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Title: Lesson: Rugby World Cup
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From http://www.teachingenglish.org.uk/
The Rugby World Cup begins on September 18th. Here is a lesson that you can use with your English-learning rugby fans: http://www.teachingenglish.org.uk/article/rugby-world-cup
Source: British Council
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Title: Teach Your English Students to Write from Multiple Perspectives
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From http://www.eslwriting.org
This lesson uses different-colored hats to guide students through the process of thinking about something from six different perspectives: http://www.eslwriting.org/14579/teach-writing-speaking-six-thinking-hats-see-multiple-perspectives/
Source: eslwriting.org
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Title: ELTons Awards for English Language Teaching Products and Services
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From http://www.teachingenglish.org.uk/article/british-council-worldwide-call-entries-eltons-2016
The British Council is calling English language teaching professionals around the world to enter the ELTons Awards for 2016. The awards recognize innovation and excellence in English language teaching products and services.
ELT professionals can apply in five categories: Excellence in course innovation, Innovation in learner resources, Innovation in teacher resources, Digital innovation, and Local innovation, as well as The Macmillan Education Award for New Talent in Writing.
Any ELT professional can apply for consideration for one of the categories including authors, teachers, trainers and publishers. Application packs can be downloaded from the EnglishAgenda website and the deadline for submissions is 6 November 2015.
For full details go to http://www.teachingenglish.org.uk/article/british-council-worldwide-call-entries-eltons-2016
Source: British Council
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Title: Circle Time Adaptations for Young English Learners
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If you are working with young English learners, chances are you are using a portion of your class for what is known in the United States as “circle time”—a time when learners typically sit on the floor instead of their desks so they are in close proximity with the teacher, and the teacher then conducts a read-aloud of a class book and/or reviews student names, the weather, class jobs, and so on.
…For ELLs, though, circle time may present listening or conversation fatigue, when ELLs are trying hard to listen and process the language but soon fall behind as their teacher and peers continue reading out loud and answering text-related questions. If ELLs are not able to keep up with the story, their attention may drift and they may disengage, either acting bored or sleepy, or fidgeting and distracting others.
Read about some adaptations you can use during circle time for your English language learners: http://blog.tesol.org/elt-in-early-childhood-circle-time/
Source: TESOL
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Title: Classroom Idea: Giant Board of Questions
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From http://senorabaxterspanish.blogspot.com
Are your students always looking around your classroom, trying to understand everything in the target language that’s on your walls? Here is a blog post describing the use of questions posted around the room, with several different ideas for applications: http://senorabaxterspanish.blogspot.com/2015/08/giant-board-of-questions.html
Source: Señora Baxter’s Spanish Class
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Title: Language Game: What’s the Word?
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From http://www.creativelanguageclass.com/
“What’s the Word?” is a game on the “Pardon the Interruption” sports show in which different people complete a sentence with a missing word and then defend their choice. Find out how you can adapt this activity to a language classroom, especially in response to a listening exercise, in this blog post: http://www.creativelanguageclass.com/activities/modes-skills/writing/whats-the-word/
Source: Creative Language Class
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Title: Ideas for Giving Directions and Talking about Community
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An FLTEACH listserv subscriber recently shared an idea for having students give directions to different places in a community, and asked for more ideas. You can view her original post here: https://listserv.buffalo.edu/cgi-bin/wa?A2=ind1509&L=FLTEACH&P=R6583&I=-3&d=No+Match%3BMatch%3BMatches. Then, click on “Next” by “By Topic” to see some of the ideas her fellow FLTEACH users shared.
Source: FLTEACH
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Title: Two New Activities from the OFLA Technology Committee
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The Ohio Foreign Language Association Technology Committee plans to release a new tech-based communicative activity every week, to be archived in their Livebinder here: http://www.livebinders.com/play/play/1504217
This week the committee has actually released two activities, both focused on traditions and celebrations, on at the novice-mid level and one at the intermediate-mid level. Both support this Integrated Performance Assessment: http://www.livebinders.com/media/get/MTAxODAwNzg=
Access the two activities here: http://www.livebinders.com/play/play?id=1769971
Source: OFLA Technology Committee
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Title: International Collection of Tongue Twisters
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The 1st International Collection of Tongue Twisters website boasts 3660 tongue twisters in 118 languages. Challenge your students’ pronunciation with a tongue twister.
Available at http://www.uebersetzung.at/twister/index.htm
Source: Übersetzungsbüro
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Title: Advanced Language Learning: Methods and Justifications Informed by the International Baccalaureate Approach
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Emily Minelli teaches French Ab Initio, SL, and HL in the International Baccalaureate Diploma Programme at Hillsboro High School in Nashville, Tennessee. She also teaches French I and 3 in the International Baccalaureate Middle Years Program.
All too often, secondary world language teachers hear the following statement: “I studied French [Spanish, German, Italian…] in high school, but I don’t remember a word of it.” After a smile and a nod, I make an internal promise that my students will be different. But why, and more importantly how, are students required to study a world language and with what justification should we encourage them to continue into the upper levels?
One common reason that school counselors cite for students ending their language studies after completing the minimum state requirement is that students feel that it is too hard with little or no reward. In Tennessee, for example, a student is only required to take two years of world language acquisition courses in high school, which for many students means that they will study Spanish or French I and II, despite the fact that many area schools offer language courses through the 5th year in both AP and IB. Currently in my fifth year at an International Baccalaureate World School in Nashville, TN, I have seen students give up on advanced language courses because (gasp!) the teachers speak the target language in those courses!
It is due largely in part of our status as an IB school that upper-level French (and to some extent, Spanish) continue to be offered. Language acquisition courses are rarely considered to be part of the core subjects with the justification that students must be given the opportunity to focus on English, mathematics, and science. The International Baccalaureate Organization, however, places great importance on language acquisition, and its study is required in all of the International Baccalaureate’s four K-12 programmes. That is with good reason, says the American Council on the Teaching of Foreign Language; while the belief that studying a second language takes away from time for what have long since been considered “important” courses, it has in reality been shown that students who participate in the study of a world language outperform on standardized exams and show advanced cognitive development from an early age (The American Council on the Teaching of Foreign Languages, 2007).
How, then, do we convince young students to study language and stick with it even after they have fulfilled their high school language requirements, particularly when the belief exists that the upper levels are too hard, are for native speakers, are for students who are naturally smart, or are for those who plan on studying language in college? We must convey the idea that rigor is in fact a positive aspect of study and that success in language courses is achievable. The International Baccalaureate Programme has found great success in this by encouraging the use of rubrics, authentic sources, and language acquisition, captivating student interest in a way that a text book cannot. Moreover, we must also take note of the International Baccalaureate’s differentiated approach to world language acquisition. Instead of offering one high-level course that is only suited to advanced secondary learners, the International Baccalaureate has developed challenging and relevant courses for high school students who are at novice, intermediate, and advanced levels of proficiency. This differentiated approach requires an incredible amount of work on the part of a teacher to teach up to three advanced language courses simultaneously, but it is worth it. The benefits and growth for students are far-reaching within the courses themselves, and language learning options for juniors and seniors in high school are protected.
Reference
The American Council on the Teaching of Foreign Languages. (2007). Cognitive Benefits of Learning Language. Retrieved September 9, 2015, from Duke Gifted Letter: Volume 8, Issue 1: http://www.actfl.org/advocacy/discover-languages/for-parents/cognitive
Source: CASLS Topic of the Week
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