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Content Type: 1
Title: Developing Courses in Languages for Specific Purposes
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Read research about developing Language for Specific Purposes courses!
From: https://nflrc.hawaii.edu/publications/view/nw69/
This resource guide, developed at the National Foreign Language Resource Center at the University of Hawai'i at Manoā, provides research content related to language learning for medical, business and other industries. Each chapter profiles language learning for a specific learner population working in a specific professional context in each of the three categories (medical, business, and other industries). The languages researched include not only widely-studied languages like English and Chinese, but also Polish, Korean and more. Teachers of LSP looking for specific case studies relevant to their learners' needs would benefit from the information presented here.
Visit: https://nflrc.hawaii.edu/publications/view/nw69/
Source: National Foreign Language Resource Center
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Content Type: 4
Title: Observation Journal
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This activity was created to support learners studying Language for Specific Purposes (LSP). The activity entails noticing and applying typical communicative patterns in a workplace situation. It was created for learners of all levels, and it would be particularly useful for Facilitated Interdependent Language Learning contexts or other language self-study contexts. As such, the instructions are provided with the learner as the intended audience.
Learning outcomes:
Learners will be able to:
- Identify two or more instances of a communicative situation they want to observe
- Compare and contrast their identified instances
- Articulate and explain their own communicative preferences as they relate to the situation
Mode(s): Any (depending on learner’s choice of situation)
Materials: How Do I Decide What to Observe? video, Observation Journal handout
Procedure:
- Watch the How Do I Decide What to Observe? video.
- Then, think of a specific situation at work that you want to observe to learn more about. You may choose to learn about grammar and vocabulary, the way words and phrases are articulated, or other contextual factors at play. For example, you may look at how an email to your project team is worded, pay attention to how your colleagues handle or negotiate disagreements in meetings, or look at how supervisors give feedback. The situation that you choose should be one that is meaningful to you and your interactions with others at work, where examining the linguistic and social patterns used can help you when you encounter similar situations. This should be a situation that you can observe two or more times.
- On your Observation Journal handout, write down the situation you have chosen. Then, write down what you observe about the following:
- Context - include power (which communicator gets to make the decisions?), distance (how close is the relationship between the people communicating), and imposition (how large of a request for attention, time, or other resources is the communication?).
- Consider either the vocab/grammar required OR how people interact. What linguistic or interpersonal information is needed to communicate effectively in this situation? If you are observing written correspondence, you may copy and paste the correspondence on the handout. If you are observing spoken interactions, take notes on what you notice. Your notes might include information about who is interacting, what words and phrases they use, and what body language or gestures they use. Other interpersonal or cultural factors to note include who initiates and ends conversations, who asks questions, whether the speakers take turns or overlap when talking, how close they are to each other when speaking, and what marking of formality are used (honorifics, bowing, etc.).
- Record this information for at least two different instances of your chosen situation.
- After you have recorded multiple observations of your situation, compare your records. Use these questions to guide your comparison:
- Are there any patterns that emerge in the words and grammar used?
- Are there any patterns you notice in the length or detail of what is written or said? For example, are there grounders (explanations)?
- Are there patterns in how people write or speak based on their relationship(s) to each other? For example, do individuals disagree with a person in position of relative power?
- Finally, take some time to think about how you would handle a similar situation. Would you follow any of the patterns you noticed in your observations? Why or why not? Write down your thoughts on the handout.
Notes:
- In Step 5, the goal is simply to notice if there are consistent ways that people tend to communicate in your situation. If you do not see any specific patterns, that is okay too! Instead, think about why this may be the case. Is there a wide variation in how different individuals communicate in this situation? Are multiple ways of communication that are considered appropriate for the situation? Why do you think this is? Or, do you just need to observe more before you can draw conclusions?
- As an additional exercise, imagine what possible outcomes there might be if you choose not to follow any patterns or norms you observed. What might the impact be on workflow, or your relationships to coworkers or supervisors? Would you need to explain your communicative choices using metapragmatic language (ie. explicitly explaning what or how you were trying to communicate), or do repair if miscommunication happens?
Source: CASLS
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Content Type: 4
Title: Clarifying Question Exploration!
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This activity was created to support learners studying Language for Specific Purposes (LSP) and was written with the learner as the intended audience. The activity entails observing who asks clarifying questions in the workplace and when and where they choose to ask them. It was created for learners of all levels, and it would be particularly useful for Facilitated Interdependent Language Learning contexts or other language self-study contexts.
Learning outcomes:
Learners will be able to:
- Observe who asks clarifying questions, when these questions are asked, and how these questions are phrased
- Analyze trends they notice about who asks questions, when they are asked, and how they are phrased
- Brainstorm situations in which they would feel comfortable asking questions
Mode(s): Interpersonal, Presentational
Materials: Asking Clarifying Questions video, Question Exploration! handout
Procedure:
- Watch the Asking Clarifying Questions video.
- Then, look over the three questions for observing and analyzing questions on the Question Exploration! handout. Note that the handout is simple and should not require much writing to complete. To facilitate said writing, each of the following steps provides instructions about how to think through your answers to each of these questions:
- Who asks clarifying questions?
- When are these questions asked?
- How are these questions phrased?
- Think about an instance where a person, or multiple people, asked clarifying questions at work. In the “Who Asks Clarifying Questions?” section on the handout, check off this person or people. If you choose “other,” provide a title or description of who the person is, noting their role in the workplace. Use the notes section to record any additional information you find relevant, such as the relationship between the question asker and answerer.
- Next, record the context in the “When are Questions Asked” section, either by checking off one of the given options, or by checking “other” and providing a brief description. Use the notes section to record any additional, relevant information about the context.
- Finally, record how the question was phrased. In the notes section, write down information such as the words or vocabulary used in the question. You can also note the tone of voice used (if spoken), as well as any non-verbal communication (e.g., gesture, physical distance between interlocutors, etc.) or multimodal communication (e.g., visual input used in digital settings, such as emojis, reactions, or gifs).
- Once you have finished recording your observations, analyze your data for patterns and record this analysis in section number two of the handout. Finding trends is more easily done if you have recorded information from multiple instances of questions asking. If you are looking at a single instance, on the other hand, see if you can analyze the factors that affected it, including interpersonal and relational factors like power, distance, and imposition (the severity of the situation).
- Finally, based on your observations and analysis, think about situations where you would feel comfortable asking for clarification and record these in section three of the handout. Include as much specific information as you can, including who you would ask, the context in which you would ask, and how you might phrase your questions.
Notes:
- This exercise can be repeated multiple times, in order to gather more data, further explore any trends that you notice, or to look at how questions are asked in novel instances or by new coworkers or supervisors.
Source: CASLS
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Content Type: 3
Title: InterCom: January 23, 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 look at how to decipher when and where it is acceptable to ask clarifying questions in the workplace.
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. If you do, 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 observe and analyze who asks clarifying questions in their workplace, when they ask, and how such questions are phrased.
- Check out this article for tips on asking clarifying questions 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
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Content Type: 2
Title: Subscribe to Our YouTube Channel!
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Source: CASLS
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Content Type: 5
Title: New Webinar Series - Join Live or Watch On-Demand!
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Join CASLS and Education Perfect for a series of webinars running now through February 1st!
This webinar series will explore 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: Reclaiming the Language that History Wanted Lost
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From: https://www.americathebilingual.com/58-reclaiming-the-language-that-history-wanted-lost/
In this podcast, language educator Priscilla Colón discusses reviving Taíno, the language that was the most common language throughout the Caribbean through the late 15th century. After colonization, Taíno was eventually replaced by Spanish and other European languages. Links to articles discussing Taíno culture and a YouTube video introducing viewers to the language are also provided. This resource would be useful for those engaged in language revitalization work, especially with Taíno and other sleeping languages, or for teachers and learners of Spanish, English, and French studying the effects of European colonization on languages and multilingualism in the Caribbean.
Visit: https://www.americathebilingual.com/58-reclaiming-the-language-that-history-wanted-lost/
Source: America the Bilingual
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Content Type: 1
Title: French Slang: Words Added To The Dictionary in 2022 (Year in Review)
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From: https://www.commeunefrancaise.com/blog/french-slang
This fascinating blog post includes a video overview of words that have been added to the French dictionary over the past year. The video discusses both slang and the words that have emerged in response to social movements around the world. For example, words related to woke culture and environmentally friendly forms of transportation are discussed. Further, the blog post discusses the prestige and the French Academy and its influence on language use. The blog post is perfect for learners of French and is particularly fascinating with respect to its discussion of sociolinguistic issues.
Visit: https://www.commeunefrancaise.com/blog/french-slang
Source: Comme Une Française
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Content Type: 1
Title: A translinguagem como ferramenta de aprendizagem
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From: https://www.richmondshare.com.br/a-translinguagem-como-ferramenta-de-aprendizagem/
This blog post, written in Portuguese, cites foundational research literature to outline both the definition of translanguaging as well as key pedagogical approaches to utilize when taking advantage of learners’ multilingual knowledge and abilities. While the post may be useful for teachers and L1 speakers of Portuguese who are new to the concept of translanguaging, it could also be an insightful reading text to use with intermediate or advanced multilingual Portuguese learners who are studying or are interested in learning about multilingual and metacommunication strategies.
Visit: https://www.richmondshare.com.br/a-translinguagem-como-ferramenta-de-aprendizagem/
Source: Antonieta Megale, RichmondSHARE Blog
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Content Type: 1
Title: Integrating the Language Aspects of Intercultural Competencies into Language for Specific Purposes Programmes
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Read research about the importance of teaching linguistic and intercultural competencies for the workplace!
From: https://files.eric.ed.gov/fulltext/ED595329.pdf
Abstract: Business schools and their foreign language departments are expected to support their students in the transition from the academic sphere into the world of work, where non-domain skills including intercultural competencies have gained importance in degree jobs. To react to labour market trends, the Institute of Business Communication and Professional Language Studies decided to offer courses of intercultural skills with the aim of preparing students for appropriate and effective communication in an international environment. This is to be achieved by developing open, conscious,and adaptable behaviour and also by the acquisition of the linguistic and non-language elements of intercultural communication. Students should know how information is conveyed both in their mother tongue and the target language (explicit and subtle ways of expressing thoughts, potential areas of misunderstanding). The paper also deals with the benefits business organisations can gain by possessing intercultural competencies.
Visit: https://files.eric.ed.gov/fulltext/ED595329.pdf
Source: Zita Hajdu and Renáta Domonyi, Professional Competencies in Language Learning and Teaching (2019)
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