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Title: Lyric Mix-Up Activity for Robarte un Beso and More Song Ideas
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Spanish teacher Sarah Breckley shares a video of her students doing a lyric mix-up activity with the popular song "Robarte un Beso" by Carlos Vives and Sebastian Yatra, and she also gives a long list of other activities that teachers and students can do with popular songs in the target language.
Read her blog post and watch the video here: http://sarahbreckley.com/lyric-mix-up-robarte-un-beso/
Source: Spanish Class Diaries
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Title: Spanish Songs for the 2018 World Cup
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From http://www.ceauthres.com/2018/05/canciones-para-la-copa-mundial-2018.html
Kara Jacobs has created a free document with links to some basic cloze activities and translations of songs having to do with the World Cup, available at https://www.teacherspayteachers.com/Product/Canciones-para-la-Copa-Mundial-2018-3795730
Source: CEAUTHRES
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Title: End of Year Party Project-Based Learning
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From https://languageclassengaged.com
Spanish teacher Emily Erwin describes an end-of-the-year project for her students: they learn about celebrations in the Spanish-speaking world, plan a party for class, pitch their ideas to each other, choose one, pitch it to school administration, and have the celebration.
Read how to do it, step by step, at https://languageclassengaged.com/2018/05/03/the-ultimate-fiesta-pbl/
Source: Language Class Engaged
Inputdate: 2018-05-10 21:43:05
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Title: Research Summary: Writing Intensive Pedagogy and Multilingual Writers
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From http://www.eltresearchbites.com
Anthony Schmidt summarizes a 2018 article by S. Marshall and J. Walsh Marr, "Teaching multilingual learners in Canadian writing-intensive classrooms: Pedagogy, binaries, and conflicting identities." The study explores faculty perceptions of international students in writing courses. Schmidt summarizes, "It’s clear from the interviews that instructors need more support. Without proper training on how to work with diverse writers, these instructors are likely to default to viewing challenges dichotomously, perpetuating their underlying ideologies and severely limiting their ability to help. Training of this sort requires time and money, though. The authors offer some sage advice here: 'Support for faculty and students requires a large investment in time and money; differential tuition fees that charge international students more, therefore, put the onus [on] universities and colleges to step up to the challenge.'”
Read the research summary at http://www.eltresearchbites.com/201805-writing-intensive-pedagogy-and-multilingual-writers/
Source: ELT Research Bites
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Title: The Ninth Annual New York Times Summer Reading Contest
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Here is an opportunity to keep your 13- to 19-year-old students reading, following world events, and engaged in learning over the summer: the New York Times summer reading contest. Briefly, students read the content of their choice and respond to it; each week Times journalists choose their favorite responses and publish them.
Learn the full details at https://www.nytimes.com/2018/05/02/learning/the-ninth-annual-new-york-times-summer-reading-contest.html
Source: New York Times
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Title: English Language Learners in University Classrooms: Practical Resources for Faculty
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Elena Shvidko writes, "As language specialists, we may be asked by colleagues from other departments how to better help international students (for the purpose of this blog, I will equate this term with English language learners) in college classrooms. Lots of resources are available out there—both print and online—that aim to raise university professors’ awareness of how to help these students succeed academically. In this blog post, I’ll list a few resources that may be helpful to university instructors who are not trained to work with English language learners. While I included several books and academic journals for those who’d like to dig deeper, most of the resources below describe practical suggestions and recommendations for university faculty."
Access the full blog post at http://blog.tesol.org/english-language-learners-in-university-classrooms-practical-resources-for-faculty/
Source: TESOL
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Title: Using Authentic Text
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From https://passion4theprofession.com
The passion4theprofession blog has been featuring a series of articles about using authentic text in your language teaching.
Part one, "How do I incorporate authentic text into my daily lesson plans?" deals with using authentic text in introductory activities: https://passion4theprofession.com/2018/02/06/how-do-i-incorporate-authentic-text-into-my-daily-lesson-plans-part-1/
Part two, "Teaching Grammar in Context Using Authentic Resources," discusses the use of authentic text to focus students on meaning as they acquire grammar: https://passion4theprofession.com/2018/04/13/teaching-grammar-in-context-using-authentic-resources/
Part three, "Basing learning centers on authentic text," gives ideas for differentiated learning using learning centers: https://passion4theprofession.com/2018/04/23/basing-learning-centers-on-authentic-text/
Part four, "Using authentic text in guided activities," deals with using authentic text in the guided instruction phase of lesson planning and delivery: https://passion4theprofession.com/2018/05/04/using-authentic-text-in-guided-activities/
Source: passion4theprofession
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Title: ACTFL Core Practice "Hack": Planning, Assessment, and Feedback
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Last month we noted the first of three articles by Meredith White, highlighting the American Council on the Teaching Foreign Languages' six core practices (http://caslsintercom.uoregon.edu/content/24973). Now you can read the second installment, "Planning, assessment and feedback." Ms. White writes,
"In forcing myself to become more intentional, connected and in-tune with my own planning, my student feedback was transformed into relevant, genuine building blocks for students. Later, as I engaged in more and more training in teaching toward proficiency, other areas of my teaching strengthened. Student relationships, which had always been very positive, transcended to great because I was incorporating personalized rigor into class. Now they can articulate their current language skills, say what their next proficiency-based goal is, explain what it will take for them to reach said goal, and that has been a wonderful journey."
Read the latest article at http://www.kentuckyteacher.org/subjects/global-competency-world-languages/2018/05/core-practice-hacks-planning-assessment-and-feedback/
Access a presentation on ACTFL six core practices by Pet Swanson and Marty Abbott at https://www.actfl.org/sites/default/files/pd/presentations/2016/Building%20Your%20Core%20-%20Effective%20Practices.pdf and read a 6-part series about each of the six practices at http://www.kentuckyteacher.org/subjects/global-competency-world-languages/2017/01/world-languages-strengthen-your-core/.
Source: Kentucky Teacher
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Title: CaptionPop: Learn from Captioned YouTube Videos
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Using the CaptionPop platform, you can search for YouTube videos that have subtitles in both your native language and your target language. The platform finds applicable videos for you and gives you tools to navigate and study from the videos.
CaptionPop is available at https://www.captionpop.com/
Read a review of this resource at https://www.tofugu.com/japanese/japanese-learning-resources-april-2018/
Source: CaptionPop
Inputdate: 2018-05-10 21:49:12
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Title: Podcast: Developing as a Professional and Presenting at Conferences
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In episode 51 of the We Teach Languages podcast, Erin Carlson talks about why she is so passionate about professional development, and how she got started presenting at conferences. Erin also shares some of her standing-room-only SCOLT presentation called The Big Three: 3 Daily Activities to Get your Kids Reading, Writing and Speaking in the TL on a Daily Basis.
Listen to the podcast at https://weteachlang.com/2018/05/04/ep-51-with-erin-carlson/
Source: We Teach Languages
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