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Title: French Playlists on Spotify
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From http://www.afportland.org/
Alliance Française de Portland shared a fun musical resource in a recent newsletter: If you have a Spotify account you can access their list of French music. As stated in their Infolettre: “Pascaline Lefèbvre in the Alliance office has created a musical library which contains a substantial selection of French song titles, on SPOTIFY's streaming music service. Additionally, she and two other staff members have created recommended playlists for members, students and bulletin readers to enjoy. The collections and playlists can be accessed via your personal SPOTIFY accounts (many of you already have accounts on that service). Future playlists might include ones for children, classics, and so on. Click here (http://files.ctctcdn.com/e5f16b58001/5099cbdd-2811-4764-baa4-4c3e28a315d0.pdf) for a tutorial on how to access the Alliance's profile, 'afpdx.' Enjoy! Email pascalinel@afportland.org with questions or suggestions.”
Alliance Française de Portland. Quoi de neuf: Where Is Juliette Now & Why Is She In The News? - and More. Alliance Française de Portland Newsletter (newsletter@afportland.org, 4 May 2015).
Source: Alliance Française de Portland
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Title: An Interview with Zaz
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From http://www.lepetitjournal.com
Raphaël Suspène writes up this interview with French singer Zaz about her new album “Paris.” Written in French for L1 speakers, this is an authentic reading resource you could use with your intermediate and advanced language students. It also includes a music video which you could explore as a listening activity.
Access this article http://www.lepetitjournal.com/londres/accueil/actualite/214953-zaz-j-aime-les-gens-et-j-ai-envie-de-leur-donner-tout-ce-que-je-peux-leur-apporter
Source: Le Petit Journal
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Title: 20 mejores películas de 2015 - 20 Best Films of 2015
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From http://www.ehowenespanol.com/20-mejores-peliculas-del-2015-galeria_596168/
Use this list of the 20 best films of 2015 from eHow Español to facilitate movie discussions in your Spanish classes. Students could discuss what makes a good movie, what movies they like best, what movies they dislike and why, what movies they are looking forward to watching and why, etc. You could also include the trailer to some of the movies listed and discuss in Spanish whether or not the trailer was successful: did it make you want to watch the film? Why or why not?
Access this list with photos http://www.ehowenespanol.com/20-mejores-peliculas-del-2015-galeria_596168/
Source: eHow Español
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Title: Cómo hemos cambiado
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This lesson uses visuals and a video to encourage students to discuss how things have changed in the last decades and how they could keep changing in the future.
Access the lesson at http://www.profedeele.es/2015/05/como-hemos-cambiado.html
Source: ProfeDeELE
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Content Type: 1
Title: MakeBeliefsComix.com Launches New ESOL Section for Educators
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MakeBeliefsComix.com has launched a new ESOL teacher resource section to help students who are learning English or improving their literacy skills. (See http://www.makebeliefscomix.com/ESOL/)
The new ESOL features from the free online comic strip generator include:
• Publication of a free e-book, ‘’Something to Write About: Writing Prompts for English Language Learners and Literacy Students.’’ (Download at http://www.makebeliefscomix.com/eBooks/)
• FILL-ins – short, quick fun writing prompts for students to complete. (See http://www.makebeliefscomix.com/ESOL/ESOL-Fill-Ins/)
• Printables that encourage writing and conversation. (See http://www.makebeliefscomix.com/ESOL/ESOL-Printables/)
• Comic Strip Starters – comic templates to quick-start students’ creating comic strips and which also serve as conversation starters. Print and distribute them among two-person teams. (See http://www.makebeliefscomix.com/ESOL/ESOL-Comix-Strip-Starters/)
• Class activities to help English language learners express themselves. These include making paper memory quilts in which students draw quilt panels and talk about their memories; creating autobiographical comic strips; teaching students how to interview one another to learn about one another’s lives. (See http://www.makebeliefscomix.com/ESOL/ESOL-Classroom-Activities/)
• Lesson plans written by ESOL professionals and demonstration videos for using comics in the classroom. (See http://www.makebeliefscomix.com/ESOL/ESOL-Videos-Lesson-Plans/)
Zimmerman, B. MakeBeliefsComix.com Launches New ESOL Section for Educators. NYSTESOL-L listserv (nystesol-l@yahoogroups.com, 26 May 2015).
Source: NYSTESOL-L
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Title: Article: Reading Challenges for EL’s in the Age of the Common Core
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From http://blog.tesol.org/reading-challenges-for-els-in-the-age-of-the-common-core/
Reading Challenges for ELs in the Age of the Common Core
by Judie Haynes
May 22, 2015
Learning to read in English presents many challenges for English learners (ELs) in the K–12 classroom, especially true in this age of high stakes standardized testing based on the Common Core State Standards (CCSS). ELs face many obstacles when reading in English. Most literature taught in K–12 is culture bound. Teachers expect all students to have prior knowledge of literary genres such as fairy tales, myths, legends, and tall tales. If the teacher has not built background information, ELs who have learned phonics may be able to read the words, but that doesn’t mean they will understand the text.
Read on to see some of the challenges that teachers report for their English learners: http://blog.tesol.org/reading-challenges-for-els-in-the-age-of-the-common-core/
Source: TESOL
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Title: Dual Language Learners: Terms Defined
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From http://www.edcentral.org/dllreader1/
Two weeks ago EdCentral started a 10-week series about Dual Language Learners in the United States. The first post lists and defines common terms used to describe dual language learners; read it here: http://www.edcentral.org/dllreader1/
Read the second post in the series, “Who are Dual Language Learners?” at http://www.edcentral.org/dllreader2/
Source: EdCentral
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Title: 3 Steps to Create an Interpretive Final Assessment
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Creative Language Class
From http://www.creativelanguageclass.com
Last week’s InterCom noted a post on the Creative Language Class blog about interpersonal assessments. Here is another post from the same blog, this time about creating an interpretive final assessment: http://caslsintercom.uoregon.edu/content/19518
Source: Creative Language Class
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Title: Last Day of School Activities
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An FLTEACH listserv user recently asked her peers what they do on the last day of school. Read her original query at https://listserv.buffalo.edu/cgi-bin/wa?A2=ind1505&L=FLTEACH&P=R16264&I=-3&d=No+Match%3BMatch%3BMatches. Click on “Next” by “By Topic” to see other teachers’ responses.
Source: FLTEACH
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Title: Reflection: Four Lessons from the Heritage Language Symposium
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Sarah Standish recently attended a symposium on heritage language learners featuring a 3-hour workshop with Dr. Maria Carreira of California State University, Long Beach. Her takeaways:
1. There are two definitions of heritage language learners.
2. Language learning is an emotional experience for heritage learners, so teachers must address socio-affective issues in addition to cognitive issues.
3. Most heritage learners enter with a basic conversational speaking proficiency and little or no literacy in their home language.
4. When dealing with a mixed class of heritage and non-heritage learners, differentiate some things—but not everything.
Read her full article as well as a follow-up article at http://oneworldnow.org/whats-going-on/news/article/four-lessons-from-the-heritage-language-symposium-part-i
Source: OneWorld Now!
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