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Content Type: 1
Title: Building an Iceberg: Breaking Large Goals into Smaller Skills
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Sara-Elizabeth Cottrell notes that a goal like “narrate a story” is actually an “iceberg." She writes, “The nice, packaged-up story is just the tip of the iceberg. Underneath it lies so many competencies that require so much time and input to develop: vocabulary. Detail. Sequencing. Setting up a scene.”
Read how she breaks a large goal like this into component skills and builds them over the course of her class in this post: http://musicuentos.com/2017/10/foundation-skills/
Source: Musicuentos
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Title: Game Idea: Backwards Charades
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From https://lamaestralocablog.wordpress.com
Usually in charades, one person acts while everyone else shouts out possible answers. In this version, one person on each team tries to guess the word or phrase while everyone else in the group acts it out. Read a full description at https://lamaestralocablog.wordpress.com/2017/10/09/backwards-charades/
Source: La Maestra Loca
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Title: Research Summary: Cognitive Load and Language Teaching
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From http://www.eltresearchbites.com
Anthony Schmidt has written a nice summary of the research on cognitive load and its influence on language learning at http://www.eltresearchbites.com/201710-cognitive-load-and-language-teaching-what-teachers-need-to-know/
Source: ELT Research Bites
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Title: Higher Level Thinking with Novices
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From http://www.languagemakerspace.com/
A perennial challenge to language teachers is getting novices to do higher level thinking with their limited language skills. Here is a nice example of staying in the target language while challenging students to think critically: http://www.languagemakerspace.com/2017/10/03/higher-level-thinking-with-novices/
Source: Language Makerspace
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Title: Acquainted: Chatbot Polling Tool
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Lots of us use polling tools such as Kahoot! to get real-time feedback from our students. Acquainted is a tool for creating polls that incorporates responses to users’ answers, chatbot-style. This could be a useful tool, either for the teacher to create scripted conversations with different possible answers, or to guide students in creating their own chatbox scripts.
Go to https://getacquainted.co/ and scroll down to “Give it a whirl here” in the lower right corner to see how the tool works.
Read a short review of this resource at http://www.freetech4teachers.com/2017/10/acquainted-conversational-polling.html#.Wd5Gl9OGNPU
Source: Acquainted
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Title: When Students Won’t Stop Talking
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From https://www.cultofpedagogy.com
Jennifer Gonzalez says that in the beginning of her teaching career, unwanted student talking was “like popcorn”: “Someone needed to sharpen their pencil. Pop. Someone else decided to race them over to the sharpener. Pop. In a matter of seconds, the whole room had erupted, a huge hysterical bowl of popcorn, exploding all around me, and I couldn’t find my way out.:
Although not intended exclusively for language teachers, this guest column by Michael Linsin about getting students to be quiet when they need to be quiet is full of great advice: https://www.cultofpedagogy.com/student-talking/
Source: Cult of Pedagogy
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Title: Engaging Games in the World Language Class
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From http://teachinginthetargetlanguage.com/
Here are several games that language teachers frequently play. Read through and see if there’s one you didn’t know about that you can add to your toolbox: Bingo, guess which item, guessing game, Simon says, guess who, go fish, and Zut! are some of the games.
This post is available at http://teachinginthetargetlanguage.com/engaging-games-in-the-world-language-class/
Source: Teaching in the Target Language
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Title: Intercultural Mediation
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From https://www.languagemagazine.com/2017/10/intercultural-mediation/
Intercultural Mediation
Ian Akhbar
October 4, 2017
As the perceptions of most human beings are shaped by culture, the most important contribution intercultural communication studies have made for second-language teaching is that they have increased instructors’ awareness of the intricacies of managing a multicultural or a monolingual classroom in a foreign learning context, improving teaching and classroom quality for second-language students.
In support of this argument, this paper presents a brief background on the influence of culture on language, the benefits of studying L2 for cultural acquisition, the importance of recognizing different cultural motivations for L2 acquisition, intercultural differences that lead to misunderstandings and poor learning/teaching, the prevalence of ethnocentrism, and lastly, methods and approaches that may be useful in second-language teaching.
Read the full article at https://www.languagemagazine.com/2017/10/intercultural-mediation/
Source: Language Magazine
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Title: A Multi-Sensory Approach to Literacy
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From https://www.languagemagazine.com/2017/10/multi-sensory-approach/
A Multi-Sensory Approach
by Candice Bixman-Murphy
October 4, 2017
“The Walter Johnson Academy of International Studies is an International Baccalaureate (IB) school where, at any given time, students speak up to 25 different native languages. As a Title 1 specialist and ELL student success advocate for grades 6–8, last year I taught students from countries including Bulgaria, Russia, Croatia, Bosnia, China, Egypt, Venezuela, Honduras, Guatemala, and Mexico.
“To help these students from diverse backgrounds learn both academic and conversational English, a multisensory approach is used that supplements reading and speaking with multiple sensory components….”
Read the full article at https://www.languagemagazine.com/2017/10/multi-sensory-approach/
Source: Language Magazine
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Content Type: 4
Title: Describing Myself and Others: A Multimodal Approach to Exploring the Complexities of Language
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This activity was inspired by Mia Lin’s Interactive Video presentation at the University of Oregon in July of 2017 and is designed for Novice Mid and Novice High secondary learners of English. The purpose of this activity is to empower learners to analyze and practice appropriate language in a variety of contexts.
Learning Objectives: Students will be able to…
- Talk about themselves, friends, and family with someone after first meeting him/her.
- Talk about themselves, friends, and family with someone after having known him/her for a long time.
Mode(s): Spoken Interpersonal Communication, Interpretive Listening, Presentational Writing
Materials Needed: Video 1 (https://www.youtube.com/watch?v=re5veV2F7eY), Video 2 (https://www.youtube.com/watch?v=LORyEX_5czg), Handout
Procedure:
- Set the Stage: Explain to learners that their goal for the day is to learn how to describe themselves, friends, and family in two distinct contexts: when meeting someone for the first time and after having known someone for a while. At this point, the learners may want to self-evaluate how well they think they are able to engage in the goal.
- Observe: Show learners two different clips from the movie Mean Girls. The first video showcases descriptions of self, friends, and family upon meeting someone for the first time. The second video showcases the same descriptions among people who have known each other for some time. As they watch, have learners record their observations on Part 1 of the handout.
- Analyze: Ask learners to discuss their observations as a class. Some questions to scaffold the discussion could include:
- What adjectives were used in the first video? What adjectives were used in the second video? How do you know which are appropriate?
- How does the situational context (meeting someone for the first time versus talking with someone you have known for a while) change how words are received from context to context?
- What verbal and non-verbal cues let you know that there was a misunderstanding in the conversation? That something that was said was inappropriate?
4. Practice/Extend: Allow learners to brainstorm their own descriptions of self, friends, and family on Part 2 of the handout. Then, provide 7-10 minutes to practice the conversations in each context. The best approach for these practice sessions at this proficiency level is to give learners one minute per conversation and have them switch partners after the minute is up.
5. Reflect: Have learners reflect on their success by filling out Part 3 of the handout.
Notes:
- Mean Girls uses colloquialisms that teachers may deem inappropriate for young (elementary or middle) learners. As such, the activity was written so that it could be implemented with other video sources.
- While this activity does not involve direct grammar instruction, inductive reasoning would be easy to incorporate as part of Step 3 if teachers wish to analyze language accuracy as it relates to adjective agreement and word choice with their students.
- This activity intentionally incorporates the goal-setting and reflection processes embedded with LinguaFolio Online, an autonomous online language learning portfolio for learners. Check out LinguaFolio Online and its associate mobile app, LFOtoGo, at lfonetwork.uoregon.edu.
Source: CASLS Activity of the Week
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