EDER 669.73 – Language Teaching and Technology (Summer 2015)

June 25, 2015

U of C logo - 2015I am so happy that I get to teach this course again in the summer semester!

Course description

This course has been designed for students who want to learn how to effectively incorporate technology in their present and future careers as language teachers. The course will cover both theoretical and practical issues in teaching second language and the use of new technology to support and enhance the learning process.

A special emphasis will be on combining both face-to-face and the use of technologies in and beyond the classroom walls to enhance the second language learning process. Although the course may address the different types technologies such as Web 2.0 technologies (e.g., blogs, wikis; audio and video podcasting; online videos; mobile tools); mobile technology (e.g., mobile phones; MP3 players; digital cameras; camcorders), and other type of interactive technologies, the focus of the course is on the pedagogical and practical aspects of integrating new technology to face-to-face language teaching.

The course is open to second language present and future teachers at the elementary, secondary, and post-secondary level. The course also invites language teachers with limited knowledge of the target language to learn how to enhance their language teaching by integrating blended teaching into their practice.

Learner Outcomes

The intent of this course is to explore the integration of technology to enhance language learning, particularly in in blended or distance environments.

Specific objectives include:

  • understand different learning theories informing pedagogical practices, and in particular the TPACK and SAMR models, as they apply to language learning;
  • review current research on the learning of additional languages enhanced by digital technologies;
  • explore digital mediated communication methods that can be used effectively in distance and blended language learning programs;
  • examine current and emerging trends in educational technology as they apply to language learning; and
  • design and evaluate language-learning modules integrating digital technology for online or blended environments.

Here’s a link to the full course outline for EDER 669.73 – Language Teaching and Technology for Summer 2015: EDER 669.73 Language Teaching and Technology – Eaton – 2015 Summer

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This blog has had over 1.6 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Op/Ed: Modern foreign language programs don’t prepare students for the work force – The University of Alberta example

August 19, 2013

Warning: This post may offend literary scholars and literary theorists.

One of Canada’s most reputable institutions of higher learning, the University of Alberta, announced today that it is cutting 20 arts programs. Languages and culture programs are taking the brunt of the cuts. Included in the cuts are undergraduate major programs in classic languages, Italian, Russian and Ukrainian. A full list of the cut programs can be found here.

For years I’ve said to my colleagues that languages programs that focus mainly on literature and culture are doomed. I agree that there is immense value in learning literature and culture, but the reality is that it won’t get you a job — unless you want to become a literature professor.

Employers looks at people with literature degrees and ask themselves, “What can you do for us?”

I remember sitting in a department meeting 15 years ago asking if we could incorporate courses in foreign languages for business and commerce?

My colleagues who were literature experts hissed at me. I became an instant heretic. The suggestion was tantamount to treason in a department where the senior professors were literary scholars.

I was proposing specifically that we incorporate language and culture courses of a more practical nature that students could use as viable and marketable professional skills to position themselves for success in the global job market.

Consider the difference between these two scenarios:

Scenario #1:

Prospective Employer: So, I see you did a major in Italian. Tell me more about that.

Italian major graduate: I learned about Dante, Petrarch and major Italian literature, along with grammar, structure and syntax.

Prospective Employer: How would you use what you learned on the job?

Italian major graduate: I’m not really sure…

This is the reality of most modern language majors today. They learn about literature, culture, art and history, but without concrete skills that are easily transferred to the work place. Employers can’t make those links either. The value that languages major brings to an organization have never been made explicit.

(In case you  think I’m exaggerating about the kinds of topics Italian majors learn about, I took my example from the current University of Alberta web page on Italian studies course offerings, though I suspect the web page will be defunct before too long…)

Scenario #2:

Prospective Employer: So, I see you did a major in Italian. Tell me more about that.

Italian major graduate: Unlike traditional programs in modern languages, the one I took was modernized to include courses in Italian business language and professional culture. The courses I took introduced me to fundamental business language in Italian so I can converse more easily with clients, as well as understand how business is conducted in Italy, including cultural norms and social expectations in the Italian workplace. I also took courses in current issues that included a survey of key political and economic factors that allows me to understand the situation in Italy today, as well as where it is headed tomorrow.

The value that this graduate would bring to an organization is much greater. It is difficult to internalize the nuances of foreign business practices. It goes beyond knowing how to dress or greet one another. The subtleties are vast and almost impossible to learn without guidance — for any foreign culture.

I say this as someone with two degrees — a bachelor’s and a Master’s — in literature. I loved studying literature. It goes without saying that we need to teach students critical thinking skills and that learning about culture is important to understand the human race. I learned first hand what it meant to live under the poverty line for a number of years in my adult life. My degrees in literature did not prepare me for the work force. I had to learn to market my skills in other ways. Only then was I able to pull myself ahead of the low-income cut-off (LICO) line. It was a long road and one that my colleagues with full-time tenured positions as literature professors are unlikely to understand.

The days of the self-indulgent scholar are quickly coming to an end. The romanticized version of a scholar puzzling over pile of ancient texts is quickly fading. I’m not suggesting there is no value in learning ancient texts and literature. I’m saying that surrounding yourself with ancient texts is not a viable career option for most language and culture students of the 21st century.

For years literary theorists in institutions of higher learning have stubbornly refused to entertain the idea of expanding modern language and culture programs beyond literature. We could call it professional hubris. The repercussions are that modern foreign language programs are now being cut. It makes me feel sad, but I can’t help wondering if international language programs that focus solely on literature and art aren’t doing a disservice to their graduates?

Imagine what would happen if we taught our students how to navigate cultural differences in the workplace, adapt to global professional environments and learn basic workplace vocabulary, rather than literary terminology. Imagine how we could help our students understand clearly and explicitly the value their foreign language and cultural skills bring to an employer, regardless of whether that employer is corporate, government or non-profit.

It’s not about selling out to corporate consumerism. It’s about giving our students professional opportunities outside the literary realm. There are more jobs outside the literary realm than inside it. Why wouldn’t we want to create opportunities for our students to be successful in other sectors, too?

What’s your take on all this? Should foreign language programs that focus on literature, art and culture be saved? What needs to be done to revitalize and revamp foreign language programs to make them more viable?

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If you are interested in booking me (Sarah Eaton) for a presentation, keynote or workshop (either live or via webinar) contact me at sarahelaineeaton (at) gmail.com. Please visit my speaking page, too.


Spanish for Dentists: 6 Great (and Free!) Resources

February 13, 2013

Teeth - smile - smallI unexpectedly had to go to the dentist this week when a filling broke in half and part of it fell out. During my visit, my dentist was telling me about her plans to take her entire team to Guatemala next year to do some pro bono work in poor communities there.

She asked me if I had any resources on Spanish for dentists. I set off on a bit of a quest. Here are six wonderful, free online resources that I found to help English-speaking dentists and dental hygienists learn the basics so they can communicate with Spanish-speaking patients:

  1. English to Spanish Phrase Guide for Dentists – http://www.deltadentalins.com/dentists/guidance/english-spanish-phrase-guide.html
  2. PracticingSpanish.Com – Spanish for Dentists – http://www.practicingspanish.com/dental-exam.html
  3. Spanish for the Dental Office  – https://www.aetnadental.com/AD/ihtAD/r.WSIHW000/st.35410/t.706081.html
  4.  Spanish Words and Phrases for Dentists – http://www.artofteeth.com/files/Spanish_for_Dentists.pdf
  5. Spanish Guide of Dental Terminology – http://lrc.wfu.edu/community_interpreting/extras/editeddental.pdf
  6. English-Spanish Dictionary of Health Related Terms – http://www.cdpr.ca.gov/docs/dept/spanish/engspdict.pdf

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Update: April, 2017 – This blog has had over 1.5 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!


5 Easy Christmas Blogging Ideas for Literacy and Language Teachers

December 5, 2012

With Christmas right around the corner, teachers are scrambling to finish up the semester before the holidays. If you are a blogger, you probably do not have much time for your blog at the moment. Here are five easy ideas to keep you blogging through this busy time of year:

1. A guide to Christmas away from home

Do you have students from other countries who are missing their family and friends back home? Write a post with your top suggestions on how to survive the holidays away from home.

2. Local Christmas traditions and events

Many areas have special events such as craft fairs, light displays or free ice skating to celebrate the holidays. Tap into your local community to find out what is going on. Write a post that highlights some free or low-cost options for your students and their families.

3. Christmas crafts for young and old

Believe it or not, doing crafts can be an excellent way to build literacy and language skills. You must read instructions, follow directions and use a step-by-step method to complete a task.

Create a post with links to simple crafts that are appropriate for the ages and language proficiency of the group you teach. A link to a YouTube video is always a great idea.

4. Christmas carols for language learning

Sarah Eaton blog photoAs children we learn Christmas carols without really thinking about the words. What does it mean to “deck the halls with boughs of holly”, anyway? If you live in an area where holly does not grow then you may have never seen real holly.

Write a blog post that de-mystifies some of the language and phrases in common Christmas songs.

5. Multicultural Christmas traditions

When I was a teenager my Mom befriended a lady from El Salvador. That first Christmas we exchanged stories about our different Christmas traditions. Marta told us that setting off fireworks after their turkey dinner was part of their tradition. We had a wonderful conversation as we learned about what the similarities and differences were between our two cultures.

Write a blog post that highlights some of the traditions of your students, friends or family members.

Christmas time is one of the busiest times of the year for many people. Keep your blog posts simple and light during this time of year. Focus on joy and sharing and you’ll continue to enjoy your own blogging through the holiday season.

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If you are interested in booking me (Sarah Eaton) for a presentation, keynote or workshop (either live or via webinar) contact me at sarahelaineeaton (at) gmail.com. Please visit my speaking page, too.


UNESCO’s free advocacy kit for promoting multilingual education

October 24, 2012

UNESCO multilingualism Sarah Elaine Eaton blogUNESCO has a number of initiatives on the go to promote multilingual, bilingual and mother-tongue education. They have come out with a new advocacy kit designed to help raise awareness about the importance of multilingual education. The toolkit is for:

  • education practitioners (teachers)
  • education specialists (learning leaders)
  • policy makers

The kit is a 109-page free, downloadable .pdf. It is very cool. Get yours here.

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If you are interested in booking me (Sarah Eaton) for a presentation, keynote or workshop (either live or via webinar) contact me at sarahelaineeaton (at) gmail.com. Please visit my speaking page, too.


5 Tips to make writing easier

October 4, 2012

This past spring I taught a course on Writing Educational Research to a group of Master’s students, most of whom taught English as an Additional Language as their job. I was surprised how many of them loathed writing. One student said that she was reluctant to teach writing in her EAL courses because it felt like forcing a traumatic experience on them.

Over the course of the six-weeks we learned together, we came up with some strategies that they could use for themselves, and also use with their students. Here they are:

1. Write every day. Saying, “I’m going to write my essay on the weekend,” can turn the weekend into a time of torture instead of a time to relax and recharge your batteries. Instead, commit to writing 30 minutes per day. This helps build the writing habit.

2. Choose a time of the day when you feel fresh and creative.  For me, that time is often first thing in the morning. By mid-afternoon I am crashing and after supper my brain seems capable of basic life support only. In the morning is when I feel both creative and clear-headed.

3. Work with a writing partner. Choose someone you get along with and like to work with. Arrange a time to work together to review each other’s writing, make suggestions and do some peer editing. The point of working together is to try to help each other, not to nit pick. Set some ground rules and focus on the positive.

4. Let go. Some students said they hated writing because they couldn’t tolerate being criticized or being asked to revise their writing. They became very emotionally attached to their writing right away. What if the purpose of writing was to share it? And share it in the best form possible? If we start with that idea, then we might become less emotionally tethered to the writing… You can still be proud of your work without having a  Gollum-like attachment to it.

5. Edit and revise. It is said that Mozart never revised his music. He sat down, wrote it and was done. Unfortunately, most of us are not Mozart. I recently submitted the second revision of an article I submitted to a peer-reviewed academic journal. It was “accepted with minor revisions” when I first submitted it. That was almost six months ago. I made the changes the reviewers requested and re-submitted it. Then recently, the editor came back to me with a few more minor changes. He was right in asking me to change a few more things. I had forgotten to add in some citations, which are important in journal articles. I made the changes and sent the manuscript back again. I had been so close to the work, I could no longer see the errors. Working with editors, reviewers and instructors is really a chance to make your writing better.

Writing seems to be very easy for some people and very painful for others. These strategies may help a few reluctant writers and ease their stress so writing does not seem so daunting.

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If you are interested in booking me (Sarah Eaton) for a presentation, keynote or workshop (either live or via webinar) contact me at sarahelaineeaton (at) gmail.com. Please visit my speaking page, too.


Learning to Talk Like Jesus: How TV shows in Sweden support the Aramaic revival in the Middle East

May 29, 2012

Sarah Elaine Eaton blog - Languages, Literacy and Leadership

Sweden is providing a new twist on learning an old language, for  young learners of Aramaic in the two villages in the Holy Land’s small Christian community, in Beit Jala, Palestine and Jish, Israel.

In the Beit Jala Mar Afram school, run by the Syrian Orthodox church, priests have taught over 320 students Aramaic over the past five years.

In Jish approximately 80 elementary school children are taking Aramaic as a voluntary option in school.

The elementary school children who take part in the Aramaic language learning program learn to speak, listen, write Aramaic script and read the language.

Dia Hadid of the Associated Press reports that:

“The dialect taught in Jish and Beit Jala is “Syriac,” which was spoken by their Christian forefathers and resembles the Galilean dialect that Jesus would have used, according to Steven Fassberg, an Aramaic expert at the Hebrew University in Jerusalem.”

The language classes have been met with criticisms from some parents and community members, some of whom are worried that having students learn Aramaic may be an attempt to convert them to Christianity or may be a threat to their Arabic identity.

According to the Associated Press, some members of the Christian community in the region still chant their liturgy in Aramaic, but few people understand the prayers.

Enter Sweden. Swedish officials estimate that anywhere from 30,000 to 80,000 Aramaic speakers reside in that country. The Aramaic community is strong there and includes an Aramaic soccer team, “Syrianska FC” in the Swedish top division from the town of Sodertalje.

Aramaic speakers in Sweden publish a newspaper called “Bahro Suryoyo”, as well as pamphlets and children’s books, including The Little Prince. But what really helps the students learn the language is Soryoyosat, a satellite television station maintained by the Swedish Aramaic community. For some members of these two villages in the holy land, watching Aramaic programming from Swedish TV station provided the first opportunity in decades for them to hear the language spoken outside church. The Associated Press reports that “Hearing it in a modern context inspired them to try revive the language among their communities.”

This is one case, where technology and television are benefitting language learners both in terms of making learning more accessible and in increasing their motivation. These kids are “kickin’ it old school”, using new technology. Aramaic may be saved, yet.

Related post:

Can TV can help you learn another language?

https://drsaraheaton.wordpress.com/2012/05/24/can-t-help-you-learn-another-language/

References

Associated Press. (2012, May 28). Pair of villages in Holy Land teaching Aramaic in effort to revive language that Jesus spoke: New focus comes with help from modern technology. NYDailyNews.com. Retrieved from http://www.nydailynews.com/news/world/pair-villages-holy-land-teaching-aramaic-effort-revive-language-jesus-spoke-article-1.1085728

Hadid, D. (2012, May 28). Aramaic: Efforts To Revive Jesus’ Language In Christian Villages Beit Jala, Jish In Holy Land, Sweden. Huffington Post. Retrieved from http://www.huffingtonpost.com/2012/05/28/aramaic-holy-land-jesus_n_1550507.html

Hadid, D. (2012, May 29). Revival of Jesus’ language attempted in two Holy Land villages. Southeast Missourian. Retrieved from http://www.semissourian.com/story/1854012.html

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If you are interested in booking me (Sarah Eaton) for a presentation, keynote or workshop (either live or via webinar) contact me at sarahelaineeaton (at) gmail.com. Please visit my speaking page, too.


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