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Title: Guess Who Game for Body Parts in Spanish
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From http://www.spanishplayground.net/
Here’s a free printable from Monarca Language for playing a “Guess Who?” game in which students practice listening for different body parts and numbers: http://www.spanishplayground.net/spanish-body-parts-game-adivina-quien/
Source: Spanish Playground
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Title: Classroom Management Hand Signals for Spanish Class
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From http://funforspanishteachers.blogspot.com/
Here is a nice graphic with pictures of six hand signals that students can use without interrupting the teacher to express things like “I need help,” “I want to participate,” or “May I go to the bathroom?”
Available at http://funforspanishteachers.blogspot.com/2017/07/hand-signs-for-spanish-class.html
Source: Fun for Spanish Teachers
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Content Type: 1
Title: Engaging Parents of English Learners
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From https://www.newamerica.org/education-policy/edcentral/engaging-parents-english-learners/
Contours of the Field: Engaging Parents of English Learners
by Tony Hanna
June 15, 2017
“According to the recent consensus report published by the National Academies of Sciences, Engineering and Medicine (NASEM), family engagement in education is associated with higher student outcomes in areas such as grades, test scores, language proficiency, and social skills. This is true of both English-proficient and English Learner (EL) families. But a national survey conducted by the U.S. Department of Education finds that English-proficient parents are more likely to attend and participate in parent-teacher conferences, school events, and school volunteer work than parents of EL students.
“…Given ... linguistic, socioeconomic, and cultural barriers, what can schools do to increase the likelihood of involvement by parents of EL students? Some straightforward steps that can be taken include hiring a parent-community liaison capable of communicating with EL parents, providing adult English courses, being more flexible with scheduling for school activities, incorporating cultural diversity in curricula, and engaging in home visits. Measures such as these create a welcoming environment for EL parents. To create this type of atmosphere, however, schools must make a deliberate effort to build trust within the community by practicing cultural sensitivity to create a reciprocal understanding between schools and parents.”
Read the full article at https://www.newamerica.org/education-policy/edcentral/engaging-parents-english-learners/
Source: New America
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Title: Publication: Integrating Global Issues in the Creative English Language Classroom
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From http://www.teachingenglish.org.uk/article/integrating-global-issues-creative-english-language-classroom
Integrating global issues in the creative English language classroom: With reference to the United Nations Sustainable Development Goals
Edited by Alan Maley and Nik Peachey
This publication has a twofold aim – to help students learn a language creatively whilst at the same time raising awareness of the United Nations Sustainable Development Goals through bringing together a range of innovative ideas for teaching creatively and addressing these key issues. The activities include enabling students to think creatively about sustainable food and food supplies, creating energy which does not harm the environment, and collaborating with other students globally to diminish the digital divide.
Access the publication at http://www.teachingenglish.org.uk/sites/teacheng/files/PUB_29200_Creativity_UN_SDG_v4S_WEB.pdf
Source: British Council
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Title: Effective Feedback for Post-Secondary English Learners
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From http://werklundresearch.ucalgaryblogs.ca/
A study by Sarah Elaine Eaton and Lorelei Anselmo found that English learners wished for specific, personal, goal-oriented feedback in their writing. Here are three suggestions for providing feedback:
“A feedback expectations discussion at the beginning of the term can be useful for setting the course’s foundation. A survey form can help the students reflect on their experiences and expectations, and give the instructor a sense of their students’ preferences. This discussion can also inform students about the types of feedback they will receive, and what they should do with the feedback.
“Including a comments section for the instructor, and a separate section for the learner, in the rubric requires the learner to reflect and respond to the feedback provided. By releasing the grade after the student has written their comments can also help prevent misunderstanding about the grading of the work.
“Instructors can use both oral and written formative assessment strategies together to lead to more effective feedback. A short oral conference with the student, in addition to written comments, builds on the strengths of both approaches.”
Read the summary at http://werklundresearch.ucalgaryblogs.ca/effective-feedback/
Source: Research @ Werklund
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Title: Podcasts for English Language Teachers
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From http://www.teachenglishspain.com/
Dylan Gates summarizes seven podcasts that English language teachers can learn from and then provides suggestions for making your own podcasts in this blog post: http://www.teachenglishspain.com/7-podcasts-english-language-teachers/
Source: Teach English Spain
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Title: Grades Are Communication
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From http://www.pblinthetl.com/
Laura K. Sexton writes, “I teach language: high school English and lower level Spanish. Communication is my business.
“And grades are communication.”
Read her blog post for an exploration of how grades give students important feedback on where their proficiency stands: http://www.pblinthetl.com/2017/06/grades-are-not-devil.html
Source: PBL in the TL
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Title: 100% Target Language in Kindergarten
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From http://elmundodepepita.blogspot.com/
What happens when you teach Kindergartners in 100% target language during your instructional time with them? What are some techniques that help in accomplishing this? Read this recent blog post for concrete suggestions: http://elmundodepepita.blogspot.com/2017/07/reflections-on-teaching-kindergarten.html
Source: Mundo de Pepita
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Title: Research Summary: Too Much or Too Little Context for Comprehensible Input
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From http://backseatlinguist.com/
Jeff Mcquillan summarizes a recent paper by Flack and Horst in which they compare toddlers’ acquisition of new words from storybooks illustrated on both pages with what they acquired from books illustrated on only one page. Their findings suggest that comprehensible input is most effective with there’s just the right amount of context - not so little that little meaning can be extracted, but not so much that learners have no need to attend to new information.
Read the summary at http://backseatlinguist.com/blog/the-goldilocks-corollary-to-the-input-hypothesis/
Source: The Backseat Linguist
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Title: Research Summary: Comprehensibility and Intelligibility of International Student Speech
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From http://www.eltresearchbites.com/
Stephen Bruce summarizes a 2017 article by Speppard, Elliott, and Baese-Berk in which English for Academic Purposes instructors’ perceptions of students’ comprehensibility is compared to the perceptions of content instructors. The conclusion: “The content teachers were able to accurately transcribe what the students were saying after only one listen but at the same time, quite a few of them (about 38%) didn’t think the students ready for university study.”
Read the full article summary at http://www.eltresearchbites.com/201707-comprehensibility-and-intelligibility-of-international-student-speech/
Source: ELT Research Bites
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