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Title: Motivating Learners to Do More
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From http://larryferlazzo.edublogs.org
Larry Ferlazzo writes, "English Language Learners face a double challenge in school – having to learn content and language at the same time!
"And, actually, they face a triple challenge because they have to learn both BICS and CALP language (everyday and academic English).
"That’s a lot, even for the most intrinsically motivated students."
Read about how Mr. Ferlazzo motivated his students to do voluntary learning outside of class by working with popular, but not terribly motivated, students to assume leadership roles: http://larryferlazzo.edublogs.org/2018/12/09/strategies-i-use-to-encourage-students-to-do-additional-academic-work-outside-of-class/
Source: Larry Ferlazzo's Websites of the Day
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Title: Activity: Missing Santa
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From https://getcreativecom.wordpress.com
Here's a short series of activities to practice describing people's faces. In this case, students describe Santa for a missing poster that a partner draws. Read the full activity description at https://getcreativecom.wordpress.com/2018/12/10/the-missing-santa/
Source: Get Creative
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Title: Podcast: Social Justice and Representation
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From https://weteachlang.com/2018/12/07/ep-82-with-lj-randolph/
In episode 82 of the We Teach Languages podcast series, Dorie Conlon Perugini interviews L.J. Randolph about what it means to teach languages for social justice and how teachers can think about representation in their classrooms. Dr. Randolph shares resources, big ideas, and practical examples for teachers who want to explore what social justice might look like in a language classroom.
Listen to the podcast and access related resources at https://weteachlang.com/2018/12/07/ep-82-with-lj-randolph/
Source: We Teach Languages
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Title: Bringing Intercultural Can-Do Statements to Life
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From http://www.aglobalclassroom.com
In this excellent two-part series, Dorie Conlon Perugini starts by introducing the Intercultural Can-Do Statements from the NCSSFL-ACTFL Can-Do Statements (https://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements) and comparing them with the Cultural strand of ACTFL's 5 C's standards (https://www.actfl.org/sites/default/files/publications/standards/World-ReadinessStandardsforLearningLanguages.pdf). She writes, "While they both contain Products, Practices and Perspectives (ie the Three P’s), there is a shift from 'gain knowledge of' to 'interact with'. And while it may seem a subtle shift, it has great impact on how we teach." Read her first post at http://www.aglobalclassroom.com/bringing-intercultural-can-dos-to-life/
In her second post, Perugini shares an example of a lesson she used with her firth graders to target these two Can-Do statements:
INVESTIGATE: In my own and other cultures I can identify some products that reveal a stereotype or exaggerated view of a culture.
INTERACT: I can ask questions before coming to a conclusion or forming an opinion.
Anchoring the lesson on an exercise guessing what continent different houses are on, she guides students through understanding why it is necessary to ask questions to combat stereotyping. Read her second post at http://www.aglobalclassroom.com/icc-can-dos-part-2-an-example-from-my-classroom/
Source: A Global Classroom
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Title: Language Guesser: Guess the Language of YouTube Videos
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Here's a fun way to encourage global awareness and to encourage students to study second languages. On the Language Guesser website, YouTube music videos are played in different languages, and you try to guess what language it is.
Try it out at https://languageguesser.com/
Source: Language Guesser
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Title: Providing Feedback on Student Writing
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Late last month, Larry Ferlazzo asked teachers, "What are the best ways to give students feedback on their writing?" In this four-part series, teachers and other education experts answer with what kinds of feedback are most meaningful and impactful for learners.
Here's Part 1: http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2018/11/response_provide_feedback_on_writing_that_helps_students_tell_their_story.html
Part 2 is available here: http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2018/11/response_ways_to_give_effective_feedback_on_student_writing.html
Here is Part 3: http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2018/12/response_sometimes_the_best_student_writing_feedback_is_encouragement_to_keep_going.html
Part 4 is available here: http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2018/12/response_not_all_feedback_is_created_equal.html
Although most respondents are thinking in a language arts context, their suggestions are also relevant to providing feedback to students writing in a second language.
Source: Education Week
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Title: Baamboozle Game Creator
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Baamboozle is a game-creation platform. This free tool allows teachers to set up quiz-type games for in-class competitions. For example, Korean learners can compete in teams to see who knows more season and weather vocabulary (https://www.baamboozle.com/game/3745). Students of any language can practice recognizing continents and oceans (https://www.baamboozle.com/game/1093). Many of the existing games have been created for English learners; search on the game website for content that's already been created. Teachers can also create new games.
Baamboozle is available at https://www.baamboozle.com/
Source: Baamboozle
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Title: Daily Cellphone Ritual
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If you'd prefer for your students to keep their cell phones out of sight and out of use during your class, consider giving a short talk like Latin teacher Keith Toda does at the beginning of each class. He also puts his own phone away, just as he is asking his students to do.
Read a full description of his daily talk, in Latin and in English, at http://todallycomprehensiblelatin.blogspot.com/2018/12/telephone-ritual.html
Source: Todally Comprehensible Latin
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Title: Reducing Language Learners' Anxiety
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From https://frenchteachernet.blogspot.com
Steve Smith writes, "[W]hen students are not emotionally minded to learn a language they do it less well. This lack of motivation to learn can stem from a number of factors, for example lack of perceived usefulness of the subject, poor teaching, dull content or even antipathy towards the target language people or culture. But one factor which researchers have also examined is the role of anxiety in the languages classroom."
Read the full blog post for suggestions to lower learners' anxiety: https://frenchteachernet.blogspot.com/2018/12/anxiety-in-second-language-classroom.html
Source: Language Teacher Toolkit
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Title: Authentic Language Use and Thematic Units
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From https://workingtowardproficiency.blogspot.com
Timothy Chávez has an easy-to-read blog post about adapting a shared textbook to teach thematic units that make authentic use of language. He writes, "our curriculum is the textbook, and we all just make our own adjustments as we see fit. This year, I have been making huge adjustments with these thematic units, but I have to make sure that I am being consistent with what the other teachers are teaching. Otherwise, our department will have no consistency, and it will make it very hard for students to move from teacher to teacher.
"As a result, I have been trying to take the topics that our textbook supplies and some of the grammar to make them into thematic units. It's not easy because a textbook shouldn't be a curriculum, but I have been making it work. As our advisory board works through the curriculum, we will definitely have to remove and add certain things to make it more authentic, but until then, I am sticking to what I have been doing.
"I've also learned that we do not have to teach all the forms of something--we only need to teach the things we need for the unit. For examples, I do not need to teach the yo, tú, él, ella, nosotros, etc. forms of the past tense if the unit doesn't require all forms yet. Otherwise, the language use becomes less authentic. We use the ones we need and the rest will come when it becomes necessary."
Read the full blog post at https://workingtowardproficiency.blogspot.com/2018/12/authentic-language-use-and-thematic.html
Source: Working Toward Proficiency
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