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Title: Why French?
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From http://languagemagazine.com
Kathy Stein-Smith writes, “There is one skill that is being learned around the world, with enrollments growing by 50% in Asia and Africa, while in the U.S. programs are being reduced and even eliminated. This highly sought-after global skill is not social media, data analytics, or coding; it is learning French. French is a language that reflects both the rich cultural and historical heritage of France and also that of the worldwide Francophonie. It is a language of international diplomacy, a global business language, and a top internet language, which points to the growing importance of French.”
Read the full article at http://languagemagazine.com/2017/02/why-french/
Source: Language Magazine
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Title: Workshop: Venting in French
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Venting in French
March 17, 2017
Portland, Oregon
This lively workshop will guide non-native speakers of French to understand and — when appropriate — use interjections and exclamations.
Participants will discuss cultural and societal implications, including incidents such as an infamous outburst from Sarkozy and other prominent figures, so that students have a good understanding of which expressions are simply taboo!
The workshop will be offered first in English (1 hour) and then in French (1 hour), with the option to sign up for one or both. In years past, most attendees did attend both sessions. Native French speakers are welcome to sign up as well.
For full details go to http://www.afportland.org/2017/02/venting-in-french-3/#more-10106
Source: Alliance Française de Portland
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Content Type: 1
Title: Mexican Independence and the Imperfect Tense
Body:
From http://www.pblinthetl.com
Laura Sexton describes the work her Spanish II and III students are doing to prepare a skit about the difference between Cinco de Mayo and Mexican Independence Day. In the process, they are viewing authentic resources, including infographics and cartoons, about Mexican history, and they use the PACE approach to start learning the use of the imperfect verb paradigm.
Read her description of what they’re doing and access helpful resources at http://www.pblinthetl.com/2017/02/mexican-independence-and-imperfect-tense.html
Source: PBL in the TL
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Content Type: 1
Title: Spanish Listening Activities
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Here are descriptions of listening activities you can do before you watch a video or read a story, to break down and practice listening skills before students do the larger listening task: http://www.spanishplayground.net/spanish-listening-activities-youre-not-doing/
Source: Spanish Playground
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Content Type: 1
Title: Infographics for Learning Spanish
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From http://www.theflippedclassroom.es
In this Spanish-language post, you can learn more about infographics for language learning: why they’re such a valuable authentic resource and where to find them.
Read the post at http://www.theflippedclassroom.es/la-infografia-pensamiento-visual-en-estado-puro/
Source: The Flipped Classroom
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Title: Authentic Resources for Teaching about the Environment
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From https://discoveringci.wordpress.com
Here are some ideas for studying environmental issues with your Spanish learners, based on authentic resources and comprehensible input techniques: https://discoveringci.wordpress.com/2017/02/16/authres-to-teach-about-the-environment/
Source: discoveringci
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Title: Why Group Work Could Be the Key to English Learner Success
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Why Group Work Could Be the Key to English Learner Success
By Katrina Schwartz
February 23, 2017
One of the most difficult aspects of teaching students who are learning English is keeping the cognitive rigor of learning activities high, while making sure students can access the content by simplifying the language. Too often simplifying language also means simplifying content, and that can be boring, leading to disengagement and less motivation. In order to combat some of the challenges in keeping English language learners engaged, educators at San Francisco International High School (SFIHS) are trying a different approach.
SFIHS teachers have found that their students are more motivated to engage with content — and practice English — when they work in groups that include speakers of many different first languages on authentic discussions or problems.
Read or listen to the entire piece at https://ww2.kqed.org/mindshift/2017/02/23/why-group-work-could-be-the-key-to-english-learner-success/
Source: KQED
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Title: Achievement Inspired Mathematics for Scaffolding Student Success Trainings
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From http://www.dlenm.org/index.php/professional-development/instructional-support/aim4s3
Achievement Inspired Mathematics for Scaffolding Student Success (AIM4S3) is designed to provide a framework of instructional components that shelter mathematics content to make it comprehensible and accessible to all students, with a specific focus on English language learners (ELLs) and academic language learners (ALLs). AIM4S3 supports CCSSM implementation and can be used with any mathematics program or curriculum for students in kindergarten through middle school. This model provides the strategies to allow students to own the language, to be able to access the knowledge, and to be fluent in demonstrating their understanding. It also deepens teachers’ mathematical understanding and curricular knowledge.
Two trainings will be provided this summer for teachers in New Mexico, one for people new to the framework and one as a refresher.
Level I Three-Day Training plus Implementation Support
July 31- August 2, 2017 in Albuquerque, NM
Implementation Support: one day in late September and one in mid-November, 2017
AIM4S3 Follow Up Summer Institute
May 31 - June 1, 2017 in Albuquerque, NM
The Summer Institute is an exciting follow up for teachers already trained in AIM4S3. The Summer Institute will address a wide range of topics based on feedback from teachers. Participants will have the opportunity to select sessions based on their professional interests.
For details about both upcoming training opportunities, go to http://www.dlenm.org/index.php/professional-development/instructional-support/aim4s3#JVTab223-k2item-34
Source: Dual Language Education of New Mexico
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Title: Misconceptions About Immigrants and Refugees in the United States
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Judie Haynes writes, “Recent political discussions in the United States have centered on whether we should allow refugees and immigrants from different parts of the world to enter the country. In this blog, I would like to review some of the facts about immigration that are ignored by politicians.”
Read the full post at http://blog.tesol.org/misconceptions-about-immigrants-and-refugees-in-the-united-states/
Source: TESOL
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Title: Brief: Assigning Homework to English Learners
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From http://exclusive.multibriefs.com/content/assigning-homework-to-english-learners/education
Assigning homework to English learners
by Erick Herrmann
February 1, 2017
Homework can be a controversial topic in education circles. Some — including parents and educators — strongly believe homework is an important part of a student's education, and should be assigned to students on a nightly basis.
Others believe homework does not provide a benefit for many of the students they serve, and that school work should take place in school. They say some students lack the skills, home environment and support to adequately complete the homework, and that those students are unfairly punished and their grades are negatively impacted for something that is not their fault.
Whatever your own beliefs, when assigning homework to English learners, some considerations should be taken into account.
Read the full brief at http://exclusive.multibriefs.com/content/assigning-homework-to-english-learners/education
Source: MultiBriefs
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