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Title: First Issue of Revista Literal
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A few weeks ago (http://caslsintercom.uoregon.edu/content/23946) we noted the upcoming publication of Revista Literal, a magazine by Spanish learners for Spanish learners. The first issue is out now and is available at https://martinabex.com/2017/11/01/revista-literal-is-ready/
Pre-service teachers are also being sought to help with this project; visit the above URL for more information.
Source: The Comprehensible Classroom
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Title: On the Importance of Rejoinders for Language Learners
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From http://www.brycehedstrom.com/
Bryce Hedstrom reminds us of how learners can keep “getting interesting comprehensible input at a low language and cognitive cost” by using rejoinders with a conversational partner, and suggests having a Rejoinders Poster somewhere in your classroom to help you and your students to use them.
Read the post here: http://www.brycehedstrom.com/2017/rejoinders-keep-conversations-going
Source: Bryce Hedstrom
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Title: Online Resources for Learning about Current and Upcoming Events
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From http://larryferlazzo.edublogs.org/
We hope that you remembered to “fall back” yesterday. If your students are a little confused about Daylight Savings Time, here are some resources curated by Larry Ferlazzo: http://larryferlazzo.edublogs.org/2010/03/14/the-best-sites-for-learning-about-daylight-savings-time/
Veterans Day is November 11. Here are some resources for learning about it: http://larryferlazzo.edublogs.org/2008/11/11/the-best-websites-to-learn-about-veterans-day/
Thanksgiving is November 23. Here are resources for learning about this holiday: http://larryferlazzo.edublogs.org/2008/10/27/the-best-sites-to-learn-teach-about-thanksgiving/
And finally, should your students be confused about the causes of the Civil War, Mr. Ferlazzo has curated a list of resources about this question: http://larryferlazzo.edublogs.org/2017/10/31/the-best-resources-for-learning-what-caused-the-civil-war/
Source: Larry Ferlazzo’s Websites of the Day…
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Title: Supporting Students with Interrupted Educations
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From https://www.edutopia.org/article/supporting-students-interrupted-educations
Supporting Students with Interrupted Educations
Four strategies for helping students who have missed portions of their schooling—and examples of how teachers are using these strategies.
By Elizabeth Schuster
October 26, 2017
Almost a quarter of all students enrolled in San Francisco Unified School District last school year were English learners. Many of them were students with limited or interrupted formal education, or SLIFEs (the exact number is unknown because the district doesn’t track this). …
These are some of our most high-risk students because they face language and cultural barriers in addition to needing basic school skills, yet there’s not a lot of easily accessible information to help teachers support SLIFEs. To address this, I’ve collected some research-based strategies along with examples of how my colleagues and I have implemented them.
Read the full article, with four specific strategies that you can use, at https://www.edutopia.org/article/supporting-students-interrupted-educations
Source: Edutopia
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Title: Special Education and English Learners
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¡Colorín Colorado! has written and curated a wealth of resources dealing with English learners who have special needs, available here: http://www.colorincolorado.org/school-support/special-education-and-english-language-learners. One new resource is an archived collection of video clips from a recent Facebook Live event with Cristina Sánchez-López, a bilingual education expert who specializes in special education, dual-identified students, and culturally responsive teaching, available here: http://www.colorincolorado.org/special-education-and-ells-event-archive
Source: ¡Colorín Colorado!
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Title: Oral Error Correction
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From https://www.empoweringells.com
Tan Huynh summarizes Lyster and Ranta’s research into types of error correction and the efficacy of each type in this short post: https://www.empoweringells.com/oral-errors/
Source: Empowering ELLs
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Title: Mystery Pictures Listening Comprehension Activity
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From http://elmundodepepita.blogspot.com/
This listening activity is simple: project a number of photos for students to see, each identified by a number, and describe one of them. Students guess which one you’re describing. Read a full description of this activity at http://elmundodepepita.blogspot.com/2017/10/mystery-pictures-listening.html
Source: Mundo de Pepita
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Title: Making AAPPL-style Listening Assessments
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From http://www.pblinthetl.com/
If your students use AAPPL as a summative assessment, then it will be helpful to use a similar style of assessment throughout the year so that they can get used to it and receive ongoing feedback about their language growth. In this blog post, Laura K. Sexton describes how she creates listening assessments that are similar to the AAAPPL ones: http://www.pblinthetl.com/2017/11/aappl-bites-diy-listening-assessments.html
Source: PBL in the TL
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Title: Red and Black: Card Game Stimulates Conversation
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From https://www.eslwriting.org
This is a fascinating and simple card game played in pairs: students can cooperate to get a fairly high score, or compete to get a higher score at a cost to the other player (and the risk of getting a much lower score). Not only does this game stimulate conversation during play, but also it is a nice lead-in to talking about Game Theory.
Read how to play at https://www.eslwriting.org/esl-speaking-activity-red-and-black-game/
Source: eslwriting.org
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Title: Visuals in the World Language Class
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From http://teachinginthetargetlanguage.com/
Here is a general background on using visuals in a language classroom along with specific suggestions for different times to use them and different kinds of visual aids to use: http://teachinginthetargetlanguage.com/visuals-in-the-world-language-class/
Source: Teaching in the Target Language
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