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Content Type: 1
Title: Meet the German Language: History, Culture, Linguistics and FAQ for Language Learners
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From: https://www.fluentu.com/blog/german/german-language/
This blog post is a comprehensive guide to the history, sounds, and culture of the German language. It provides answers to commonly-asked questions voiced by beginner German learners and provides helpful tips and pointers for those starting or continuing their study of German. This guide would be especially helpful to beginner-level learners of German, but some of the cultural and pragmatic information may be helpful to intermediate and above learners as well.
Visit: https://www.fluentu.com/blog/german/german-language/
Source: FluentU
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Content Type: 1
Title: Signs that are Close But Not the Same
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From: https://www.signingsavvy.com/articles/tag/Close+But+Not+the+Same
This series of seventeen post covers a wide variety of ASL signs that look similar but do not have the same meaning. Each post contains a written explanation of the highlighted signs along with background information, including etymology and similarities with other signs, and tips for memorization. These post would be helpful for learners looking to increase both their receptive understanding of the highlighted signs, and work on the accuracy of their own signing.
Visit: https://www.signingsavvy.com/articles/tag/Close+But+Not+the+Same
Source: Signing Savy
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Title: 5 Ways to Use Music Beyond a Cloze Activity
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This blog post describes how instructors are using and could use music in order to supplement their instruction or even build a lesson around music or a specific song. The author provides educators with 5 potentially novel ways for them to use music and songs with their learner to aid in engagement and understanding of the language. While this resource would be useful to any level of any language instructor looking to increase the use of music into the classroom, beginning teachers looking to build their teaching toolkit using music and media may find it particularly helpful.
Source: Discovering CI
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Content Type: 3
Title: InterCom: September 19, 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 will explore what one can learn or deduce from noticing sequencing in conversations.
Thank you to Cameron Teubner-Keller, CASLS Student Worker, for his 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 Video and Activity of the Week! This activity guides learners through examining sequencing in different leave-taking scenarios, and reflecting on their own approaches to leave-taking.
- Check out this resource for more information about a variety of structures used in closing sequences to signal the end of a conversation.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 4
Title: Strength Finder
Body:
This short (roughly 10-15 minute) activity is proficiency-agnostic and was created to help learners reflect on their strengths. It would be useful when starting a new school year or grading period. Instructions indicate implementation during group time, but this activity would be wonderful in a flipped context. For example, learners could complete Steps 1-5 (other than group shares) at home and share their visual reminders (Step 6) in class as a warm-up activity the following day.
Learning Outcome(s):
Learners will be able to:
- Reflect on and identify their strengths as a language learner.
- Use their strengths to set goals for handling challenges as they arise.
Mode(s): Not applicable
Materials: Pay Attention to Your Strengths Video, Strength Inventory, a video of errors in a domain relevant to curricular needs
Procedure:
- Show learners one to two minutes of video with a lot of mistakes in whatever domain is culturally appropriate and aligns with curricular needs. For example, if studying sports, you might show them a video similar to this one in the target language.
- As a group, talk about how one should react to those mistakes in order to be successful. Then, show learners the Pay Attention to Your Strengths Video.
- Provide learners with the Strength Inventory. Ask that they complete Step 1 individually.
- As a whole group, share the strengths that learners identified.
- Give learners five to seven minutes to complete Steps 2 and 3 on the Strength Inventory. In these steps, they will describe a moment in which they made a mistake in the target language (big or small) and how their strengths could have helped them respond. They will use this reflection to set a goal for responding to similar situations in the future.
- Give learners three minutes to complete Step 4 on the Strength Inventory. In this phase, they will create a visual reminder of the goal identified in the previous step.
Notes:
- Remember to revisit learners' goals with them periodically!
Source: CASLS
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Title: IALLT Interview Project Episode 8: Interview about Augmented Reality (AR) and Virtual Reality (VR) with Regina Kaplan-Rakowski, Randall Sadler, and Tricia Thrasher
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Looking to learn the basics of how to utilize augmented reality (AR) and virtual reality (VR) technologies in language learning contexts? In this interview, experts in AR and VR walk the audience through the technologies and offer insights into language teaching based on their own work. Listen to expand your understanding of VR, AR, and practical ways to implement the technologies.
Source: FLTMag
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Title: Verbification: How (Almost) Anything Can Turn into a Verb in Japanese
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This webpage describes the process of turning nouns and other parts of speech into verbs in Japanese. This resource would be useful to any Japanese learner, but it may be more helpful to Novice and Intermediate Low learners since the material that it covers is foundational. Check out this resource to learn more about this foundational building block of Japanese grammar.
Source: Self-Taught Japanese
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Title: Blended Learning: 4 Models that Work
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From: https://www.cultofpedagogy.com/blended-learning-4-models/
Author Caitlin Tucker highlights blended learning as a useful model, particularly for teachers emerging from the online instructional contexts of the pandemic. Specifically, blended learning is ideal for its flexibility, appropriation of technology, and adaptability to a variety of learner needs. In this practical blog post, Tucker identifies how blending learning addresses three key pain points in many classroom contexts: low motivation, diverse needs, and classroom management.
Visit: https://www.cultofpedagogy.com/blended-learning-4-models/
Source: Cult of Pedagogy, Caitlin Tucker
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Title: Trivia Quizzes for Language Learning?
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From: https://www.gamesforlanguage.com/blog/post/2022-08-trivia-quizzes-for-language-learning
This blog post discusses suggestions for playing trivia in the target language in order to bolster L2 skills. This gameplay can be facilitated for beginners with specific chunked phrases (e.g., It’s your turn) and is a great way to introduce learners to common knowledge in target language cultures. A variety of trivia games in English, French, German, Italian, and Spanish are linked.
Visit: https://www.gamesforlanguage.com/blog/post/2022-08-trivia-quizzes-for-language-learning
Source: Games for Language
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Title: Learn German with Movies
Body:
From: https://smartergerman.com/blog/learn-german-with-movies/
Smarter German suggests that learning German via watching a movie can be one of the more efficient ways to acquire and improve listening comprehension skills; relaxing and watching a movie with predictable dialogues and vocabulary is not only potentially beneficial, but fun. The post provides German movie resources to facilitate the implementation of movies in learning contexts.
Visit: https://smartergerman.com/blog/learn-german-with-movies/
Source: Smarter German
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