Second-Language Teaching (DLS)

Center for Open Educational Resources and Language Learning – Materials∗

COERLL (University of Texas at Austin)

Under various Creative Commons licences

The Center for Open Educational Resources & Language Learning (COERLL) is a National Foreign Language Resource Center funded by the U.S. Department of Education. The overall mission of these federally-funded centers is to improve the teaching and learning of foreign languages by producing resources (materials and best practices) that can be profitably employed in a variety of settings.

COERLL’s work is organized around seven basic areas: Applied linguistic research, Teaching materials Language assessment, Teacher development, Less commonly taught languages, K-12 initiatives, and Outreach and dissemination.

Languages covered include Arabic, Chinese, English, French, German, Italian, Japanese, Portuguese, Russian, and Spanish.

Formats: Multiple

Suggested for:

DLS 1101 Introduction to Second Language Teaching II

Every Teacher is a Language Teacher

Edited by Heba Elsherief and Mimi Masson (University of Ottawa)

2020

Licence: CC BY-NC-SA 4.0

This book disseminates practices shared at the annual event “Every Teacher is a Language Teacher” held at the Faculty of Education (uOttawa) for all first-year Bachelor of Education teacher candidates. For the past two years, the Second Language Education cohort (cL2c) has organized a day of workshops embodying both language learning theory and practical methods and strategies that teacher candidates can immediately implement in their classrooms. This resource responds directly to calls from attendees for a resource that synthesizes the content shared at each workshop, enabling them to access and implement the rich pedagogical knowledge shared. The book is meant to serve as a textbook for Teacher Education courses, graduate courses, as well as an ongoing promotion of research-based practices created by Faculty of Education partners (faculty and graduate students alike) that should be shared more widely with Canadian language educators, teachers and consultants, particularly in its bilingual format. This publication is unique and particularly useful to both pre- and in-service teachers, as it offers modes of practice based on both research and theory. This means it is neither exclusively a lesson plan nor a theoretical analysis; but rather a synthesis that aims to show how the two domains inform one another. We see it as being immediately valuable for teacher and teacher educators, while also filling a gap in the field of language education more widely — one that embodies anti-racist, ethical paradigms within current interdisciplinary practice in its responsiveness to challenges of modern technology and globalization.

Formats: PDF and Word

Suggested for:

DLS 1101 Introduction to Second Language Teaching II

Every Teacher is a Language Teacher (Volume 2): Social Justice and Equity through Language Education 

Edited by Mimi Masson, Heba Elsherief, and Shelina Adatia (University of Ottawa)

2022

Licence: CC BY-NC-SA 4.0

This volume is a result of our annual event, “Every Teacher is a Language Teacher,” held in 2021 and 2022 at the Faculty of Education of the University of Ottawa. Every year, we organize professional learning workshops for teacher candidates in our program. We invite seasoned teachers and young researchers (many of whom are also teachers!) doing their graduate work at the faculty to share methods, ideas, strategies and activities. Together, our community explores how to work with English and French language learners, as well as learners who come to the classroom with multiple languages in their repertoire. As research and experience have shown us, accessing students’ funds of linguistic and cultural knowledge is a powerful way to include students in the curriculum and center their contributions, identities, and experiences in the learning process. As a community of committed educators, we practice teacher learning with this same mindset – we draw from the personal and professional experiences of our guest presenters and teacher candidate attendees. Together, we speak to the social, cultural and political issues that matter in the classroom and share cutting-edge practices. The chapters in this book are intended for teachers who may or may not have a language teaching specialization. So as to promote equitable access to knowledge, we asked our presenters to write chapters based on their workshops and the experiences they had with our teacher candidates. They write in direct, accessible language and draw on the literature about language learning and teaching grounding their work in tried and tested initiatives. As such, for the reader, we hope the chapters will provide insight into what occurred during the workshops and how they can benefit from these professional learning sessions.

Formats: PDF and Word

Suggested for:

DLS 1101 Introduction to Second Language Teaching II