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Title: Article: Immigrant Children and Public Education – Proven Tips, Tools, Techniques
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From http://gazette.teachers.net/gazette/wordpress/susan-fitzell/24279/
Immigrant Children and Public Education – Proven Tips, Tools, Techniques
By Susan Fitzell
November 2014
Here are some strategies that will be helpful in supporting the ELL (English Language Learners) students in your classroom, starting first with some broad guidelines for working with ELL students and then offering some targeted instructional strategies to improve reading, writing, and comprehension skills.
Read the full article at http://gazette.teachers.net/gazette/wordpress/susan-fitzell/24279/
Source: Teachers.net
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Title: New Video Series: Engaging English Language Learners in Academic Conversations
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From https://www.teachingchannel.org/blog/series/ells-and-academic-conversations/
This new series, created by Teaching Channel in partnership with Oakland Unified School District, delves into three classrooms where English Language Learners (ELLs) are engaged in academic conversations. From talk moves to participation protocols, these teachers share clear structures that encourage students to talk and learn from each other.
Learn more about and watch the video series at https://www.teachingchannel.org/blog/2014/10/24/engaging-english-language-learners-in-conversations-ousd/#more-162694
Read a review of this resource at http://blog.colorincolorado.org/2014/10/30/new-video-series-engaging-ells-in-academic-conversations/
Source: Teaching Channel
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Title: Blog Post: QR Codes in the Foreign Language Classroom
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Teacher Mara Gust shares several different ways that she uses QR codes (which can be easily scanned with mobile devices) in her language classroom: http://www.sophia.org/school-of-thought/guest-blog-qr-codes-in-the-foreign-language-classr
Ms. Gust has her own blog at http://www.geekie-teacher.com/
Source: Sophia
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Title: Activity Idea: Writing Magical Chairs
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From http://marishawkins.wordpress.com
Teacher and blogger Maris Hawkins shares this activity idea for writing:
“I can’t believe that I haven’t mentioned one of my favorite writing activities! A few times a year, I like to do writing musical chairs. Students must start writing. Sometimes I give them a topic (today it was what they dream about when they are sleeping), and other times, they can choose their topic. I start playing music. When I stop, they have to stop writing and move to another chair. They read that story and continue it. I continue this for about 10 minutes. It takes them awhile to read and start writing. I also like to give a few longer pauses and shorter pauses. Students really enjoy this, and they love returning to their paper to see what everyone has written!”
Read her post and other posts on her blog at http://marishawkins.wordpress.com/2014/11/04/writing-magical-chairs/
Source: Maris Hawkins
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Title: Language Learners Can Add Languages to Google Drive
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From http://www.freetech4teachers.com
Richard Byrne shares how language students can benefit from changing their Google Drive settings by adding languages they are studying: http://www.freetech4teachers.com/2014/11/new-drive-empowers-language-learners.html#.VFk4KIdDwuo
Source: Free Technology for Teachers
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Title: Using a “Fortune Teller” Paper Toy in Language Class
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“Fortune teller,” “cootie catcher,” or “chatterbox”? Many of us remember folding these paper toys in grade school or middle school. Here is a blog post on SpanishPlans.org discussing names for this toy in English and Spanish (if you’re still not sure what it is, there are photos on the blog post) and sharing ideas for how to use it in a language class.
Read the blog post at http://spanishplans.org/2014/11/04/making-a-fortune-teller/
Source: SpanishPlans.org
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Title: Word Clouds for Authentic Personalized Vocabulary
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From http://sraspanglish.blogspot.com/2014/11/word-clouds-for-authentic-personalized.html
From the Sra. Spanish blog:
“Word clouds are a great way for students to analyze authentic texts and determine the vocabulary they need to talk about something that interests them. They can also help reinforce basic vocabulary like articles and prepositions, but if used correctly, it can arm even novices to read about, write about, and discuss their passions in the target language!”
Read on for ideas on using word clouds: http://sraspanglish.blogspot.com/2014/11/word-clouds-for-authentic-personalized.html
Source: Sra. Spanglish
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Title: New FLTEACH Announcements Bulletin Board
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Many of you are familiar with the FLTEACH listserv. It is a high-volume email listserv for language teacher; you can subscribe at https://listserv.buffalo.edu/cgi-bin/wa?SUBED1=flteach&A=1 and browse the extensive archives at https://listserv.buffalo.edu/archives/flteach.html.
There is also a new FLTEACH Announcements Bulletin Board available at http://flteach.freeforums.net/board/1/flteach-announcements. According to FLTEACH, “This is a place where FLTEACHers can post messages promoting their programs, services or products. Messages offering such paid opportunities are not allowed on FLTEACH (we don't want such things filling our mailboxes) but these may be of interest to teachers. … It is not necessary to be a member of the board to post, guest posting is fine. We do ask that you give your name and include contact information in your announcement.”
[FLTEACH] New FLTEACH Announcements Bulletin Board. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 3 Nov 2014).
Source: FLTEACH
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Title: Center for Educational Resources in Culture, Language and Literacy Enters New Round of Projects at Title VI Language Resource Center
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The Center for Educational Resources in Culture, Language and Literacy (CERCLL) has recently been awarded a third Title VI Language Resource Center grant to develop resources for the teaching and learning of foreign languages at K-16 levels across the U.S.
Ten projects will be funded by the grant during the 2014-2018 cycle. Among them are projects focusing on innovative pedagogies and materials, including the creation of teacher manuals for developing second language literacy through digital gaming and a web-based materials archive of authentic interactions between Chinese language learners and their peers during study abroad. CERCLL will continue to offer a number of outreach activities for K-16 educators to enable them to better integrate a range of linguistic and culture perspectives into their classrooms. The Center’s highly successful, biennial Intercultural Competence Conference, which draws scholars and teachers from all over the world, will continue with fifth and sixth iterations in 2016 and 2018. Beginning this fall, CERCLL hosted the first hybrid symposium on Digital Literacies in the L2 Classroom; based on the high levels of interest generated by this event, two further symposia are planned for the new grant cycle.
For short descriptions of all ten projects go to http://cercll.arizona.edu/projects/new.grant.cycle
Source: CERCLL
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Title: Building the Lexicon: Ten Design Features for Lexical Development
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by Julie Sykes, CASLS Director
Words form a critical component of communication and, as a result, play a key role in learning any language. Missing vocabulary and/or vocabulary errors are often seen as one of the most disruptive and salient gaps in communication (Gass and Selinker, 2001). In this week's InterCom, we highlight 10 design features for creating materials to build the lexicon. Originally published as a guide for online materials creation, Lafford, Lafford, and Sykes' (2007) design features apply equally across instructional domains. They are redistributed here as a guide for creating classroom activities.
DF #1: New lexical items should be introduced in authentic cultural, sociolinguistic, and pragmatic contexts.
DF #2: Learners use background knowledge to understand and access new lexical items.
DF #3: Learners are provided with multimodal input (dual coding of audio/video and written text/pictures) containing new lexical items to be acquired.
DF #4: New lexical items are made salient in the input.
DF #5: Learners are encouraged to use a variety of resources to help with the understanding of new words in context (e.g., dictionaries [L1 vs. L2], glosses, and pictures).
DF #6: Learners engage in deep processing of new lexical items:
a. New lexical items are introduced and repeated in several different contexts for learners' deeper processing of lexemes and collocations.
b. Learners engage in complex lexical access activities that require applying mental effort and making inferences, rather than just providing simple, discrete-point L1-L2 lexical associations.
DF #7: Learners focus on relations among L2 lexical items (synonyms, antonyms, hyponyms, items in same semantic field, etc.) for expanding depth of knowledge and understanding of L2 collocational possibilities in lexical access and lexical retrieval modes.
DF #8: Learners produce new L2 lexical items (in isolation and in context) in oral and written modes numerous times in various contexts for deeper processing.
DF #9: Learners receive feedback on hypotheses about new L2 lexical items to assist with noticing of learner lexical errors (the interlanguage-L2 gap) and error correction.
a. Learners need multiple chances to correct errors and to negotiate meaning.
b. Feedback is graduated, contingent, naturalistic, and varied.
DF #10: Learner engages in task-based activities to practice (access and retrieve), reinforce and integrate new lexical items into his/her interlanguage system.
-Adapted from Lafford, Lafford, and Sykes (2007)
References
Gass, S., & Selinker, L. (2001). Second language acquisition: An introductory course (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Lafford, B., Lafford, P., & Sykes, J. (2007). Entre dicho y hecho...: An Assessment of the Application of Research from Second Language Acquisition and Related Fields to the Creation of Spanish CALL materials for Lexical Acquisition. CALICO Journal, 24(3), 497-529.
Source: CASLS Topic of the Week
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