragmatics Playlist
Body:
This week, we depart from our normal activity format to provide learners with the opportunity to explore how to adapt what they want to say or write to fit interactions in different contexts or with different people. In this activity, learners will brainstorm multiple ways of saying or writing a thought using How Else & Why?
Learning outcomes:
Learners will be able to:
- Identify more than one way of expressing a thought given changes to a conversational or cultural context
- Reflect on why they would change what they say or how they say it to fit the context
Mode(s): Presentational, Interpersonal
Materials: CASLS Intercultural Communication and Pragmatics Playlist, device with internet access, digital document or pen and paper
- First, think of a scenario where you would like to use the target language. For example, this could be telling a story to a friend, asking a stranger for information or assistance, saying goodbye politely to your boss or teacher at the end of a conversation, or any other scenario that is relevant to you. Browse through any of the videos in the CASLS Intercultural Communication and Pragmatics Playlist for ideas.
- Once you have identified your situation, imagine specific details about it. Where does it take place? Who you would be talking to? What relationship do you have to the other person or people involved?
- Write down what you would like to say in your scenario. This can be as short as one phrase or sentence, or can be longer.
- What I want to say is…
- Then, choose one detail in your scenario to change. For example, you could change the physical location, the type of interaction (in person vs. digital, synchronous vs. asynchronous) the person you are taking to, how many people you are talking to, etc.
- Once you have decided on your new scenario, think about how the change could affect what you say. Would you use the same words or different words, or say more or less to express your idea? Would you need to be more or less polite? Write down answers to these two questions:
- How else can I say this?
- Why would I say it like this?
- Then, change an additional detail in your scenario, think about how this change affects what you say. Write down your answers again.
- How else can I say this?
- Why would I say it like this?
- Repeat step 6 as many more times as you would like.
- Once you are done, look at your answers. Do you see any patterns related to how you changed what you said for each new scenario? Write down any patterns you see or anything that strikes you as interesting. As you write, think about:
- How did your relationship to the person or people affect what you said?
- How does location or context ( in-person, digital, synchronous or asynchronous, etc.) affect what you said?
- Why might these factors affect how you say something?
Source: CASLS
Inputdate: 2022-07-07 21:53:44
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Content Type: 4
Title: Funnel Your Goals! & Digital Discourse(s) Playlist
Body:
This week, we depart from our normal activity format to provide learners with the opportunity to brainstorm how they want to engage with digital spaces in the target language. In this activity, learners will brainstorm broadly about what they would like to do, then narrow or “funnel” this idea down to set one goal or action.
Learning outcomes:
Learners will be able to:
- Identify multiple target language digital spaces they are interested in
- Choose one target language digital space to engage with
- Set one language related goal or action relevant to their chosen digital space
- Reflect on the outcome of their goal or action
Mode(s): Interpretive, Interpersonal, Presentational
Materials: CASLS Digital Discourse(s) Activities Playlist, device with internet access, Funnel Your Goals worksheet
- First, think broadly about what you would like to use the target language to explore or do online. For example, this could be creating or commenting on social media posts, searching for and reading a particular author or topic, playing a digital game, etc. If you need suggestions, browse the CASLS Digital Discourse(s) Activities Playlist for ideas. Write your ideas in the top of the funnel on your Funnel Your Goals worksheet.
- Then, think about where you could explore or accomplish your ideas from step 1. Is there a particular site, platform or game that is relevant to what you would like to do? Can you explore your interest through multiple sites or platforms? Write a list of these locations in the second space on the worksheet.
- Next, look over your list from step 2 and choose one location or platform from the list. Write your choice in the third space on the worksheet.
- Now revisit your list from step 1 and think of one particular goal or action from this list that you can do in your chosen location. This goal or action can be as specific as you would like. For example, this could be to chat in the target language with at least one other player while playing a multiplayer online game; to watch a video by a vlogger who speaks the target language to learn about a shared interest or about their country, city or culture; to write and publish a social media post; or to comment on someone else’s social media post, blog, vlog, fanfic, etc. Write your goal or action in the fourth space on the worksheet.
- Do your goal or action!
- Finally, reflect on the outcome of your goal or action, and take some notes at the bottom of the worksheet. As you reflect, think about the following questions:
- What did you learn from engaging in this digital space? Did you learn anything about the target language, including any domain specific uses of the language for your chosen digital space? Did you learn anything about the space or platform itself?
- What else would you need to know to continue participating in your chosen digital space in the future?
- Going forward, would you like to participate in the same way in this digital space, or in different ways? Why?
Source: CASLS
Inputdate: 2022-07-15 04:06:54
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Title: InterCom: July 18, 2022
Body:
Join us this week as we continue to gear up for summer learning. Explore how to stay engaged with learning, practice goal setting, and keep using the target language all summer long!
Each week, we will highlight a curated playlist of learning activities from our YouTube channel. This week we focus on our Digital Discourse(s) Activities Playlist. In this playlist you will find activities like Developing Digital Presence and Community, Using MMOGs for Language Learning, Using Hashtags to Add Context, and much more!
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.
- Wondering where to start using the target language online? Set goals with our Funnel Your Goals! activity and Digital Discourse Activities Playlist.
- Check out this blog post for more ideas on using and improving your language skills in digital spaces.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2022-07-15 04:17:39
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