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Title: Authentic Resources or Learner Material? Yes!
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Sara-Elizabeth Cottrell has written a wonderful blog post about what is sometimes framed as a debate: authentic resources (by native speakers for native speakers) vs. learner-directed materials (often adapted to the proficiency level of learners). Instead, she advocates for a middle ground in which both are used in language classrooms.
Read her nuanced blog post at http://musicuentos.com/2017/08/authentic-learner-wrong-q/
Source: Musicuentos
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Title: Defining Quality Interpersonal Communication
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From http://leesensei.edublogs.org/
Coleen Lee-Hayes frequently asks her advanced students what makes quality interpersonal communication. She has developed an acronym for the elements she has found to be key: IIS for Informative, Inquiring, and Supportive.
Read the full blog post at http://leesensei.edublogs.org/2017/08/05/iis-it-quality-oral-interpersonal-communication/#.WYyxJ3eGNPU
Source: Language Sensei
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Title: Translating and Interpreting as a Career
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Educate your students about possible careers that their language proficiency can open up for them. Here’s information about translators and interpreters: http://www.leadwithlanguages.org/language-career/translation-interpretation-ti/#easy-footnote-bottom-2
Here is more information about this career from Language Magazine: https://www.languagemagazine.com/2017/08/interpreting-translating-new-study/
Source: Lead with Languages
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Title: Leadership and Advocacy
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From http://www.path2proficiency.com/
Jaime Basham writes eloquently about moving from reluctant leadership to embracing leadership roles in this recent blog post: http://www.path2proficiency.com/the-reluctant-leader/
Maris Hawkins writes about her goal to become more of a language advocate in this post: http://www.path2proficiency.com/becoming-a-better-language-advocate/
Read both and get inspired to change the world as you start the new school year.
Source: path to proficiency
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Title: Hooking Students on Reading
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From https://mrpeto.wordpress.com
Mike Peto writes humorously about “the game” that students who hate reading play with teachers who seek to hold them accountable for reading assignments: “A student who has learned to play the game in all of their other classes has been trained to approach reading as a task to undermine. Teachers respond by finding ways to ensure reading compliance such as quizzes, reading guides, writing assignments and random (humiliating) in-class comprehension questions. Our students are immersed in a punitive reading culture that rouses their counterwill; is it any wonder that they huddle before class discussing the reading with the one kid who actually did it, that they send text messages to students in other sections about ‘surprise quizzes,’ that they copy answers to reading guides in the hallways during morning break and that they despise the astute teachers who manage to ‘play the game well’?”
Read his full blog post about free voluntary reading, how he facilitates it, why, and the impact of this approach on students’ attitudes toward reading: https://mrpeto.wordpress.com/2017/08/06/struggling-to-hold-students-accountable-for-reading/
Source: My Generation of Polyglots
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Title: Great American Eclipse Resources
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Our main CASLS office will experience 99% coverage of the sun on the August 21 solar eclipse. For those who would like to capitalize on this event to talk about it in their language classes, here are some resources:
The National Science Teachers Association has a collection of resources at http://learningcenter.nsta.org/mylibrary/collection.aspx?id=UHgJRhs/h9o_E&
Richard Byrne has links to three videos about solar eclipses at http://www.freetech4teachers.com/2017/08/three-good-videos-about-solar-eclipses.html#.WYNKCNPyu8o
Larry Ferlazzo is curating a collection of links to online resources at http://larryferlazzo.edublogs.org/2017/08/01/new-useful-resources-on-the-upcoming-total-eclipse/
Source: Various
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Title: Beginning of School Ideas
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Many of us are starting a new school year this month. Here are some ideas for the first days of school:
From the mELTing Teacher website, four different fun activities you can use to start the school year: http://eslcarissa.blogspot.com/2017/07/four-fun-ways-to-start-new-school-year.html
From Larry Ferlazzo, a list of “The Best Resources for Planning the First Days of School” at http://larryferlazzo.edublogs.org/2011/08/08/the-best-resources-for-planning-the-first-day-of-school/ and answer to “What do you do on the first day of school?”: http://larryferlazzo.edublogs.org/2009/08/09/answers-to-what-do-you-do-on-the-first-day-of-school/
Read how middle and high school teacher Maris Hawkins plans to start her Spanish classes on the first day at https://marishawkins.wordpress.com/2017/08/02/first-day-of-school-activities-and-my-goal/
Read how Annabelle Allen will start her Pre-K through high school classes consistent with the CI and OWL techniques: https://lamaestralocablog.wordpress.com/2017/08/03/the-first-week-of-school-pre-k-to-high-school/
If you are thinking about using interactive notebooks, see how Elisabeth Alvarado preps hers at the beginning of the school year: http://www.secondaryspanishspace.com/2017/08/back-to-spanish-class-interactive.html
Try having your students write 6-word memoirs on their first day of school, as described by Maria Bartz here: https://movingwriters.org/tag/first-day-of-school-writing/
Source: Various
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Title: Sock Puppet Book for Emotions
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From http://funforspanishteachers.blogspot.com/
For your youngest learners, here is an adorable idea! A sock puppet book with different facial expressions on each pages, for talking about emotions in the target language. Learn how to assemble one (and download helpful materials and templates) at http://funforspanishteachers.blogspot.com/2017/08/create-your-own-interactive-sock-puppet.html
Source: Fun for Spanish Teachers
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Title: Using Quick, Draw! in Language Class
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From https://sradentlinger.wordpress.com
Quick, Draw! is on online site where a neural network tries to guess something that you are doodling in 20 seconds or less. In this blog post, Elizabeth Dentlinger suggests ways that you can use the tool in communicative ways in your language class: https://sradentlinger.wordpress.com/2017/07/28/quick-draw-an-adaptation-for-world-language-classes/
Source: La Clase de la Señora Dentlinger
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Title: Time Shifting with In-Class Flips
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Jeff Magoto is the director of the Yamada Language Center at the University of Oregon. His interests include educational technology, software deisgn, less commonly taught languages, and program administration.
Time shifting is, and always has been, part of the modern language classroom. Every time we ask our students to listen to or watch a pre-recorded dialogue we’re displacing time and space. We move into an omni-present, where we’re all participants (if somewhat removed) of a Cairo market scene that becomes the focus of our attention, and eventually, tutor. Soon after hearing “Salaam u alikum” we are mouthing the words to the rejoinder “U alikum salaam." Or, we are, if we’re given enough time and opportunity to do so.
In response to InterCom’s focus on time this month, I’d like to explore with you an increasingly popular way to accomplish that time (and space) shifting in your classroom. It’s called the “in-class flip,” (Gonzalez, 2014) and as you might expect, it comes from the pedagogical environment commonly known as Flipped Learning, which encourages teachers to re-locate the “easy stuff” of a lesson, the language tasks that students should be able to do on their own (such as watching a video like the one above and identifying 1-2 greetings and leave-takings) so that class time can be reserved for for putting that knowledge about the language into use, or applied to new situations, or as the basis for creating something entirely new (Bauer-Ramzani et al., 2016).
Flipped learning has garnered a lot of attention in the last 4-5 years, particularly in fields different from ours, like math and science, where moveable chairs, focused pair and group work, and student performance indicators aren’t standard features of classrooms. But even among language colleagues who insist that they’ve always flipped their instruction, there’s increased recognition that traditional flipping doesn’t work in many situations and it may not result in the kind of differentiated instruction it claims to.
“In-class flips” have come about because they offer a healthy compromise. In exchange for giving up some class time for direct instruction, whether that’s teacher fronted or mediated by technology, more differentiation is achieved. Student practice time, feedback time, and creation time grow and deepen. While classroom configurations differ for in-class flips, they all entail a “stations approach” which can be designed quite linearly (present, practice, practice some more, produce) or in parallel where student choice and the goal of the task determine the approach to learning. ESL Colleagues in Colombia report good success with in-class flips, in situations as diverse as English and French immersion in primary school to university EFL students with only 2-3 hours of class a week (Ramirez, 2017).
My own experience with in-class flips in teacher preparation courses has shown that while my class preparation time tends to go up, class time is more enjoyable and student awareness of outcomes is more apparent. In a recent class, I told students we had had 50 minutes to get ready for a video conference with an expert in the field on in-class flips. Towards that end, I’d established 6 stations that I called: base, interview, map, lesson maker, materials maker, and reflection (see “In-Class Flipping” Handout). A fluke of afternoon scheduling in the summer even made it possible for us to spread out into 3 rooms (highly desirable). Students chose the station they wanted (“base” was required if they hadn’t watched the foundational video) and most managed to work through two stations in about 40 minutes.
What ensued in the second hour was a lively conversation with Professor Ramirez about her work, with active participation by nearly everyone in a class of 22. What ensued in the rest of the course was the production of some excellent language lesson plans which incorporated in-class flips, appropriate technology, higher order thinking skills, and lots of time shifting.
References
Bauer-Ramazani, C., Graney, J. M., Marshall, H. W. and Sabieh, C. (2016), Flipped Learning in TESOL: Definitions, Approaches, and Implementation. TESOL J, 7: 429–437. doi:10.1002/tesj.250
Gonzalez, J. (2014, March 24). Modifying the Flipped Classroom: The "In-Class" Version. Retrieved July 25, 2017, from https://www.edutopia.org/blog/flipped-classroom-in-class-version-jennifer-gonzalez
Ramirez, M. (2017, May 30). Retrieved July 05, 2017, from What’s an In-Class Flip? http://martharamirez.com.co/blog/whats-an-in-class-flip
Source: CASLS Topic of the Week
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