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Content Type: 1
Title: Podcast: The Thing about France
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From https://www.thethingaboutfrance.com/about/
The Thing about France is a podcast facilitated by Bénédicte de Montlaur, Cultural Counselor of the French Embassy in the United States, that features the personal stories of prominent artists and professionals who have immersed themselves in France in order to explore the fascinating and complicated relationship between France and the United States.
Access the episodes online at https://www.thethingaboutfrance.com/about/
Source: The Thing about France
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Title: Bilingual Teachers in Short Supply Across America
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From https://learningenglish.voanews.com/a/bilingual-teachers-in-short-supply-across-america/4907669.html
Bilingual Teachers in Short Supply Across America
May 7, 2019
by Ashley Thompson
The lack of high-quality bilingual programs is clear when considering student outcomes. Nationally, about 83 percent of students complete their high school education. But the graduation rate among English learners is far lower – 65 percent.
Before Proposition 227 passed in 1998, 30 percent of California’s 1.3 million English learners took part in bilingual programs. But in the years after, only 5 percent were able to take part in such programs. This information comes from a report released last month by Education Next.
Since the proposition was repealed, schools in California have been hoping to bring back bilingual programs. A 2017 public opinion study found that 58 percent of school districts in the state had plans to add or expand bilingual programs.
However, 86 percent of those districts said the shortage of bilingual teachers was slowing those plans.
Read or listen to the full report at https://learningenglish.voanews.com/a/bilingual-teachers-in-short-supply-across-america/4907669.html
Source: Voice of America
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Title: Promoting Success for Teachers of English Learners: A Coaching Tool
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From https://educationnorthwest.org/resources/promoting-success-teachers-english-learners-coaching-tool
To help ensure that all students have equitable access to well-prepared, effective teachers, the Council of Chief State School Officers (CCSSO) created two working groups composed of leaders of state education agencies and school districts, as well as staff members from the American Institutes for Research, CCSSO and Education Northwest, to integrate attributes and exemplars of effective teaching of English learners into two widely used teacher evaluation and support systems: the Danielson Framework for Teaching and the Marzano Focused Teacher Evaluation Model.
The working groups also prepared an overview report to support these tools: Promoting Success for Teachers of English Learners Through Structured Observations. The overview:
- Describes the process used to produce the tools
- Highlights the transformational impact that targeted, iterative and regular observation and feedback can have on improving teaching practice
- Underscores the need to provide specialized support for teachers with English learners in their classrooms
- Illustrates the competencies that well-prepared teachers of English learners should demonstrate
This overview highlights the transformational impact that targeted, iterative, and regular observation and feedback can have on improving teaching practice. It also highlights the need to provide specialized support for teachers with ELs in their classrooms. It then turns to a description of the process that the two working groups engaged in to produce the tools and concludes with the competencies that well-prepared teachers of ELs should demonstrate.
Access the report at https://ccsso.org/resource-library/promoting-success-teachers-english-learners-through-structured-observations-0
Source: Education Northwest
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Title: Summer Activities
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Here are some resources for things that your students can do over the summer:
Kentucky Department of Education has compiled a list of resources to help families help their children fight summer reading and math regression. A new “Stride, Don’t Slide” flyer lists resources families can use this summer to help their children make strides while school is not in session. The flyer is available at https://drive.google.com/file/d/1TvwqkSWxAGKVtxUZkaJb4Ugqo2_cTgw2/view
If you're looking for safe, fun activities for kids to participate in during the summer, check out the Kids Bowl Free program, active throughout Canada and the United States: https://www.kidsbowlfree.com/. Read more about this program at https://www.freetech4teachers.com/2019/05/a-good-and-free-summer-activity-for.html
Betsy from the Zambombazo has selected eight culture-based activities for your Spanish students during the summer: https://zachary-jones.com/zambombazo/engaging-summer-spanish/
For your young Spanish learners, here are some free downloadable "summer movement cards" from Carolina Gómez of the Fun for Spanish Teacher site: https://funforspanishteachers.com/2019/05/summer-movement-cards-in-spanish/
Elisabeth of Spanish Mama has curated a collection of links to resources that parents can use to keep their kids learning Spanish over the summer: https://spanishmama.com/summer-spanish-resources/
Here's a summer reading list for elementary Spanish students and heritage speakers, from Julie at Mundo de Pepita: http://elmundodepepita.blogspot.com/2019/05/summer-reading-list-2019-for-elementary.html
Source: Various
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Title: End-of-the-Year Advice
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It's late May, school is nearly out in many districts, and you and your students may all be looking forward to summer vacation. Here's some advice for making the most of these last few weeks of the school year:
Elisabeth of the Spanish Mama blog reflects on some mistakes she's made in past years around this time, and then shares ten different activity ideas: https://spanishmama.com/end-of-the-year-activities-in-spanish-class/
Julia Koch AKA La prof caféinéee has written a short piece on the importance of connecting with your students as people during this busy and stressful time of year: https://juliabkoch.wordpress.com/2019/05/16/people-over-progress/
Here are a few activities, with links to more, from Eva Buyuksimkesyan of the A Journey in TEFL blog: http://evasimkesyan.com/2019/05/20/end-of-year-activities/
Consider asking your students to do an end-of-year evaluation, as recommended by JJ Epperson AKA Señora Jota Jota: https://senorajotajota.blogspot.com/2019/05/student-evaluations-valuable-reflective.html
AnneMarie Chase reminds us to enjoy the positives of language class in May in this blog post: https://senorachase.com/2019/05/16/the-sweet-spot-rethinking-may/
Julie of Mundo de Pepita shares a collection of survival tips to get you through the end of the school year here: http://elmundodepepita.blogspot.com/2019/05/end-of-school-year-survival-guide-tips.html
Laura Flynn McClintock of Teaching in the Target Languages shares a collection of game/activity ideas along with some other advice in this post: http://teachinginthetargetlanguage.com/how-can-we-end-the-year-on-a-high-note/
In this short pep talk, Sarah Shainfeld encourages us to dig deep and continue caring for our students: http://sarahshainfeld.edublogs.org/2019/05/14/digdeep/
Annabelle Williamson AKA "La Maestra Loca" suggests creating a video of your favorite moments of the year for your students. Lest you be intimidated by the idea, she provides a step-by-step guide to doing it: https://lamaestralocablog.com/2019/05/22/making-memories-last/
Allison Wienhold of Mis Clases Locas recommends taking your students outside, where they want to be anyway, and she shares a variety of language-focused activities that you can do while you're out there: https://misclaseslocas.blogspot.com/2019/05/take-your-spanish-class-outside-end-of.html
Source: Various
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Title: Playing Go Fish! in Language Class
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From http://teachinginthetargetlanguage.com
Read a description of how to play Go Fish!, how to adapt it in different ways to target different vocabulary and structures, and language structures that the game reinforces, in this blog post: http://teachinginthetargetlanguage.com/go-fish-the-perfect-game-for-language-learners/
Source: Teaching in the Target Language
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Title: Project-Based Learning: Student Choice, Engagement, and Authenticity
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Emily Mulvey, cross-subject itinerant teacher, and Sandra Makielski, NEA Global Leadership Fellow and 7th grade geography teacher, both from Davisville Middle School in North Kingstown, R.I., share how their middle schools used the U.N. Sustainable Development Goals (SDGs) as inspiration to create engaging global projects.
Read the full article at http://blogs.edweek.org/edweek/global_learning/2019/05/sustainable_development_goals_inspire_action.html
Source: Education Week
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Title: Editorial: Language Immersion Is for All Students
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From http://blogs.edweek.org/edweek/global_learning/2019/05/language_immersion_is_for_all_students.html
Language Immersion Is for All Students
By Camilla Modesitt
May 10, 2019
In today's educational landscape, I understand why language immersion is difficult for educators and educational organizations to grasp. Pedagogy around language acquisition has changed considerably from 30 years ago, yet massive amounts of misinformation remain. Some of the things I've heard over the years include:
- The human brain can't learn two languages at once.
- Students who learn two languages from a young age will never be proficient in either language.
- Language-immersion education isn't for everyone (implying that not every child is capable of learning a second language).
- Language-immersion education requires additional family resources.
- There is no proven benefit to learning a second language since everyone speaks English.
However, science and research around language immersion and its impact on the human brain now tell us that:
- There is no better language learner than a young child.
- Language immersion is more than just learning a second language; it's building a better brain and developing cultural competency.
- Language immersion does not require any additional family resources.
Students that learn a second language at a young age:
- Perform better academically than their nonlanguage-learning peers.
- Have better executive functioning skills, including problem-solving, critical thinking, listening, etc.
- Are more compassionate and empathetic toward their peers.
What is clear is that while language immersion may be a difficult sell to authorizers and district administrators, parents understand the value.
Read the full article at http://blogs.edweek.org/edweek/global_learning/2019/05/language_immersion_is_for_all_students.html
Source: Education Week
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Title: How Tech Tools Can Engage Foreign Language Students
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How Tech Tools Can Engage Foreign Language Students
by Adam Ross
May 7, 2019
Tech-savvy foreign-language educators and coaches are often surprised to hear how many colleagues are hesitant to use tech tools in their foreign-language teaching. Teachers lament that they don't have experience using these tools, worry that things may go wrong, or that they do not really know where to begin.
...To assist with this goal, there is a model to help those feeling 'tech unsavvy' to not only get started but also to be smart about it, or 'SAMRT,' if you will. We will use the SAMR model, which was created by Dr. Ruben Puentedura to help teachers evaluate how well they are incorporating technology into students' learning activities. SAMR stands for 'Substitution, Augmentation, Modification, and Redefinition,' and these four stages of using tech tools can be seen as gradual steps moving toward more robust and transformative uses of tech.
Read the full article at http://blogs.edweek.org/edweek/global_learning/2019/05/how_tech_tools_can_engage_foreign_language_students.html
Source: Education Week
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Title: Funding: Global Literacy Communities
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From https://cercll.arizona.edu/project/globalcomm/
Worlds of Words and the Center for Educational Resources in Culture, Language and Literacy (CERCLL) are excited to announce the availability of $1000 grants for literacy communities to explore the use of global literature and world languages to build intercultural understanding. Global literature provides an opportunity for teachers and students to explore understandings about global cultures that go beyond surface information to explore the values and ways of living as well as languages within those cultures. Public interest in global education creates a potential space for innovation within K-12 classrooms. Engaging in that innovation within a professional community provides support and challenge through dialogue and shared explorations. These grants are funded by CERCLL, Worlds of Words, the Center for Middle Eastern Studies, and the Center for Latin American Studies.
Grant period: August 2019-June 2020
Proposals must be submitted by June 28, 2019.
For full details go to https://cercll.arizona.edu/project/globalcomm/
Source: CERCLL
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