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Content Type: 1
Title: Higher Order Thinking for English Learners
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From blog.tesol.org
In this short article, Kristen Lindahl gives three suggestions for getting your English learners to use higher order thinking even if their English language proficiency is low: http://blog.tesol.org/to-hots-or-not-higher-order-thinking-for-ells/.
Source: TESOL
Inputdate: 2016-02-25 09:39:26
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Title: Using PlayPhrase as a Corpus for Studying Grammar
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In this blog post, Anthony Schmidt describes how he uses the PlayPhrase website, which finds short video clips containing a word or phrase the user types in, to help his grammar students explore particular structures in use.
Read how he does it here: http://www.anthonyteacher.com/blog/playphrase-me-and-listening-discrimination.
Source: AnthonyTeacher.com
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Content Type: 1
Title: Talk Read Talk Write - A Model for Authentic Input
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From www.amylenord.net
Teacher and blogger Amy Lenord describes the Talk Read Talk Write strategy as presented by Nancy Motley in her 2013 book. In this blog post, she summarizes the strategy and offers an example of its use in a Spanish class. Ms. Lenord writes, “I have rarely learned about a strategy that so clearly and successfully integrates so many skills, but that also so truly and so mindfully puts the learner in control of their learning and the teacher in the role of facilitator.”
Read the full blog post at http://www.amylenord.net/blog/talk-read-talk-write-a-model-for-authentic-input.
Source: Language Coaching by Any Lenord
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Content Type: 1
Title: Ideas for Using Word Clouds
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From cipeek.com/
In this blog post, Martina Bex shares ideas for using word clouds in a language class: http://cipeek.com/2016/02/16/comprehensible-clouds/.
Source: CI Peek
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Title: #Langchat Summary: Improve Reading Skills with Authentic Texts
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From http://calicospanish.com/keep-reading-real-improve-reading-skills-with-authentic-texts/
Recently participants in the #langchat Twitter discussion shared resources and strategies for using authentic resources for reading. Here are the questions that Langchatters discussed:
Question 1: What authentic reading sources do you use, and how do you decide when to use them?
Question 2: How do you scaffold authentic reading sources to make them accessible to your students?
Question 3: How can students use authentic reading sources to build their vocabulary?
Question 4: What strategies train students to be more proficient readers in their L2?
Question 5: What post-reading tasks hold students accountable for what they learned?
Read a summary of the online discussion at http://calicospanish.com/keep-reading-real-improve-reading-skills-with-authentic-texts/.
Learn more about #langchat and how you can participate at http://langchat.pbworks.com/w/page/39343677/FrontPage.
Source: Calico Spanish
Inputdate: 2016-02-25 09:42:34
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Title: Tricks and Triggers for Opportunistic Language Learning
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Are you always looking for ways to improve your own proficiency in a second language? In this recent blog post, Justin Slocum Bailey talks about two ways to keep a target language as part of your daily life: routines involving the target language, and triggers that remind you to engage with your target language in certain circumstances.
Read his blog post here: http://indwellinglanguage.com/2748-2/.
Source: Indwelling Language
Inputdate: 2016-02-25 09:43:55
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Title: Helping Students Move from Novice to Intermediate, and Assessing Proficiency
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From senorfernie.wordpress.com
Read about one teacher’s takeaways from the most recent SCOLT conference. Most notably, read how he plans to help his students advance from Novice to Intermediate proficiency levels, how he reconciles fostering student-student interactions with the TPRS focus on input, and what he has learned about using rubrics to assess proficiency and providing feedback in a positive way.
His blog post is available at https://senorfernie.wordpress.com/2016/02/23/assessing-proficiency-and-providing-feedback/.
Source: senorfernie
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Title: Collaborative Writing Activities
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From elt-resourceful.com
Rachael Roberts discusses some of the benefits of collaborative writing in a language classroom. Not only does collaboration focus attention on the writing process itself (as opposed to just the final product), but it does so through interaction in the target language. In her article, Ms. Roberts describes several collaborative writing activities that she uses in her classroom.
Read the article at https://elt-resourceful.com/2013/01/14/collaborative-writing-activities/.
Read a related blog post about the importance of collaborative writing and the use of an online tool called Write About here: http://cristinaskybox.blogspot.com/2016/02/authenticity-through-collaboration.html.
Source: elt-resourceful
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Title: Ideas for Travel Unit with Young Children
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A Ñandutí listserv user recently asked for suggested activities for a travel and transportation unit for Pre-K and Kindergarten students. Read her ideas and other teachers’ suggestions in this thread: http://caltalk.cal.org/read/messages?id=59980.
Source: Ñandutí
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Content Type: 5
Title: New Additions to Place and Experience Based Database
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The Center for Applied Second Language Studies (CASLS) has been developing a database for place and experienced based language learning projects called “pebll,” which will give language educators from various contexts easy access to high-quality projects across the world. Each project is geo-tagged and categorized by language, level, and content area, making it easy for people who visit the database to find what they are looking for. Over the past few months, CASLS has been adding new place and experience based projects to pebll, most of which are on a platform for creating and playing mobile games called ARIS, or Augmented Reality Interactive Storytelling. Some of the recent additions to pebll include a number of Japanese tours as well as various literature and film studies from Kazumi Hatasa, director of the Japanese School at Middlebury College. The most recent addition to “pebll” is ‘Analy Nyuwiich, an interactive story developed by Mojave educators and an elder as well as a team of game designers at the Center for Educational Resources in Culture, Language and Literacy (CERCLL). The game is intended to be played as a supplement to learning about Mojave culture and language, focusing on the importance of the mesquite tree due to its versatility and usefulness. The lead developers of this project are John Reinhardt, Susan Penfield, Chris Holden, Natalie Diaz, and Kathy Castillo.
If you would like to learn more about these exciting projects, search for them on pebll by going to http://pebll.uoregon.edu/. If you have a place and experience based project that you would like to include on the database, fill out the survey found by clicking on the link below: https://oregon.qualtrics.com/SE/?SID=SV_3BPBMwF2zMNLRWt.
Source: CASLS Spotlight
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