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Title: Open Textbook Gives Students Freedom to Explore Spanish Literature
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From http://blog.coerll.utexas.edu/leyendas-y-arquetipos/?
When he began compiling his textbook anthology Leyendas y arquetipos del Romanticismo español, Robert Sanders knew that his students weren’t taking upper-level Spanish to become professors of Spanish literature. They were mostly minoring in Spanish with other career goals in mind. This sort of insight into students’ needs is what makes open resources authored by language instructors so valuable for modern education.
Leyendas y arquetipos is an openly-licensed introduction to nineteenth-century Spanish literature for intermediate university students of Spanish. Dr. Sanders chose the works of poetry, drama in verse, and short stories for their literary interest and the social importance of their themes. After piloting the book with students, he compiled vocabulary, historical, and cultural annotations to facilitate comprehension.
Read the full blog post about Dr. Sanders' process of writing the textbook at http://blog.coerll.utexas.edu/leyendas-y-arquetipos/? and access Leyendas y arquetipos at https://open.umn.edu/opentextbooks/BookDetail.aspx?bookId=484
Source: COERLL
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Title: Spanish Movement Songs for Preschoolers
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Here is a collection of songs in Spanish to get preschoolers moving and learning: http://funforspanishteachers.blogspot.com/2017/11/5-movements-songs-for-preschoolers.html
Source: Fun for Spanish Teachers
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Title: Three Trends in ELL Education
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From http://www.colorincolorado.org/blog/themes-im-seeing-ell-education-fall-2017-edition
Diane Staehr Fenner discusses three trends that she sees in the education of English learners: supporting students living with trauma, attention to dual language learners (young children still in the process of learning their home languages as well as English), and the growth of dual language immersion programs.
Read the full blog post at http://www.colorincolorado.org/blog/themes-im-seeing-ell-education-fall-2017-edition
Source: ¡Colorín Colorado!
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Title: Survey Demands More PD for ELL Educators
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From https://www.languagemagazine.com/2017/12/more_pd/
Survey Demands More PD for ELL Educators
December 9, 2017
According to the results of the 2017 EL Education Report, a new survey conducted by McGraw-Hill Education, 99% of respondents believe professional development for teachers and staff members is essential for effective EL instruction. However, only 55% of respondents believe that their school or district provides sufficient, ongoing professional development to support EL student success.
As the demand for English Learner (EL) instruction grows across the U.S., the vast majority of K-12 educators (80%) believe EL instruction is a priority for their school or district. Educators also indicate that more professional development and different types of learning materials are needed to meet the needs of EL students.
Read the full article at https://www.languagemagazine.com/2017/12/more_pd/
Source: Language Magazine
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Title: Strategies for Teaching Tier Two Words to ELL Students
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Enriching Academic Vocabulary: Strategies for Teaching Tier Two Words to E.L.L. Students
By Larry Ferlazzo
November 29, 2017
As you likely already know, the Common Core Standards use the research of Isabel Beck and Margaret McKeown to categorize words into Tiers One, Two and Three.
...Tier Two words are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered, unabashedly). Tier Two words often represent subtle or precise ways to say relatively simple things— saunter instead of walk, for example.
...But Tier Two words, as the authors of the Standards point out, “are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading.”
This is why, when I’m working with English language learners, I mainly focus on this tier. There is simply more bang for your teaching buck: Learning these words will make more texts accessible to your students.
Read the full article at https://www.nytimes.com/2017/11/29/learning/lesson-plans/enriching-academic-vocabulary-strategies-for-teaching-tier-two-words-to-ell-students.html
Source: New York Times
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Title: Read Alouds for Middle School English Learners
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From https://www.middleweb.com/36437/read-alouds-are-great-for-the-middle-grades/
Valentina Gonzalez writes, "By definition, a read aloud is the practice of reading a text aloud to students. The text can be of various lengths and genres (a book, a chapter, a poem, fiction or nonfiction). While students do not have to have a copy of the text, some English Language Learners benefit from following along.
"...Read alouds allow students exposure to text that is above their independent reading level. They may not be able to read the text on their own, but when we read the text aloud to our students, they are able to think about the information at a higher level, without having to constantly try to pick out the meaning of certain words.
"For an ELL, this is amazing. Think about an ELL in grades 4-8 who is not able to read at grade level yet but can think and analyze at grade level. This opportunity is empowering!"
Read the full article at https://www.middleweb.com/36437/read-alouds-are-great-for-the-middle-grades/
Source: Middle Web
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Title: Teasing Apart Speaking Skills
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From https://elt-resourceful.com
The new 2017 NCSSFL-ACTFL Can-Do Statements deal with three modes of communication: interpretive, interpersonal, and presentational. Each of these is broken down into different areas for indicators. For example, for interpersonal communication, there are three different questions: How can I exchange information and ideas in conversations? How can I meet my needs or address situations in conversations? How can I express, react to, and support preferences and opinions in conversations?
These modes are a different way of thinking about language skills from some other traditional treatments of language learning as dealing with four skills: speaking, reading, writing, and listening.
In this this recent blog post, Rachael Roberts talks about speaking. She writes, "First of all, we need to identify what exactly we mean by speaking. Brown and Yule (1983) distinguish between primarily interactional (conversation) and primarily transactional (transmitting information) functions of speaking. Jack Richards has added a third broad function- talk as performance- which would include such things as presentations and speeches." These first two functions correspond well to interpersonal communication, and the last corresponds well with the presentational mode.
Read her blog post for ideas to help identify different speaking functions and to build students' skills with them: https://elt-resourceful.com/2017/12/05/what-exactly-do-we-mean-by-speaking-skills/
Source: elt-resourceful
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Title: Adapting an Interpersonal Activity to Be More Interpersonal
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From http://www.path2proficiency.com/
Timothy Chavez describes a recent interpersonal activity that he designed and how it went wrong - one student would end up doing most of the talking, while the other would simply agree and add a small amount of information. He then describes how he fixed the activity so that students both had to clearly communicate information with each other to successfully complete the task. Read his blog post at http://www.path2proficiency.com/interpersonal-are-they-talking-with-each-other-or-at-each-other/
Source: path to proficiency
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Title: Art in Language Class
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FLTEACH user Simone Skerritt describes how she teaches about art in her Spanish class:
I always use the formula for looking at any work of art that I learned educator workshop I went to years ago at a Hood Museum (Dartmouth College):
1.Observe: What do you see with the naked eye, i.e. colors, shapes, objects, etc. etc.
2. Interpret: What do you think it is? What do you think it means? What do you think the artist is trying to convey? How is she/he doing that? What do you think is happening? Who do you think are the people? Where are they? etc. etc.
3. Evaluate: How do you feel about it? What is your opinion? Do you like it? Why? Why not? Do you think it's effective? Why? Why not?
For numbers 1 and 2 above, depending on the level, I might have each student jot down ideas and then share with table partners, or just go into brain storming with table partners, and jot down the group's ideas, and then we discuss as a class. Number 3 is obviously personal so they do it individually and then discuss at tables, and then as a class, and they have to explain why they feel the way they do.
It helps to prep them with the necessary basic vocabulary with terminology like foreground, middle ground, background, focal point, composition, colors, prepositions of place, *hay*, [there is/there are] or you can teach/review it as you go. I do not get too technical because I am not totally confident about this, so I keep it simple.
We read about the artist and his/her time period and the artistic movements (before, during, after) and we look at other works by the same artist and others of that time-period that would help the students to connect it to the artistic genre and to give historical context.
An activity I do as a follow-up to get them speaking, and to explore more of the artist's work, is pair up students and then project two different examples of the artist's painting on the overhead. They take turns describing and drawing. Of course, only the student describing can see the artwork. Once they have finished this, I show the painting and, time permitting, they'll color their own work to replicate the original.
I also find a related video or audio and prep a viewing/listening activity.
With the above approach, we hit all the communication modes, as well as culture, and I learn a lot as well!
Skerritt, S. [FLTEACH] Sarah Re: [FLTEACH] Art resources. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 3 Dec 2017).
Follow the entire thread at https://listserv.buffalo.edu/cgi-bin/wa?A2=ind1712&L=FLTEACH&P=R900&I=-3&d=No+Match%3BMatch%3BMatches
Source: FLTEACH
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Title: Predictions for Listening
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Here are two activities that get students making predictions before and during listening activities:
The Prediction Game from TeachingGamesEFL.com: https://teachinggamesefl.com/2017/11/29/the-prediction-game/
Pause and Predict with YouTube from the British Council: https://www.teachingenglish.org.uk/article/pause-predict-%E2%80%93-youtube-technique
Source: Various
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