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Title: Video in Mandarin: Interview with Dumpling Restaurant Owner
Body:
Here is a 3-minute video of an interview with the owner of a dumpling restaurant, along with a transcript of the conversation: https://mandarinhq.com/2018/12/mandarin-chinese-dumplings/
Source: Mandarin HQ
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Title: Article about Bernardo Bertolucci
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Film director and screenwriter Bernardo Bertolucci passed away on November 26. Here is an English-language article about his career and legacy: http://www.italymagazine.com/featured-story/italys-treasures-bernardo-bertolucci
Source: Italy Magazine
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Title: Free App: Deutschtrainer A1
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The Deutschtrainer A1 app is a free download for mobile devices from the Goethe-Institute. It includes ten chapters centered around German daily life and includes about twenty different exercises to help you practice the content. The app is available for Apple and Android devices; learn more at https://www.goethe.de/en/spr/ueb/dt1.html
Source: Goethe-Institut
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Title: Podcast: Spoken Latin
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In Episode 81 of the We Teach Languages podcast series, Jason Pedicone, co-founder of the Paideia Institute, talks about living Latin, the pedagogical approach of the Paideia Institute, and professional networking and opportunities outside of academia for people with PhDs in the Classics.
Listen to this podcast at https://weteachlang.com/2018/11/30/ep-81-with-jason-pedicone/
Source: We Teach Languages
Inputdate: 2018-12-07 10:35:09
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Content Type: 1
Title: Understanding Spoken French (Even When It’s Fast)
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From https://www.commeunefrancaise.com/blog/spoken-french-language
In this article you will learn about the differences between formal and informal French and how different words and expressions are used in the informal spoken version. You will also learn a few tips that will help you understand informal French more easily, such as: eating the “e” sound, transformation of sounds, grammar of the spoken French, and spoken French fillers.
To read the full article and watch the complementary video, visit https://www.commeunefrancaise.com/blog/spoken-french-language
Source: Comme Une Française
Inputdate: 2018-12-07 10:37:00
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Title: Learning about Hanukkah in Spanish Class
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From https://thewokespanishteacher.com
Teacher and blogger Françoise writes, "Since I started designing my own curriculum, I’ve been trying to expose my students to the myriad of perspectives that exist within what is called here in the US, the Hispanic community. I design a unit about the end of the year holidays every year, and every year I strive to make this unit more inclusive by bringing the perspectives of minority groups within our culture.
"I had sensed that my Jewish students were not feeling a great connection to all the Christian-based celebrations, therefore last year I decided to teach about Janucá celebration & the Jewish community in Argentina. I wanted those students to see that there are Hispanic people who shared their faith."
Read Françoise's full blog post for ideas and resources: https://thewokespanishteacher.com/2018/12/03/%F0%9F%8E%B6hanukah-linda-sta-aki-%F0%9F%8E%B6/
Source: The Woke Spanish Teacher
Inputdate: 2018-12-07 10:39:01
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Title: Best Albums of 2018 from the Spanish-Speaking World
Body:
Are you always on the lookout for fresh new music to expose your Spanish learners to? Here are Zachary and Betsy Jones's picks for the best albums of 2018, along with a link to a Spotify playlist: https://zachary-jones.com/zambombazo/lista-de-los-mejores-discos-de-2018/
Source: Zambombazo
Inputdate: 2018-12-07 10:40:23
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Title: Article: Supporting Middle Level English Learners Who Can't Read
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From https://www.middleweb.com/39224/what-if-my-middle-level-el-student-cant-read/
Valentina Gonzalez writes, "What do you do when you realize an English learner or any student in your class is having trouble reading on grade level? How do you do support readers and build their confidence so they grow and understand how to unlock the code of reading in English?" Here are three strategies that serve as starting points: provide students with opportunities to hear the text, teach sight and high frequency words, and teach about letters and sounds.
Read the full article at https://www.middleweb.com/39224/what-if-my-middle-level-el-student-cant-read/
Source: MiddleWeb
Inputdate: 2018-12-07 10:42:28
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Title: Study: Identification of English Learners for Gifted and Talented Programs
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From https://ncrge.uconn.edu/wp-content/uploads/sites/982/2018/06/NCRGE-EL-Report-1.pdf
The National Center for Research on Gifted Education released a report last June: "Exploratory Study on the Identification of English Learners for Gifted and Talented Programs."
According to the executive summary, "English learners (ELs) are the fastest growing population of learners in the United States (National Center for Education Statistics, 2013). However, despite the growing numbers of ELs, their representation in gifted identification and programming continues to lag behind not only traditional populations of learners from advantaged communities (Callahan, 2005), but also other underserved populations of learners (Iowa Department of Education, 2008; Matthews, 2014). The United States Department of Education, Office for Civil Rights (2014) indicated that 2% of ELs are enrolled in gifted and talented programs, as compared to 7% of non-ELs. Historically, there is an underrepresentation of students from culturally, linguistically, and economically diverse (CLED) communities in gifted and talented programs.
"A comprehensive literature review on gifted ELs (Mun et al., 2016) determined that identification procedures and policies have been cited as the crux of the problem. To further investigate this issue and seek solutions, a preliminary theory of change for EL gifted education (including the four phases of pre-identification, preparation, identification, and placement) was developed and tested by the National Center for Research on Gifted Education (NCRGE, 2016).
"A quantitative analysis of data from three states with mandated gifted identification policies confirmed that ELs were generally underrepresented in gifted and talented programs, even in states with mandates."
Access the full report at https://ncrge.uconn.edu/wp-content/uploads/sites/982/2018/06/NCRGE-EL-Report-1.pdf
Read an article about the report at https://www.languagemagazine.com/2018/11/28/recognizing-gifted-english-learners/
Source: NCRGE
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Title: Black Belt Writing: Increasing Student Confidence through Growth Tracking
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From http://larryferlazzo.edublogs.org
ELL teacher Ciera Walker found that her students struggled with writing assignments even when they had solid content knowledge. To build their confidence, she created a series of colored "belts" similar to attainments in martial arts. Each level corresponds to expectations on the WIDA writing rubrics and includes relevant Can-Do statements. Read her full blog post explaining the approach at http://larryferlazzo.edublogs.org/2018/11/29/guest-post-increasing-student-confidence-through-black-belt-writing/
Source: Larry Ferlazzo's Websites of the Day
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