Contents
Content Type: 3
Title: InterCom: October 31, 2022
Body:
Hello, and welcome the final week of the the CASLS Greatest Hits Challenge! Join us - there is still time to play along!
For this challenge, we are revisiting five of our greatest hits on YouTube! Each week, we have identified the greatest hit as well as other related videos. Those videos and their embedded activities will appear on a CASLS bingo-style card. Can you get five in a row?
Here are the topics we have covered each week during the challenge:
October 3 - Why Learn a Language?
October 10 - What is Human Communication?
October 17 - What is Intercultural Communication?
October 24 - What is Multimodal Communication?
October 31 - What is Pragmatics?
Play along on the Greatest Hits Bingo card and complete any five activities in a row (horizontal, vertical, and/or diagonal) to win! Email us a copy of your completed card at info@uoregon.edu with “Greatest Hits Challenge” in the subject line, and we will mail you a prize! Educators, if you want to play along with your classes, feel free to email us when your learners have completed their cards!
Do you find these videos to be helpful to your practice? If so, don't forget to subscribe to our YouTube channel!
Source: CASLS
Inputdate: 2022-10-27 18:30:09
Lastmodifieddate: 2022-10-31 11:03:23
Expdate:
Publishdate: 2022-10-31 09:15:05
Displaydate: 2022-10-31 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Evaluación Formativa vs. Evaluación Sumativa
Body:
From: https://www.theflippedclassroom.es/evaluacion-formativa-vs-evaluacion-sumativa/
This Spanish-language blog post highlights the differences between summative and formative assessments. Specifically, it highlights that formative assessments measure where learners are in the process of learning and that these measures should be used to inform how instructional time is spent. Further, it highlights that formative assessments are indicative of whether instruction is meeting the needs of students, while summative assessments show where the students are at the the end of a unit of study and are useful for comparing learners. While these differentiations are true when taking into account most definitions of summative and formative assessments, CASLS reminds readers that all evaluations, whether they occur at the end of a unit or not, should be used to inform ongoing teaching and learning practices within the classroom or other learning context.
Visit https://www.theflippedclassroom.es/evaluacion-formativa-vs-evaluacion-sumativa/
Source: The Flipped Classroom
Inputdate: 2022-10-27 18:44:41
Lastmodifieddate: 2022-10-31 11:03:23
Expdate:
Publishdate: 2022-10-31 09:15:05
Displaydate: 2022-10-31 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Integrating Environmental Education Into Language Lessons Using Virtual Reality
Body:
From: https://fltmag.com/integrating-environmental-education-into-language-lessons-using-virtual-reality/
This article offers research and practical opportunities for connecting language learning and environmental education in virtual reality. The article outlines how environmentally focused language lessons can be designed with Bloom’s taxonomy and Can-Do Statements in mind to facilitate raising awareness, engaging emotions, and inspiring action and behavior change. The article will be helpful for teachers and researchers interested in better understanding and leveraging the affordances of virtual worlds.
Visit: https://fltmag.com/integrating-environmental-education-into-language-lessons-using-virtual-reality/
Source: FLTMag, Nergiz Kern
Inputdate: 2022-10-27 18:46:08
Lastmodifieddate: 2022-10-31 11:03:23
Expdate:
Publishdate: 2022-10-31 09:15:05
Displaydate: 2022-10-31 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Translanguaging is More than a Good Idea
Body:
From: http://www.janaechevarria.com/?p=5086
Translanguaging is quickly becoming a key concept in language teaching and learning, especially when working with multilingual learners. This article offers an introduction to translanguaging in combination with examples relevant to the language classroom. Especially useful for those working in multilingual communities, this article offers insight into enhancing, supporting, and advocating for multiple languages in the classroom.
Visit: http://www.janaechevarria.com/?p=5086
Source: Reflections on Teaching Multilingual Learners
Inputdate: 2022-10-27 18:47:19
Lastmodifieddate: 2022-10-31 11:03:23
Expdate:
Publishdate: 2022-10-31 09:15:05
Displaydate: 2022-10-31 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Equity for Multilinguals
Body:
From: https://tankhuynh.com/equity/
In this post, Tan Hunyh offers a framework called the 3 C’s of Equity, a framework designed to target the specialized needs of multilingual learners. The first C, community, is focused on encouraging as much integration of these learners within a school as possible and limiting the time that multilingual learners spend in pull-out services. The second C, curriculum, focuses on protecting the access that multilingual learners have to mainstream curricula. The third C, culture, focuses on the maintenance and sustenance of multilingual learners’ contact with their home culture as well as integration into the school culture. Educators and school administrators are encouraged to read this post and its embedded reflection questions when considering how well multilingual learners are integrated into their own organizations.
Visit: https://tankhuynh.com/equity/
Source: Tank Huynh
Inputdate: 2022-10-27 18:48:38
Lastmodifieddate: 2022-10-31 11:03:23
Expdate:
Publishdate: 2022-10-31 09:15:05
Displaydate: 2022-10-31 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Japanese Gestures and Body Language
Body:
From: https://www.japanesepod101.com/lesson/fun-easy-japanese-9-japanese-gestures-and-body-language
This article discusses eleven gestures that have unique meanings in Japanese language and culture. These eleven gestures often accompany specific speech acts like greetings, apologies, and requests. Additionally, the article highlights the differences in the way other, similar gestures are used in Japanese culture. Although playing the video requires signing up for the website, it is a worthwhile resource for educators and learners.
Visit: https://www.japanesepod101.com/lesson/fun-easy-japanese-9-japanese-gestures-and-body-language
Source: JapanesePod 101
Inputdate: 2022-10-27 18:50:10
Lastmodifieddate: 2022-10-31 11:03:23
Expdate:
Publishdate: 2022-10-31 09:15:05
Displaydate: 2022-10-31 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 3
Title: InterCom: November 7, 2022
Body:
Happy November! In honor of the first face-to-face NCSSFL Annual Meeting and ACTFL Conference in a few years, we are featuring a variety of resources related to LinguaFolio Online and the NCSSFL-ACTFL Can-Do Statements. Join us this month as we explore reflective practices together!
Thank you to the NCSSFL LinguaGrow Committee for their work in articulating the micro lesson that we will feature in this week’s activity.
There are a few ways to get connected with us this week:
- Connect with us socially! Help us keep providing free content by subscribing to our YouTube channel to get first access to the language learning videos we release. Also, join us for a weekly InterCom Live session on Facebook.
- Check out the Activity of the Week! This activity features an overview video and a micro lesson designed to introduce language learners to the purpose of language learning portfolios as well as the SPAR Model (Set Goals, Plan, Act, and Reflect).
- Want to know more about goal setting with language learners? Consider these five tips.
- Interested in supporting your learners in getting started with LinguaFolio Online? Many of the resources we feature this month are part of the learner onboarding materials available on LFO Network, a resource site dedicated to supporting educators who use LinguaFolio Online in their classrooms.
Happy exploring! We are excited to continue engaging with you this week! And if you don’t already follow us on social media, give us a follow us on Facebook, Instagram, Twitter, and YouTube.
Source: CASLS
Inputdate: 2022-11-04 15:35:00
Lastmodifieddate: 2022-11-07 12:04:50
Expdate:
Publishdate: 2022-11-07 10:15:02
Displaydate: 2022-11-07 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: What is the purpose of language learning portfolios?
Body:
This lesson introduces language learners to the purpose of portfolios. It offers an overview of what they are, as well as outlines the different phases of reflective practices. It is appropriate for all language learners, especially those just beginning with LinguaFolio, LinguaFolio Online, and the new resources offered by LinguaGrow.
Learning Outcomes;
Learners will be able to:
- Explain the purpose of language learning portfolios
- Identify the phases of ongoing reflective practice
Mode(s): Not applicable
Materials: Language Learning Portfolios Overview Video, EdApp micro lesson
Procedure:
- Either individually or as a group, begin the EdApp micro lesson.
- Watch the first video segment featured in the lesson (Slide 3) as a group. This segment will offer an overview of the purpose of language learning portfolios.
- Either individually or as a group, learners will complete the interactions in EdApp that follow the first segment.
- As a group, watch the second video segment featured in the micro lesson (Slide 8). Then ensure that all learners can see Slide 9, the screenshots from the vision board image. Provide five minutes for the learners to discover the phases of ongoing reflective practice that are hidden in the screenshots.
- Learners will verify their answers by completing the interactions on Slide 9 in EdApp.
- Finally, watch the last segment of the video in EdApp (Slide 10). Either individually or as a group, instruct learners to complete the remaining interactions.
- As a final check for understanding, ask learners reflection questions about the summary slide (Slide 14) in EdApp. Specifically, ensure that they articulate their ownership in ongoing reflective practice, can summarize the purpose of language learning portfolios, and can articulate the four phases of the SPAR Model.
Notes:
- Though this lesson is written with a synchronous learning context in mind, EdApp lessons are perfect for learner self-study. In lieu of introducing the lesson during instructional time, educators may prefer to have learners complete the lesson at their leisure.
Source: CASLS
Inputdate: 2022-11-04 15:39:48
Lastmodifieddate: 2022-11-07 12:04:50
Expdate:
Publishdate: 2022-11-07 10:15:02
Displaydate: 2022-11-07 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Native American Heritage Month: Selected Resources for Teachers
Body:
From: https://nativeamericanheritagemonth.gov/for-teachers/
This webpage offers a curated selection of resources for educators to utilize during Native American Heritage Month (as well as the rest of the school year). Resources from the Library of Congress, the National Archives, the National Endowment for the Humanities (and partner organizations), the National Gallery of Art, the National Park Service, the Smithsonian Institution, and the Smithsonian Folklife Magazine are all linked for ease of access. Educators are encouraged to explore these resources and draw connections between target languages and the resources featured via concepts (e.g., community) and themes (e.g., the forced migration of people groups). Further, educators are encouraged to explore the various language-specific links such as those to the Lakhota language and those articulating place names in Hopi.
Visit: https://nativeamericanheritagemonth.gov/for-teachers/
Source: The Library of Congress
Inputdate: 2022-11-04 15:55:20
Lastmodifieddate: 2022-11-07 12:04:50
Expdate:
Publishdate: 2022-11-07 10:15:02
Displaydate: 2022-11-07 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Learn French with Netflix: Tips to Make it Less Mentally Draining
Body:
From: https://www.commeunefrancaise.com/blog/french-netflix-tips
This resource covers three different methods for using French television, movies, and other spoken media formats to work on listening skills. The methods are (1) the intensive method; (2) the structured program; and (3) watching something simple regularly. The intensive method requires that a learner to choose a scene and work with it intensely, learning the dialogue, vocabulary, and other pragmatic features while slowly scaffolding with English to French subtitles. The structured program is a method in which a learner participates in a program with weekly lessons that involve spoken French videos, vocabulary sheets, and analysis of the given resources. The final method is simply listening to and watching spoken French media on a regular basis at one's leisure.
Visit: https://www.commeunefrancaise.com/blog/french-netflix-tips
Source: Comme Une Française
Inputdate: 2022-11-04 16:00:29
Lastmodifieddate: 2022-11-07 12:04:50
Expdate:
Publishdate: 2022-11-07 10:15:02
Displaydate: 2022-11-07 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
