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Title: Using Songs in Spanish Class
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From http://misclaseslocas.blogspot.com/
Allison Wienhold shares several ideas for using songs in Spanish class, both as part of your normal classroom routine and as the focus of a lesson, in this recent blog post: http://misclaseslocas.blogspot.com/2017/06/what-to-do-with-song-in-spanish-class.html
Source: Mis Clases Locas
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Title: What Works for English Learners
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From https://ctmirror.org/2017/06/12/english-learners-other-places-are-showing-what-works/
Last week we noted an in-depth article about English language learners in Connecticut (http://caslsintercom.uoregon.edu/content/23317). The final article in the series was published last Monday and describes approaches that are effective with English learners in other parts of the country as well as obstacles and drawbacks to different methods.
Read the article at https://ctmirror.org/2017/06/12/english-learners-other-places-are-showing-what-works/
Source: The Connecticut Mirror
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Title: Massachusetts House Pushes for Diversity in ELL Teaching
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From https://www.languagemagazine.com/2017/06/mass-house-pushes-diversity-ell-teaching/
Mass. House Pushes for Diversity in ELL Teaching
June 12, 2017
Last week, the Massachusetts House passed a bill that would eliminate “one size fits all” teaching for English Language Learners (ELL). The bill, H. 3736 or “An Act relative to language opportunity for our kids”, was originally filed by Democrat House member, Jeffrey Sánchez, and was reported by the committee on House Ways and Means.
The bill aims to diversify how ELLs are taught in Massachusetts schools. School districts will make plans to evaluate the effectiveness of their ELL programs in areas of English language proficiency and readiness for students to join mainstream classrooms. The bill will also ensure that records are kept for instances in which a parent or guardian requests a waiver to remove a student from or refuse a student’s participation in an ELL program. It also expands a waiver process that was previously in place, that in which parents can remove their children from sheltered English immersion programs. The performance of the ELL children will be monitored to draw conclusions on teaching effectiveness.
The bill will also ensure that documented training will be provided by the district to staff who work with culturally and linguistically diverse student populations.
Read the full article at https://www.languagemagazine.com/2017/06/mass-house-pushes-diversity-ell-teaching/
Source: Language Magazine
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Title: Are Your English Learners Ready to Exit ESL?
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From http://blog.tesol.org/are-your-els-are-ready-to-exit-esl/
Judy Haynes writes, “How do you know if your English learners (ELs) are ready to exit their ESL program? Under Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974, public schools must ensure that English learners can participate meaningfully and equally in educational programs. ELs should not be exited from programs until they have become proficient according to a reliable English language proficiency assessment.”
Read the full blog post for more information and links to helpful resources: http://blog.tesol.org/are-your-els-are-ready-to-exit-esl/
Source: TESOL Blog
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Title: Parachute Time for Young Language Learners
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Do your young learners have parachute time? Here is a collection of language-rich activities that your young students can do with a play parachute: http://funforspanishteachers.blogspot.com/2017/06/activities-for-parachute-time.html
Source: Fun for Spanish Teachers
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Title: Research Summary: Comprehension‐Based Versus Production‐Based Grammar Instruction
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From http://www.eltresearchbites.com/
Mura Nava summarizes a 2013 article by Shintani, Li, and Ellis, “Comprehension‐Based Versus Production‐Based Grammar Instruction: A Meta‐Analysis of Comparative Studies.” They begin, “Production based instruction (PBI) that require learners to output language dominates language teaching methodology, language teaching course books, grammar books and teacher guides. This contrasts with the relatively smaller distribution of comprehension based instruction (CBI) which provide learners with input only.”
The results indicate that “[g]enerally both comprehension based instruction and production based instruction had large effects on both receptive and productive tests. CBI had a more significant effect than PBI on immediate receptive tests. Both CBI and PBI were effective on immediate productive tests but PBI better on delayed productive tests. Processing instruction in CBI was found to be a significant moderator on receptive tests. The moderator variables of text creation and text manipulation did not play a significant role in the comparative effect of CBI and PBI.”
Read the full research summary at http://www.eltresearchbites.com/201706-input-output-shake-it-all-about-put/
Source: ELT Research Bites
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Title: Debating the Existence of “Native Speakers”
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Recently teachers and researchers have been discussing what “native speaker” means, whether there is really such a thing, and the importance of the construct to different theories of second language acquisition.
You can start with this article by Marek Kiczkowiak, “Of Native Speakers and Other Fantastic Beasts”: https://teflequityadvocates.com/2017/05/13/of-native-speakers-and-other-fantastic-beasts/. The comments to the article are also thought-provoking.
Here is a more recent article by Mura Nava discussing different kinds of theories of second language acquisition, based on how each theory views language, and where different ideas about “native speakers” fit in: https://eflnotes.wordpress.com/2017/06/14/horses-for-courses-researchbites/
Source: Various
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Title: Online Language Speaking Resources
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From http://www.lindsaydoeslanguages.com/
Here is a range of suggested activities for improving speaking skills, from simply repeating after recordings to language exchanges and study abroad. The article is full of links to online resources for improving speaking skills in any language: http://www.lindsaydoeslanguages.com/all-the-speaking-resources-for-language-learning-youll-ever-need/
Source: Lindsay Does Languages
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Title: Engaging Students with Activities Based on Open Resources
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Rose Potter notes three components to “warmup” activities: engagement, an interpersonal task, and skill-building. Read her blog post at http://blog.coerll.utexas.edu/engage-and-explore/ and access five engagement activities based on open resources at http://www.coerll.utexas.edu/coerll/standards
Source: COERLL
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Title: Understanding Interpersonal Mode at the Intermediate Level
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From http://www.path2proficiency.com/
John Cadena finds that interpersonal tasks are easy to design at the Novice Low and Novice Mid levels, but more difficult at the Novice High level and above. Students are beyond talking about their names, likes, and dislikes, but talking about other things may not be engaging. Here’s an example of a new interpersonal task he tried: “In [a] unit on obentou, I showed my students pictures of three different packed lunches, and asked them to decide which one would best accompany the article we were about to read, based solely on the title. These kinds of open-ended interpersonal tasks … lack a “true”/right answer, and I think it’s that sense of freedom that opens up more natural and authentic interpersonal communication. Even when my students’ structures broke down or they resorted to using more Novice-level language we had learned in previous years, the fact that they had to connect evidence from an external source to build and give an opinion meant that they were connecting thoughts and sentences in a way that sounded more like Intermediate-level conversation.”
Read the full blog post at http://www.path2proficiency.com/understanding-interpersonal-mode-at-the-intermediate-level/
Source: path to proficiency
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