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Title: Virtual Trip to Paris: Teacher’s Lesson Description
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http://www.thefrenchcorner.net
French teacher and blogger Samantha Decker describes an authentic task in her French classroom:
“I just finished an activity with my students that I call "Un voyage virtuel à Paris." This is the third year I have done activity. I used to do it over the course of two days, but I decided that condensing it into one day would be more practical. The purpose of the activity is to have students practice telling time, the days of the week, and dates, while navigating authentic websites with both familiar and unfamiliar vocabulary. To accomplish this, students must imagine they are planning an imaginary trip to Paris for a week. They must find flights, a hotel, and sites to see. When they find this information, they record it on their itinerary, using both numbers and then spelling out the numbers as words (this to reinforce the numbers in French). I provide detailed instructions to help them navigate the sites, and students are allowed to work together and ask me for help as well if they get stuck.”
See her full lesson description and links to authentic resources at http://www.thefrenchcorner.net/2014/01/un-voyage-virtuel-paris-authentic-task.html
Source: The French Corner
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Title: French Celebration: Printemps des Poètes
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From http://fcnl.frenchculture.org/sent/show/99f6f9ff6491c5555766eb114bb58acf
Printemps des Poètes
March 8 - 23, 2014
The Printemps des Poètes is a national and international celebration to raise awareness to poetry in all its forms. Its 16th edition theme is “At the Heart of the Arts.” This is a perfect opportunity to explore French poetry and their relations to the arts with your students. The website offers many activities for the classroom: http://www.printempsdespoetes.com
Source: French Embassy
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Title: Article: English-Language Learners and Academic Language
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From http://www.edutopia.org/blog/english-language-learners-academic-language-larry-ferlazzo
English-Language Learners and Academic Language
by Larry Ferlazzo and Katie Hull Sypnieski
February 27, 2014
Helping English-language learners develop proficiency in academic language has always been a priority for K-12 educators, and its importance has only been heightened with the advent of the Common Core. To better understand academic language, let's examine the distinction between two terms introduced by Jim Cummins, basic interpersonal communicative skills (BICS) and cognitive academic language proficiency (CALP), that have impacted both policy and practices in second-language education.
Read on at http://www.edutopia.org/blog/english-language-learners-academic-language-larry-ferlazzo
Source: Edutopia
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Title: Language Supports for English-Learners Ready for Smarter Balanced Field Tests
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From http://blogs.edweek.org/edweek/learning-the-language/2014/02/language_supports_for_english-.html
Language Supports for English-Learners Ready for Smarter Balanced Field Tests
By Lesli A. Maxwell
February 24, 2014
In the coming weeks, thousands of students across the country will be sitting down to test drive the new common-core aligned assessments in reading and English/language arts. And for many students who are English-language learners, the tests they encounter could be a whole lot different from what they are accustomed to seeing on their state assessments.
For example, English-learners who are native Spanish speakers and attend school in one of the 24 states that make up Smarter Balanced, may find that most of the test items in mathematics are available to them in both languages as "stacked translations." That means that the math question on the screen is presented first in Spanish and appears in English just below. Any of the navigation buttons and instructions on the screen appear in Spanish.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2014/02/language_supports_for_english-.html
Source: Education Week
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Title: New Second Language Studies (SLS) Listserv
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From http://linguistlist.org/issues/25/25-957.html
The Second Language Studies (SLS) program and Center for Language Education and Research (CLEAR) at Michigan State University are pleased to announce the launch of our new SLS List Serv. This listserv is a platform for you to post messages related to the field of second language acquisition (SLA). A weekly newsletter will be compiled and sent out to subscribers. To subscribe, please go to:
http://mailman.egr.msu.edu/mailman/listinfo/slsmsu-list
Source: LINGUIST List
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Title: Blog Post: Alphabet and Numbers in Context
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Teacher Amy Lenord writes:
“Some of the most heated curricular discussions can come out of choosing to or not to teach the TL alphabet. Teachers are very polarized on this question. I've seen some doozies of arguments about whether or not to write these two concepts into a district curriculum. …
“[Of traditional methods of teaching numbers and letters], very few of them are communicative or mimic how letters and numbers come up in real world situations. Maybe we should consider when and how to introduce that information, but because they are bits of knowledge used every day we should find ways to integrate them in every unit we teach. How can we fold them into every lesson?”
Read on for her ideas for integrating numbers and letters into different units: http://www.amylenord.net/1/post/2014/02/breaking-the-mold-alphabet-numbers-in-context1.html
Source: Amy Lenord's Blog
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Title: Summer Linguistics Institute for Youth Scholars
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From http://linguistics.osu.edu/sliys
The Summer Linguistics Institute for Youth Scholars (SLIYS) is a weeklong summer language program for high school and pre-college students organized by the Department of Linguistics at The Ohio State University.
SLIYS promotes language study (including English, Spanish, Chinese, and additional foreign languages) in all aspects by cultivating a deeper appreciation of language similarities and differences. The aim is to provide high school students with greater linguistic awareness and understanding, with the ability to think critically about language, and with a deeper appreciation for all aspects of language and language study.
SLIYS '14 – two sessions available
Session 1: July 6 – 11
Session 2: July 13 – 18
Applications are due May 31.
For full details go to http://linguistics.osu.edu/sliys
Source: Ohio State University
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Title: Ideas for Teaching Possessive Pronouns
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How can you reinforce how possessive pronouns work in your target language in a meaningful context? Take things from students and then claim that they belong to you! Read several teachers’ variations on this idea in this recent FLTEACH thread:
http://listserv.buffalo.edu/cgi-bin/wa?A2=ind1402&L=FLTEACH&P=R30087
Click on Next in Topic to see the different responses.
Source: FLTEACH
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Title: Using Centers and Stations to Teach World Language
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From http://blog.calicospanish.com/2014/02/25/using-centers-and-stations-to-teach-world-language.html
Last Thursday, the #langchat participants on Twitter discussed station activities and how they can be tools for fast, deep language acquisition. Not only did they talk about the purpose for station learning and how it meets learning objectives, but they shared great tips for preparing for station lessons, implementing them and specific lesson ideas that work for the world language classroom.
See a summary of the discussion here: http://blog.calicospanish.com/2014/02/25/using-centers-and-stations-to-teach-world-language.html
Source: Calico Spanish
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Content Type: 4
Title: Planning a Trip
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Making a plan for a trip, party, weekend, or week can be a powerful theme for engaging learners around an activity and language function they are interested in.
Outcome: Learners will be able to research locations and activities and work together to plan a trip
Resources: Planning a Trip Resource Sheet
Procedure:
- Begin by having learners complete a pre-task brainstorming of the best weekend activities. Based on their list, have them divide into groups to work together to plan a weekend trip.
- Have learners work together to complete the trip itinerary. (See the Planning a Trip Resource Sheet)
- Each group presents their trip itinerary and the class asks questions and votes on which trip they would like to take. It can be their own trip or one another group has planned.
Source: CASLS Activity of the Week
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