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Content Type: 1
Title: 20 Ways to Say Goodbye in German
Body:
From: https://www.fluentu.com/blog/german/goodbye-in-german/
This blog post offers a list of 20 terms to help with leave-taking in German. Each term is accompanied by a short explanation. A free PDF of the terms is also available. While Novice German learners will find this list helpful for vocabulary acquisition, the list is also helpful for introducing intercultural and interpersonal factors that may impact leave-taking sequences. Any level of learner can utilize the list as a jumping off point for discussing the decision-making processes involved in choosing the words and manner needed to end a conversation.
Visit: https://www.fluentu.com/blog/german/goodbye-in-german/
Source: FluentU
Inputdate: 2022-12-16 09:46:53
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Content Type: 1
Title: 11 Japanese Expressions for Different Levels of Uncertainty
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From: https://www.tofugu.com/japanese/expressing-uncertainty-in-japanese/
This blog post provides a list of ways to express uncertainty in Japanese. The nuances of each expression are fully explained, including information about the intercultural and interpersonal factors that play into when the expression in question is typically used. This guide is a good resource for learners who are new to thinking about how to express certainty/uncertainty in Japanese. It is also good for those looking for guidance on how and when to practice these expressions when communicating.
Visit: https://www.tofugu.com/japanese/expressing-uncertainty-in-japanese/
Source: Tofugu, Mami Suzuki
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Content Type: 1
Title: Literature Ambassador Jason Reynolds Knows Young People Have a Story of Their Own
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From: https://www.npr.org/2022/12/13/1142418939/jason-reynolds-literature-ambassador-young-people
This interview celebrates the end of Jason Reynold’s three-year tenure as the national ambassador for young people’s literature through the Library of Congress. Reynolds discusses why young people may not feel drawn to read, touching on the importance of finding oneself reflected in literature, and how critical it is for young people to realize that they each have an important personal story that is just as interesting and important as those found in books. Any teacher working with learners on literacy, motivation to read, and developing personal relevance would find useful strategies and perspectives in this interview.
Visit: https://www.npr.org/2022/12/13/1142418939/jason-reynolds-literature-ambassador-young-people
Source: NPR, Julie Depenbrock
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Content Type: 1
Title: Video Games and Language Acquisition
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From: https://tprsquestionsandanswers.wordpress.com/2022/11/23/video-games-and-language-acquisition/
This article summarizes a published metaanalysis investigating the role video games can play in second language acquisition. The study found that “non-educational” games were more effective than games designed specifically for language learning, as many language learning games are repetitive or not significantly engaging, which can result in poor vocabulary retention. It also found that games that did not require students “to speak or write in the target language” showed the most significant positive results, as games which require speaking or writing the target language at the same time as gameplay are overwhelming to learners. This study would be a good resource for any teacher considering how best to include games in curricula.
Visit: https://tprsquestionsandanswers.wordpress.com/2022/11/23/video-games-and-language-acquisition/
Source: T.P.R.S Q&A
Inputdate: 2022-12-16 10:05:24
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Content Type: 1
Title: Using ChatGPT to Design Language Material and Exercises
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From: https://fltmag.com/chatgpt-design-material-exercises/
This article presents a new tool that can help teach and promote conversation in language learning. The tool is called ChatGPT, an Artificial Intelligence (AI) language model developed by OpenAI. ChatGPT can respond to questions in real-time, allowing teachers an opportunity to interact with their students and promote conversation in the language they are learning. The article will be useful for anyone on the lookout for new, interesting, and potentially effective ways to engage students.
Visit: https://fltmag.com/chatgpt-design-material-exercises/
Source: FLTMag, Frederick Poole
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Title: Low to No Prep Ideas to Use for Reading/Listening
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From: https://marishawkins.wordpress.com/2022/11/05/low-to-no-prep-ideas-to-use-for-reading-listening/
This blog post presents low- to no-prep activities that can be used for any reading or listening resource. Organized as pre-reading, during-reading, and post-reading activities, the post offers proficiency-based strategies for supporting learners in interpretive reading and listening. This resource would be useful for teachers looking to add to their toolbox of effective, low-prep ideas for interpretive skills and tasks.
Visit: https://marishawkins.wordpress.com/2022/11/05/low-to-no-prep-ideas-to-use-for-reading-listening/
Source: Maris Hawkins
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Content Type: 1
Title: In One First-Grade Classroom, Puppets Teach Children to 'Shake Out the Yuck'
Body:
From: https://www.npr.org/2022/11/11/1135217910/social-emotional-learning-puppets
This news story highlights a pro-social curriculum incorporating puppets to help first graders practice social and emotional skills. The article offers background on the research-based program and would be a worthwhile read to anyone interested in learning more about how media and the body influence meaning making and experience.
Visit: https://www.npr.org/2022/11/11/1135217910/social-emotional-learning-puppets
Source: NPR, Cory Turner
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Content Type: 2
Title: Subscribe to Our YouTube Channel!
Body:
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Source: CASLS
Inputdate: 2022-12-16 17:14:19
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Title: InterCom: December 19, 2022
Body:
Join us this week for our final week of exploring some of the benefits of multilingualism.
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:
- Connect with us socially! Help us keep providing free content by subscribing to our YouTube channel. You'll 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! In this activity, learners will write one SMARTER language learning goal and identify which language(s) would help them reach this goal.
- Check out this blog post for more factors to consider when choosing a language to learn.
- If you don’t already follow us on social media, follow us on Facebook, Instagram, Twitter, and YouTube.
Happy exploring! We are excited to continue engaging with you this week!
Source: CASLS
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Content Type: 4
Title: Choose Your Next Language Adventure!
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This activity helps learners brainstorm factors that will help them decide which language they wish to learn. It was created for learners of all levels, and it would be particularly useful for Facilitated Interdependent Language Learning (FILL) and other self-study contexts.
Learning Outcomes:
Learners will be able to:
- Explain the relationship between personal interests and goals
- Write one SMARTER goal
- Identify at least one language they can learn to achieve their SMARTER goal
Mode: Interpretive, Presentational, Interpersonal
Materials: How Do I Pick Which Language to Learn? video, Choose Your Next Language Adventure! handout, devices with internet access
Procedure:
- First, learners will watch the How Do I Pick Which Language to Learn? video.
- Then, learners will use the Choose Next Your Language Adventure! handout to create a mind map of their interests. These can be subjects in school, hobbies, sports, performing arts, etc. and/or communication goals (such as travel to a specific city, get a job, talk to a specific person, etc.). One way to organize their mind map is to draw bubbles, write their interests and goals in these bubbles, and draw lines to show how these bubbles connect to each other. A blank mind map template is provided on the handout as an example, but learners can draw their own in whatever way makes sense to them.
- Next, learners will compare the interests and goals they identified, notice what differences there are between an interest and a goal, and write their thoughts on question 2 of the handout. For example, they might say that interests are general topics or activities that one is excited about, while goals are specific objectives that one can work towards.
- Once learners have identified the properties of a goal, they will write their own language learning goal in question 3 of the handout. This will be a SMARTER goal, so learners will need to think about, and then articulate, how this goal is specific, measurable, relevant, and time-bound. The will also think about how it includes evaluation and reflection.
- Learners can reference the following materials for tips on goal setting:
- Once learners have written their goal, they will think about which language or languages will help them work towards it. If they are not sure which language(s) are applicable, they can research world languages using an internet-connected device. Once they have identified an applicable language (or languages), they should note this in question 4 of the handout, along with the reason(s) why they think the language fits their goal.
Notes:
- Learning environment: Learners can complete this activity on their own, or as a part of a class or group led by an instructor.
- Guessing game option: If learners are working as a part of a class or group, and if time allows after they have completed the handout, they can work in groups of 3-4 to play a “Guess which language?” game. To play, each learner will read their goal to their peers, and the rest of the group will guess which language that learners identified as useful for this goal. If groups need visual support for guessing languages, or if it aligns with curricular needs, they can point to regions on a world map that correspond with populations who speak the language. Alternatively, they can point to the flags of countries where the guessed language is spoken. Once the group has either guessed correctly or run out of guesses, the reader will confirm or reveal their chosen language and tell the group why they have identified this language as pertinent to the goal.
Source: CASLS
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