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Content Type: 2
Title: Subscribe to our YouTube Channel!
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Source: CASLS
Inputdate: 2023-02-03 05:28:07
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Title: IPIC Research Brief
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Read research about the Intercultural Pragmatic Interactional Competence (IPIC) measure!
From: https://aelrc.georgetown.edu/resources/research-briefs/ipic-research-brief/
Introduction: "Developed as a partnership with the Center for Applied Second Language Studies (CASLS) at the University of Oregon, the Intercultural Pragmatic Interactional Competence (IPIC) measure assesses second and foreign language learners’ pragmatic, interactional, and intercultural competence. The IPIC framework is designed as a synthesis of skills deemed most critical for learning interventions and the development of assessment measures: knowledge, analysis, subjectivity, and awareness. Using digital simulations and authentic scenarios with varying degrees of social and individual factors, IPIC reflects the individualized and consequential nature of the multilingual and multicultural interactions (Sykes, 2016; Sykes, Malone, Forrest & Sağdıç, in press). Learners’ performance will be measured based on skills in each domain and will align with the American Council on the Teaching of Foreign Languages (ACTFL) National Council of State Supervisors of Foreign Languages (NCSSFL) Can-Do statements."
Visit: https://aelrc.georgetown.edu/resources/research-briefs/ipic-research-brief/
Source: Ayşenur Sağdıç, AELRC
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Content Type: 1
Title: New Approaches to Oral Histories in the Arab World
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From: https://ccas.georgetown.edu/2023/01/05/new-approaches-to-oral-histories-in-the-arab-world/
This article gives an overview of new project for documenting oral histories across the Arabic-speaking world. It highlights how these projects can help challenge political and structural imbalances via the intetional inclusion of diverse perspectives. Learners and educators who are conducting their own oral history projects are encouraged to utilize this resource for ideas and exemplars.
Visit: https://ccas.georgetown.edu/2023/01/05/new-approaches-to-oral-histories-in-the-arab-world/
Source: Joan Mandell, Center for Contemporary Arab Studies
Inputdate: 2023-02-03 06:56:01
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Content Type: 1
Title: Teaching Faculty to Support Student Mental Health
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From: https://www.insidehighered.com/news/2022/12/13/training-faculty-help-students-mental-distress
This article focuses on how teachers and other school faculty can support and assist learners who are experiencing mental health distress. It discusses a variety of ways that schools have begun training faculty in recognizing and responding to learner needs, and it acknowledges the need for structures and programs that support teachers’ mental wellbeing as well. This resource would be useful for teachers or administrators looking to models of current supportive mental health programs and initiatives that other schools have developed.
Visit: https://www.insidehighered.com/news/2022/12/13/training-faculty-help-students-mental-distress
Source: Susan H. Greenberg, Inside HigherEd
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Content Type: 1
Title: Fingerspelling History
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From: https://www.signingsavvy.com/blog/375/Fingerspelling+History
This blog post provides a brief introduction to the history of fingerspelling. It outlines that the shapes of the manual alphabet were originally taken from a book of prayers written by Melchor Yebra, a Franciscan monk, in 1593. It also explains that most sign languges around the world utilize some form of finger spelling, though not necessarily to the extent of ASL. This is an excellent resource for those studying language change and those interested in learning more about sign language.
Visit: https://www.signingsavvy.com/blog/375/Fingerspelling+History
Source: Brenda Cartwright, Signing Savvy
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Title: 10th Annual March Música Madness Tournament for Spanish Classes Starts March 6!
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From: https://spanishplans.org/mmm23/
This webpage hosts a free music tournament for learners to vote for their favorite songs of the 16 most popular Spanish-language songs on Spotify and YouTube this year. The site provides links to YouTube and Spotify playlists of the songs and ideas for implementing the tournament in class (via paid link). This activity would be useful to any level of learner, especially to those interested in deciphering lyrics to understand more about current colloquial language use throughout the Spanish-speaking world.
Visit: https://spanishplans.org/mmm23/
Source: Spanishplans.org
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Content Type: 4
Title: IPIC in the Workplace
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This activity was created to support learners studying languages for specific purposes (LSP), and it walks learners through applying the Intercultural, Pragmatic, and Interpersonal Competence (IPIC) model to a workplace interaction of their choice. It was created for learners of all levels, and it would be particularly useful in self-study or interdependent study contexts. As such, the instructions were written with the learner as the intended audience.
Learning outcomes:
Learners will be able to:
- Write or illustrate a definition of “ pragmatics”
- Write or illustrate definitions of the four quadrants of the IPIC model (Knowledge, Analysis, Subjectivity and Awareness)
- Brainstorm the information one needs to understand for Knowledge, Analysis, Subjectivity and Awareness in a chosen interaction
Mode(s): Any, depending on choice of interaction
Materials: IPIC Overview video, IPIC in Practice video, Defining IPIC handout
Procedure:
- First, watch the IPIC Overview video. As you watch, pay close attention to the definition of pragmatics and to the four quadrants of the IPIC model (Knowledge, Analysis, Subjectivity and Awareness).
- Then, on page 1 of the Defining IPIC handout, write a definition of pragmatics in your own words. Alternatively, you may create an illustration of what pragmatics means to you based on how it is defined by the video.
- Next, write or illustrate how you would define each of the four quadrants of the IPIC model based on what you saw in the video. What do you need to understand or be able to do for each quadrant? You may wish to rewatch parts of the video to help you write your definitions.
- Then, think about a situation or type of communication that happens in your workplace that you want to explore using the IPIC model. Be specific! Here are some example situations to help you brainstorm: asking a boss a clarifying question, giving feedback to a coworker, writing an email about a project's status, disgreeng with a coworker about what instructions from a director mean, greeting or saying goodby to a boss, and giving a presentation to coworkers.
- Write or illustrate your chosen situation or communication type on page 2 of the handout. The IPIC in Practice video can help you as you work through each phase of your chosen situation. The definitions you wrote on the first page of the handout can also help you.
Source: CASLS
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Content Type: 5
Title: Free Envisioning Project-Based Language Learning (PBLL) MOOC
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The National Foreign Language Resource Center is currently offering its free Envisioning Project-Based Language Learning (PBLL) MOOC. Deadline for registration is February 24, 2023. Register today!
Envisioning Project-Based Language Learning (PBLL) is designed as a 5-module open-enrollment self-study course for language educators beginning to learn about Project-Based Language Learning (PBLL). Successful learners will be able to describe essential features of high quality PBLL and to generate high-quality ideas for projects using the Product Square. A digital badge is available for candidates fulfilling course requirements.
Registration and the content for this MOOC (massive open online course) is FREE!
Registration open through February 24, 2023
Course open through March 31, 2023
For more information or to register, visit the Envisioning PBLL webpage.
* * *
And for those interested in developing their project idea further (including planning for implementation, teaching, and conducting action research on it), you may be interested in applying for the 2023 PBLL in Action Summer Institute in Honolulu, Hawai‘i (May 31–June 7, 2023). A digital badge from the Envisioning PBLL MOOC is a prerequisite for applying to the summer institute. Envisioning PBLL MOOC digital badges should be completed and applied for no later than March 6, 2023 to allow sufficient time to be evaluated and awarded prior to the summer institute application deadline of March 17, 2023.
Source: National Foreign Language Resource Center
Inputdate: 2023-02-09 21:07:10
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Content Type: 4
Title: Social Distance in the Workplace
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By Madi Collins, CASLS Graduate Student Worker
This activity was designed to increase Novice learners’ awareness of social distance in relationships between speakers and its effect on what and how people communicate in the target language. Instructions were written with the learner as the intended audience.
Learning outcomes:
Learners will be able to:
- Demonstrate understanding of the meaning of social distance
- Consider how social distance impacts communication choices
- Exemplify knowledge of social distance through a sample conversation
Mode(s): Interpersonal
Materials: IPIC Series Social Distance video, Social Distance (Language for Specific Purposes) video, paper or digital document for brainstorming, recording device
Procedure:
- First, review the IPIC Series Social Distance video, as well as the Social Distance (Language for Specific Purposes) video.
- Now that you’ve reviewed concepts of social distance and strategies to account for this, let’s try it out! Think about one of your superiors at work or school, and write or draw your answers to the following guiding questions:
- How close is your relationship? Are you closer to or farther from them, relationally, than a friend or close family member?
- How do you maintain this relationship through the ways that you talk to each other? Are there specific titles, words, or phrases you use with them? How might you address them or discuss topics differently with them than with a friend?.
- Then, repeat your brainstorm, this time thinking about someone you are close to, like a friend or family member. Use the questions from step 2 to guide your thinking, and write down or draw out your answers.
- Now, imagine you want to have a conversation in the target language with each of these people, where you request more time to complete a task. Think about what your request would look or sound like with the person you are socially closer to, and what it would look or sound like with the person you are more distant from.
- Now, write down or illustrate some key phrases, vocabulary, and/or other strategies that you might use for each situation. After you write these down, compare the two: what differences do you notice between these two requests? What commonalities do you notice?
- Once you have a list of these patterns and strategies, write a sample script of a conversation where you request extra time to finish a task from another person. Decide whether social distance is high with this person (e.g., a supervisor you just met) or social distance is low (e.g., a supervisor with whom you have developed a close friendship).
- Now that you have your script, set up a recording device such as a phone or laptop and first record your side of the conversation, and be sure to pause (for ~15 seconds or so) between each line of your dialogue!
- Once you have recorded your side of the conversation, save that recording. Now, set up a new recording and repeat that same process, this time with the other side of the dialogue.
- Now you have both sides of the conversation to practice with! Try listening to one side of the conversation and then saying the other out loud in response. Once you’ve done this a few times, feel free to edit the recording to adjust the timing to make it feel more natural.
- Once you’ve practiced both sides of the conversation several times, think back on how this went. Did this conversation feel natural in how it signals the closeness/distance of the relationship between speakers? Would you change anything about the choices you scripted? Remember that real life conversation is dynamic, and you can change your approach and shift strategies as you need to!
- Keep track of these notes and these recordings, and come back to these conversations to edit them and practice more as your knowledge grows!
Notes:
- Though the context for communication is defined in Step 6, learners may update the task according to their needs. For example, they may want to think about how to engage in small talk at an interview (social distance is likely high) versus how to engage in small talk with a colleague with whom they have a long relationship (social distance is likely low).
- Novice learners can complete this activity thinking about interactions in their L1, rather than in the L2. However, if working in the L2, finding a word or phrase bank for each type of relationship/request can help with the comparison in Step 5, and a scripted model can be used in Step 6.
- A possible extension activity would be to repeat Steps 6-11 in a conversation that embodies a distinct social distance between the two speakers and compare it to the original.
- The script writing (Step 6) is included as a scaffold for Novice learners (and other learners who may struggle with verbal processing). This step could be removed for more advanced learners and replaced with outlining a conversation in preparation to have it.
Source: CASLS
Inputdate: 2023-02-09 21:35:48
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Content Type: 3
Title: InterCom: February 13, 2023
Body:
Join us as we continue to explore pragmatics in the workplace, or the intercultural and interpersonal factors that affect how one communicates and interprets meaning in various workplace contexts. This week we will consider the effects of social distance, or how close the relationship is between speakers, on communication.
Thank you to Madi Collins, CASLS Graduate Student Worker, and Cameron Teubner-Keller, CASLS Student Worker, for creating this week’s Activity and 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 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 compare how they communicate with others at work depending on the perceived social distance in those relationships.
- Check out this article for more considerations about how closeness of relationship can affect communication and team-building 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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