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Title: Using CI to Make Comparisons
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Whether you use TPRS/CI as a method or not, this description of using comprehensible input and involving students to learn comparisons will be helpful: http://palmyraspanish1.blogspot.com/2015/09/using-ci-to-make-comparisons.html
Source: Teaching Spanish w/ Comprehensible Input
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Title: Low-Prep Activity: Pasapalabra
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From http://secundariaenchina.blog.com/
Here is a vocabulary-boosting activity idea that requires very little preparation: http://secundariaenchina.blog.com/2015/09/30/%C2%A8pasapalabra%C2%A8-en-la-clase-de-espanol/
Source: Profesores de ELE de Secundaria en China
Inputdate: 2015-10-11 21:18:32
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Title: Inspire Creativity with Two Slips of Paper
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From http://pequenoele.blogspot.com/
Here is a Spanish-language blog post with a simple activity that will inspire creativity among young Spanish learners and speakers - with two slips of paper: http://pequenoele.blogspot.com/2015/10/que-harias-en-clase-con-estas-tiras-de.html
Source: Pequeño ELE
Inputdate: 2015-10-11 21:25:04
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Content Type: 1
Title: Educational Theater of New York Presents The Giaconda Smile
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Educational Theater of New York specializes in presenting theater directed at English language learners. In late October they will be presenting “The Gioconda Smile” by Aldous Huxley. For more details and to view a performance schedule go to http://www.etnyarts.org/programs.html
Source: ETNY
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Title: 4 Pathways to a Culturally Responsive Classroom
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ESL teacher and teacher trainer Judie Haynes writes, “Culturally relevant or responsive teaching is a pedagogy grounded in the idea that educators teach to students’ unique cultural strengths. Geneva Gay is one of the early leaders in this field, and her book Culturally Responsive Teaching: Theory, Research, and Practice (2000) became popular as a way to teach ethnically diverse students. Early work in this field focused on African American and Native American students in the United States.” Read her short article for suggestions to have a culturally responsive classroom: http://blog.tesol.org/4-pathways-to-a-culturally-responsive-classroom-2/
Source: TESOL Blog
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Title: Article: Dual-Language Programs Are on the Rise, Even for Native English Speakers
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Dual-Language Programs Are on the Rise, Even for Native English Speakers
By ELIZABETH A. HARRIS
October 8, 2015
Dos Puentes, a three-year-old school in the Washington Heights neighborhood, is a dual-language program, which means that subjects, like reading and math, are taught in two languages with the goal of making students bilingual. Once seen as a novelty, dual-language programs are now coming into favor as a boon to both native and nonnative English speakers, and in areas around the country their numbers have been exploding.
…In some localities, like New York City, the primary goal of expanding dual-language programs is to increase access to them for English-language learners, officials at the city’s Education Department said.
Traditionally, these children were taught almost exclusively in English. But new research suggests that while these students can take more time to get on grade level in a dual-language program, by late elementary or middle school they tend to perform as well as or better academically than their peers and may be more likely to be reclassified as proficient in English.
…More and more, native English-speaking parents see biliteracy in their own children as important in a global economy. In Delaware and Utah, statewide initiatives to increase dual-language education were largely conceived as a way to increase bilingualism among English speakers.
Read the full article at http://www.nytimes.com/2015/10/09/nyregion/dual-language-programs-are-on-the-rise-even-for-native-english-speakers.html
Source: New York Times
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Title: New Standards for Short-Term TESOL Programs
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From http://languagemagazine.com/?p=124508
New Standards for Short-Term TESOL Programs
September 30th, 2015
In response to the proliferation of short-term TESOL certificate programs around the world, TESOL International Association has developed a set of standards for entry-level short-term certificate programs. The standards are intended to provide a framework for organizations to use in developing, implementing, and evaluating programs that prepare candidates to teach English as a second or foreign language. The new standards require 120-180 hours of study and are structured around three main areas: organization and program management standards, curriculum and instructor standards, and candidate standards.
“For many years, TESOL has fielded requests to evaluate short-term certificate programs,” said Executive Director Rosa Aronson. “The association is pleased now to offer standards that program administrators can use to measure their programs and a tool to assist in improving the quality of instruction provided to teaching candidates.” Many people starting in the field of teaching English as a second, foreign, or additional language pursue an entry-level credential through various short-term certificate programs. These independent short-term TESL/TEFL certificate programs vary widely in quality and rigor. However, because no single organization officially oversees them, TESOL International Association developed the standards to help certificate programs provide the professional training necessary to ensure that English language teachers can meet their students’ needs while still allowing for flexibility to create personalized learning experiences.
Source: Language Magazine
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Title: Pagat.com: Card and Tile Game Rules
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Pagat is an extensive website with the rules for card and tile games from all over the world. Find games from your target culture, or just get ideas for games that you can use as learning activities.
Pagat.com is available at http://www.pagat.com/
Read a review of this resource at https://readknowlearngo.wordpress.com/2015/09/14/card-game-rules/
Source: Pagat.com
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Title: Musicuentos Black Box Video: Overcoming Resistance to 90% TL Use
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From http://musicuentos.com/blackbox/
Language learner, teacher, and blogger Albert Fernandez has created the 7th Musicuentos Black Box video cast. This one reports on an article called “Overcoming Resistance to 90% Target Language Use: Rationale, Challenges, and Suggestions,” by Jean Leloup, Robert Ponterio, and Mark Warford. The videocast deals with reasons teachers may have not to use 90% target language in class, and how to overcome them.
Watch the video here: http://musicuentos.com/2015/10/mas-tl-blackbox/
Read Mr. Fernandez’s blog post relating to the video here: https://senorfernie.wordpress.com/2015/10/09/staying-in-the-tl/
Learn more about the Black Box video series and access past episodes at http://musicuentos.com/blackbox/
Source: Musicuentos
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Title: Learning Classroom Objects with Young Learners
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Recently Ñandutí listserv users have been sharing ideas for activities involving talking about classroom objects for elementary school students. Read the ideas in this archived thread: http://caltalk.cal.org/read/messages?id=59692#59692
Source: Ñandutí
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