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Title: Romysensei: Japanese Etymologies
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From https://www.romysensei.com/about
Japanese Teacher Romy Ellis has created a new website that explains kanji characters and etymologies of Japanese words to make them more memorable for learners. The site is small at this time (a little over a dozen) but is being updated frequently.
Visit RomySensei at https://www.romysensei.com/about
Read a review of this resource at https://www.tofugu.com/japanese/japanese-learning-resources-october-2017/#romysensei
Source: Romysensei
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Title: Walks in Rome: Interactive Map
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From http://www.themorgan.org/exhibitions/online/City-of-the-Soul
An interactive map, based on a digital version of Paul-Marie Letarouilly’s 1841 plan of Rome, permits visitors to the exhibition to contextualize a selection of the works on display in City of the Soul. Clicking on highlighted features on the map brings up descriptions by nineteenth-century authors and images of both the objects in the exhibition and the actual monuments. This cluster of information encourages visitors to consider the objects in City of the Soul within the context of their historical period, and equally importantly to make comparisons between the appearance of the selected Roman monuments then and now.
Access the interactive map at http://www.themorgan.org/exhibitions/online/City-of-the-Soul
Read a description of this resource at http://www.openculture.com/2017/11/interactive-map-lets-you-take-a-literary-journey-through-the-historic-monuments-of-rome.html
Source: Morgan Library & Museum
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Title: Francophonie in Maine: Connie Cote’s Radio Show
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At nearly 90, Connie Cote still fills airwaves with la langue française
Fans of her Sunday radio show, now in its 60th year out of Auburn, are legion, especially among Franco-Americans.
by Bonnie Washuk
November 11, 2017
It’s Sunday morning. Connie Cote, known as “Mother Cote” by her many admirers, adjusts her headset.
“We’re on in 20 seconds,” says Big Z radio engineer Chris Hodgkin.
On cue, Cote tells her listeners at 105.5 FM/1240 AM in French what song she’s playing next and a bit about the music.
She’s delivered her radio show, “La Revue Francaise,” for 60 years, every Sunday. She did her show even when she was in the Maine Legislature and involved in so many causes and committees that it would make a normal person dizzy.
…Cote credits her upbringing for her love of the language. She comes from a musical family, and her parents were born in Lewiston. “My mother spoke to me in French. My mother spoke French beautifully. That’s why I did not forget.”
Read the full article at http://www.pressherald.com/2017/11/11/at-nearly-90-connie-cote-still-fills-airwaves-with-la-langue-francaise/
You can listen to the show on Sundays via https://tunein.com/radio/La-Revue-Francaise-p484783/
Source: Portland Press Herald
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Title: Minecraft in Spanish Class
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Last year we noted Glen Irvin’s approach to using Minecraft in his Spanish classes (http://caslsintercom.uoregon.edu/content/21554). Here is a recent article about why and how he uses Minecraft to immerse students in a Spanish-using environment: https://edtechmagazine.com/k12/article/2017/11/minecraft-can-transform-your-world-language-classroom. Access Mr. Irvin’s lesson plans using Minecraft at https://docs.google.com/document/d/1rpN-_a5JKicmXUHGV7EPb804dSH4xll-3i7rd1mGcvs/edit, learn more about his approach in this YouTube video: https://www.youtube.com/watch?v=C-mtYlOVfqo&feature=youtu.be
Source: Various
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Title: Recorridos: Books for Studying Don Quijote
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From http://espanolabierto.org/recorridos/
The language of the Siglo de Oro can be an insurmountable barrier for many readers. The Recorridos student textbook provides historical information, narrative techniques, lists of characters, themes and key words before they begin to read each chapter. While reading, vocabulary glossed in comprehensible Spanish appears in the margin opposite challenging words. Cultural references and proverbs from the work facilitate a deeper understanding. Each chapter contains checks for understanding and ends with activities to build vocabulary. It includes required chapters 1-8, 10, 17 and 74 for AP classrooms.
The teacher text includes interpretive, interpersonal and presentational communication strategies, a chronology of the Siglo de Oro history and work, examples of poetry from the era and rubrics. Each chapter includes a summary in English, cultural information beyond the student text, warm-ups, closures and quizzes, answer keys to checks for understanding and end-of-chapter vocabulary reinforcement through retelling. Resources include word games, event sequencing, and brainstorming activities as well as a chapter test that includes essay questions similar to those found on AP exams.
Access both volumes in electronic form at http://espanolabierto.org/recorridos/
Source: COERLL
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Title: Comparing Turkeys in México and the US as part of a Thanksgiving Theme in Spanish Class
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From http://elmundodepepita.blogspot.com/
Here is an activity for young Spanish learners, timed perfectly for Thanksgiving: comparing turkeys in the United States and Mexico and Guatemala: http://elmundodepepita.blogspot.com/2017/11/cultural-connections-comparing-turkeys.html
Source: Mundo de Pepita
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Title: Spanish Visual Dictionary
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Here is a topically-organized visual dictionary in Spanish: http://www.ikonet.com/es/diccionariovisual/
Source: ikonet.com
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Title: Editorial: Dual Language Approach Sees Speaking Spanish as a Powerful Asset
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Teacher Voice: Dual Language Approach Sees Speaking Spanish for What It Is — a Powerful Asset
by Callie Lowenstein
November 3, 2017
A year after I began tutoring immigrant students in New Haven’s public high schools in 2007, I was asked to support a few new arrivals — Michael and Angel — working as a volunteer in their science classes.
…Their ESL teachers and I were all concerned about them, and we thought about it principally in terms of deficits: their lack of English, the lack of support, the lack of time for ESL.
But there was one incredibly important fact about Michael and Angel that was treated as a minor footnote by everyone, unfortunately, including me, despite its profundity and potential significance in their educational and broader lives, which was that they both spoke Spanish fluently.
I have been thinking about Michael and Angel a lot recently, as I have begun teaching in classrooms in New York City with students like them — but in schools that are different in one incredibly important way. They are bilingual.
In the dual language schools where I’ve taught for the past three and a half years, we speak in Spanish for half of the academic day, and English for the other half.
We engage with families in Spanish and in English. We read stories and sing songs and conduct science experiments and solve math problems equally in both Spanish and in English.
In our school, Spanish is an asset.
Read the full editorial at https://www.the74million.org/article/teacher-voice-dual-language-approach-sees-speaking-spanish-for-what-it-is-a-powerful-asset/
Source: The 74
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Title: 7 Projects to Help Students Write for Audiences Beyond the Classroom
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Elena Shvidko writes, “Most assignments we assign in a writing class are created for the sole reader—the teacher. However, there is no reason students should write only for their teacher. Sharing their ideas with a broader audience can increase student motivation, encourage them to further develop their writing skills, help them connect and interact with many people from all over the world, and in some cases, even assist someone. In this post, I’d like to share a few examples of projects that you can implement in your course to help your students write for an audience beyond the classroom.”
Read on for how your students can write product reviews, Wikipedia entries, blogs, YouTube video analyses, comment responses, recipes, and school newsletter articles: http://blog.tesol.org/7-projects-to-help-students-write-for-audience-beyond-the-classroom/
Source: TESOL Blog
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Title: Video Series: Collaboration for English Learners
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From https://www.teachingchannel.org
Here is a series of videos from a bilingual classroom in Waukesha, Wisconsin, where two content area teachers and an ELL specialist work together to “create a learning environment that embraces the social nature of middle schoolers, while fostering simultaneous language and content learning for all their students, especially ELLs”: https://www.teachingchannel.org/blog/2017/11/03/power-of-collaboration-for-ells/
Source: Teaching Channel
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