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Content Type: 1
Title: Infographic: Large Numbers in Spanish
Body:
Here is a nice infographic for using large numbers in Spanish, including commas for decimals and gender agreement: https://spanishnumbers.guide/. The site also includes a longer explanation and a “number translator.”
Source: SpanishNumbers.Guide
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Title: How to teach Spanish with Authentic Songs
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Here are several tips for using authentic songs in Spanish classrooms: http://spanishmama.com/teach-spanish-authentic-songs/
Source: Spanish Mama
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Content Type: 1
Title: Sites for Learning and Teaching About the Day of The Virgin of Guadalupe
Body:
Larry Ferlazzo writes, “December 12th is a Mexican National Holiday, and an important day for many Mexican-Americans — The Day Of The Virgin Of Guadalupe.” He has compiled an annotated list of online resources about this holiday, meant for English language learners but also appropriate for Spanish learners, available here: http://larryferlazzo.edublogs.org/2009/11/22/the-best-sites-for-learning-teaching-about-the-day-of-the-virgin-of-guadalupe/
Source: Larry Ferlazzo’s Websites of the Day…
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Title: Language Objectives: The Key to Effective Content Area Instruction for English Learners
Body:
In this article, Jennifer Himmel of the Center for Applied Linguistics provides an overview of how to use language objectives in content-area instruction for English learners and offers classroom-based examples from different grade and subject levels. Her overview includes:
• what a language objective is
• steps that teachers can take to create language objectives
• how to implement language objectives in a general education classroom
• how to align objectives to content and language standards
• ideas and resources on how to support teachers as they become familiar with this practice.
Read the article at http://www.colorincolorado.org/article/language-objectives-key-effective-content-area-instruction-english-learners
Source: Colorín Colorado
Inputdate: 2016-12-04 13:35:56
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Title: Ways A Mainstream Teacher Can Support an ELL Newcomer in Class
Body:
From http://larryferlazzo.edublogs.org
In this post, Larry Ferlazzo answers this common question: “How do I teach a newcomer, with next-to-zero English proficiency, who is placed in my mainstream classroom without any additional outside support being provided?” Short answer: provide emotional, academic, and social support.
Read the post at http://larryferlazzo.edublogs.org/2016/11/24/ways-a-mainstream-teacher-can-support-an-ell-newcomer-in-class/
Source: Larry Ferlazzo’s Websites of the Day…
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Title: 50 Holiday Activities for English Learners
Body:
Here is a list of 50 holiday- and winter-related activities that your English language learners can do: http://community.eflclassroom.com/profiles/blogs/50-holiday-activities-for-teaching-english
Source: EFL Classroom 2.0
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Title: Searching for Open Authentic Resources Online
Body:
From our sister LRC, the Center for Open Educational Resources and Language Learning:
“Authentic resources are essential for language teaching and when they are open – by carrying a Creative Commons or other open license, as opposed to a copyright – they present even more opportunities. On a practical level, if anything you do with copyrighted material ever leaves the walls of your classroom, you could potentially get in legal trouble. But in addition to that, if you ever share the lessons you create using authentic resources with colleagues, your use of openly licensed materials will allow them to make their own modifications and copies of your work.”
Read on for advice on finding open authentic resources: http://blog.coerll.utexas.edu/searching-for-open-authentic-resources-online/
Source: COERLL
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Title: Research Summary: Collaborative Revision in the Writing Classroom
Body:
From http://www.eltresearchbites.com/
Anthony Schmidt reviews a 2015 article by A. M. Hanjani, “Collaborative revision in L2 writing: Learners’ reflections.” The takeaway: “Overall, the students that participated found collaborative revision to be favorable. From the interviews, Hanjani discovered two important and specific findings. One was pedagogical in nature: students felt collaborative revision “made the correction process easier” (p. 301). Students were able to use each other to help understand and address the teacher’s comments on their work. Other students felt that peer revision helped them with their general language skills, including accuracy and awareness of errors. Besides pedagogical benefits, there were affective ones as well. The collaborative revision process helped improve self-confidence in their work. They also felt less stressed about revision, as they had a partner to help them.
“Notwithstanding these benefits, there were certainly some challenges. Some students felt that this revision process may ameliorate errors on an assignment, but does not help in the long term. Some had issues with addresses certain errors, even with peer help. And still others had disagreements with partner’s suggestions.”
Read the full summary at http://www.eltresearchbites.com/201611-collaborative-revision-in-the-writing-classroom/
Source: ELT Research Bites
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Title: The Reasons and Mechanics behind Unannounced Assessments
Body:
Unannounced assessments are a standard piece of the TPRS method. However, in this blog post Cynthia Hitz provides many reasons for using them in any language classroom - they measure students’ actual proficiency at a given time in a way that conventional pre-announced tests don’t.
Read the blog post at http://palmyraspanish1.blogspot.com/2016/11/the-reasons-and-mechanics-behind.html
Source: Teaching Spanish w/ Comprehensible Input
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Title: Online Platform: World Language Center
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From https://www.worldlanguagecorner.com/
The World Language Center network seeks to bring together motivated world language teachers to create a supportive, encouraging and knowledgeable network of peers sharing experience around the topics most important to them. Explore this online networking platform at https://www.worldlanguagecorner.com/
Source: World Language Center
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