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Title: 14 Song-Based Lesson Plans and Activities
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From https://onthesamepageelt.wordpress.com
Here are 14 different types of activities that you can do around songs, each one exemplified around an English-language song: https://onthesamepageelt.wordpress.com/2017/05/22/14-song-based-lesson-plans-and-activities/. This post will be most useful for English language teachers, but the activities can be adapted to songs in any target language.
Source: On the same page
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Title: Researchers, Advocates Divided over Reclassifying English Learners
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From https://edsource.org/2017/researchers-advocates-divided-over-reclassifying-english-learners/582175
Researchers, advocates divided over reclassifying English learners
by John Fensterwald
May 17, 2017
Researchers and language experts have long criticized the subjectivity and variations in criteria that California districts have used to determine when English learners are proficient in English. But proposed legislation to create uniform, statewide standards for doing so has hit a snag, with some of the nation’s leading academic experts expressing strong opposition to the bill.
Rather than fix inconsistency in how districts reclassify English learners, Senate Bill 463 “risks exacerbating the state’s long-term English learner problem,” 28 researchers and academicians wrote in an April 28 letter to California Senate leaders and the administration of Gov. Jerry Brown. Lead signers were California’s noted experts on English learners: Robert Linquanti, a project director on English learners at the San Francisco research agency WestEd, and Kenji Hakuta, a linguistics professor emeritus at the Stanford University Graduate School of Education.
Read the full article at https://edsource.org/2017/researchers-advocates-divided-over-reclassifying-english-learners/582175
Source: EdSource
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Title: Stories by English Language Learners
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Here is a growing collection of stories told in English by English language learners: https://ellstories.com/
Source: Stories by ELLs
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Title: Video Playlist: Five Essential Practices for the High School ELL Classroom
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Teaching Channel and the San Francisco Unified School District have partnered to share practices for engaging and supporting all students, especially English Language Learners (ELLs). Access the series of videos and discussions of essential practices at https://www.teachingchannel.org/blog/2017/05/11/5-essential-practices-hs-ell/
Source: Tchers’ Voice
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Title: How to Help Students Prepare for a Final Integrated Performance Assessment
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From https://marishawkins.wordpress.com
This year Maris Hawkins’ students will complete an integrated performance assessment (IPA) in place of a traditional paper-and-pencil final exam. Read her recent blog post about how she will help her students prepare for it: https://marishawkins.wordpress.com/2017/05/25/how-to-help-students-prepare-for-a-final-ipa/
Source: Maris Hawkins
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Title: New Black Box Episode: Foreign Language Aptitude
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From http://musicuentos.com/2017/05/aptitude-blackbox/
The twelfth and final episode of the Black Box series, in which language teachers unpack a research article in a video, is now available. In this video, Sara-Elizabeth Cottrell discusses a 2015 article by Peter Skehan, “Foreign Language Aptitude and Its Relationship with Grammar” a Critical Overview.” Access this video at http://musicuentos.com/2017/05/aptitude-blackbox/
Other Black Box episodes are available at http://musicuentos.com/blackbox/
Source: Musicuentos
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Title: Core Practice: Authentic Resources
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From http://www.waflt.org/core-practices/
Andrea Behn has written a nice article for the Wisconsin Association for Language Teachers about using authentic resources for teaching, including a recommended activity using authentic resources.
Read it here: http://www.waflt.org/core-practices/
Source: WAFLT
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Title: Hot Seat Support Groups: Students Discuss their Goals in the Target Language
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From http://www.pblinthetl.com
Last week (http://caslsintercom.uoregon.edu/content/23213) we highlighted Laura K. Sexton’s description of how her students blog about their progress towards goals that they have set. Now, following the students’ receipt of scores on an AAPPL speaking proficiency test, she describes how she scaffolds small-group discussions, in Spanish, about their goals and progress: http://www.pblinthetl.com/2017/05/hot-seat-support-groups.html
Source: PBL in the TL
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Title: Benefits of Using Backchannels in Your Classroom
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Backchanneling can refer to a listener’s response to what they hear in a conversation or to technology-based ways for listeners/viewers to respond in real time to something they are hearing or watching. In this recent short post, Richard Byrne gives five reasons for providing backchannel opportunities for your students and also provides links to reviews of a few tech tools that you can use: http://www.freetech4teachers.com/2017/05/benefits-of-using-backchannels-in-your.html#.WSb_a8aZPwc
Source: Free Technology for Teachers
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Title: Debate and Consensus-Building in Class
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From http://www.anthonyteacher.com
Anthony Schmidt describes a 2016 study that looked at how consensus building can influence how people process evidence that runs counter to their currently-held beliefs. He applies the study in his English class by having his students discuss the bombing of Nagasiki and Hiroshima and incorporating two ideas from the study: a debate in which students argue from the opposite side’s perspective, and a consensus activity in which they advise Harry Truman regarding what he should do.
His experience: “From just observing my students I saw that arguing the opposite side’s perspective (from their own perspective) quite passionately did not change minds, even though it seemed that it had. Students were fiercely in debate and it really seemed they were convinced of their position. But after the debate, a show of hands indicated that they had not actually changed their opinions. From the next activity, I (and my students) realized just how hard reaching a consensus was. This activity, where students were paired off with someone from the opposite team, often devolved into debate rather than mutual decision. However, with some redirection, students were able to eventually able to come to an agreement. Some recommended dropping the bomb elsewhere, some recommended changing the conditions of surrender for the Japanese, and others recommended waiting. If they had been given more time, more evidence, and perhaps the task to not only orally discuss but produce in writing a joint statement, this activity may have been better. Nevertheless, I was duly impressed with my student’s engagement with evidence throughout both activities.”
Read his full blog post at http://www.anthonyteacher.com/blog/on-debate-and-consensus-building-a-research-inspired-activity
Source: Anthony Teacher.com
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