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Content Type: 3
Title: InterCom: January 9, 2023
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Join us as we continue exploring Language for Specific Purposes (LSP), or language learning tailored to the specific needs of a workplace or educational environment. This week, we look at how to decide what to learn for your context.
Thanks to Masaki Eguchi, CASLS Graduate Assistant, for creating 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! In this activity, learners will complete a simple needs assessment of what they want and need to learn in the target language.
- Check out this blog post for factors to consider when deciding which language to learn as a medical professional.
- 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: Inventory Your Language Needs!
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by Masaki Eguchi, CASLS Graduate Assistant
In this activity, learners will conduct a simple needs analysis for their own language learning. This activity was designed for learners of all levels, but is likely especially useful for learners engaging in self-directed learning or studying language for specific purposes. As such, these activity instructions were written with the learner as the audience. However, the activity can be adapted to a classroom or community learning context.
Learning outcomes:
Learners will be able to:
- Identify one or more specific language use domains where they will use the target language (e.g., Spanish for providing medical services)
- Identify one or more workplace tasks in which a language plays a key role in communication (e.g., listening to patients discuss their symptoms)
- List one knowledge goal that allows them to accomplish the identified communicative task
- List one analysis goal that allows them to accomplish the identified communicative task
Mode(s): Any (depending on the learner’s goal)
Materials: How Do I Know What I Need? video, Language Needs Inventory handout, devices with internet access
Procedure:
- Watch the How Do I Know What I Need? video. As you watch, take note of what aspects of language the Knowledge and Analysis quadrants of the IPIC model refer to, as explained in the video.
- Next, fill out Step 1 of the Language Needs Inventory handout to check your understanding of the Knowledge and Analysis components of IPIC model.
- Then, fill out Step 2 of the handout. First, identify one target language that is relevant to your work or educational context. Then, brainstorm the language use domain (the general context you will use the language in).
- Fill out Step 3 of the handout with one or more situations where you use or anticipate using the target language. For this step, think about specific situations within your general context. These situations should be more detailed and specific, and should include information such as who is involved and what information needs to be communicated. For example, in a medical clinic context, possible situations could include using appropriate greeting sequences with patients or asking clarifying questions to better understand patients’ verbal descriptions of their ailments. If helpful, you may write down more than one of these situations.
- Next, fill our Step 4 of the handout, using one of the situations you identified in Step 3. What Knowledge and Analysis information will you need to know or learn to be able to communicate in this situation? Write these down under My Knowledge Goals and My Analysis Goals.
- As you fill out the handout, you may find that you wish to revisit your answers in previous sections. That is okay! You may wish to complete the Steps 3 and 4 multiple times, either to refine your answers or to map out what you will need to know for more than one specific situation.
- Finally, take a few minutes to think about what successful communication in your specific situation(s) would look like to you. Do you want to project your professional competence to clients you would interact with? Would you like to put patients at ease by inserting some humor in the conversation? How would you know if your interaction is successful in the way you've defined?
Notes:
- Bonus step (on the handout): Observe real-world examples of the communication in your identified situations from Step 3 by observing communication in your workplace context, or a similar context, or by looking for video or audio examples for this situation online. Once you have observed the interaction(s), revisit your Knowledge and Analysis goals. Is there anything you would change or add for either category?
Source: CASLS
Inputdate: 2022-12-22 07:30:52
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Content Type: 4
Title: Politeness Orientation in the Workplace
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This activity was created to help learners consider what expectations about politeness orientation, or group/individual orientation, they might find in their specific work or educational context. It was created for learners of all levels, and would be particularly useful for Facilitated Interdependent Language Learning contexts and other language self-study contexts. As such, the instructions are written as if the learner were the audience of this document.
Learning outcomes:
Learners will be able to:
- Define politeness orientation
- Identify sample utterances in the target language that favor +politeness orientation (group) or -politeness orientation (individual)
Mode(s): Interpersonal
Materials: Introduction to Language for Specific Purposes video, Politeness Orientation video, How to Orient Language at Work puzzle, Politeness Orientation Sort handout (choose English, Spanish, Chinese, or Japanese)
Procedure:
- First, begin to unlock what politeness orientation is about by completing the How to Orient Language at Work puzzle.
- Next, verify your answers by watching the Politeness Orientation video. Jot down two things that surprised you or you found interesting. Then, write one way you think politeness orientation might impact communication in a workplace setting.
- Then, watch the Introduction to Language for Specific Purposes video. As you watch, think about what you wrote down in Step 2. Would you know what phrases are more indicative of a +politeness orientation (group) or a -politeness orientation (Individual)?
- Test your knowledge by deciding which Politeness Orientation Sort handout you would like to complete: English, Spanish, Chinese, or Japanese. If your L2 is one of these languages, complete the handout in that language. If your L2 is another language, you can complete the handout in English or brainstorm equivalent or similar phrases in your L2 (with an expert speaker is ideal).
Notes:
- Next Steps (to be completed at another time): Investigate the workplace context of your choosing to see if the communication trends have more of a +politeness orientation (group) or a -politeness orientation (individual). Some sources to investigate include expert speakers, travel blogs, and YouTube videos. Note that your answers may be dependent on the workplace context. For example, you would likely expect more -politeness orientation in a clinic in Taiwan than in a business meeting. If you can’t find clear answers, do not worry! Use the trends you see in the utterances from your word sort as your guide as you have more opportunities to observe the target language in practice as you continue your studies.
- Find an answer key to the How to Orient Language at Work puzzle here.
Source: CASLS
Inputdate: 2022-12-22 16:16:13
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Content Type: 5
Title: New Webinar Series!
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New Webinar Series - Join Live or Watch On-Demand!
Join CASLS and Education Perfect for a series of webinars running now through February 1st!
This webinar series explores a number of different topics relating to best practices in the World Languages classroom. The team from CASLS will introduce the pedagogy and give lots of practical examples, and the team from Education Perfect will illustrate how the LinguaFolio and Education Perfect platforms can support these practices.
The topics covered in the series will be:
January 11th: Best Practices for Goal Setting
January 18th: Best Practices for Strategic Instruction
January 25th: Best Practices for Evidence Use
February 1st: Best Practices for Reflection and Self Evaluation
All sessions will be held at 3:30pm Eastern Time.
All webinars will be available to watch either live or on-demand. Please register above to gain access to both the recordings and live webinars.
We look forward to seeing you there!
Source: CASLS
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Content Type: 1
Title: What French People Never Eat
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From: https://www.commeunefrancaise.com/blog/french-food-we-dont-eat
This blog post looks at French culture through a culinary lens. Foods that are often associated with, or stereotyped as being central to, French cuisine are discussed. Each section features a food with information about how it is typically eaten, where one can find it, and supplementary vocabulary that connects the food to the surrounding cultural context. This resource would be useful for learners interested in exploring differences between cultural stereotypes about French food and what people in France actually tend to eat.
Visit: https://www.commeunefrancaise.com/blog/french-food-we-dont-eat
Source: Comme Une Française
Inputdate: 2023-01-13 17:33:12
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Content Type: 1
Title: Signs That Are Close... But Not the Same — Conversation Basics
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This article provides examples of signs in American Sign Language (ASL) that look similar, but have different meanings. Gif images support learners of ASL in noting the subtle differences between these signs. The article also encourages learners to pay attention to non-manual cues, such as facial expressions and head movements, to help distinguish the signs. This article is a great resource for Novice ASL learners, as well as for teachers who are L2 ASL learners themselves.
Source: Brenda Cartwright, Signing Savvy
Inputdate: 2023-01-13 17:34:29
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Content Type: 1
Title: The Screwed Up History of English Spelling
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From: https://www.youtube.com/watch?v=zdRY0x2x6PQ
This short YouTube video is a part of Otherwords, a PBS webseries about languages and linguistics. It provides an entertaining introduction to the major historical and cultural influences that have contributed to modern English’s unpredictable spelling and pronunciation patterns. This resource would be especially useful for English learners who feel confused by inconsistencies in English spelling and sounds, or to those interested in how languages change over time.
Visit: https://www.youtube.com/watch?v=zdRY0x2x6PQ
Source: PBS Storied YouTube Channel
Inputdate: 2023-01-13 17:38:51
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Content Type: 1
Title: The Oldest Known Sentence Written in an Alphabet Has Been Found on a Head-Lice Comb (Circa 1700 BCE)
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This article provides an interesting bit of trivia related to the discovery of a sentence on a head lice comb that is thousands of years old. Though largely a general interest article, educators may be pleased to utilize the questions that it offers about thinking through the creators and origins of cultural products in their own lessons. Further, it offers some insight into how written and spoken forms of communication connect.
Source: Open Culture
Inputdate: 2023-01-13 17:40:21
Lastmodifieddate: 2023-01-23 11:52:23
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Content Type: 2
Title: Subscribe to Our YouTube Channel!
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Source: CASLS
Inputdate: 2023-01-13 17:42:36
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Content Type: 3
Title: InterCom: January 16, 2023
Body:
Join us as we continue exploring Language for Specific Purposes (LSP), or language learning tailored to the specific needs of a workplace or educational environment. This week, we harness our powers of observation to notice communicative patterns in the workplace.
There are a few ways to get connected with us:
- 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 keep an observation journal and look for patterns in both verbal and non-verbal communication in the workplace.
- Check out this article for a list of general considerations on how to foster productive communication in the workplace.
- 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
Inputdate: 2023-01-13 18:14:38
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