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Content Type: 1
Title: Growing Up Irooni- Bahador Alast on Viral YouTube Success and Interconnectedness of Languages
Body:
This podcast episode presents a conversation between two language educators and media influencers. Featured guest and YouTuber Bahador Alast shares his experience developing his YouTube channel and his show in which guests compare their language learning experiences as well as observations of languages and cultures. The episode offers insights around the similarities and varieties of language, with a personal interest and co-creative element. It would be useful for students with general interest in languages and language study as well as media and content creation.
Source: Chai and Conversation
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Title: Learn Vietnamese with Audio – How to Use Podcasts to Learn Vietnamese
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From: https://morevietnamese.com/learn-vietnamese-with-podcasts/
This blog post discusses the benefits of using podcasts to improve a Vietnamese learner’s familiarity with listening to the language. It provides learners with links to several Vietnamese podcasts, as well as activities that they can use to deepen their understanding of podcast material after listening. This resource would be particularly useful to intermediate and advanced learners of Vietnamese working on building their listening and comprehension skills. Novice learners may also benefit from listening to the linked podcasts to increase their familiarity with spoken Vietnamese.
Visit: https://morevietnamese.com/learn-vietnamese-with-podcasts/
Source: More Vietnamese
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Content Type: 1
Title: Sign Language Alphabets from Around the World
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From: https://www.ai-media.tv/ai-media-blog/sign-language-alphabets-from-around-the-world/
This blog post covers the alphabets of a variety of countries’ official sign languages. The author gives introductory information about each language’s history, origin, geographical location, and relation to other sign languages. Included under each sign language is a visual chart of its alphabet. The post also includes tips for how to use fingerspelling fluidly, and in context, once one has mastered the letters of the alphabet. This post would be useful for beginning learners of sign languages, or learners interested in the similarities, differences, and relationships between world sign languages.
Visit: https://www.ai-media.tv/ai-media-blog/sign-language-alphabets-from-around-the-world/
Source: Ai Media
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Title: Setting Yourself Up for Success: Tips for Learning Spoken Arabic
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This article covers a wide variety of tips for learners looking to practice their spoken Arabic, such as getting tutors, language exchange partners, or practice partners. The post also gives tips for learning grammar, vocabulary, and listening, and suggests learning vocabulary in groups of associated words. This article would be useful for novice learners just beginning to learn Arabic, or for intermediate learners who feel their learning has begun to plateau and want tips on how to jumpstart and re-energize their engagement with learning.
Source: Lingualism, Nicole
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Content Type: 3
Title: InterCom: September 12, 2022
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Join us this week as we continue our series on tips for handling ambiguity when communicating in the target language. This week we take a look at recognizing and deciphering patterns of non-verbal communication when verbal or written communication is unclear.
Thank you to Cameron Teubner-Keller, CASLS Student Worker, for his role in the creation of this week’s Video and 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 helps learners identify patterns on non-verbal communication demonstrated in a video example, as well as those they use in their own lives.
- Check out this blog post for more examples of understanding non-verbal patterns in language learning contexts.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Title: Join CASLS at PLL 2022!
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Join CASLS at the virtual 2022 Pragmatics and Language Learning (PLL) Conference starting TODAY, Monday, September 12th through Wednesday, the 14th! The conference main theme will be "Teaching and Learning Interactional Pragmatics in a Digital World." Join us for livestream plenaries and a wide range of simulive presentations and poster sessions. Click here for more information or to register. We hope to see you there!
Source: CASLS
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Content Type: 4
Title: Identify Non-Verbal Patterns
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By Cameron Teubner-Keller, CASLS Student Worker
This activity guides learners through identifying and analyzing non-verbal patterns in communication. Learners will also think about how they might use non-verbal patterns in their own lives. It was created for learners of all levels.
Learning outcomes:
Learners will be able to:
- Identify 3 examples of non-verbal patterns in an example video clip
- Describe the communicative function(s) of the identified non-verbal patterns
- Name 4-5 instances they use non-verbal patterns in their daily lives.
Mode(s): Interpersonal, Interpretive
Materials: Looking for Non-Verbal Patterns video, YouTube video: “Nonverbal Communication Clip Compilation”, Identify Non-Verbal Patterns handout
Procedure:
- First, as a whole group, ask your learners to define what “non-verbal” means, either in words or with any examples they can think of. Learners might provide answers such as “facial expressions” or “hand gestures”. Compile their suggestions into a list for all to reference (on the board, in a shared digital document, etc.)
- Next, play the Looking for Non-Verbal Patterns video. Ask learners to notice the examples of non-verbal communication given in the video (i.e. facial expressions, emojis).
- Now ask your learners to think about the communicative function of the examples they noticed. What can one communicate with facial expressions? What do different emojis mean to them? Give learners 2 minutes to think about it themselves. Learners can write down or draw their thoughts, if that is helpful to them.
- Next, ask learners to get into pairs and share their thoughts from step 3. Give learners 5 minutes to discuss and then ask for volunteers to share.
- Then give learners the Identify Non-Verbal Patterns handout.Go over instructions on the handout. Tell learners that they will be watching a clip of a Youtube video where people use non-verbal communication patterns. Their goal for step 1 of the handout is to list any non-verbal patterns they see from Lucy, the woman in the clip. Now play the YouTube video: “Nonverbal Communication Clip Compilation” until 1:59.
- Now play the clip again, but ask your learners to list any non-verbal patterns they see from the directors in the video (step 2 of the handout).
- After playing the clips, group learners into groups of 3-4 and have them discuss the patterns they saw. Ask them to discuss the following questions: “What non-verbal patterns did you see from Lucy? From the director?” and “What was each person trying to communicate non-verbally?" The goal here is to not only get learners to identify non-verbal patterns, but to also be aware of the communicative function of these patterns. Have learners fill out the Function portion of the tables on the handout as they discuss.
- As a whole group, ask groups to volunteer examples of a non-verbal pattern that they identified and the communicative function behind it. Write these on the board or in the digital document so the whole group can see them, as not all groups will have the same analysis.
- For each example and function, ask the whole group whether they agree if that was the intended function by the interlocutor. During this phase of the activity, you want to have learners critically thinking about what they observed. It’s important to note that not all learners will think the same or act the same, and that that is an important part of communication. You can replay portions of the video so all can review the specific pattern and function being discussed, if needed.
- Lastly, have your learners think of ways in their own lives they might use or have used non-verbal patterns to communicate something. Mix up the small groups from before, and ask the new groups to come up with 4-5 examples of scenarios in which they might use non-verbal patterns. Ask your learners to fill out step 4 of the handout given to them earlier. If learners are having a hard time getting started, provide an example yourself such as: “My friend asks me to go to a party with him, but I’m not very thrilled to go. I might use a facial expression to express that I’m not very interested or that the idea doesn’t really spark joy. OR, I might use eye movement or hand gestures to signal that I’m not interested”.
Modifications (scaffolding): Novice learners may use their L1 to discuss the video, fill in the handout, and reflect on examples from their own lives, as this will allow them to more easily express their ideas. However, if you would like novice learners to do these things in the target language, provide visual examples of the non-verbal communication patterns, along with key words learners will need to discuss them, so learners can use them as reference. Intermediate and advanced learners will be able to do more of the discussion, writing and reflection in the target language.
Source: CASLS
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Content Type: 4
Title: What Can Sequencing Tell You?
Body:
This activity was created for Novice learners. It is designed to introduce learners to leave taking sequences and help them consider how paying attention to the sequences might provide critical information for responding in intercultural communicative scenarios.
Learning Outcomes:
Learners will be able to:
- Compare and contrast leave taking sequences in the target language
- Consider communicative preferences (e.g., engaging in brief exchanges) and how paying attention might give insight into those preferences
Modes: Interpretive
Materials: 3 example leave taking sequences in the L2 (click here for examples in English), Conversational Lenses Handout, Pay Attention to Sequence Video
Procedure:
- Individually, learners will examine three leave taking sequences in the L2 using the Lenses for Dialog thinking routine. In this phase of the activity, learners will complete the See step by spending one minute documenting their observations of the example conversations (in the L2, with permissions to draw or to use L1 words as needed). Encourage them to be as objective as possible. For example, they should note that a conversation was short, but take care not to evaluate it as rude. Learners will document their responses on the handout.
- Next, learners will complete the Choose and Share a Lens step by spending two minutes thinking about their lenses and lenses of the people engaged in the example conversations. Here, direct learners to consider which sequence seems most reflective of their own preferences and whether they know anyone who seems to engage in the other sequences. What do those preferences say about them? Do they privilege time/brevity in their leave taking? Solidarity/relationship building? Something else? Learners will document their responses (likely in the L1) on the handout.
- As an entire group, learners will discuss their responses to Step 2 in the L1. To transition into the Probe step, first discuss with learners that it is neither better nor worse to privilege one thing over another when taking leave; these differences are just that-differences! They should be celebrated for their variety. Also, encourage learners to ask one another about their preferences in this phase to get a better understanding. This step could be accomplished by having learners do a three corners activity in which they stand in the corner representing the conversation that most closely aligns with their preferences and then ask individuals from other corners to explain theirs.
- Next, complete the Probe step by asking learners to consider the lenses of the people engaging in each example conversation. Ask them to pretend that the individuals from one conversation are saying goodbye to the individuals from another conversation and to document their responses on the handout. How might the engagement make them feel? Support this phase in the L2 by including a word bank or emoji to reflect each speaker.
- Finally, show learners the Pay Attention to Sequence Video and complete the Reflect step on the handout. Ask learners to consider how paying attention to the sequence of a language function, like saying goodbye, might help them understand communication in the L2. Complete this step in the L1.
Notes:
- This activity is a great introduction to leave taking sequences and would likely be followed with interpersonal practice.
- Depending on curricular needs, this activity could easily be adapted to other language functions like invitations, greetings, apologies, and/or service encounters.
- When specified, the L1 is utilized to facilitate learners’ deep thinking and engagement. More proficient learners would be able to handle these steps in the L2. For example, many Intermediate learners could complete most of Step 3 in the L2, and many Advanced learners could complete most of Step 5 in the L2.
Source: CASLS
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Content Type: 1
Title: Writing EAP Materials: Keeping Academic English Lessons Engaging (Tania’s Tips)
Body:
This blog post provides tips for making EAP materials more engaging and motivating for learners, primarily through providing fresh, novel, and inspirational topics, ideas, and perspectives that are relevant to learners’ lives, and future academic concerns and professions. The post encourages centering critical thinking, the evaluation of new angles, and appropriate responses following academic conventions to encourage learners to justify a stance and critically engage with the content as well as with the language features. This article would be helpful for any teacher in EAP, as well as for anyone in the materials writing field.
Source: Clare’s ELF Compendium
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Title: 10 Nifty Standby Activities
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From: https://frenchteachernet.blogspot.com/2022/08/10-nifty-standby-activities.html
This blog post discusses helpful “standby” language activities that can help instructors to fill time gaps in classes as needed. The provided activities are either stand-alone or are scaffolded so that instructors can use the version most appropriate for the levels of their learners. This resource would be especially useful for beginning teachers looking to build a bank of activitives they can plug in whenever needed.
Visit: https://frenchteachernet.blogspot.com/2022/08/10-nifty-standby-activities.html
Source: Language Teacher Toolkit: Steve Smith's blog
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