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Title: Excellent Collection of Resources for Teaching about Immigration
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Much more than a curated collection of links to resources, Elisabeth of Spanish Mama has assembled a wonderfully narrated collection of resources and ideas for studying immigration with Spanish learners. She writes, "The entire history of immigration is so multifaceted it’s hard to know what to cover in Spanish class. One of the big dangers is presenting any part of immigration as one-dimensional. If you present lopsided materials, your students might walk away thinking:
"Latin America is: poverty, violence, and corruption.
All Latin Americans want to move to the U.S.
All/most immigrants are undocumented.
A lot of materials out there focus on the hardships people face before choosing to emigrate, and rightfully so. It’s important that our students grasp the dire situations many people find themselves in. But people are not one-dimensional.
"So, I try to focus on dignity.
"Not reducing people to rich or poor, 'legal' or 'illegal', but focusing on humanity: telling stories and listening to stories."
Read the full blog post and access the collection of resources at http://spanishmama.com/immigration-in-spanish-class/
Source: Spanish Mama
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Title: Compilation of Studies: Improving Instruction for English Learners
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The librarians at Education Northwest have compiles a list of studies that educators can draw from to improve practices for teaching students learning English, available at http://educationnorthwest.org/resources/what-research-says-improving-instruction-english-learner-students
Source: Education Northwest
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Title: Video: Four Powerful Evidence-Based Activities for English Learners
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This REL Northwest instructional video illustrates four evidence-based practices teachers can incorporate into their classrooms. These practices, which are found in the 2014 Institute of Education Sciences practice guide Teaching Academic Content and Literacy to English Learners in Elementary and Middle School, are demonstrated by a real classroom teacher.
Access the video at https://youtu.be/-UhP2mB-Ebo
Source: Institute of Education Sciences
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Title: Article: Universal Design for Learning and English Learners
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From https://www.languagemagazine.com/2018/03/09/why-udl-matters-for-english-language-learners/
Why UDL Matters for English Language Learners
by Katie Novak
March 9, 2018
In a recent publication of WIDA Focus On, a series of bulletins on topics of interest to educators of English language learners, it notes, “Accessibility principles, including processes like Universal Design for Learning (CAST, 2008), can help educators rethink how they position language development support within activities.” The building blocks of UDL include three core principles, which remind educators to provide options to ensure that all students have equal opportunities to access and engage with rigorous academic curriculum.
Read on to learn about providing multiple means of representation, action and expression, and engagement: https://www.languagemagazine.com/2018/03/09/why-udl-matters-for-english-language-learners/
Source: Language Magazine
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Title: Listenwise: Listening Comprehension Based on Public Radio
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Listenwise is a service that provides curated podcasts for the classroom based on public radio broadcasts. The podcasts are free, but additional supports such as transcripts, listening comprehension quizzes, and reduced audio speed require a premium subscription.
Listenwise is available at https://listenwise.com/
Source: Listenwise
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Title: Post-Reading Activities
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From https://edcampciva.wordpress.com
Here are five low-prep post-reading activities that you can use in any language: https://edcampciva.wordpress.com/2018/03/21/five-favorite-post-reading-activities/
Source: edcampCIVa
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Title: Where's Waldo? Great for Comprehensible Input
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Language teachers are often on the lookout for activities that are rich in visual support so that they and their students can use lots of target language. In this blog post, learn how to use Where's Waldo pictures to stimulate lots of questions and answers: https://senorachase.com/2018/03/11/wheres-waldo/
Source: Señora Chase
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Title: Zoom Out to Build Motivation for Learners and You
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From http://www.path2proficiency.com/
Rebecca Blouwolff writes, "I was able to provide a “zoom out” experience in my French 8 classes recently, and to thereby show students how far they’ve come. I was returning a recent summative presentational writing assessment. While students’ performances were really strong in many respects, most students earned yet another Intermediate Low or B grade. ...
"Right after I returned the assessments, however, I also handed back copies of a paragraph-length assignment that students wrote in early September .... Students began to gasp and yelp as they saw what their writing looked like back in September. They were horrified. While it wasn’t my intent to shock them or make them feel bad about where they’d been (after all, their Novice High proficiency back in September was hard-won and reflected an entire year of learning in French 7), it was clear that students were very, very impressed by how far they’d come. No matter where they’d begun in September, nor where they were now months later, everyone was moving in the right direction. This was a powerful and inspiring reminder to all of us, and perhaps most especially to me!"
Read the full post, which has excellent ideas for turning summative assessments into formative assessments, at http://www.path2proficiency.com/zoom-out-to-build-motivation-for-learners-you/
Source: path to proficiency
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Title: Moving beyond the Intermediate Plateau
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Rachael Roberts writes, "When we first start learning a language we see very quick progress, as we go from barely being able to communicate to being able to function at least adequately in most situations. That’s a huge achievement, and the kind of progress we make after that won’t ever feel quite as exciting.
"And it’s the excitement, or at least stimulation, that got us that far and that we have to try and maintain if we want to get past the intermediate plateau.
"Recent findings in neuroscience tell us that a large part of motivation is tied up with the production of a chemical called dopamine. Some people naturally produce more dopamine than others in the pre-frontal cortex of the brain, and those people are likely to be more hard-working and intrinsically motivated, but we all produce this chemical, which motivates us to act by making us feel good.
"...To get lots of bursts of encouraging dopamine, we need to break down what we are doing into lots of little accomplishments. This is what some online language learning apps are aiming to do. They send you a reminder email to get the dopamine flowing, so you go back to the app. Then as you complete each task you get a little musical ‘Ta-dah!’ that triggers more dopamine.
"Part of the problem with reaching the intermediate plateau is that you realise just how far you still have to go to become truly fluent. Rather than focusing on how big a task lies ahead, encourage your students to make ‘to-do’ lists, to chip away at their goals, and reward themselves for each goal accomplished."
Read the full article at https://www.teachingenglish.org.uk/blogs/rachael-roberts/motivating-your-students-go-beyond-intermediate-plateau
Source: British Council
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Title: Zero Prep Activities
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From http://indwellinglanguage.com/
For those of us who are feeling worn out this time of year, Justin Slocum Bailey shares a collection of zero-prep activities that you can do with your students: http://indwellinglanguage.com/zero-prep-smorgasbord-edmarchsanity-1/
Source: Indwelling Language
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