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Title: Spanish Choosing Rhymes
Body:
Here’s a nice collection of Spanish choosing rhymes, along the lines of English eeny, meeny, miney, mo: http://www.spanishplayground.net/spanish-choosing-rhymes-learning-language/
Source: Spanish Playground
Inputdate: 2016-11-25 19:32:19
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Title: Unit on Environment for MYP IB Spanish
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For those teaching Spanish in an International Baccalaureate Middle Years Program, here is a unit plan on environment. Spanish teachers in other contexts may also find this inquiry-based unit helpful.
Access the unit and some accompanying resources at http://www.antonioluna.org/2016/11/eco-educacion-myp-unit.html
Source: Antonio Luna
Inputdate: 2016-11-25 19:33:42
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Content Type: 1
Title: Bullying and ELLs: What Teachers Can Do
Body:
Kristen Lindahl writes, “As both children and speakers of other languages, school-age English learners are particularly vulnerable to bullying. This blog helps teachers and teacher educators recognize signs and causes of bullying and presents some steps they can take to prevent it.”
Read the full blog post at http://blog.tesol.org/bullying-and-ells-what-teachers-can-do/
Source: TESOL Blog
Inputdate: 2016-11-25 19:34:58
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Content Type: 1
Title: ACT Offers First Accommodations for English-Language Learners
Body:
ACT Offers First Accommodations for English-Language Learners
by Catherine Gewertz
November 14, 2016
ACT Inc., announced Monday that it will provide, for the first time, accommodations for English-learners who take its college-entrance exam.
The options will become available in the fall of 2017. Students will have to apply for them through their school counselor's office. The accommodations announced Monday include:
• More time on the test: up to time-and-a-half
• Use of an approved word-to-word bilingual glossary (one that has no word definitions)
• Testing in a non-distracting environment (i.e., in a separate room)
• Test instructions provided in the student's native language (including Spanish and a limited number of other languages initially)
Read the full article at http://blogs.edweek.org/edweek/high_school_and_beyond/2016/11/act_offers_first_accommodations_for_english-learners.html
Source: Education Week
Inputdate: 2016-11-25 19:36:35
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Content Type: 1
Title: New Books on Immigration
Body:
Here are some recent children’s books about immigration selected and summarized by the School Library Journal: http://www.slj.com/2016/11/collection-development/read-watch-alikes/a-kaleidoscope-of-cultures-new-books-on-immigration/
Source: School Library Journal
Inputdate: 2016-11-25 19:38:10
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Content Type: 1
Title: After the Election: Ideas for Teachers of ELLs
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From http://www.colorincolorado.org/after-election-ideas-and-guidance-teachers-ells
As they have been throughout the entire presidential campaign, teachers are on the front lines when it comes to answering students’ questions about the election and its results, giving them an opportunity to discuss what they see in the news, helping them think about how big decisions may affect their lives, and managing interactions among students representing different points of view and backgrounds.
Colorín Colorado has collected some helpful lesson plans as well as discussion guides for talking about the results of the 2016 election, available on this web page: http://www.colorincolorado.org/after-election-ideas-and-guidance-teachers-ells
Source: Colorín Colorado
Inputdate: 2016-11-25 19:39:45
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Title: Supporting Interpersonal Interaction in Class
Body:
From http://leesensei.edublogs.org
Colleen Lee writes, “What allows you to walk out of the room, run to the copier and come back and still have them talking? What allows you to send them out to record a conversation and know that they won’t script? What is it that makes them confident to use and sustain a conversation in the Target Language? … I have been trying, as you all have over the years, to imbue in my students the ‘confidence’ to risk, to try, to talk. Here’s a few of my ideas on what helps them out. what I find helps them want to not only talk, but to sustain their talking in the Target Language.”
Read on for what Ms. Lee has done to support her students’ staying in their target language: http://leesensei.edublogs.org/2016/11/20/supporting-interpersonal-interaction-in-class-what-helps-them-stay-in-the-tl/#.WDeCNpLHu3E
Source: Language Sensei
Inputdate: 2016-11-25 19:40:51
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Content Type: 1
Title: 10 Activities - Using Pictures in Class
Body:
Here is a collection of 10 very adaptable activities that you can use in language classrooms, using pictures: http://elt-connect.com/using-pictures-in-class/
Source: elt-connect
Inputdate: 2016-11-25 19:41:41
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Title: Blog Post: Five Mixed Messages That Have Severely Damaged Modern Language Education
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Gianfranco Conti writes, “Over the decades, since the 70’s pedagogic revolution which saw the total rejection of Grammar-Translation methodology and Audiolingualism, teachers have been the recipients of scores of mixed messages about how languages are acquired and should be taught which have greatly damaged the teaching profession and Modern Language provision at large. I referred to them in the title as ‘mixed messages’ because they have often been the result of the overgeneralization , misinterpretation, vulgarization or distortion of research findings, hypotheses or even theories of some validity, which have given rise to ‘myths’ about language teaching and learning that have been haunting the teaching profession for decades and still shape in many cases the way many of us teach.”
Read on for Dr. Conti’s perspective on best practices in language teaching: https://gianfrancoconti.wordpress.com/2016/11/10/five-mixed-messages-that-have-severely-damaged-modern-language-education/
Source: The Language Gym
Inputdate: 2016-11-25 19:42:23
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Title: Article: Fostering Intercultural Discourse via Social Media
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From http://fltmag.com/parlez-vous-emoji-fostering-intercultural-discourse-via-social-media/
Parlez-vous #emoji? Fostering Intercultural Discourse via Social Media
by Trent Hoy
November 23, 2016
As language teachers, we dream of inspiring our students to practice autonomously and make human connections outside of the classroom. Using the internet to find engaging authentic resources and to connect to native speakers is nothing new. For quite some time, pioneering instructors have curated linguistic and cultural artifacts from all over the web for examination by students. They’ve networked with international contacts to launch computer-mediated-communication programs with instant messaging and video chat. It comes as no surprise then that many educators have begun turning to a now integral part of internet use – social media. Yet applying this same curation model to tweets and posts ignores the fundamentally communicative and participatory aspects of social media that have rendered it so successful. How can we as teachers harness student enthusiasm and encourage authentic discourse rather than outside observation?
The secret lies in designing activities that emulate the same types of interactions and communicative styles that natively occur on individual social media platforms. Additionally, we can use these interactions to assess learner productions. To adequately do so, the media type should naturally elicit language functions that can be tied to ACTFL standards. By establishing both a base mode of communication and method of assessment that are scalable to learner level, we open the door for a myriad of options for authentic language production.
Read the full article, which includes activities using Instagram and Twitter, at http://fltmag.com/parlez-vous-emoji-fostering-intercultural-discourse-via-social-media/
Source: FLTMAG
Inputdate: 2016-11-25 19:44:37
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