Foreign Language Teaching Resources

Ideal Classmates and Reciprocal Idealizing

Murphey, Tim — Mon, 08 Apr 2013 00:00:00 GMT

FULL TITLE: Ideal Classmates and Reciprocal Idealizing through Critical Participatory Looping (CPL) in Socially Intelligent Dynamic Systems (SINDYS) Tim Murphey describes an easy action research/activity done in the spring of 2012 with 488 students in four Tokyo area Japanese universities. It had a big impact on the students and could easily be replicated in other classrooms, in almost any school situation. Murphey’s Tokyo research group asked students the following question: #39 Please describe a group of classmates that you could learn English well with. What would you all do to help each other learn better and more enjoyably? いっしょに親しく英語を学ぶクラスメートのグループがどのようなものかを想像して書いてみて下さい。より上手に楽しく助け合って学ぶにはどうすればいいでしょうか。 Their answers were so interesting that the researchers first compiled them anonymously on a handout and gave them back to each class for discussion. Then the 488 comments were coded into 16 descriptors and looped back to the same students a month later to ask if these indeed were important, if their classmates were doing them, and if they were doing them. The positive results can be understood partially through the field of Appreciative Inquiry, emotional contagion (Hatfield, et al., 1994), the altruistic turn, dynamic systems theory, and critical participatory looping. Teachers will be given practical ideas for doing these and similar things in the classroom. In the meantime, Tim dares to ask you (and dares you to ask others!) “What do people do to help you have a great day and a meaningful life?” FULL TITLE: Ideal Classmates and Reciprocal Idealizing through Critical Participatory Looping (CPL) in Socially Intelligent Dynamic Systems (SINDYS) Tim Murphey describes an easy action research/activity done in the spring of 2012 with 488 students in four Tokyo area Japanese universities. It had a big impact on the students and could easily be replicated in other classrooms, in almost any school situation. Murphey’s Tokyo research group asked students the following question: #39 Please describe a group of classmates that you could learn English well with. What would you all do to help each other learn better and more enjoyably? いっしょに親しく英語を学ぶクラスメートのグループがどのようなものかを想像して書いてみて下さい。より上手に楽しく助け合って学ぶにはどうすればいいでしょうか。 Their answers were so interesting that the researchers first compiled them anonymously on a handout and gave them back to each class for discussion. Then the 488 comments were coded into 16 descriptors and looped back to the same students a month later to ask if these indeed were important, if their classmates were doing them, and if they were doing them. The positive results can be understood partially through the field of Appreciative Inquiry, emotional contagion (Hatfield, et al., 1994), the altruistic turn, dynamic systems theory, and critical participatory looping. Teachers will be given practical ideas for doing these and similar things in the classroom. In the meantime, Tim dares to ask you (and dares you to ask others!) “What do people do to help you have a great day and a meaningful life?”

The 7th International Conference & Workshops on Technology & Chinese Language Teaching: Conference Proceedings 2012

Da, Jun; Jiang, Song; Liu, Shijuan — Thu, 31 May 2012 00:00:00 GMT

Proceedings of the 7th International Conference & Workshops on Technology & Chinese Language Teaching was held at the University of Hawai‘i May 25-27, 2012. Contains 72 papers, presented at the conference. Proceedings of the 7th International Conference & Workshops on Technology & Chinese Language Teaching was held at the University of Hawai‘i May 25-27, 2012. Contains 72 papers, presented at the conference.

Present Communities of Imagination (PCOIz)

Murphey, Tim — Mon, 16 Apr 2012 00:00:00 GMT

Using group dynamics as an umbrella term for overlapping literatures on community, cooperative, and collaborative practices, I introduce the concept of PCOIz which might help teachers to better conceptualize their classes and the time-frame influences on their students. I position PCOIz as complementary to but different from communities of practice and imagined communities, and in some ways overlapping, with an emphasis on imagining and re-imagining. Using the Wicked Eyebrows figure below, we look at how teachers can systematically organize activities to look at students’ pasts, presents, and futures. I also present several mixed method studies done in Japan which indicate that PCOIz, when well developed, can nurture the aspirations, resilience, learning strategies, beliefs, motivations, and possible selves of its members through critical dialogue and collaboration. Using group dynamics as an umbrella term for overlapping literatures on community, cooperative, and collaborative practices, I introduce the concept of PCOIz which might help teachers to better conceptualize their classes and the time-frame influences on their students. I position PCOIz as complementary to but different from communities of practice and imagined communities, and in some ways overlapping, with an emphasis on imagining and re-imagining. Using the Wicked Eyebrows figure below, we look at how teachers can systematically organize activities to look at students’ pasts, presents, and futures. I also present several mixed method studies done in Japan which indicate that PCOIz, when well developed, can nurture the aspirations, resilience, learning strategies, beliefs, motivations, and possible selves of its members through critical dialogue and collaboration.

Thai Language and Culture for Beginners, vol. 2 (auxiliary materials)

Hoonchamlong, Yuphaphann — Mon, 01 Jan 2007 00:00:00 GMT

The Thai Language and Culture for Beginners coursebook set (Book 1 and Book 2) consists of 31 lessons (20 lessons in Book 1 and 11 lessons in Book 2) and appendix sections providing samples of songs and poems of Thailand, as well as an index to structural patterns introduced in the text and a vocabulary index in both Thai to English and English to Thai order, providing both IPA transcription and Thai script. The accompanying audio-CD provides the reading of the terms and expressions introduced in each lesson. The video-DVD provides video-clips of the enactment of the contextualized dialogs as audio-visual samples of language usage. The Thai Language and Culture for Beginners coursebook set (Book 1 and Book 2) consists of 31 lessons (20 lessons in Book 1 and 11 lessons in Book 2) and appendix sections providing samples of songs and poems of Thailand, as well as an index to structural patterns introduced in the text and a vocabulary index in both Thai to English and English to Thai order, providing both IPA transcription and Thai script. The accompanying audio-CD provides the reading of the terms and expressions introduced in each lesson. The video-DVD provides video-clips of the enactment of the contextualized dialogs as audio-visual samples of language usage.

Thai Language and Culture for Beginners, vol. 1 (auxiliary materials)

Hoonchamlong, Yuphaphann — Mon, 01 Jan 2007 00:00:00 GMT

Thai Language and Culture for Beginners provides a basic foundation for conversational Standard Thai for beginning learners. It focuses on developing the learners' listening and speaking skills. Designed primarily for use in a Thai as a Foreign Language class in U.S. universities, this course book uses a proficiency-based approach to learning Thai and covers the daily real life topics and situations that a student might encounter. Each volume set consists of: • Coursebook • Companion Audio/Video CD (in mp3 and mpeg formats) • Companion Dialog Video clips DVD (NTSC format) The Thai Language and Culture for Beginners coursebook set (Book 1 and Book 2) consists of 31 lessons (20 lessons in Book 1 and 11 lessons in Book 2) and appendix sections providing samples of songs and poems of Thailand, as well as an index to structural patterns introduced in the text and a vocabulary index in both Thai to English and English to Thai order, providing both IPA transcription and Thai script. The accompanying audio-CD provides the reading of the terms and expressions introduced in each lesson. The video-DVD provides video-clips of the enactment of the contextualized dialogs as audio-visual samples of language usage. . Thai Language and Culture for Beginners provides a basic foundation for conversational Standard Thai for beginning learners. It focuses on developing the learners' listening and speaking skills. Designed primarily for use in a Thai as a Foreign Language class in U.S. universities, this course book uses a proficiency-based approach to learning Thai and covers the daily real life topics and situations that a student might encounter. Each volume set consists of: • Coursebook • Companion Audio/Video CD (in mp3 and mpeg formats) • Companion Dialog Video clips DVD (NTSC format) The Thai Language and Culture for Beginners coursebook set (Book 1 and Book 2) consists of 31 lessons (20 lessons in Book 1 and 11 lessons in Book 2) and appendix sections providing samples of songs and poems of Thailand, as well as an index to structural patterns introduced in the text and a vocabulary index in both Thai to English and English to Thai order, providing both IPA transcription and Thai script. The accompanying audio-CD provides the reading of the terms and expressions introduced in each lesson. The video-DVD provides video-clips of the enactment of the contextualized dialogs as audio-visual samples of language usage.

Hangul-ro Boja! Authentic Korean reading

Joo, Hyeri; Kim Yuen, Soo Ah; Hiple, David — Fri, 01 Jan 1999 00:00:00 GMT

Fifteen reading lessons from a variety of sources, including: *notes found on the family refrigerator *traditional folk tales, modern poetry *Web journal articles about politics, technology, and popular culture KÀN NA! and HANGUL-RO BOJA! are multimedia lessons that guide the user step by step through a five-stage series of activities designed to approximate the strategies used by native speakers to comprehend text and video. The stages are: *pre- activities: The user is invited to predict and make guesses about the material and to activate background knowledge, *global activities: The user identifies sections of the material and the topics that belong to them, *specific information activities: The user gets detailed information about individual topics, *linguistic activities: The user works with vocabulary and linguistic structures that have enabled comprehension, and *post- activities: the user integrates new language into a productive activity. Fifteen reading lessons from a variety of sources, including: *notes found on the family refrigerator *traditional folk tales, modern poetry *Web journal articles about politics, technology, and popular culture KÀN NA! and HANGUL-RO BOJA! are multimedia lessons that guide the user step by step through a five-stage series of activities designed to approximate the strategies used by native speakers to comprehend text and video. The stages are: *pre- activities: The user is invited to predict and make guesses about the material and to activate background knowledge, *global activities: The user identifies sections of the material and the topics that belong to them, *specific information activities: The user gets detailed information about individual topics, *linguistic activities: The user works with vocabulary and linguistic structures that have enabled comprehension, and *post- activities: the user integrates new language into a productive activity.

Inviting altruistic agency among students

Murphey, Tim — Fri, 07 Oct 2011 00:00:00 GMT

Agency is normally understood as the capacity to act, to have a degree of self-determination and control over one’s self and the world. Altruistic agency is being able to act so that others might themselves have more agency and better chances to be self-determined even though it might mean we have less. While teachers seem to have such altruistic agency to varying degrees (as they attempt to agentize their students with knowledge and understandings that can change the world), it can also be stimulated in students themselves in such a way that they help each other learn more effectively. I will be looking at activities to encourage students to be more helpful to each other so they can learn in a more dynamic environment and be resources for each other in many ways. I will also look at external media and how it might also be used to create more altruistic agency. Angeles Arrien said, “I think the human spirit always wants to make a contribution. And I don’t think there are enough invitations” (Briskin et al, 2009:156). So how can our classes and teaching be more invitational? Agency is normally understood as the capacity to act, to have a degree of self-determination and control over one’s self and the world. Altruistic agency is being able to act so that others might themselves have more agency and better chances to be self-determined even though it might mean we have less. While teachers seem to have such altruistic agency to varying degrees (as they attempt to agentize their students with knowledge and understandings that can change the world), it can also be stimulated in students themselves in such a way that they help each other learn more effectively. I will be looking at activities to encourage students to be more helpful to each other so they can learn in a more dynamic environment and be resources for each other in many ways. I will also look at external media and how it might also be used to create more altruistic agency. Angeles Arrien said, “I think the human spirit always wants to make a contribution. And I don’t think there are enough invitations” (Briskin et al, 2009:156). So how can our classes and teaching be more invitational?

The role of consciousness in second language learning

Schmidt, Richard — Fri, 30 Sep 2011 00:00:00 GMT

Richard Schmidt presents on the role of consciousness in second language learning at the 1988 Second Language Research Forum (SLRF) held in at the University of Hawai‘i. Richard Schmidt presents on the role of consciousness in second language learning at the 1988 Second Language Research Forum (SLRF) held in at the University of Hawai‘i.

Using surveys for understanding and improving foreign language programs

Davis, John McE. — Tue, 09 Aug 2011 00:00:00 GMT

The goal of this guide is to help language educators develop surveys that produce useful information for evaluation in language programs. To that end, survey methods are situated within a method of evaluation that emphasizes use and usefulness (Norris & Watanabe, 2011; Patton, 2008). This approach is explicitly geared to ensure that evaluations impact programs in the ways stakeholders desire. By undertaking survey methods in this way, people who do evaluation in their programs will be more likely to use survey findings for understanding and improvement. The goal of this guide is to help language educators develop surveys that produce useful information for evaluation in language programs. To that end, survey methods are situated within a method of evaluation that emphasizes use and usefulness (Norris & Watanabe, 2011; Patton, 2008). This approach is explicitly geared to ensure that evaluations impact programs in the ways stakeholders desire. By undertaking survey methods in this way, people who do evaluation in their programs will be more likely to use survey findings for understanding and improvement.

Supplementary materials for conversational Tagalog (student book+reading text)

Yangyuen, Ranee — Wed, 01 Jan 1992 00:00:00 GMT

This collection of graded authentic reading materials, along with grammar and vocabulary exercises, has been prepared for students of Tagalog to be used as a companion to Conversational Tagalog by Teresita Ramos available through University of Hawai'i Press. This collection of graded authentic reading materials, along with grammar and vocabulary exercises, has been prepared for students of Tagalog to be used as a companion to Conversational Tagalog by Teresita Ramos available through University of Hawai'i Press.

Online Cafés: Intercultural Learning Communities

National Foreign Language Resource Center — Tue, 21 Sep 2010 00:00:00 GMT

This 25-minute video describes the Online Cafés project, in which language educators have worked together to design online cafés in which language learners in different locations can engage in intercultural exchange and language practice. The Online Cafés project is an adaptation of the Cultura model for intercultural exchange developed at MIT. Cultura offers ways for language teachers to access the “silent language of culture” (Edward T. Hall) by having their students engage in online intercultural exchanges with speakers of the target language. The Online Cafés project is an adaptation of the Cultura model for intercultural exchange developed at MIT. Cultura offers ways for language teachers to access the “silent language of culture” (Edward T. Hall) by having their students engage in online intercultural exchanges with speakers of the target language. To learn about the background of the project, read an introduction to Cultura and explore the Cultura community site. The Cultura site also has a resource for creating your own exchange. This 25-minute video describes the Online Cafés project, in which language educators have worked together to design online cafés in which language learners in different locations can engage in intercultural exchange and language practice. The Online Cafés project is an adaptation of the Cultura model for intercultural exchange developed at MIT. Cultura offers ways for language teachers to access the “silent language of culture” (Edward T. Hall) by having their students engage in online intercultural exchanges with speakers of the target language.

KÀN NA! Authentic Chinese reading & video

Fleming, Stephen; Hiple, David; Ning, Cynthia — Tue, 01 Jan 2002 00:00:00 GMT

***Check out the Authentic Chinese Videos Playlist on YouTube (http://www.youtube.com/view_play_list?p=EF55AD4B2F3F948C).*** KÀN NA! Authentic Chinese Reading and Video offers ten reading lessons based on authentic or simulated-authentic materials and twenty video (listening) lessons based on naturalistic video clips filmed on location in Beijing, consisting chiefly of unrehearsed interviews of ordinary folk. The learner is led through a series of activities aiding comprehension and learning that sharpen communication strategies and linguistic skills. KÀN NA! Authentic Chinese Reading and Video includes all the computer files necessary to run two suites of software designed for advanced learners, approximately third-year level or above: (1) In the Chinese Reading Menu, ten reading lessons from a variety of sources, including: *a newspaper report of a hijacking *a family letter to Chinese students in the US *a letter of agreement between two institutions (all based on authentic or simulated-authentic materials); (2) In the Chinese Video Menu, twenty listening comprehension lessons based on video selections from Chinese Language Video Clips, a separate work. The material may be downloaded as a ZIP archive (default) or as an ISO disc image (alternate).

Young learner development with co-learning adults

Murphey, T. — Fri, 05 Mar 2010 20:28:33 GMT

>>>Check out the Tim Murphey Tips Playlist on YouTube (http://www.youtube.com/view_play_list?p=274902FC5BDAAA30).<<< If we just depend on occasional lessons in schools, we are not realizing the potential of our everyday learning environments for allowing young learners to learn not only foreign languages but also “learning how to learn.” Parents and regular primary school teachers can help young learners learn and reinforce occasional lessons from language informants. When primary school teachers and parents model good learning strategies, they teach more valuable simply the language, they model “learning how to learn.”

Agency and student voice

Murphey, T. — Mon, 01 Mar 2010 21:30:31 GMT

>>>Check out the Tim Murphey Tips Playlist on YouTube (http://www.youtube.com/view_play_list?p=274902FC5BDAAA30).<<< In this video, Dr. Murphey explains how listening to what students say works and doesn't work in their own second-language education can be of great value not only to educators, but also to students themselves. Featured is an engaging YouTube video of Japanese learners of English delivering a “wish-list” of more student involvement in an improved Japanese educational system.

Manchu Reading Selection A-2

Tue, 08 Dec 2009 18:04:16 GMT

Manchu Reading Selection A-1

Tue, 08 Dec 2009 01:29:02 GMT

Manchu Introduction: Sample Words

Tue, 08 Dec 2009 01:18:19 GMT

Hoping and Language Learning

Murphey, T. — Thu, 01 Jan 2009 00:00:00 GMT

>>>Check out the Tim Murphey Tips Playlist on YouTube (http://www.youtube.com/view_play_list?p=274902FC5BDAAA30).<<< To what degree do our methods provide productive pathways and confidence to aid our language learners? Tim Murphey discusses the importance of fostering language learners' hope, agency, imagined selves, and communities motivation and ways to do so.

Task-Based Language Teaching: A demonstration video

Long, M. H.; Doughty, C.; Kim, Y.; Lee, J.-H.; Lee, Y.-G. — Wed, 01 Jan 2003 00:00:00 GMT

This demonstration video, audio CD, and explanatory text illustrates Task-Based Language Teaching (TBLT) as developed by Michael H. Long. The introduction in the text describes TBLT, the task-based needs analysis and materials development underlying pedagogic tasks, and teaching procedures. In addition, the text contains a demonstration lesson including a Teacher’s Manual and Student Workbook (in both Korean, the demonstration language, and in English, as a template for other languages), color maps, scripts, Korean language audio files, transcripts of the audio files, and two sample tests. Video is encoded with DivX, you may download a free DivX video viewer for viewing the videos in our collection at http://www.divx.com/en/products/software/windows/divx (Windows) or http://www.divx.com/en/products/software/mac/divx (Mac).

Samoan language for health care providers

Mayer, J. — Tue, 01 Jan 1991 00:00:00 GMT

This beginning text emphasizes vocabulary and conversation in the health care environment. Part I includes 37 basic Samoan lessons providing an introduction to the Samoan language using health care vocabulary. Part II includes topical dialogues in health care settings, patient history interviews, emergency care phrases, specialized medical vocabulary, and some advanced readings with vocabulary lists on topics such as atherosclerosis, sexually transmitted diseases, and pregnancy.