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Episode 14 Being a New Teacher at a School

Show Notes

Ngan-Ha Ta https://www.linkedin.com/in/nganhata 

GLAD (Guided Language Acquisition Design) https://begladtraining.com/about 

Our trainer in GLAD pedagogy was Luis Pelayo Zepeda.

Diane’s PowerPoint with quotes from research and about language is shared freely (and you may use it with students and/or others, crediting your source): https://docs.google.com/presentation/d/1Xijf2_mMIGWq04wpCJpEbRzCv1XZU6VcBrtDwovHsWc/edit?usp=sharing 

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Episode 13: Culture and Language Teaching

Show Notes

Claire Kramsch: https://german.berkeley.edu/people/claire-kramsch/ 

A book chapter she co-authored, including interculturality and “third space”: 

Kramsch, C., & Uryu, M. (2020). Intercultural contact, hybridity, and third space. In The Routledge handbook of language and intercultural communication (pp. 204-218). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003036210-16/intercultural-contact-hybridity-third-space-claire-kramsch-michiko-uryu 

Bennett’s Developmental Model of Intercultural Sensitivity: 

https://organizingengagement.org/models/developmental-model-of-intercultural-sensitivity/ 

Byram’s model of Intercultural Communicative Competence:

https://www.researchgate.net/publication/282504595_Enhancing_intercultural_communicative_competence_in_an_online_collaborative_assessment_environment_CEFcult_project/figures?lo=1 

Deardorff’s Intercultural Competence model: 

https://www.education.uw.edu/cirge/wp-content/uploads/2012/11/Darla-INTERCULTURAL-COMPETENCE-MODELS-deardorff-09.pdf

Another prominent scholar on intercultural competence/interculturality is Fantini. 

ACTFL’s framework for intercultural learning is described if you scroll down in the standards site here: https://www.actfl.org/educator-resources/world-readiness-standards-for-learning-languages/standards-summary 

More about development of intercultural learning within ACTFL’s framework is found on pp. 15-16 of this open access document: https://www.actfl.org/uploads/files/general/Resources-Publications/Novice-Can-Do_Statements.pdf

Intercultural Can-Dos and reflection guides for students can be found open access here: https://www.actfl.org/uploads/files/general/Resources-Publications/Intercultural-Can-Dos_Reflections-Scenarios.pdf 

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Show Notes: Things mentioned in the podcast with links when available:

SLAyyy podcast (Ben Fisher-Rodriguez, Bill Langley, and Bryan Smith) https://slayyy.buzzsprout.com/

VanPatten, B. (2017). While We're on the Topic: BVP on Language, Acquisition, and Classroom Practice. ACTFL.

VanPatten, B. (2019). The Nature of Language: A Short Guide to What's in Our Heads. ACTFL.

VanPatten, B. (2022). Language Acquisition in a Nutshell. ACTFL.

Goodreads reviews of those 3 books:

https://www.goodreads.com/book/show/35817467-while-we-re-on-the-topic

https://www.goodreads.com/book/show/50659798-the-nature-of-language

https://www.goodreads.com/book/show/123176535-language-acquisition-in-a-nutshell

Diane's 2022 dissertation, which used topic development as a way to consider qualities of target language use in novice Chinese language classrooms: 

https://www.proquest.com/openview/4404f8257451ba7a5d4999aa1718c590/1?pq-origsite=gscholar&cbl=18750&diss=y

De Bot, K. (2015). A history of applied linguistics: From 1980 to the present. Routledge. 

See around p. 130 for Reed’s references regarding Krashen and his interpretation by many language teachers. The book gets into the people and the activities within the profession. A review here: https://tesl-ej.org/wordpress/issues/volume19/ej76/ej76r4/ 

Liam Printer's podcast, The Motivated Classroom, which includes several episodes about Self-Determination Theory and motivation:

https://podcasts.apple.com/us/podcast/the-motivated-classroom/id1525120086

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Episode 10: Instructional Language Play 

No Show Notes this episode! Send us a message if you have a question about anything we referred to in the episode.

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Episode 9: Teacher training

Show Notes

Ngan Ta, PhD 

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Episode 8: Reducing workload by establishing classroom routines

Show notes:

Some of the opening of class routines mentioned: 

Free Writes / Fluency Writing

Map Talk 

How Are You? / Social-emotional check-ins

Calendar Talk

Diane's classroom tour videos showing word posters are in this YouTube playlist.

Diane's blog posts about reducing lesson preparation time when teaching five different levels: Part 1 and Part 2

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Episode 7: Carefully observing language classroom interaction through Conversation Analysis

Show notes:
Harvey Sacks and Emmanuel Schlegoff        Their 1973 study, which more or less became a standard for Conversation Analysis as a research approach and methodology:   Schegloff, E. A., & Sacks, H. (1973). Opening up closings. https://www.degruyter.com/document/doi/10.1515/semi.1973.8.4.289/pdf?casa_token=43RDsMKs_5oAAAAA:Jy-8YLnSq1q62HsoHqXvozp4_E32PaP5q0f6qKyj43KC99eWiyXXG8CWltMqiCmURz7dVcy-dO6ORQ 

IB (International Baccalaureate) schools final examination: Sustaining interaction: Criterion C is mentioned in this overview of IB schooling: https://www.ibo.org/globalassets/new-structure/brochures-and-infographics/pdfs/myp-brief-language-acquisition-2020-en.pdf 

Heritage & Clayman (2010) article (Reed left out two of the authors’ names when he spoke, apologies): Clayman, S. E., Elliott, M. N., Heritage, J., & Beckett, M. K. (2010). A watershed in White House journalism: Explaining the post-1968 rise of aggressive presidential news. Political Communication, 27(3), 229-247. https://www.tandfonline.com/doi/pdf/10.1080/10584609.2010.496712 

Olcay Sert (2015) book: Sert, O. (2015). Social interaction and L2 classroom discourse. Edinburgh University Press. https://books.google.com/books?hl=en&lr=&id=JBIlDQAAQBAJ&oi=fnd&pg=PP1&dq=olcay+sert+2015&ots=DLVDZV8frV&sig=2Go1dqUTwVfh5rxgr6IDs3YvWY0#v=onepage&q=olcay%20sert%202015&f=false 

Paul Seedhouse book that Diane has a lot of places marked with tabs, and which she read from sections of pp. 58-59 and p. 62: Seedhouse, P. (2004). The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Language Learning, 54(Suppl1), x–300. https://doi.org/10.1111/j.1467-9922.2004.00266.x

My dissertation:  Neubauer, D. (2022). Chinese language instruction with novice learners: target language topic development, engagement, and comprehension in online and hybrid classrooms (Doctoral dissertation, The University of Iowa). https://iro.uiowa.edu/view/pdfCoverPage?instCode=01IOWA_INST&filePid=13851224420002771&download=true 

Study related to language play by Diane & Reed: 

Neubauer, D., & Riggs, R. (2024). Pedagogical language play

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Episode 6: Planning: "Communication for language" versus "language for communication" Show Notes:
 
Reed mentioned a research study we did related to language play at the Agen Workshop. That is here:

Neubauer, D., & Riggs, R. (2024). Chapter 5 Pedagogical language play in a beginning L2 Chinese classroom. In L. Darren & T. Elaine (Eds.), Heteroglossia and Language Play in Multilingual Speech (pp. 91-116). Berlin, Boston: De Gruyter Mouton. 

(Did you know you can ask researchers directly for a copy of their published research? conversationsaboutlanguage at gmail.com) 

Laurie Clarcq, Spanish teacher & teacher trainer: http://www.heartsforteaching.com/ 

Claudia Elliott and her podcast, Growing with Proficiency: https://growingwithproficiency.com/growing-with-proficiency-the-podcast/ 

We mentioned the Present, Practice, Produce model of instruction (we are not recommending this), Skill Acquisition Theory (Robert DeKeyser), and Behaviorism 

Season 1, Episode 4 was about Diane & Reed teacher experiences and trajectory: https://www.buzzsprout.com/2325378/episodes/14822099 

Reed’s article in Hawai`i TESOL:

Riggs, R. (2023). Natural re-use of language through open topic spaces. The Word, 32(2), 15-17. Hawai‘i TESOL. https://hawaiitesol.org/news/newsletter/newsletter-archive/​

Diane’s parents learning Mandarin Chinese (the audio quality is low, that was impromptu recording): https://www.youtube.com/playlist?list=PLCaX8Z4AkGZrmMNMTNomuJiJpl8y3xB_p 

Paul Seedhouse book 2004 mentions a Form-and-accuracy context and a Meaning-and-fluency context in language classroom interaction: 

Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Language Learning.

On psychosocial & cognitive informational purposes for communication: 

VanPatten, B. (2017). While We're on the Topic: BVP on Language, Acquisition, and Classroom Practice. ACTFL. 

Ngan Ta, teacher educator and Mandarin Chinese language teacher: https://www.linkedin.com/in/nganhata 

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Episode 5 of Conversations about Language Teaching: What can language teachers get from research? 

Show Notes:

Video (8m 31s) by Mango Languages, What is Second Language Acquisition (SLA)? | Science Behind Language Learning https://youtu.be/WZZUCykPQWE

Diane mentioned this article as an example of how a research article is structured, and what the early sections of the article aims to do or not do (free to read & download): 

Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching?. The Modern Language Journal, 94(1), 103-115. https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-4781.2009.00986.x 

Reed mentioned Patsy Lightbown’s article (free to read & download): 

Lightbown, P. M. (1985). Great expectations: Second-language acquisition research and classroom teaching. Applied Linguistics, 6(2), 173-189. https://www.researchgate.net/profile/Patsy-Lightbown/publication/30989447_Great_Expectations_Second-Language_Acquisition_Research_and_Classroom_Teaching/links/54b687380cf2e68eb27e9aaf/Great-Expectations-Second-Language-Acquisition-Research-and-Classroom-Teaching.pdf 

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