NPO Offering Distance Learning Resources for Educators

Nonprofit organization Achievement Network (ANet) is offering free distance learning resources for educators. The resources are designed to help educators move forward with their instructional planning for the 2020-2021 school year and reflect ANet’s most up-to-date tools and frameworks. The resources include:

PLANNING FOR REMOTE LEARNING

TECHNOLOGY

EXTERNAL READING ON DISTANCE LEARNING

Other resources include:

  • Assessment Guidance
  • Systems and School Level Guidance
  • Content Guidance
  • External Reading on Reopening Guidance
  • ANet Virtual Learning Modules
  • Recommended Activities from ANet’s Coaches
  • Upcoming Webinars
  • Previously Recorded ANet Webinars and Collaborations
  • ANet Blog Posts and Communication
  • Ongoing Learning
  • Self-Care

To learn more, visit https://www.achievementnetwork.org/anetblog/online-education-resources-covid19.

New Institute to Promote Mexican Spanish and Culture

In a videoconference on Monday, Mexican Foreign Minister Marcelo Ebrard announced a new institution to protect and promote the Spanish language in the U.S. The César Chávez Digital Institute will also encourage research and be a sounding board against racial discrimination and hate crimes, and was announced on the anniversary of the 2019 El Paso shooting, in which a gunman killed 23 people, considered as an act of domestic terrorism and a possible hate crime against Hispanic and Latino Americans.

“I am certain that if (the killer) would have gotten to know us, learn who we are, I don’t think he would have been capable of (the act),” El Paso County Judge Ricardo Samaniego said at Monday’s unveiling of a plaque with the names of the 23 victims of the shooting.

Ebrard said in a statement that the institute will aim to “disseminate the Spanish of Mexico and its culture to dignify Mexican communities abroad, rescue and disseminate their cultural expressions and promote academic research on trilingualism.”

“Culture is and has always been the Mexican tradition in foreign policy because we understand that the political imaginary is always organized on the basis of culture. All of humanity’s great battles have begun in the struggle of culture,” said Ebrard.

Although the new entity will initially operate only in the U.S., the intention is that it will be active over time in other regions. 

Online Language Learning Market Worth $21.2 Billion by 2027

This image has an empty alt attribute; its file name is Emmersion-SM-banner.gif

According to a new market research report, the world online language learning market is expected to grow at an annual rate of 18.7% from 2020 to 2027 to reach $21.2 billion by 2027.

“Online Language Learning Market by Product (SaaS, Apps, Tutoring), Mode (Consumer, Government, K-12, Corporate), Language (English, German, Japanese, Korean, Mandarin Chinese) and Geography – Global Forecast to 2027″, published by Meticulous Research®, asserts that “the online language learning market is changing at a rapid pace due to the globalization of the economy and adoption of cost-efficient technology-based products. The growth in this market is majorly driven by the globalization and growing need for communication across borders, growing E-learning market, COVID-19 impact, and penetration of artificial intelligence in e-learning. Further, the increasing spending on education sector, rising internet and mobile phone user base, and preference for multilingual employees by multinational companies provide huge growth opportunities for the players operating in the overall online language learning market. In addition, the flexible pricing structure and introduction of wearable technologies are the key recent trends in this market.”

The report also assesses the impact of COVID-19,The COVID-19 pandemic has severely impacted the education systems and businesses worldwide. As the cases rose, the government of all the nations has declared near closures of all schools and working spaces to mitigate the spread of the pandemic. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), nationwide closures are impacting over 60% of the world’s student population, and as of June 2020, the pandemic affected 1.72 billion learners. Therefore, due to this lockdown measures, the online language learning market is seeing several innovations and free subscription-based apps by companies to broaden their user base.”

The global online language learning market study presents historical market data in terms of value (2018 and 2019), estimated current data (2020), and forecasts for 2027 – by product (SaaS, apps, tutoring), mode (consumer, government, K-12, corporate), language (English, German, Japanese, Korean, Mandarin Chinese), and geography. The study also evaluates industry competitors and analyzes their market share at the global and regional level.

Based on language type, English language is estimated to command the largest share of the overall online language learning market in 2020. Growing globalization, consciousness about developing English language skills, preference of English over other languages, and adoption of English as the global language are some of the major factors driving the adoption and demand for English language. However, Chinese is slated to grow with the fastest CAGR during the forecast period, due to the growing trade relations with China and geographic expansion of Chinese companies in various regions.

Confucius Institutes Refocus on Chinese Language

Chengdu street scene showing old and new (Temples, Shopping District, and Modern City Center) -  China

China’s Confucius Institutes, which have become the backbone of the country’s worldwide soft power strategy, are being rebranded in the face of widespread criticism. The institutes, launched in 2004, are public educational partnerships between colleges and universities in China and like institutions in other countries, managed by the Hanban, a division of the Chinese Ministry of Education. The stated aims of the program are to promote Chinese language and culture, support local Chinese teaching, and facilitate cultural exchanges; however, the organization has been criticized due to concerns of rising Chinese influences in the countries in which it operates, and institutes have had their contracts renegotiated to protect the academic freedom of host universities. More than 40 Confucius Institutes have been closed in the U.S. after concerns from the FBI, the State Department, and members of Congress.


A directive issued by China’s Ministry of Education (MOE) circulating online suggests the institute will be renamed the MOE Center for Language Exchange and Cooperation. The Hanban is being renamed the Ministry of Education Center for Language Exchange and Cooperation. It will continue to train Chinese language teachers, develop textbooks, and carry out many of the functions necessary for the operation of Confucius Institutes, according to China’s Global Times. The Hanban will spin off a separate nongovernmental nonprofit organization, the Chinese International Education Foundation, which will fund and officially oversee Confucius Institutes.


The Confucius Act, which has passed the Senate and is now under consideration by the House, may have to be amended to cover rebranded institutes. The bill establishes requirements for postsecondary educational institutions that receive federal funding and that have contracts or agreements with Confucius Institutes. The contracts or agreements must include clear provisions that (1) protect the academic freedom of the institutions; (2) prohibit the application of foreign law on the institutions’ campuses; and (3) grant full managerial authority of the institutes to the institutions, including full control over teaching plans, activities, research grants, and employment decisions.
There are more than 500 Confucius Institutes in countries on six continents.

Free eBooks with Print Editions

In advance of the 2020–2021 school year, Continental Press is offering free eBooks with the purchase of print books to help teachers plan for both distance and blended learning models.

OFFER DETAILS

Free eBooks for 25+ Students
For every printed student book you buy of the same title and grade, you’ll receive a FREE matching eBook.

Teaching a Smaller Group?
Buy 5–24 printed student workbooks of the same title and grade, and get matching eBooks for $3.50 each.

Offer expires March 31, 2021. View the flyer.

TO ORDER

Online for 25+ Students
Visit Continental Press’ Digital Formats page. Products labeled “eBooks available” are eligible for the offer. The free eBooks offer for 25+ students can be redeemed online. If you need to order for smaller groups of students, please redeem the offer by phone, fax, or mail.

Phone, Fax, Mail for All Orders
The offer in its entirety can be redeemed by phone, fax, or mail. Use coupon code EBOOKS when you order.

The Language of Lockdown

As we continue to connect digitally for work and even with loved ones, body language has become more important than ever. Gestures have to be performed in a more exaggerated and obvious way since we cannot rely on eye contact with delays in video calls—which means the way we present ourselves to others and accentuate our speech may have changed dramatically just to adapt to this new medium of communication.

When we process language, we simultaneously frame our understanding from the context of the conversation and the body language of the person with whom we are speaking. When we have to watch multiple video feeds at the same time, such as in a team meeting, we are unable to process everyone’s body language and facial expressions at once, which we might have been able to do in an in-person setting. This means that we have to use a lot of extra attention, effort, and energy in order to contextualize and fully understand our exchanges with others via video chat. In addition to that, we are also cognizant of being “on stage” the entire time, with everyone staring at us.

For many of us, this can lead to an experience called video fatigue—where we become exhausted simply by the effort of trying to interact with others through an unfamiliar or artificial medium that blocks many of the natural cues we use to understand language and emotions. This is not helped by technology delays or the fact that we’re more aware that all participants of the video are looking directly at us, with people naturally feeling more exposed in the knowledge that all eyes are focusing on them.

Linguistic studies suggest that anywhere between 70–90% of the meaning of a face-to-face conversation is transmitted via non-verbal cues, which are helpful in regulating, modifying, and controlling the message being communicated. This includes everything from facial expressions and eye movement to our body posture and “non-word” sounds, such as laughing.

However, in a remote setting, we can’t rely on many of these cues to infer meaning or get our point across to others, as it’s harder to see an eye roll on video or convey a sarcastic tone via text. This means we are relying less on nonverbal communication and finding new ways to mimic it through our text and speech.

For example, the word order of two versions of a sentence could be identical, but the delivery of the words could communicate a positive or a negative connotation: “You DID it!” versus “YOU … did it?” This is even more vital when irony, sarcasm, or humor is being delivered than with informative, straightforward communication.

That said, in written contexts, there are some conventionalized “replacements” for nonverbal cues or ways for us to convey additional meaning, and we will have noticed that many people are using these replacements in their day-to-day interactions. For example, we can use vocal spelling to imitate intonation by turning words like “what” into “whaaaat” or “right” into “riiiiiiiight.” Nonstandard spellings can help us to convey the tone of voice that is often missing from text or reveal the emotion of the speaker.

Additionally, grammatical markers, such as capitalization, periods, commas, quotation marks, question marks, and parentheses are used in nonstandard ways to signal stress or pauses, to modify tone, or to signal change of voice (e.g.: … !!! ,,, ?!?!?)—and we may see an increase in the use of these.

With the huge rise in digitally mediated communication, there are now fewer opportunities for casual and ad hoc conversations with people we’d otherwise interact with on a regular, frequent basis. As we experience less “hey, I have a quick question…” or “can I drop by for a cup of tea?” type interruptions, we will be forced to schedule our discussions with colleagues, or even friends and family from different households, via video.

This often leads to “maximizing our time” syndrome, characterized by the expectation that all of our interactions must have an agenda, yielding decisions and action items. Thus, even when it may just be a “hey, I have a quick question” or “hey, I want to talk for the sake of it,” people tend to build out a more expansive agenda or list of things they want to talk about in anticipation of a scheduled talk.

This could result in a greater burden of both participation and follow-up expectations, as we place more weight on our discussions and favor heavier, meatier chats over the light banter that we might have otherwise exchanged over food or coffee, or with drinks at a party. Additionally, having less of what we call proximity support—the simple body language that we subconsciously observe during face-to-face interaction—we simply can’t pick up on the meaningful glances that we do in person, which means we may not pick up cues to stop talking, change the subject, or get a little less serious. This makes all digital communications—even those casual conversations with friends and family—feel more like work and less like fun.

While relationships with family and friends are often dependent upon personal cases and difficult to predict, it’s likely that we may generally see relationships with loved ones strengthening as a result of the pandemic, particularly when we have been constricted to virtual contact. What could change when lockdown restrictions loosen and we experience being reunited with those people, however, is a slight feeling of uneasiness, which can be put down to being starved of face-to-face communication for some months or potentially longer. It may feel almost as though we have forgotten how to communicate, as our minds and bodies check in with old norms such as making eye contact and using body language to express ourselves. While it could take us some time to re-adapt to traditional ways of communication, these feelings may well be overcome by overriding feelings of joy when reconnecting with our friends and family. A possible positive outcome of the extended isolation is that, by and large, individuals seem to have prioritized check-ins with family and friends. Numerous reports seem to suggest that we are actually communicating with friends and family with greater frequency and urgency now. Hopefully, in the post-lockdown society, we will observe people placing a higher value on those relationships.

Jennifer Dorman is a sociolinguistic and internet linguistics expert and senior instructional designer at language-learning app Babbel (www.babbel.co.uk).

Learn Indigenous Languages through ASMR

Native Montreal Youth Council has launched Indigenous Whispers in response to COVID-19 isolation. Inspired by the concept of ASMR (autonomous sensory meridian response), the group aims to reach out to their community with content to will hopefully relax, reassure, and inspire feelings of safety by sharing the beauty and imagery of Indigenous languages, says Native Montreal.

“We invite you to take a break from your day to focus on your individual sensory response to these videos. We realize it is also a great way to learn new words while reconnecting with culture and our oral traditions. We respect the importance of words and the need to preserve them,” Native Montreal stated on Instagram.

The Native Montreal Youth Council is comprised of 10 Indigenous youth aged 16 to 30 currently living in the Greater Montreal Area with a desire to be engaged in their community.

As a self-directed group, the council provides an exciting opportunity for young people to focus on the issues important to them while making an impact on the lives of other urban indigenous youth. Indigenous youth are encouraged to participate in campaign by posting a video of their own words or phrases to social media with #Indigenouswhispers or #Chuchoteursautochtones.

Native Montreal (www.nativemontreal.com) also offers virtual language classes for children and adults to learn Indigenous languages during COVID 19.

California Superintendent Hosting Virtual Classroom on Indigenous Studies

Petroglyphs near Ridgecrest, CA

California Superintendent of Public Instruction Tony Thurmond will host the final event in a series of ethnic studies “virtual classrooms” today, July 28, at 2 p.m. on the California Department of Education (CDE) Facebook page and on Twitter (@CaDeptEd). The event will focus on Indigenous Studies, and guests include Assemblymember James Ramos; Mark Macarro, Tribal Chairman of the Pechanga Band of Luiseño Indians; and Dr. Jenell Navarro, Associate Professor at California Polytechnic State University at San Luis Obispo.

As the CDE prepares to submit a revised Ethnic Studies Model Curriculum for public review, these virtual classroom sessions will help students, educators, and families familiarize themselves with the core areas of ethnic studies, including how different groups have struggled and worked together, as well as key concepts such as equality, justice, race, ethnicity, and indigeneity.

During the past three weeks, students learned about the history of ethnic studies as well as the connections and intersections between the histories and experiences of Black people, indigenous people, and people of color in the United States.

These virtual events focus on the four foundational disciplines of ethnic studies: Africana Studies, Asian American Studies, Chicano Latino Studies, and Indigenous Studies. The series features prominent leaders and educators from each discipline to provide lectures.

Today’s lesson will focus on Indigenous Studies, and guests include:

• Assemblymember James Ramos, a lifelong resident of the San Manuel Indian Reservation in San Bernardino County. Ramos, a member of the Serrano/Cahuilla Tribe, is the first California Indian to be elected to the California State Assembly. Ramos is co-founder of the San Manuel Band’s Cultural Awareness Program and serves as director of the California Indian Cultural Awareness Conference held annually at California State University, San Bernardino.

• Mark Macarro, Tribal Chairman of the Pechanga Band of Luiseño Indians in Southern California, who works to maintain and cultivate tribal culture, language, and traditional lifeways so that the Pechanga people can preserve their unique tribal identity.

• Dr. Jenell Navarro, Associate Professor at California Polytechnic State University in San Luis Obispo, whose expertise and publications fall within the fields of Indigenous Studies and Hip-Hop Studies.

• Students and members of CDE’s newly formed Youth Advisory Council.

Support the Indigenous Language Institute

We are at a critical point in human history where much of our cultural diversity is in danger of disappearing forever. This diversity, which has served as a driving force behind innovation, art, and creativity, is first and foremost characterized by the thousands of languages spoken in the world today. However, due to a wide range of social and political factors, most of these languages are losing speakers at an alarming rate, and many will no longer be spoken in ten years’ time. The Indigenous Language Institute (ILI) promotes grassroots community initiatives which help put the power back in the hands of Indigenous people to preserve, revitalize, and most importantly use their languages on a daily basis in all aspects of life. Indigenous languages can only be saved by the people who speak them every day; ILI provides support, knowledge, and technological know-how to help in the struggle to make sure all Indigenous languages will be heard long into the future.

The following is an excerpt from the introduction written by Dr. Richard Littlebear for Native Language Immersion: Innovative Native Education for Children and Families.

“Prejudice is hurtful, self-identity is good, and extinction means forever…

“I write about the prevalence of these stereotypes because they are at the heart of why we need to strengthen our languages so they remain bulwarks to the prejudicial ‘slings and arrows’ that are often flung at us. Knowing one’s language—being able to speak it—situates one firmly in a given identity, for good or bad, but mostly for good. Dealing with stereotypes is a daily occurrence here in America for Native Americans. I’m not overstating, nor am I venting because of any long-festering hurt, nor am I being overly sensitive. I’m just stating a Native American reality. How a Native American reacts to stereotypical statements is often rooted in that really intangible concept known as a positive self-image.

“Knowing our Native American languages goes a long way toward creating that positive self-image, and when one has that, it is so much easier to deal with those slings and arrows and get about the business of life. However, I am realist enough to know that just being able to speak our languages isn’t going to solve all our problems. It won’t dissolve all the prejudice, either, of course, or absolve us Native Americans of doing the best parenting jobs we possibly can.

“We still have great responsibilities to the youngsters of today, to the elders who are still with us today, to those who are yet journeying toward us, and, especially, to those elders who have journeyed on. This present generation of fluent speakers needs to honor all the preceding generations of speakers of their languages by strengthening those languages so that they remain viable beyond the seventh generation. The really sad aspect is that if we do nothing to save our languages, we are depriving those generations who follow us of the privilege and joy of speaking our languages and of having their own true identities that come with them…

“The family unit is rarely even teaching Native languages anymore… Our languages mean much. They encompass whole linguistic solar systems of spiritual expression, whole galaxies that express universal human values like love, generosity, and belonging, and whole universes of references that enable us to cope with an ever-changing world. Because our elders are moving on, it is up to us to help strengthen our languages.”

ILI is a 501(c)3 nonprofit organization. Donations are tax deductible and can be made at https://ilinative.org/support-ili/.

Dr. Richard E. Littlebear (Northern Cheyenne Language Community) holds degrees from Bethel College in Kansas and Montana State University and received his doctorate degree in education from Boston University in 1994. He is president and interim dean of cultural affairs at Chief Dull Knife College located in the Northern Cheyenne Reservation. Dr. Littlebear actively promotes bilingualism, advocating for bilingual education on local, state, national, and international levels. He encourages the continued oral, written, and reading usage of the Cheyenne language specifically and of all Indigenous languages generally. He considers learning to read and write the Cheyenne language—his first language—to be his greatest academic achievement.

COVID Translation Initiative Takes Off

Nurse in PPE suit uses infrared thermometer measuring temperature with African male worker scanning for Coronavirus or Covid-19 symptom at elevator

Translators without Borders (TWB) has joined the Translation Initiative for COVID-19 (TICO-19). TICO-19 is focused on using language technology to make COVID-19 information available in as many languages as possible. TICO-19 includes translators, technologists, and researchers from TWB, Amazon, Appen, Carnegie Mellon University, Facebook, Google, John Hopkins University, Microsoft, and Translated, who are working together to develop efficient and scalable language technology for 37 languages, some that are under-resourced by technology, like Dari, Dinka, Hausa, Luganda, Pashto, and Zulu.

The translated content will focus on key COVID-19 terminology, ensuring COVID-19 information is more globally accessible and equitable. 

“Language technology is a powerful tool that can help people communicate more consistently, quickly, and confidently about global issues like COVID-19. Yet many languages don’t have the necessary data needed to build this innovative technology,” explains Grace Tang, TWB’s Gamayun Program Manager. “We’re excited that industry leaders recognize this gap, and are working with us to develop technology that can help everyone communicate about COVID-19, no matter what language they speak.” 

The initiative will develop translated datasets for approximately 70,000 key COVID-19 terms and phrases. The resulting datasets, machine translation engines, and translation memories will be made publicly accessible through TICO-19’s GitHub and TWB’s online language data portal to make sure this specialized content can inform future machine translation initiatives. 

TWB brings language technology expertise to TICO-19, particularly for marginalized languages. Its language equality initiative, Gamayun, uses advanced language technology to increase language equality and improve two-way communication in marginalized languages. The ultimate goal is to allow everyone to give and receive information in the language and format they understand. TWB’s TICO-19 involvement builds on previous Gamayun experience built through a successful pilot project that developed a machine translation engine for Levantine Arabic in Syria. In addition, TWB’s Gamayun initiative has built language datasets and machine translation engines for Rohingya, Tigrinya, Kanuri, Kurmanji, and other low-resource languages.

Language Magazine