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Title: La Famille: An IPA for Novice Learners
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An Integrated Performance Assessment (IPA) is an extended multi-part series of activities that assess three different modes of communication: Interpretive, Interpersonal, and Presentational.
Here is a recent post on a French teacher’s blog in which she describes how she does an IPA about family with her novice learners and includes a link to the support document itself: http://madameshepard.com/?p=202
If you are new to IPA’s, you can learn more about them here: http://www.carla.umn.edu/assessment/vac/CreateUnit/p_2.html
http://oflaslo.weebly.com/integrated-performance-assessment-ipa-center.html#.VGUmiodDwuo
Source: Madame's Musings
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Title: Animals and Pets Activities on Zambombazo
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Here is a newly-organized collection of resources on the Zambombazo website:
Animals and pets activities for Spanish class featuring cultural resources, including songs, webcomics, lolcats, tweets, commercials and a free album. In addition to teaching about animals, pets and related vocabulary, the accompanying printable activities aim to explore cultural perspectives and practices related to pet preferences, caring for animals and children’s songs about animals.
Available at http://zachary-jones.com/zambombazo/animals-pets/
Source: Zambombazo
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Title: Nicaragua Study Abroad Workshop for K12 Spanish Teachers 2015
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From the OFLA listserv:
Miami University is offering a Study Abroad experience designed specifically for K12 licensed Spanish teachers. Participants will earn six CEUs from the university while staying in beautiful Granada, Nicaragua July 11-25, 2015. The program fee is $2500 and includes the six CEUs, a homestay with a local Nicaraguan family, advanced conversation classes with native speaking professionals, a service-learning opportunity in local schools, several excursions, and all in-country transportation. Additional costs include airfare and personal spending money.
If you have any questions, feel free to contact me directly. The application and supporting materials can be found at: MiamiOH.edu/study-abroad/k12studyabroad. Applications are accepted on a rolling basis with a final application deadline of April 1, 2015. Limited numbers of participants accepted.
Many thanks,
Jill Gomez, M.A.
Spanish Lecturer
Miami University Hamilton
513-785-3006
gomezjr@miamioh.edu
Gomez, J. [OFLA] Nicaragua Study Abroad Workshop for K12 Spanish Teachers 2015. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 12 Nov 2014).
Source: OFLA
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Title: Circumlocution Activity: Trueque a Ciegas
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Here is a description of a circumlocution activity that requires some higher-level thinking from your Spanish students: http://blogs.ihes.com/formacion-ele/?p=1115
Source: International House Barcelona
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Title: Virtual Spanish Classroom: Curated Resources for Spanish
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The Virtual Spanish Classroom is a website where resources for learning Spanish are collected and posted. Topics include listening (including a newly-launched series of original podcasts), reading, grammar, writing, culture, music, and vocabulary.
Virtual Spanish Classroom is available at https://virtualspanishclassroom.wordpress.com/
Source: Virtual Spanish Classroom
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Title: Article: Key Considerations for Mainstream Teachers of Newcomer ELLs
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Key considerations for mainstream teachers of newcomer ELLs
by Holly Hansen-Thomas
November 5, 2104
Content-area specialist teachers new to English language learners (ELLs) might experience something of a shock the first time a student who speaks not a word of English is placed in the class.
Read on for notions that teachers should keep in mind when teaching newcomers: http://exclusive.multibriefs.com/content/key-considerations-for-mainstream-teachers-of-newcomer-ells/education
Source: Multibriefs
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Title: Article: Unlocking Language for English-Learners
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From http://www.edweek.org/tm/articles/2014/11/04/ctq_minkel_esl.html
Unlocking Language for English-Learners
by Justin Minkel
November 4, 2014
Eighty-five percent of the students at my school speak English as a second language. Many of these children come to us in kindergarten without knowing the English words for “pencil” or “butter.” But by the time they leave us in 5th grade, they’re talking confidently about cytoplasm, the associative property of multiplication, and key features of informational texts.
What’s the secret to this dramatic growth? It comes down to a few simple factors:
Explicit language instruction in structures of English that are invisible to native speakers.
High expectations paired with individualized instruction.
A school where every teacher is trained in ESL techniques, in a district where everyone from the custodians to the superintendent respects the family, nation, and culture that each child comes from.
Read the full article at www.edweek.org/tm/articles/2014/11/04/ctq_minkel_esl.html
Source: Education Week
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Title: CaMLA Internship Program for English Language Teachers
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From http://www.cambridgemichigan.org/about-us/working-with-us/internships
The Cambridge Michigan Language Assessments (CaMLA) internship program provides professional training and research opportunities for English language teaching professionals and graduate students. Successful applicants will work closely with CaMLA teams on English language assessment tasks and projects that are appropriate to their interests and skills.
Internships will take place from May through August. The length of each internship will be dependent upon its content and goals, but internships are typically 8 to 12 weeks of work. CaMLA will provide a salary of up to $1500 per month, pro-rated for the length of the internship.
Applications are welcome from English language teaching professionals with an interest in second or foreign language assessment and graduate students who are studying linguistics, foreign language assessment, education, psychology, psychometrics, or related fields.
The deadline for applications is January 30, 2015.
For full details about this program go to http://www.cambridgemichigan.org/about-us/working-with-us/internships
Source: CaMLA
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Title: Teaching Dictionary Skills
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An FLTEACH listserv user recently asked the following:
“In researching a paper comparing online to paper dictionaries, I found that dictionary skills were far more important than anything else as far as a student's ability to look up a word and use it correctly, and researchers agreed that this is a skill that FL teachers should teach. … Have any of you taught dictionary skills? How did you do it?”
Several teachers offered suggestions; you can read them by going to https://listserv.buffalo.edu/cgi-bin/wa?A2=FLTEACH;8a98154c.1411 and then clicking on “Next” to the right of “By Topic.”
Source: FLTEACH
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Title: Ideas for Reducing Student Anxiety about Not Understanding
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From http://leesensei.edublogs.org
Teacher Colleen Lee-Hayes writes,
“I know we’ve all seen it – the student who won’t/can’t/doesn’t want to participate until they know they won’t say something incorrectly. Or maybe you’ve had the one who won’t work with others because they’re afraid they’ll use a word they don’t know. How do we teach for communication and not for understanding? How do we help students to not fear a word – and to carry on a conversation confidently and without fear?”
Read on to see what Ms. Lee-Hayes does in her classroom to make her students comfortable with “I don’t understand”: http://leesensei.edublogs.org/2014/11/10/saying-i-dont-understand-with-confidence/#.VGT4KYdDwup
Source: Language Sensei
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