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Title: Leap Day? Leap Year? How to Talk about Them in French
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2016 is a Leap Year, and February 29, Leap Day, is coming up this month. How do you talk about it in French? With the term bissextile. Learn more about how to talk about our quirky calendar adjustment in French in this Wikipedia article: https://fr.wikipedia.org/wiki/Ann%C3%A9e_bissextile
Source: Wikipedia
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Title: Spanish Jokes for Kids
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From http://www.spanishplayground.net/
Read this recent blog post about why jokes can be good learning tools for kids, what types are child-friendly, and what to do with jokes. The post also includes a small collection of child-friendly jokes.
Read the post at http://www.spanishplayground.net/first-spanish-jokes-for-kids/
Source: Spanish Playground
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Title: Activity Idea: Create Our Own Superhero
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From http://jramonele.blogspot.com/
Here, written in Spanish, is a collection of ideas based around students creating their own superhero: http://jramonele.blogspot.com/2016/01/creando-nuestro-propio-superheroe.html
Source: jramonele.com
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Title: Teaching Language to Pre-K–12 ELs Through Picture Books
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Judie Haynes writes, “The use of picture books to teach ELs has been in decline since the advent of the Common Core and high stakes testing. The purpose of this blog is to support the use of both picture books with words and those that are wordless when teaching language to ELs in grades Pre-K–12.” Read on to find lots of great resources for finding and using picture books for students of all ages: http://blog.tesol.org/teaching-language-to-pre-k-12-els-through-picture-books/
Source: TESOL
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Title: Differentiate Your TESOL Syllabus
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Kristen Lindahl writes, “While ELLs tend to be seen as one school ‘subgroup,’ they may actually be the most diverse! Some of the ways in which ELLs will vary are by: L1 and L1 literacy level, exposure to English, time in the new country (if they are also immigrants), socioeconomic status, aptitude, learning style, motivation, background experience, and parents’ L1 and L1 literacy level, just to name a few.”
Read on for suggestions to differentiate the content, process, and products of instruction: http://blog.tesol.org/differentiate-your-tesol-syllabus/
Source: TESOL
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Title: WordsEye: Paint a Picture with Words
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From https://www.wordseye.com/
WordsEye is a new online tool in which registered users type a sentence in English, and what they have described appears in images. Still in its beta stage, the program has limits on the sorts of structures it can handle - it specializes in representing positions, sizes, colors, textures, and orientation. English learners may enjoy exploring the program and refining their descriptions to be more detailed as they progress.
To register for the beta version and give it a try, go to https://www.wordseye.com/
Source: WordsEye
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Title: Blog Post: Are We Designing Extrovert-focused World Language Classrooms?
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In this blog post, French teacher and introvert Amy Conrad asks, “[Are current ‘best practices’] making us design extrovert-focused classrooms for both teachers and students? Frequent group interactions, group activities, milling around, talking talking talking. I know as a facilitator of this process, some days I am simply exhausted, and I’ve had conversations with good, motivated students who just want a chance to do something quietly on their own once in awhile.”
Read on for suggestions to make your class friendly to all of your students, including the extroverts: https://amyconrad.com/2016/01/25/are-we-designing-extrovert-focused-world-language-classrooms/
Source: Amy Conrad
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Title: Four Interpersonal Activities for Novice Learners
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Here are descriptions of four great interpersonal activities for novice learners. Each task can be adapted to many different topics and situations; suggested topics are provided in the blog post.
Read the blog post at http://madameshepard.com/?p=1100
Source: Madame's Musings
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Title: Summer Linguistics Institute for Youth Scholars
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From http://linguistics.osu.edu/SLIYS
The Summer Linguistics Institute for Youth Scholars is a weeklong summer language program for high school and pre-college students organized by the Department of Linguistics at The Ohio State University.
SLIYS promotes foreign language study (including Spanish, Korean, French, Turkish, Chinese, and additional foreign languages) in all aspects by cultivating a deeper appreciation of language similarities and differences. The aim is to provide high school students with greater linguistic awareness and understanding, with the ability to think critically about language, and with a deeper appreciation for all aspects of language and language study.
There will be two sessions of SLIYS I and one session of SLIYS II. Those who have taken SLIYS I can choose to continue learning more about language and linguistics in SLIYS II. Students attending SLIYS from previous years may enroll directly into SLIYS II; Students attending SLIYS I 2016 can opt to continue on to SLIYS II 2016.
SLIYS I - Session 1: July 10 – 15
SLIYS I - Session 2: July 17 – 22
SLIYS II - July 24 – 29
Application deadline: May 31, 2016
For full details go to http://linguistics.osu.edu/SLIYS
Source: The Ohio State University
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Title: Using Authentic Resources - Steps 1 and 2
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From http://www.creativelanguageclass.com/
Kara Parker of the Creative Language Class blog writes, “At first I constantly had the problem that I couldn’t find an authentic resource that fit my unit topic. Family, clothing, places in the city, imperfect vs. preterite, subjective. Look familiar?? Then I realized THAT was the problem, not the AuthRes search. These unit topics were limiting in so many ways… They were mostly vocabulary lists or grammar topics. No communication focus. Nor culture! When I found a good AuthRes, I quickly learned that it could lead the entire design of the unit.”
Read on for a timely example of building a unit around an authentic resource rather than finding authentic resources to fit an already-planned unit - Valentines Day!
The full blog post is available at http://www.creativelanguageclass.com/planning/let-authres-take-the-lead-step-1/
Now read on for Step 2, getting the most out of an authentic resource, in the next post: http://www.creativelanguageclass.com/planning/let-authres-take-the-lead-step-2/
Source: Creative Language Class
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