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Title: Incorporating a Spanish Phrase of the Week in your Curriculum
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Catharyn Crane shares how she uses a phrase of the week in her Spanish classes in this blog post: http://www.solazucar.com/2016/07/incorporating-spanish-phrase-of-week-in.html
Source: Sol Azúcar
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Title: Using Minecraft in Spanish Class
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Glen Irvin describes how he uses Minecraft in his Spanish classes in this article: http://www.prometour.com/wp-portal/how-to-transform-your-spanish-class-with-minecraft/
Source: Prométour
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Title: Learning with Purpose: Specialized Spanish Programs
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From http://languagemagazine.com/?p=125778
Learning with Purpose
by Kristal Bivona
July 19, 2016
For years, English language instructors have had access to a wide variety of materials to help teach English for specific purposes; now, Spanish teachers have a burgeoning subfield of teaching Spanish for specific purposes. In the U.S., students can take advantage of courses in Spanish for business, Spanish for academic research, and Spanish for the health care industry. A course in Spanish for specific purposes will address grammar, but it may not be taught in a communicative approach and may not even instruct all four skills: reading, writing, listening, and speaking.
Read the full article at http://languagemagazine.com/?p=125778
Source: Language Magazine
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Title: Mindmaze for Spanish Learners
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Spanish teacher José Ramón describes how the commercial card game Mindmaze is played and how it can be used in a Spanish class in this blog post: http://jramonele.blogspot.com/2016/07/mi-coleccion-de-juegos-para-la-clase-3.html
Source: jramonele.com
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Title: Free Lesson: How a Book Changed My Life
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From https://elt-resourceful.com
Teacher Rachael Roberts shares a free downloadable lesson based on a StoryCorps video about Storm Reyes, who “grew up poor in a migrant camp in Washington State” in this blog post: https://elt-resourceful.com/2016/07/19/how-a-book-changed-my-life/
Source: elt-resourceful
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Title: Book Clubs as Assessment for Silent Sustained Reading
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Catlin Tucker wondered what to do as an “assessment” for the 15 minutes that her students spend each period reading material of their choice. She hit on the idea of a book club, where students chat about books they have read in different creative ways. Read how she does it and access a Google Doc with a detailed explanation of the assignment here: http://catlintucker.com/2015/04/fun-assessment-for-silent-sustained-reading/
Source: Catlin Tucker
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Title: Know Your ELLs’ Rights: A Quick Federal Law Review
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Nathan Hall summarizes some important legislation, rulings, and organizations that impact English language learners in the United States: Title VI of the Civil Rights Act of 1964, Lau v. Nichols, Plyler v. Doe, and the Office of Civil Rights. Read his summary here: http://blog.tesol.org/know-your-ells-rights-a-quick-federal-law-review/
Source: TESOL Blog
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Title: Party Games
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Here are 14 party games, many of which can be adapted to a language classroom to practice interpersonal communication in a meaningful, goal-oriented way: https://www.buzzfeed.com/h2/fbaf/bic/never-have-i-ever
Source: BuzzFeed
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Title: Playing and Adapting the Game “Mafia” for Language Learning
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Martina Bex describes a recent experience she had playing the game “Mafia” in Mandarin (of which she is a beginner learner), facilitated by Ben Wang. In her blog post, she links to a description of the traditional game and then lists Mr. Wang’s adaptations that made the game comprehensible to her, along with other possible adaptations (such as a non-violent version). Read her post here: https://martinabex.com/2016/07/22/learn-mandarin-with-mafia-even-if-you-dont-speak-any-mandarin/
Source: The Comprehensible Classroom
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Title: Transitioning to Proficiency-Based Teaching and Learning
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From https://marishawkins
In a wonderful three-part series, teacher Maris Hawkins describes how to begin teaching to proficiency across the three modes: interpretive, interpersonal, and presentational. The target audience is teachers who are textbook-dependent, especially those whose departments and curricula focus on grammatical structures and vocabulary, and those who feel they don’t have time to re-invent the way they teach. Each article includes abundant links to more resources and examples.
Part 1 deals with the interpretive modes: https://marishawkins.wordpress.com/2016/07/18/how-to-start-teaching-proficiency/
Part 2 deals with the interpersonal mode: https://marishawkins.wordpress.com/2016/07/19/how-to-start-teaching-proficiency-interpersonal/
Part 3 deals with the presentational modes: https://marishawkins.wordpress.com/2016/07/20/how-to-start-teaching-proficiency-presentational/
Source: Maris Hawkins
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