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Content Type: 1
Title: Bellringer Activities for Spanish Classes
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Antonio Luna shares a slideshow with 75 different bellringer activities that your students can work on while you take attendance, check in with individual students, etc.: http://www.antonioluna.org/2018/01/bellwork.html
Source: Lunaprofe
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Title: Video: Chocolate in Mexico
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"An Act of Resistance" is a short video about the rich cultural significance of chocolate in pre-contact Mexico, including interviews with an indigenous cacao farmer and a chocolatier dedicated to keeping the rich tradition of Mexican chocolate alive.
Access this video at https://aeon.co/videos/reclaiming-the-dignity-and-spiritual-roots-of-chocolate-production-in-mexico
Source: Aeon
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Title: Report: Rethinking English Learner Data: Illinois’ Plans Under the Every Student Succeeds Act
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Rethinking English Learner Data: Illinois’ Plans Under the Every Student Succeeds Act
By Janie Tankard Carnock
Published by New America
Illinois’ story illustrates trends playing out in school communities across the country as migration patterns change and immigrants start or settle their families in new areas. Some communities, most dramatically in the Southeast and other parts of the Midwest, are dealing with ELs for the first time. Others have a long history of trying to serve ELs but have struggled to do so equitably. In Illinois, both of these realities are simultaneously at play. Now, federal policy is reshaping how public education systems must respond to these learners. In light of the latest reauthorization of federal K–12 education law under the Every Student Succeeds Act (ESSA) of 2015, state leaders face increased autonomy and decision-making related to EL students. Moving the core of EL accountability from the law’s Title III to more heavily-funded Title I has increased the visibility of EL data collection, reporting, and use in accountability systems to flag the lowest-performing schools for ELs.
Illinois’ state plan for ESSA was approved in late August 2017 by the U.S. Department of Education. The state’s ideas on English learner data metrics and reporting, in particular, represent a bright spot in the national context. There is a host of compelling, research-based strengths to commend, even as other components could benefit from further refinement and consideration.
Access the report at https://www.newamerica.org/education-policy/policy-papers/rethinking-english-learner-data/
Source: New America
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Content Type: 1
Title: Game for Jobs Vocabulary
Body:
From http://frenchteachernet.blogspot.com/
20 Questions is a handy, versatile game that reinforces interpersonal communication skills. Here's adaptation that focuses specifically on jobs vocabulary: http://frenchteachernet.blogspot.com/2018/01/a-15-questions-game-for-practising-jobs.html
Source: Language Teacher Toolkit
Inputdate: 2018-01-17 09:31:32
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Content Type: 1
Title: Crowd Annotation
Body:
From https://www.middleweb.com/36692/using-crowd-annotation-to-close-read-the-world/
Kavin Hodgson writes, "Many of us have long taught our students how to “mark up the page” using highlighters or pencils as tools of notation. That experience may be meaningful, to some degree, but lonely.
"Your audience is you.
"Crowd annotation, made possible through our digital connectivity, has the potential to alter that. The margins of an online text or piece of media can be filled with insightful conversation by a community of readers, in a public space, often sparking side conversations that are complementary to the main text."
Read his full article, which includes suggestions and tools for implementing crowd annotation in middle school, high school, and post-secondary classrooms, at https://www.middleweb.com/36692/using-crowd-annotation-to-close-read-the-world/
Source: Middle Web
Inputdate: 2018-01-17 09:35:37
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Content Type: 1
Title: 5 Activities to Incorporate the Winter Olympics in Language Class
Body:
From http://elmundodepepita.blogspot.com/
PyeongChang will host the 2018 Winter Olympic Games starting February 9. Here are some ideas and resources for incorporating the Winter Olympics into your elementary language classes: http://elmundodepepita.blogspot.com/2018/01/5-activities-to-incorporate-winter.html
Source: Mundo de Pepita
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Title: Five Ways to Use Dance in Your Classroom
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From http://misclaseslocas.blogspot.com/
From "Dancing Fridays" to resources for using specific dances as a unit hook, get ideas for using dance in your class from this recent blog post: http://misclaseslocas.blogspot.com/2018/01/5-ways-to-use-dance-in-any-classroom.html
Source: Mis Clases Locas
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Content Type: 3
Title: The Importance of Personal Interaction in Online Learning
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By Julie Sykes, CASLS Director
(adapted from Sykes, 2014)
Concurrent with general shifts in educational trends, economic realities, and the desire on the part of learners to access coursework anytime and anywhere, we have seen a drastic shift toward more online courses (i.e., courses offered independently of face-to-face environments). Nationally, student enrollment in at least one online course grew steadily from 9.6% in 2002 to 32% in 2012 (Allen and Seaman 2013). However, this growth is not necessarily indicative of widespread acceptance by faculty and instructors. In fact, a great deal of skepticism remains with many concerned that online courses do not allow for the type of personal interactions needed to reach necessary levels of proficiency (Allen and Seaman 2013; Blake 2009). Despite this skepticism, initial empirical research demonstrates that compared with face-to-face courses, online courses can be equally if not more successful at helping students achieve necessary levels of proficiency (Vorobel and Kim, 2012).
It is not the tools themselves, or the fact that the space is digital, that makes online learning transformative, or even useful. As noted by Blake,
No one should think that the mere use of technology by itself would create educational change in the foreign language classroom and improve the curriculum . . . only social forces (i.e., teachers and students working together) can create curriculum change and innovation. (Blake, 2013: 131–132)
Thus, examination of the key elements of digital learning contexts must be driven by the desire to improve pedagogical practice and solve problems that have been previously impractical to address. Drawing on SLA theory and her historical examination of the evolution of the field of CALL, Butler-Pascoe (2011: 28) ambitiously synthesized the needs of language learners and suggested them as critical considerations for the implementation of any technological tools in the service of language learning:
- Focus on communication and interaction.
- Representation of specific professional environments.
- Constructivist learning environment that includes modeling, contextualizing, and metacognitive activities.
- Student-centered environment to encourage autonomy and responsibility.
- Development of critical thinking, reading, writing, listening, speaking, computer, and information literacy skills.
- Real-world task-based and inquiry-based strategies.
- Content-based learning that includes authentic audiences and materials.
- Understanding of the cultural and pragmatic aspects of the target language.
- Multiple modalities.
- Appropriate feedback including summative and formative assessment.
- Authentic audiences for interaction and publication of students’ work.
- A positive affective environment to motivate and lower anxiety.
The list is complex and represents what many consider to be best practices for any language learning context, not just online language learning. With thoughtful implementation of a variety of emerging technological tools, online courses can, and do, offer a meaningful learning context for each of these elements to occur.
References
Blake, R. (2009). ‘The use of technology for second language distance learning’. Modern Language Journal 93 (s1): 822–835.
Blake, R. (2013). A brave new digital classroom: Technology and foreign langauge learning (2nd ed.). Washington D.C.: Georgetown University Press.
Butler-Pascoe, M. (2011). ‘The history of CALL: The intertwining paths of technology and second/ foreign language teaching.' International Journal of Computer-Assisted Language Learning and Teaching 1 (1): 16–32.
Sykes, J. (2014). Emerging Technological Resources for Teaching Spanish. In Methodological Approaches and Realities, Routledge Handbook in Applied Linguistics. M. Lacorte (Ed.). Routledge. 238-257.
Vorobel, O. and Kim, D. (2012). ‘Language teaching at a distance: An overview of research.' CALICO Journal 29 (3): 548–562.
Source: CASLS Topic of the Week
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Content Type: 5
Title: 2017 NCSSFL-ACTFL Can-Do Statements: New Learning Targets and New Opportunities for Growth
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The Center for Applied Second Language Studies (CASLS) at the University of Oregon is excited to highlight the recent release of the new Can-Do Statements by our colleagues at the National Council of State Supervisors for Languages (NCSSFL) and the American Council on the Teaching of Foreign Languages (ACTFL). Based on input from educators around the country, these new Can-Do Statements now incorporate sign language, interculturality statements, and differentiate between spoken or signed forms of Interpersonal Communication and written forms of Interpersonal Communication. To see these updated statements and access various support materials, check out this site (https://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements).
This work has been particularly meaningful at CASLS given our role in the development of LinguaFolio Online (lfonetwork.uoregon.edu), the digital version of the LinguaFolio language learning portfolio (http://ncssfl.org/linguafolio-materials/) created by NCSSFL. In the past few weeks, all versions of LinguaFolio Online have been updated to reflect the new Can-Do Statements so that our users can have the most up-to-date approach to language learning outcomes.
We are proud to keep growing alongside our colleagues throughout the country. Keep on the lookout for updated support materials for LinguaFolio Online, and happy LinguaFolioing!
Source: CASLS Spotlight
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Content Type: 2
Title: Join Our Team!
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Source: CASLS
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