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Title: Prompting Writing and Discussions
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From https://cristinaskybox.blogspot.com
If you find the writing topics in your course books boring or outdated and need more interesting writing or discussion topics, in this article you will find three resources which include prompts for narratives and personal writing, contemporary and relatable topics, and also topics that are good for both writing and discussion activities.
To read the full article and access the resources, visit https://cristinaskybox.blogspot.com/2018/10/prompting-writing-and-discussions.html
Source: CristinaSkyBox
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Title: Speaking, Writing, and Culture: How Can We Combine These Key Components of the World Language Class?
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From http://teachinginthetargetlanguage.com
Teaching a language is not only about word organization or grammatical structures. Language is the main means of communication, which is also integrated with the cultural aspects of each society. One of the main purposes of teaching language is to help learners become culturally competent in the target language. In this article you will read how culture can drive our lessons and how culturally authentic resources such as paintings, music, movies, or recipes can be used in the language classroom.
To read the full article, visit http://teachinginthetargetlanguage.com/speaking-writing-and-culture-how-can-we-combine-these-key-components-of-the-wl-class/
Source: Teaching in the Target Language
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Title: Podcast: Comprehensifying and Extending Authentic Resources
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In episode 75 of the We Teach Languages podcast series, Maris Hawkins interviews Kara Jacobs, a Spanish teacher who is well-known for sharing lessons, units, stories, and activities around authentic resources on her blog. Kara Jacobs talks about her culture class and her journey away from the traditional way of teaching language.
Listen to this episode at https://weteachlang.com/2018/10/19/ep-75-with-kara-jacobs/
Source: We Teach Languages
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Content Type: 1
Title: Voice Typing For Student Story Retelling
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From http://ddeubel.edublogs.org
In this article, David Deubelbeiss explains how teachers and students can use Voice Typing, a new Google Slides functionality, to see their speech converted to text. He also shows how teachers can use the GOM player camera and PowerPoint's photo album import to create the prompts.
To see how it is done, watch webcasts at http://ddeubel.edublogs.org/2018/10/24/voice-typing-for-student-story-retelling/
Source: EFL Classroom 2.0
Inputdate: 2018-11-02 14:05:37
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Title: Language Learning Techniques: Forget About Corrections
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From https://blog.thelinguist.com/language-learning-techniques-forget-about-corrections
In this blog post, Steve Kaufmann talks about his experience learning Romanian. He talks about how corrections while he is practicing speaking would kill his motivation. He believes language learners should develop agency which means they should be able to self-regulate the process of their language learning. Even though awareness towards our own mistakes would help us improve in our language learning, major emphasis on grammar would not be helpful at all.
For more information, read the full blog post at https://blog.thelinguist.com/language-learning-techniques-forget-about-corrections
Source: The Linguist
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Title: Developing Learner Autonomy: A Homework Choice Board
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From https://onthesamepageelt.wordpress.com
Learner autonomy is in fact one of the most important things we can promote if we really want to get our students ready for the ongoing, lifelong language learning endeavor. If you ever wondered how teachers could give their students different choices for their homework, you can find a good example of a homework choice board in this article.
To read the full article and to see the homework choice board, visit https://onthesamepageelt.wordpress.com/2018/10/24/developing-learner-autonomy-a-homework-choice-board/
Source: On the Same Page
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Title: Dos and Don'ts for Using Vocabulary Lists
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From http://madameshepard.com/?p=1565
In this article read about a teacher's experience transitioning away from teaching from textbook and traditional use of vocabulary lists. She now uses illustrated lists of key vocabulary items, includes sentence starters in which the vocabulary is embedded in the list (rather than just isolated words) to scaffold communicative tasks, and she uses context clues.
To read the full article, visit http://madameshepard.com/?p=1565
Source: Madame's Musings
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Title: Code Switching Easier to Turn On
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From https://www.languagemagazine.com/2018/10/29/codeswitching-easier-to-turn-on/
Previous research has linked language switching with increased activity in areas associated with cognitive control (i.e., the prefrontal and anterior cingulate cortices). However, it was unknown whether it is disengaging from the previous language or engaging in the new language that drives this activity. In this article, Esti Blanco-Elorrieta, a New York University doctoral candidate and the lead author of the study, which appears in the journal Proceedings of the National Academy of Sciences explains how their new research into the neurological activity required to switch between languages is providing new insights into the nature of bilingualism.
To read more about this new study, visit https://www.languagemagazine.com/2018/10/29/codeswitching-easier-to-turn-on/
Source: Language Magazine
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Title: Essential Questions to Enhance Student Engagement
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In this article read about the importance of student engagement in the classroom and that student engagement is the key ingredient to a perfect school day. The author talks about four questions from the students' perspective that teachers should keep in mind while planning their classes. These questions can be used by all teachers including language teachers.
To read what the questions are, visit https://www.kentuckyteacher.org/leadership/guest-columns/2018/10/essential-questions-to-enhance-student-engagement/
Source: Kentucky Teacher
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Title: The TELL Project: Made for Montana - and Your State, Too!
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Lisa Werner is Past President of the Pacific Northwest Council for Languages (PNCFL) and former World Languages Department Chair at Bozeman High School in Montana, where she teaches German.
Montana does not boast an overabundance of language teachers. World Languages are found predominantly in the larger school districts with high school enrollments of more than 200, but only 49 of the 173 high schools in Montana are that large. The study of languages is neither a graduation requirement nor an admissions requirement at our state universities, so smaller districts rarely prioritize languages when determining which electives to offer.
I’m fortunate to be a member of a department of nine collaborative colleagues, but the majority of MALT members are in a school or community where they’re the lone language teacher. For these teachers, the chances of meeting up with a fellow language teacher are rare. Being able to maintain the commitment of a district to language instruction and communicate what best practices in today’s language classroom look like to the administration further complicates the situation. This can be especially difficult for a new teacher in a school where language learning is still a bit of a novelty.
The resources needed to support such teachers are readily available with the TELL Project. The mission of the Teacher Effectiveness for Language Learning (TELL) Project is to “define what effective language teachers do and facilitate their growth to prepare for, advance and support language learning.” TELL provides us with a framework that clearly describes the qualities of an effective language teacher, tools and resources that facilitate in assessing those qualities, and the ability to make links to a broader community of language educators.
Teachers in my department turn to TELL in order to self-assess their teaching practice, to set professional goals, or to observe and provide feedback in each other’s classrooms. For our department, the introduction of the TELL resources to our school administration was the pivotal point in our effort to communicate what our teachers aspired to in the classroom, and, because they correlate to the district’s teacher evaluation, the TELL evaluation resources have become an accepted and preferred accompaniment in our formal teacher evaluations.
I would encourage all teachers to dedicate a few hours to investigate the TELL Project at tellproject.org, but especially those teachers who feel isolated in their schools and need some outside guidance. If you’ve already checked out TELL’s resources, do it again. Gain a new insight into your own practice and then share it with the teacher down the hall or across the state.
Source: CASLS Topic of the Week
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