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Title: Middle School English Learners: Replacing What Doesn't Work with What Does
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From https://www.middleweb.com
Valentina Gonzalez has written another excellent post about successful strategies for English learners. Although her post is targeted at those who teach middle school students, these particular strategies (cooperative learning, student inquiry, and visual support) are effective with language learners of all ages.
Read her full blog post at https://www.middleweb.com/39584/replace-what-doesnt-work-with-what-does/
Source: MiddleWeb
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Title: Report: The Internationals Network for Public Schools: Educating Our Immigrant English Language Learners Well
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From https://edpolicy.stanford.edu/library/publications/1603
The Internationals Network for Public Schools: Educating Our Immigrant English Language Learners Well
By Julie Kessler, Laura Wentworth, and Linda Darling-Hammond
Published by the Stanford Center for Opportunity Policy in Education
The Internationals Network for Public Schools (the Network) now supports 21 schools and six academies in seven states as well as Washington, DC. They are open only to immigrants who have been living in the United States for less than four years and who score in the lowest brackets of their state’s English exam. The Internationals serve students from more than 90 countries who speak more than 55 different languages.
The Internationals model greatly increases the number of recent immigrant ELs who stay in high school, graduate, and attend and complete college. The Internationals successfully teach and assess ELs and also, individually and as a collective, train mainstream teachers to teach ELs and to support other schools with EL populations. What is the secret to the Internationals’ success? How do they organize instruction, develop the curriculum, support language learning, and develop teachers? How do they create bridges for recent immigrants to their new society and to their futures? And how have the schools been able to replicate success from one school to the next?
This study seeks to answer these questions. It describes how the Network has achieved such marked success with immigrant youth entering the United States in their high school years. The authors discuss the curriculum, classroom instruction, assessment, professional learning, and governance practices that contribute to this success, and they take a close look at a number of classrooms to provide a glimpse of how teachers and students teach and learn together. Documenting the Internationals’ approach provides insights into what characteristics enable schools to increase recent immigrant ELs’ achievement and close the achievement gap between ELs and native English speakers.
Access the report at https://edpolicy.stanford.edu/sites/default/files/International%20Network%20v2.pdf
Source: Stanford Center for Opportunity Policy in Education
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Title: Article: Global-Scholar Programs in the Midwest
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Annette Cowart highlights global scholar programs in Wisconsin and Illinois that allow high school students to earn a global-scholar certificate on their transcripts. She writes, "Beyond the recognition, the real draws for civic-hearted youths emerging on the global scene are:
- to engage in a focused, guided global inquiry
- to follow their passions and share their talents
- to develop soft skills
- to test their agency while creativity and idealism are burgeoning
- to understand and empathize with fellow human beings or groups, especially where human rights, equity, and inclusion are at risk
- to act with awareness and conviction on the U.N. Sustainable Development Goals (SDGs)"
Read the article at http://blogs.edweek.org/edweek/global_learning/2019/02/students_making_an_impact_global_scholar_programs_in_the_midwest.html
Source: Education Week
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Title: Setting Students Up for Success with Projects
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From https://www.teachingenglish.org.uk
Lisa Wood writes, "I have always been an advocate of integrating projects into class. I think they provide many opportunities for learning not only language skills, but also other essential life skills (or 21st century skills as they are perhaps more commonly known now) such as communication, collaboration, problem solving, creativity… Over the years, however, the way I’ve integrated projects into my classes has (thankfully!) evolved."
Read her short article about the importance of choice, guidelines, support, defined roles, and evaluation and feedback for successful student projects: https://www.teachingenglish.org.uk/blogs/ljwood99/projects-setting-students-success
Source: British Council
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Title: March Madness Activities
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March Madness usually refers to college basketball tournaments, which begin this year on March 18 for women and March 19 for men. Many language classrooms do their own brackets around this time as well, voting for favorite songs from the target culture for example, to see which ones advance to the "Final Four" and on to the championship game (https://caslsintercom.uoregon.edu/content/24750). Teachers are beginning to share this year's March Madness resources.
For Spanish teachers, or anyone looking for ideas on how to structure a bracket activity, check out this recent post from SpanishPlans.org: https://spanishplans.org/2019/02/07/march-music-madness-2019/
Here’s more for Spanish teachers: http://www.senorashby.com/2019-locura-de-marzo.html
For Latin teachers, get ready for Bolchazy-Carducci's fifth annual Martia Dementia: https://bcpublishers.blogspot.com/2019/02/martia-dementia-2019.html
May the best song, figure, event, or mythical monster prevail!
Source: Various
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Title: Scavenger Hunts in the Language Classroom
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From http://misssenoritatpt.blogspot.com
Jessica of the Miss Señorita blog describes how to set up in-class scavenger hunts:
"Basically, students get up and walk around the room answering questions. They find the answer to their first question, which leads them to the next question, then they find the answer to that, etc.
"All the answers are hanging up around the room in a large enough font to read from anywhere, and the next question is on that same paper in a small font.
"The questions loop, meaning the last one leads back to the first. Students can start anywhere in the loop."
Read the full blog post for detailed information about setting this activity: http://misssenoritatpt.blogspot.com/2019/02/scavenger-hunts-low-prep-activity-your.html
Source: Miss Señorita
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Title: TED Talks for Language Teachers
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Here is a list of six different TED talks that language teachers may enjoy listening to: https://www.educatorstechnology.com/2019/02/6-good-ted-ed-talks-for-language.html
Source: Educational Technology and Mobile Learning
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Title: Game: I Wish/If Only
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From https://www.cristinacabal.com
Here's a great two-part activity that builds community in class while reinforcing structures with "I wish" or "if only." In the first part, the teacher makes "I wish" statements and students who share that wish converse with each other, while those who don't wish for that thing also converse with each other. In the second part, the students make their own original statements.
Read how to fully implement this activity at https://www.cristinacabal.com/?p=13296
Source: Blog de Cristina
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Title: Activity Ideas for Challenging Days
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Sara-Elizabeth Cottrell shares two learning cycles for challenging days: the first day back from a long break, or when half the class is gone for an event or due to illness, or some external event has all of the students distracted.
Read her post for lots of ideas: https://musicuentos.com/2019/01/lightning-review/
Source: Musicuentos
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Title: Podcast: Online Language Teaching and the Community of Inquiry Framework
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In episode 90 of the We Teach Languages podcast series, Kylie Korsnack talks about concepts from a recent series of workshops on how to promote presence and interaction in the online classroom. Among other topics, Kylie introduces listeners to the community of inquiry framework as a tool for online course design.
Listen the the podcast and access the show notes with supporting resources at https://weteachlang.com/2019/02/01/ep-90-with-kylie-korsnack/
Source: We Teach Languages
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