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Title: Spanish Card Game: Reloj
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Here are instructions for playing a traditional Spanish card game in your classes; students practice numbers as well as the names of specific cards (jack, king). Read the blog post at http://elmundodepepita.blogspot.com/2017/05/reloj-fun-card-game-from-spain-for.html
Source: Mundo de Pepita
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Title: End of the Year Printables for Your Young Spanish Students
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Here’s a collection of end-of-the-year printables for your young Spanish learners: http://www.spanishplayground.net/end-of-the-year-spanish-activities/
Source: Spanish Playground
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Title: Summer Spanish 2017: Activities for Your Students
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How can you keep your students from backsliding in their proficiency over the summer? One possibility is to give your students a selection of culture-based activities to complete during the summer; you, the teacher, can recommend how many they should do. Access the Summer Spanish 2017 collection of activities (still being added to) on the Zambombazo website: http://zachary-jones.com/zambombazo/summer-spanish-2017-students-choice/
Source: Zambombazo
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Title: Tips for Talking and Listening to Your Students
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Graham Dixon shares 10 tips for talking to your students (and getting them to talk to you): http://busyteacher.org/24877-how-to-talk-to-your-students.html
Hall Houston shares 9 ways to develop as a listening teacher: http://busyteacher.org/24878-9-ways-to-develop-as-listening-teacher.html
Source: Busy Teacher
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Title: ELT Lesson Plan: Gabe and Chris López
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Here is a lesson plan for English learners designed around a short video by Story Corps in which a transgender child talks to his mother, and the theme of transgender children. Students practice vocabulary starting with the prefix “trans”, discuss questions related to transgender children, watch a short film and answer comprehension questions, and talk about how the video made them feel.
Access the lesson plan at http://film-english.com/2017/05/14/gabe-and-chris-lopez/
Source: FilmEnglish
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Title: Paper: Bilingual Teacher Shortages in California: A Problem Likely to Grow
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From https://learningpolicyinstitute.org/product/bilingual-teacher-shortages-california-factsheet
Bilingual Teacher Shortages in California: A Problem Likely to Grow
By Desiree Carver-Thomas and Linda Darling-Hammond
The passage of Proposition 58 in November 2016 removes restrictions on bilingual education programs for California’s English Learner (EL) students, allowing California school districts to more easily create or expand bilingual and immersion programs. Proposition 58 amends and removes key components of Proposition 227 that, when passed in 1998, severely limited the extent to which schools could offer bilingual education. Now, schools and families have greater latitude to seek bilingual education, which will likely lead to increased demand for teachers with bilingual authorizations. Teachers in bilingual programs must be fluent in both English and the second language of instruction, as well as pedagogically skilled to support language acquisition and academic content mastery. Teacher shortages pose a unique challenge in this context. As districts and schools attempt to create or expand bilingual programs, they will have to vie for an already limited supply of fully prepared teachers, in addition to recruiting teachers with bilingual authorizations.
Read the full paper at https://learningpolicyinstitute.org/product/bilingual-teacher-shortages-california-factsheet
Source: Learning Policy Institute
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Title: Article: New Directions for Technology Use in ELL Instruction
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From https://www.languagemagazine.com/2017/05/new-directions-technology-use-ell-instruction/
New Directions for Technology Use in ELL Instruction
by Scott Evans
May 9, 2017
As K–12 districts aim to improve learning for a wide range of students facing unique challenges, education leaders need to be particularly mindful of the English language learning (ELL) student population. Of all the students in public schools in the U.S., an estimated 9.3% were ELLs in the 2013–14 school year. Though ELL students have made strides in reading, leaping 22 points in average fourth-grade reading scores from 2000 to 2015, this group of students is consistently behind their non-ELL peers in this area.
Searching for resources to help ELL students reach the same level of language mastery as their peers, educators have often turned to technology to boost ELL instruction. In particular, technological tools have helped teachers implement speaking and listening activities that target the challenges that language learners face.
While educators continue to use tried-and-true methods of incorporating technology into ELL instruction, an expansion of available tools in the education market also invites educators to rethink how such innovations can serve ELL students and bring them even closer to the performance levels of non-ELL students. Teachers can exercise a number of strategies to benefit ELL students with both new and traditional technology, as outlined [in this article].
Read the full article at https://www.languagemagazine.com/2017/05/new-directions-technology-use-ell-instruction/
Source: Language Magazine
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Title: Game for Asking and Answering Questions: Mr. and Mrs.
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Here’s a game similar to the Newlywed Game, in which pairs of students leave the room while the rest of the class comes up with questions to ask them about each other. Your InterCom editor suggests that the “married couple” aspect can be removed; the activity can be a simple exercise in how well two people know each other.
Read a description of the activity at http://frenchteachernet.blogspot.com/2017/05/a-super-listening-game-mr-and-mrs.html
Source: Language Teacher Toolkit
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Title: Project-Based Blogging for Language Learning
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From http://www.pblinthetl.com
Laura K. Sexton describes how she has her students blog about their progress towards goals that they have set, and then comment on their peers’ posts: http://www.pblinthetl.com/2017/05/project-based-blogging-in-spanish.html. This is a nice way to reinforce the interpersonal mode while increasing learning agency through reflection.
Source: PBL in the TL
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Title: Engaging World Language Students through Social Media
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Keeping world language students engaged in their learning can sometimes be a challenge. Kaitlin E. Thomas, a Lecturer of Spanish at Norwich University (VT) and an online Instructor of Spanish for the Johns Hopkins Center for Talented Youth, decided to use social media projects to pique the interest of her students. Read what she did in this guest blog post on Education Week’s Global Learning blog: http://blogs.edweek.org/edweek/global_learning/2017/05/engaging_world_language_students_through_social_media.html
Source: Education Week
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