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Content Type: 1
Title: 38 Italian Sayings that Italians Really Use
Body:
From: https://www.fluentin3months.com/italian-sayings/
Understanding the particular idioms of a language can help connect learners to linguistic contexts, cultures, and speakers. This article presents a list of colloquialisms in Italian and explains the context for those that do not translate directly to English. Topics covered include life, success, friends and family, love, and food. This list would be useful to learners, especially Intermediate leanrers, who want to increase their use of phrases employed by expert speakers.
Visit: https://www.fluentin3months.com/italian-sayings/
Source: Fluent in 3 Months
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Content Type: 1
Title: Learning to do concept-based pragmatics instruction: Teacher development and L2 pedagogical content knowledge
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Read research about teaching L2 pragmatics!
From: https://doi.org/10.1177/1362168814541719
Abstract: “This article explores the development of pedagogical content knowledge in relation to one teacher’s experience in learning to engage in a Vygotskian approach to teaching second language (L2) pragmatics known as ‘concept-based pragmatics instruction’ (CBPI). The teacher, Mrs. Hanks, was a PhD candidate in second language acquisition at the time of the study, and she was a coinvestigator for a larger project that investigated the integration of CBPI into an intact L2 French class that she was teaching. We focus on three aspects of Mrs. Hanks’ development: (1) mediation she received during ‘mentoring meetings’ with a more expert collaborator (her co-investigator), (2) changes in her classroom practices during the study, and (3) metacognitive reflections on her progress at the end of the study. Drawing on Vygotskian theory, we examine Mrs. Hanks’ development in terms of her internalization and transformation of relevant pedagogical content knowledge. In this way, we are contributing to the very small amount of empirical work examining teacher education/development in the context of ‘learning to do’ concept-based instruction (e.g. Williams, Abraham, & Negueruela, 2013), with specific focus on CBPI.”
Visit: https://doi.org/10.1177/1362168814541719
Source: Rémi A van Compernolle and Ashlie Henery (2015)
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Content Type: 1
Title: 2023 EdTech Trends in K-12 Learning
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From: https://www.eltbuzz.com/2023-edtech-trends-in-k-12-learning/
This article discusses tech trends in education and predicts what trends will be on the rise in 2023. Topics covered include funding for different technologies, the addition of personalization with regards to including AI in education and learning activities, and the move towards student-centered learning. This article would be helpful to any K-12 instructors looking to extend their repitoire of pedagogical tools.
Visit: https://www.eltbuzz.com/2023-edtech-trends-in-k-12-learning/
Source: ELTBuzz
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Content Type: 3
Title: InterCom: February 20, 2023
Body:
Join us as we continue to explore pragmatics in the workplace! This week, our topic is power. Materials guide learners through considering and how differentials in power between people affect communication.
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 consider the power differentials between people in the workplace and analyze the language used for giving commands based on these differentials.
- Check out this post for more insights into how power affects interpersonal and organizational relationships 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: 4
Title: Power Observations in the Workplace
Body:
This activity was created to support learners studying Languages for Specific Purposes (LSP) for use at work. It allows learners to consider power differentials between themselves and the people that they work with. It also guides their analysis of the language they would use with others based on power. It was created for Intermediate and Advanced learners, and it would be particularly useful for Facilitated Interdependent Language Learning contexts or other language self-study contexts. As such, the instructions are written with the learner as the intended audience.
Learning outcomes:
Learners will be able to:
- Evaluate who generally has + power / = power / - power in their workplace
- Predict how someone with + power / = power / - power would give commands
- Observe how someone with + power / = power / - power would give commands
- Analyze any differences between their predictions and observations
Mode(s): Interpersonal, Presentational
Materials: Power in the Workplace video, Power Observations worksheet
Procedure:
- First, watch the Power in the Workplace video. How would you define plus power, equal power, and minus power based on what you learned in the video?
- Then, think about the people you communicate with at work. If you do not currently work in the setting for which you are learning the target language, imagine who you might work with in this future setting.
- Compared to you, which of these people have plus power, equal power, or minus power in this workplace? Identify or imagine one or more person for each category, and record them on the first page of the Power Observations worksheet.
- Next, think about how commands are given in your current workplace, or imagine how they would be given in a future workplace. Are there communicative differences when the person giving a command has plus power, equal power or minus power compared to the receiver of the command? Write down your predictions for these commands on page two of the worksheet, including the language or gestures used, and why you think they would be used.
- Then, observe commands in your workplace, and write what you see down on page three of the handout, including the language or gestures used, and why you think the person giving the command used them. If you do not yet work in your setting, find an example of a spoken, signed or written conversation to observe. This could be in a target language textbook, in a TV show or film, on social media, etc.
- For example, if you are studying English with the goal of working in a corporate office setting, you could use this clip from The Office for your observation. However, if you choose a humorous, scripted show as your example, keep in mind that humor often exaggerates how one might communicate in real-life settings!
- If you are studying medical Spanish, you could use this mock interview clip between a patient and a doctor.
- Finally, compare your predictions to your observations. Did what you observed follow the communicative patterns you predicted? Why or why not?
Source: CASLS
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Content Type: 2
Title: Subscribe to Our Youtube Channel!
Body:
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Source: CASLS
Inputdate: 2023-02-23 23:32:39
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Content Type: 3
Title: InterCom: February 27, 2023
Body:
Join us today as we conclude our series about pragmatics in the workplace. Our topic for this final week is rank of imposition. This concept refers to the severity, or how large or small a situation is, and we'll explore how it impacts workplace communication.
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 consider how severe of an imposition different requests for time or resource might be, when asked of coworkers or supervisors.
- Check out this article for more ideas on tailoring requests for help from others to fit the interpersonal or workplace context.
- 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: 2023-02-23 23:54:45
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Content Type: 4
Title: Sorting Through Rank of Imposition
Body:
This activity was created to support learners studying Languages for Specific Purposes (LSP). Specifically, it guides learners in the exploration of the effects of rank of imposition at work. It was created for Intermediate and Advanced learners, and it would be particularly useful for Facilitated Interdependent Language Learning contexts or other language self-study contexts. As such, the instructions are written with the learner as the intended audience.
Learning outcomes:
Learners will be able to:
- Sort requests into categories of more or less imposition based on type of request
- Sort requests into categories of more or less imposition based on the person being asked
- Provide justification for how they sorted requests
Mode(s): Interpersonal, Presentational
Materials: Rank of Imposition in the Workplace video, How Much Imposition? worksheet
Procedure:
- First, think about situations at work where you find it easy to ask for more time to complete a task, or to borrow an item from someone else. Then think about situations where you find it challenging to ask. What similarities are there between these two types of situations? What differences are there?
- Then, watch the Rank of Imposition in the Workplace video.
- Next, think about the people you communicate with at work. If you do not currently work in the setting for which you are learning the target language, imagine who you might work with in this future setting.
- On the How Much Imposition? worksheet, read through the Time Request Bank and the Resource Request Bank for examples of requests one might make in the workplace. If these requests do not fit your context, feel free to add your own examples.
- Then, sort the examples into where they fall in the chart on the handout. As you sort, think about how both the type of ask (time or resource) and the person you are asking (coworker or supervisor) affect how large of an imposition the request could be.
- As you sort, note that rank of imposition is a continuum. Thus you do not need to sort the situations into two distinct categories of imposition. Instead, think about how the situations relate to one another in terms of imposition, and place them accordingly along the continuum.
- After you are done sorting, notice if there are any patterns in how you sorted the situations based on type of ask. Then, notice any patterns based on the identity of the person being asked. Are there similarities or differences in how much of an imposition a time ask is versus a resource ask? How about for asking a coworker (peer) versus asking a supervisor? Why do you think these similarities or differences exist?
Notes:
- The examples included in this activity are all in English. Please feel free to update to the language that is most relevant to your context.
- If you complete the word sort in both your L1 and an L2, compare your sorts and notice any similarities or differences based on the language being spoken in the workplace.
Source: CASLS
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Content Type: 1
Title: HBCUs Have Been Underfunded for Decades. A History of Higher Education Tells Us Why
Body:
This transcribed interview details various contributing factors to poor facilities maintenance at various Historically Black Colleges and Universities (HBCUs). Specifically, it is outlined that several land grant institutions have not received the federal funds owed to them and that many states are just beginning to equitably allocate funds to these institutions due to contemporary lawsuits. This article would be a great supplemental resource for learners exploring any issues of racial inequality. Teachers exploring said issues are also encouraged to play Parable of the Polygons (https://ncase.me/polygons/) with their learners. It is available in 16 languages.
Source: Ayesha Rascoe, NPR
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Content Type: 1
Title: Why Are Students So Disengaged?
Body:
This article discusses the results of a survey of post-secondary students. The survey shows increasing student disengagement in university classrooms. Participants mentioned that connecting classes to real-world applications via experiential learning would increase their engagement and motivation. For language teachers, this survey points towards the benefits of implementing methodologies like task-based language learning (TLBT) to allow learners to use the target language in situations that are relevant to their lives outside of the classroom.
Source: Johanna Alonso, Inside HigherEd
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