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Title: 10 Spanish Hand Clapping Games for Language Learners
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Your InterCom editor grew up more or less knowing “Say Say oh Playmate” and a few other hand clapping games and songs in English. Here are ten in Spanish, with videos of children doing/singing them: http://www.spanishplayground.net/spanish-hand-clapping-games/
Source: Spanish Playground
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Title: Explicitly Teaching Verb Paradigms
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From http://www.secondaryspanishspace.com
Elisabeth Alvarado writes, “Accuracy is a bad master, but a good servant. If I make it my end-goal, I will probably sacrifice proficiency. On the other hand, too many errors will interfere with communication. In conversation, learners tend to rely on structures they have acquired and don't have time to think of and apply rules. In writing, however, knowing conjugations will help students self-monitor and reach a higher level of accuracy.” This, along with the necessity of preparing students for classrooms where they are expected to know verb paradigms, and the pure love that some learners have for learning grammatical patterns, motivate her to teach verb paradigms in the second half of her first year. Read her thought-provoking post at http://www.secondaryspanishspace.com/2017/03/why-i-dont-teach-conjugations-until.html
Source: Secondary Spanish Space
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Title: Implications from Research on Writing from Reading
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From http://www.eltresearchbites.com
Anthony Schmidt believes that the integration of reading and writing is an essential academic skill. In this recent post he discusses a 2013 article by W. Grabe and C. Zhang, “Reading and writing together: A critical component of English for academic purposes teaching and learning,” in TESOL Journal. Following his discussion of the article, he gives several ideas to apply in classroom teaching.
Read the research summary at http://www.eltresearchbites.com/201704-implications-from-research-on-writing-from-reading/
Source: ELT Research Bites
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Title: Article: Stop the War on L1
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In this article, Ross Thorburn argues against the “War on L1” - rules that forbid English learners from speaking their first languages. After arguing why this is bad for students, he gives some guidance for using students’ L1 responsibly.
Read the article at http://languagemagazine.com/2017/03/a-futile-war/
Source: Language Magazine
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Title: Deep Dives: Resources for ELL Teachers on the Teaching Channel
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From https://www.teachingchannel.org/ell
Thanks to a tip from Larry Ferlazzo (http://larryferlazzo.edublogs.org/2017/04/01/around-the-web-in-esleflell-210/), your InterCom editor has become aware of Deep Dives, the Teaching Channel’s dedicated channel of resources for teachers of English learners.
Explore the resources at https://www.teachingchannel.org/ell
Source: TeachingChannel
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Title: Resources to Fight the “Summer Slide”
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We often see our students forget much of what they learned over the previous year during summer break. Larry Ferlazzo has compiled some online resources for combatting the “summer slide”: http://larryferlazzo.edublogs.org/2011/06/26/the-best-resources-on-the-summer-slide/
Source: Larry Ferlazzo’s Websites of the Day…
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Title: Backward Design of World Language Curriculum
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Core practices: Backward design of world language curriculum
Kathy Shelton
April 6, 2017
“But how do I implement all this?!”
This is the most common question I hear from teachers during professional development workshops on making the shift to a proficiency-based curriculum. It’s a fair question when looking at everything that is involved in teaching language for proficiency. …
In teacher workshops, we focus on the process of Backward Design, a framework developed by Jay McTighe and Grant Wiggins. Backward design means planning instruction with the end goals in mind. ...
This frameworks helps teachers implement a proficiency-based language program over a realistic timeline, based on each teacher’s current program model. When using backward design to create world language units with functional goals and objectives, the process can be broken down into three steps.
Read the full article at http://www.kentuckyteacher.org/subjects/global-competency-world-languages/2017/04/core-practices-backward-design-of-world-language-curriculum/
This article is part of a seven-part series that focuses on core practices of language instruction. Find links to other articles in the series at the beginning of the Shelton article.
Source: Kentucky Teacher
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Title: Activities with Play Food in the Foreign Language Classroom
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From http://elmundodepepita.blogspot.com
Here is a nice collection of activities that you can do with play food (for example, plastic toy food) in any age group: http://elmundodepepita.blogspot.com/2017/04/activities-with-play-food-in-foreign.html
Source: Mundo de Pepita
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Title: Three Interpersonal Smartphone Activities
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From https://www.teachingenglish.org.uk
Neil T. Millington describes three no-prep and low-prep activities that involve students using their smartphones for quick interpersonal activities: https://www.teachingenglish.org.uk/blogs/neil-t-millington/three-enjoyable-smartphone-activities-get-learners-talking
Source: British Council
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Title: How to Possess a Word
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From http://blog.tesol.org/how-to-possess-a-word/
Elena Shvidko writes, “What does it mean to know the word? When language learners see a new word and try to memorize it, the meaning of the word is only one part of the word knowledge that helps them “possess” the word and use it appropriately in different contexts. In fact, word knowledge consists of several components that are required from a language learner for its successful acquisition. They include meaning, orthography, pronunciation, part of speech, morphology, register, collocations, and connotation.”
Read the full post at http://blog.tesol.org/how-to-possess-a-word/
Source: TESOL Blog
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