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Content Type: 1
Title: 7 Ways to Reinforce Language Learning During Summer Months
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Here are suggestions that your students (and you!) can use to keep their language proficiency up during the summer: http://www.gamesforlanguage.com/blog/post/2017-06-7-ways-to-reinforce-language-learning-during-summer
Source: Games for Language
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Title: Intermediate Proficiency Level
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Here are a few recent posts about language learners at the Intermediate level:
Breaking away from the Intermediate plateau: https://www.fluentin3months.com/intermediate-plateau/
The wonderful world of Intermediates: https://fluencymatters.com/the-wonderful-world-of-intermediates-by-kristy-placido/
Source: Various
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Content Type: 1
Title: Ten Ways to Use Google Earth in Your Classroom
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Here’s a link to a PDF with ten suggestions for using Google Earth in your classroom. Get ideas for acquainting your students with the world of their target language!
Available at http://www.freetech4teachers.com/2017/06/ten-ways-to-use-google-earth-in-your.html#.WVe3inUrKuU
Source: Free Technology for Teachers
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Content Type: 1
Title: Alternatives to Rich Internet Applications
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Many language educators have used the Center for Language Education and Research’s Rich Internet Applications. Unfortunately, the RIA’s went offline earlier this year. CLEAR is curating a list of alternatives to many of the applications they previously offered, which is available at http://clear.msu.edu/featured/ria-alternatives/
Source: CLEAR
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Content Type: 1
Title: The Backseat Linguist: Commentary on Research on Language Acquisition and Teaching
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Our July InterCom series focuses on the interplay between research and practice. Your InterCom is an enthusiastic follower of The Backseat Linguist, a blog by Jeff McQuillan, Senior Research Associate at the Center for Educational Development in Los Angeles, California. Dr. McQuillan critiques recent research with a critical eye for what is actually being measured and what findings correctly imply for classroom practice. For a critical perspective on research in second language acquisition and education, follow the blog at http://backseatlinguist.com/blog/
Source: The Backseat Linguist
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Title: Authentic Audio on Audio-Lingua
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From https://www.audio-lingua.eu/?lang=en
Audio-Lingua offers recordings submitted by users, in French, English, German, Spanish, Italian, Russian, Chinese, Portuguese, Occitan, Arabic, Catalan, Corsican, and Guadaloupean Creole. You can browse the recordings by level as well as by different demographic descriptions of contributors.
Audio-Lingua is available at https://www.audio-lingua.eu/
Recently Steve Smith of Language Teacher Toolkit has started to produce worksheets based on the French recordings. You can learn more about and access them at http://frenchteachernet.blogspot.com/2017/06/new-listening-resources-based-on-audio.html
Source: Audio-Lingua
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Content Type: 1
Title: Concept Mapping for Language Learners
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From https://www.languagemagazine.com/2017/06/drawing-ideas-language-learners/
Mark Oronzio writes, “For more than 40 years, education researchers have advocated the use of concept mapping as an effective approach to fostering higher-order thinking skills, moving students from mere knowledge acquisition to knowledge utilization and creation (Novak and Cañas, 2008). By specifying and linking concepts in a concept map, students and language learners create a visible structure of their understanding in a given domain that can be modified over time to assimilate new concepts and reflect new understanding.
“In short, concept mapping can move learners toward more in-depth learning, i.e., more meaningful learning, by facilitating the process of linking new concepts with existing knowledge and experience. Concept mapping is an effective strategy for educators to use to support English language learners (ELLs) and prepare them for success in school and beyond.
“There are several research-based methods for applying concept mapping to language learning.”
Read the full article for descriptions of the different methods: https://www.languagemagazine.com/2017/06/drawing-ideas-language-learners/
Source: Language Magazine
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Title: Inspiring Intrinsic Motivation in Language Learners
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From http://www.laprofesorafrida.com/
How can you instill a sense of intrinsic motivation in your students? Sarah of the “La Profesora Frida” blog suggests six factors: challenge, control, curiosity, fantasy, competition, and cooperation. She suggests focusing on personal connections with students, ditching your textbook when possible, and using Integrated Performance Assessments.
Read the full blog post at http://www.laprofesorafrida.com/uncategorized/intrinsic-motivation-inspire-students/
Source: La Profesora Frida
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Title: A Few Brain Breaks in Spanish
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From http://senorabaxterspanish.blogspot.com/
Here is an explanation of the importance of “brain breaks” in class, and several brain breaks that you can try with your young learners: http://senorabaxterspanish.blogspot.com/2017/06/brain-breaksin-spanish.html
Source: Señora Baxter’s Spanish Class
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Content Type: 4
Title: Sotaques Brasileiros: Brazilian Accents
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Objectives:
- Students will describe the standard rules for distribution of “r” sounds in Brazilian Portuguese words.
- Students will observe and note dialectal differences among pronunciation of “r” sounds.
- Students will share their impressions of perceptions of different accents in Brazil.
Procedure:
- Have students listen to the dialogue on Lesson 14 of the Tá Falado series from COERLL, available at http://coerll.utexas.edu/brazilpod/tafalado/lesson.php?p=14. The dialogue starts at 1:46 in the recording and ends at 2:21.
- Students fill in a chart (available here) with the different sounds of “r.”
- Distribute the transcript of the dialogue (http://coerll.utexas.edu/brazilpod/tafalado/pdf/tafalado_14.pdf) and listen to the explanation beginning at 8:43 on the podcast and ending at 10:49. Have students compare their conclusions with those on the transcript.
- Watch the video about Paulista accents on YouTube, available at https://www.youtube.com/watch?v=QpuTDZjsGvg. Repeat the segment between 0:59 and 1:03 of the pronunciation of “porta.” Then play the segment between 0:16 and 0:40. Which speakers sound more like Michelle, and which sound more like Valdo?
- For more advanced students, watch this segment from a talk show in which Jo Marcelo Adnet does impressions of different accents from São Paulo state, between 1:45 and 2:41: https://youtu.be/Vp0pMLsTSk0. What are the four types that he imitates? Which ones does the audience find the funniest? Can any conclusions be drawn about attitudes towards different accents in Brazil?
Note: This activity can be adapted to any language that has dialectal differences in pronunciation, especially those that have a strong presence on the Internet so that the teacher can find good examples of language in use.
The entire Tá Falado series of podcasts is available at http://coerll.utexas.edu/brazilpod/tafalado/index.php. For more detailed sociolinguistic analysis of Brazilian Portuguese, see COERLL’s wonderful Conversa Brasiliera series at http://coerll.utexas.edu/brazilpod/cob/.
Source: CASLS Activity of the Week
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