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Title: UO Puerto Rico Project: Hurricane Maria and its Aftermath
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From https://blogs.uoregon.edu/theuopuertoricoproject/
Last week the Center for Latino/a & Latin American Studies at the University of Oregon released its digital archive, the UO Puerto Rico Project. Visit the project website regularly over the coming year for new interviews, bibliographies, stories, photographic journeys, and more educational materials pertinent to Puerto Rico after Hurricane Maria.
This resource is available at https://blogs.uoregon.edu/theuopuertoricoproject/
Source: University of Oregon
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Title: Evaluating Self-Improvement Apps for the Interpretive Mode
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From http://www.pblinthetl.com/
Laura K. Sexton's students are supposed to be working on self-improvement goals, but a lot of them have stalled out. She hit on the idea of working on their interpretive skills by having them learn about different self-improvement apps in Spanish. Her blog post also includes a great format for Driving Questions that can be used for project-based learning as well as a link to an authentic resource.
Read the blog post at http://www.pblinthetl.com/2018/02/strategies-for-reading-and-self.html
Source: PBL in the TL
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Title: Clapping Games in Spanish
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Here's a short video (4:35) in which young students in Madrid demonstrate different hand-clapping games: https://youtu.be/msHJnxSUWg4
Source: YouTube
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Title: Portal de Lingüística Hispánica
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From http://hispaniclinguistics.com/
If you're looking for a detailed explanation of some detail of Spanish grammar, examples of different varieties of Spanish, or a history of the language, the Spanish-language Portal de lingüística hispánica is a helpful and detailed resource.
Available at http://hispaniclinguistics.com/
Source: Portal de Lingüística Hispánica
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Title: What Is Dual Immersion? Practitioners Speak Up
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Last week (http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2018/02/what_does_dual-immersion_mean_what_does_it_look_like_in_practice.html) Larry Ferlazzo asked, "What does 'dual-immersion' mean? Is it different from bilingual education? What are tips to do 'dual-immersion' and/or bilingual education well?"
Several experts and practitioners responded. Read responses from Elizabeth B. Beltran, Barbara Gottschalk, Conor P. Williams, Carol Silva, Margarita Calderón and Shawn Slakk, and Leslie Davison for nuanced discussions of what dual immersion is (and is not) at http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2018/02/response_everything_you_wanted_to_know_about_dual_immersion_but_were_afraid_to_ask.html
Source: Education Week
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Title: English Language Learners Tell Us What Helps Them Learn
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From https://larryferlazzo.edublogs.org
Larry Ferlazzo asked his English learners what helps them learn. They answered the following questions:
1. What do teacher do that helps you understand what they are teaching, even though you may not know English that well? For example, do they show pictures that help you understand the content?
2. What are specific actions teachers have taken to help you become motivated to learn different subjects and the English language?
3. What have teachers done to help you not feel bad about making mistakes and, instead, learn from them? In other words, what are the best actions teachers have taken to correct English errors you have made in writing or in speaking?
Read students' responses at https://larryferlazzo.edublogs.org/2018/02/17/english-language-learners-tell-us-what-helps-them-learn/
Source: Larry Ferlazzo's Websites of the Day...
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Title: Bill in Congress Aims to Help ELL Teacher Shortage
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From https://www.languagemagazine.com/2018/02/07/bill-congress-aims-aid-ells/
Bill in Congress Aims to Help ELL Teacher Shortage
February 7, 2018
The Reaching English Learners Act has been introduced in Congress in hopes of creating a solution to the national shortage of ELL teachers. The act would create a grant program under Title II of the Higher Education Act. The grants will be awarded on a competitive basis to eligible teachers. The grants aim to ensure that teachers possess the knowledge necessary to effectively instruct English learners.
The grants will be awarded for up to five years and do the following:
- develop or strengthen an undergraduate, postbaccalaureate, or master's teacher preparation program by integrating strategies for teaching English learners into the education curriculum and academic content;
- provide teacher candidates participating in a program with skills related to helping English learners achieve high levels in kindergarten, elementary schools and secondary schools;
- help ELLs achieve English proficiency;
- aid teachers in appropriately identifying and meeting the specific learning needs of children with disabilities who are English learners;
- aid teachers in recognizing and addressing the social and emotional needs of English learners;
- provide funds for teachers to promote parental, family, and community engagement in educational programs that serve English learners;
- provide work-based learning opportunities for teacher candidates participating in the program;
- provide teacher candidates with the required coursework to qualify for an English-as-a second-language endorsement or initial teaching credential
With at least 32 states in the U.S. suffering from ELL teaching shortages, the doors the grant would open could help struggling school districts find qualified bilingual teachers.
Follow the progress of this bill, which was introduced in the House on January 18, at https://www.congress.gov/bill/115th-congress/house-bill/4838/actions
Source: Language Magazine
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Title: 12 Ideas for Using Video in Class
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Here are twelve different ideas for working with video in class, broken into pre-viewing, while viewing, and post-viewing activities: http://elt-connect.com/video/
Source: elt-connect.com
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Title: Backing off on Output
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Elisabeth, a Spanish teacher and blogger, has written a powerful blog post about her journey from expecting high levels of output from her novice learners (and being disappointed) to finding approaches that encourage students to use the target language. These include expectations appropriate to learners' proficiency level, a focus on communication over accuracy, a focus on high-frequency words, authentic and engaging conversation topics, compelling input, and being content with 90% (rather than 100%) target language use.
Read the full blog post at http://spanishmama.com/stopped-trying-hard-get-students-speak-spanish/
Source: Spanish Mama
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Title: How to Use a Picture Book in WL Class When the Text Is Too Difficult for Your Students
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From http://elmundodepepita.blogspot.com/
What do you do when you have a book with beautiful picture, especially one from the target culture, but the language in the book is beyond your students' proficiency level? Here is a recent blog post with lots of ideas: http://elmundodepepita.blogspot.com/2018/02/how-to-use-picture-book-in-wl-class.html
Source: Mundo de Pepita
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