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Title: Academic Language for English Learners
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From https://www.languagemagazine.com/2017/07/academic-language-matters/
2015 New York State TESOL Outstanding Teacher Scott Frieberger talks about the difference between social and academic English and ways to help English learner master academic English in this recent article: https://www.languagemagazine.com/2017/07/academic-language-matters/
Source: Language Magazine
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Title: Using Sound Effects in ELL Lessons
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From http://larryferlazzo.edublogs.org/
Larry Ferlazzo writes, “I sometimes use sound effects with my English Language Learner classes as a game (playing sounds, let’s say, of animals and having groups having to identify its name) or as story-writing prompts (play some sounds in sequence and have students write parts of a related story).” He has begun compiling a collection of posts with ideas for using sound effects with language learners here: http://larryferlazzo.edublogs.org/2017/07/20/the-best-resources-ideas-for-using-sound-effects-in-ell-lessons/
Source: Larry Ferlazzo’s Websites of the Day…
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Title: International Network Schools for English Learners
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From https://www.theatlantic.com/education/archive/2017/07/how-america-educates-immigrants/533484/
The Schools Transforming Immigrant Education
Schools for newcomers are trying to better meet their unique needs, but some worry they’re perpetuating segregation practices of old.
by Natalie Gross
July 13, 2017
“Programs affiliated with the [International Network for Public Schools] vary in structure: Some, like the international academies at Cardozo and Roosevelt Senior High School in D.C. and their Alexandria, Virginia counterparts at T.C. Williams High School and Francis C. Hammond Middle School, function as schools within a traditional public school. They have separate counselors, teachers, and classrooms but the same top-level administration as their parent schools.
“Other models, like International High School at Largo and International High School at Langley Park in Prince George’s County, Maryland, are entirely separate schools. Though initially launched with funding from the Carnegie Corporation of New York, the schools will be fully supported by district funds in the upcoming school year.
“No matter the model, these schools share a common goal—to enable ELL students to become proficient English speakers who are prepared for college by the time they leave high school, Luft said. The network has grown to 27 schools since its official launch in 2004, and is eyeing further expansion next school year.”
Read the full article at https://www.theatlantic.com/education/archive/2017/07/how-america-educates-immigrants/533484/
Source: The Atlantic
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Title: Resources on Co-Teaching with ELLs
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English language teachers often find themselves co-teaching; that is, they either support English learners in content area classes, or they support content instruction during pull-out time with English learners. Larry Ferlazzo has begun curating resources, mostly blog posts and article, about how to be most effective in co-teaching situations, available here: http://larryferlazzo.edublogs.org/2017/07/07/the-best-resources-on-co-teaching-with-ells-please-suggest-more/
Source: Larry Ferlazzo’s Websites of the Day…
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Title: 5 Steps to Designing a Thematic Unit
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From http://madameshepard.com/
Your InterCom editor is a big fan of National Board Certified French teacher Lisa Shepard’s blog Madame’s Musings (Ms. Shepard is also a past contributor to InterCom: http://caslsintercom.uoregon.edu/content/19761 and http://caslsintercom.uoregon.edu/content/19762). Recently Ms. Shepard began a series on her blog about designing a thematic unit.
Here is the introductory post, which perfectly outlines the backwards design process for designing a unit: http://madameshepard.com/?p=1345
So far Ms. Shepard has written two additional posts expanding on different modes of proficiency. The first deals with interpretive tasks and is available at http://madameshepard.com/?p=1353. The second deals with interpersonal tasks and is available at http://madameshepard.com/?p=1357.
Source: Madame's Musings
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Title: Comprehensibility Measure
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Anthony Schmidt reviews a comprehensibility scale designed by Isaacs, Trofimovich, and Foote; and in the process he discusses the difference between comprehensibility and intelligibility. Read the discussion at http://www.eltresearchbites.com/201707-measuring-speech-a-teacher-oriented-comprehensibility-scale/
The scale itself is available from https://www.iris-database.org/iris/app/home/detail?id=york%3a932362&ref=search
Source: ELT Research Bites
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Title: Metacognition and Critical Thinking
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The last week or so has seen a few articles about elements of learner autonomy. First, here is an introduction to and discussion of metacognition: https://www.languagemagazine.com/2017/07/metacognition-english-word-day/. Second, here is an article about you can help your students to become better critical thinkers: https://www.theguardian.com/teacher-network/2017/jul/21/critical-thinking-ideas-help-students-learn-better.
Source: Various
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Title: Amazon Inspire Is Open to the Public
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Amazon Inspire is a resource-sharing portal for K-12 teachers. After over a year in invitation-only beta, the service has gone public. Future plans include capability for teachers to share their own materials with each other.
The site currently has 165 resources for world languages, available at https://www.amazoninspire.com/search?query=World%20Languages#subjects=World%20Languages
Read a review of this resource at https://www.edsurge.com/news/2017-07-18-amazon-inspire-goes-live-but-without-controversial-share-feature
Source: Various
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Title: Writing Scaffold: Structure Slips
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From https://www.trythisteaching.com
Structure slips are strips of paper that students can past along the left edge of a paper they’re writing. Each section of the strip specifies what should come next in a particular piece of writing, to guide students in structuring their writing a certain way. For a full explanation and examples, go to https://www.trythisteaching.com/2017/07/structure-slips/
Source: Try This Teaching
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Title: Transitioning from a Traditional PK-12 World Language Program to an Oral Proficiency-based Program
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From http://www.path2proficiency.com/
Holly Morse writes, “Are you considering transitioning your world language program from a traditional one to an oral-proficiency based one? In this blog post, I will share the basic steps that we, the University School of Milwaukee in Milwaukee, Wisconsin, have taken to make such a shift in the last few years in our PK-12 World Language department.”
Read the blog post at http://www.path2proficiency.com/transitioning-from-a-traditional-pk-12-world-language-program-to-an-oral-proficiency-based-program/
Source: path to proficiency
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