CALL Newsletter - March 2016 (Plain Text Version)
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LETTER FROM THE EDITOR
Dear CALL-IS colleagues, In this newsletter, you'll find links related to the Electronic Village schedule, for those of you who are attending TESOL 2016. Justin Shewell has created a searchable document and a way to save sessions of interest to your calendars. And even if you're not going to the conference, I hope you can still find some things to amuse you. While on our homepage, please take a few minutes to take our poll. In addition, in this edition, there are too many articles to mention here that explore pedagogy and teaching using CALL in new and interesting ways. I would like to thank the newsletter editing team and especially Justin Nicholes, a PhD student at Indiana University of Pennsylvania; Grazzia Maria Mendoza, MEd Zamorano University, Honduras; and Carolina Rodriguez-Buitrago, lecturer at Universidad de La Sabana, Bogotá, Colombia. I wouldn’t have been able to put this newsletter out this year without their help. Also, a big thanks to all the contributors in this issue. If there is something that you would like to see in our newsletter (or if you’d like to join the newsletter team), please contact me. Below is some information from Emily Herrick at University of Nebraska at Lincoln about a new TESOL publication in the New Ways series, entitled New Ways in Teaching With Music. She would like your contributions and suggestions by 30 June 2016. CALL FOR CONTRIBUTIONS: NEW WAYS IN TEACHING WITH MUSIC Seeking contributors with classroom ideas specifically for how to use music in the ESL/EFL classroom. Deadline: 30 June 2016 Scope and Purpose New Ways in Teaching With Music (NWTM) will be a collection of activities and exercises contributed by teachers who have used them in their teaching in ESL and EFL higher-ed or IEP classrooms around the world. Music is a new focal area for the popular New Ways series and we are seeking to publish successful, fresh and innovative methods of using music to enhance English language learning in the following areas:
Audience Format Length Section parts
(Please indicate which of the eight areas your contribution best fits, e.g., listening, speaking, reading, etc.). Acceptance Process Contributions should follow the format of the series as closely as possible and use APA formatting and referencing guidelines. See “Sample contribution” below. Submissions should be meticulously reviewed for clarity and accuracy by the contributor before submitting. All contributions will be vetted by the editors and given a final review by the TESOL Book Publications Committee; there will be no automatic acceptance. Copyright TESOL asks all contributors to assign their copyright to the association. The author(s) will be asked to sign a contract during the production cycle for the volume. Please do not submit work that has been previously published, is currently under consideration elsewhere, or already under contract, and do not submit work for which you wish to retain copyright. All contributors will be given a TESOL Press permissions form to use and are responsible for obtaining copyright permission to use previously published material. Sample Contribution Title: The Back Story Contributor Name: Emily Herrick Levels: Intermediate to advanced Aims of lesson: Develop narrative writing and critical thinking skills; help students develop an understanding of the concept of "contextualizing" a piece of writing Class Time: Approximately one hour Preparation Time: 15-30 minutes Resources needed: Audio recording of any song; optionally an example of a back story you wrote about the song, and a transcript of the lyrics. Nearly any popular song can serve as a writing prompt for students to create a narrative "back story." Procedure:
Rationale: All writing grows out of a context or a background that helps form the interpretation of the text. By using clues in the lyrics of a song as a starting point, students can make imaginative inferences about the background of the song as they write a short creative narrative which provides a context. Caveats and Options: Variations on this activity are nearly limitless as the text they create can be used as a draft for further writing practice. Instead of an example written by the teacher, a class discussion can serve as an effective method of introducing the concept of a back story. If you would like to incorporate more speaking and listening practice, or help students develop collaborative writing skills, students could write their back stories in pairs or groups. Finally, if available, you could provide students with the "real" back story, an explanation from the songwriter about the origins of the song. Larry Originally from Cincinnati, Larry was a Peace Corps volunteer in Rich, Morocco from 1986–88 and then graduated with an MA TESOL/linguistics from Ohio University in 1992. He has worked with Partners of the Americas in Venezuela, and he lived in Isahaya, Japan, for a year. Prior to his position at Divine Word College, he worked in UT Martin for 11 years, where he published the TNTESOL Newsletter. |
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