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Title: Studying Ancient Food
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From https://eidolon.pub
Flint Dibble writes at length about his area of expertise, the archaeological study of ancient food, and what it tells us both about ancient societies and about our modern world. He writes,
"Studying ancient food has the potential to do more than inform our knowledge of the past. In a compelling article, Erika Guttman-Bond argues that 'archaeology can save the planet.' We need to look beyond examples of societal collapse — there are also many ancient examples of successful agricultural strategies in marginal environments.
"...Most research in the ancient Mediterranean has focused on the texts, art, and monuments of the elite, but we are learning how important it is to expand our scope. Food was an essential component of everyone’s lives regardless of wealth, status, gender, and age."
Read the full article at https://eidolon.pub/in-defense-of-studying-food-41201d904c10
Source: EIDOLON
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Title: Ten Fascinating French Feminist Resources
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From https://www.commeunefrancaise.com/blog/french-feminist-resources
In this article and the accompanying video you will learn about 10 French feminist resources that might be used as teaching resources in the classroom.
To read the full article, visit https://www.commeunefrancaise.com/blog/french-feminist-resources
Source: Comme Une Française
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Title: Authentic Resource: ¡Nailed It! México
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Spanish speakers everywhere are singing the praises of the Netflix series ¡Nailed It! México. Get ready for some belly laughs and watch the trailer: https://youtu.be/cTWcF2F9-qQ
Now head over the Señora Jota Jota's blog and get some ideas for using this show in your Spanish class: https://senorajotajota.blogspot.com/2019/03/nailed-it-mexico.html
Source: Señora Jota Jota
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Title: Start a Health Unit with These Materials around the Song "La Curandera"
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Kara Jacobs has assembled quite a few helpful resources centered around the song "La Curandera" by Elastic Bond; her activities are intended to begin a health unit in her Spanish 3 class. Read her full blog post at http://www.ceauthres.com/2019/03/los-3-ps-relacionados-con-la-salud-task.html
Source: CEAUTHRES
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Title: Intermediate Spanish Unit: Fast Food in Latin America
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From https://marishawkins.wordpress.com
Maris Hawkins describes and shares resources for a unit she conducted with her Spanish students about fast food in Latin America. The unit is rich with authentic resources; address all three ACTFL modes of communication plus interculturality through the lenses of products, practices, and perspectives; and teacher and student reflection. Read the full blog post at https://marishawkins.wordpress.com/2019/02/24/fast-food-unit-intermediate-spanish/
Source: Maris Hawkins
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Title: Is SIOP Only for ESL Teachers?
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From http://www.janaechevarria.com/?p=65
Jana Echevarria writes, "Since SIOP is designed to make content comprehensible for English learners, sometimes there is a misconception that it is intended exclusively for ESL (English As a Second Language) or ELD (English Language Development) classes. ...Of course, SIOP is used in ESL/ELD settings, and students and teachers in ESL classes were part the original research through which the SIOP Model was developed. However, English learners are also in general education classes. So, SIOP is used in those classrooms by content teachers to help English learners access the core curriculum while, at the same time, they capitalize on language learning opportunities to improve English proficiency."
Read the full blog post to learn about a wide variety of contexts where the Sheltered Instruction Observation Protocol can be used: http://www.janaechevarria.com/?p=65
Source: Reflections on Teaching English Learners
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Title: Listening and Speaking with Digital Assistants
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Gregg Kessler writes, "Digital assistants, sometimes called smart speakers, include the Google Home, Apple Homepod, and the Amazon Echo or Alexa. These devices have become familiar to many and are commonly found in homes today. They are also finding their way into more and more classrooms. These devices are very promising for educational use, and they are available in a range of sizes, functions, and costs.
"...The most obvious benefit of these devices is related to the fact that they are designed specifically for an oral/aural means of interaction. This presents us with extensive opportunities for practicing speaking and listening. There are a number of practical activities that can be used across these devices. Some of the most valuable for ELLs are those that promote opportunities for extensive practice, ideally with salient feedback."
Read the full blog post for ideas for using digital assistants, along with links to different online resources for English learners: http://blog.tesol.org/listening-and-speaking-with-digital-assistants/
Source: TESOL
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Title: Two-part Series on Long-term English Learners
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In this two-part series, Janna X. Heiligenstein describes long-term English learners, defined as "students who have been in U.S. schools for six or more years, who have not made significant progress in English and who lag behind in their peers academically," and suggests a new approach to providing services that involves focusing resources on students at intermediate levels of proficiency.
For an overview of who long-term English learners are and the complexity of the issue, read Part 1: https://ellstudents.com/blogs/the-confianza-way/long-term-els-part-i-understanding-the-issue
Heiligenstein suggests a novel approach to program design that can reduce the number of long-term English learners in Part 2: https://ellstudents.com/blogs/the-confianza-way/long-term-els-part-2-challenging-the-status-quo-systematic-and-instructional-changes-needed-to-prevent-long-term-els
Source: Confianza
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Title: Article: How Does Comprehensible Input Help English Learners?
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From http://www.janaechevarria.com
In this short piece, Jane Echevarria highlights three features of comprehensible input (adjusting speech to students' proficiency level, clearly explaining expectations for academic tasks, and using a variety of techniques to make concepts understandable), noting similarities to the features of TED Talks.
Read the article at http://www.janaechevarria.com/?p=1187
Source: Reflection on Teaching English Learners
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Title: "Who Is It?" Mini-book Activity for Novice Learners
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In this activity, students fill out personal information on a provided template (available in English, French, Spanish, Italian, Portuguese, and Chinese) to create a mini-book about themselves, and then attach a selfie to the back. Students in the same class guess who wrote each book, and a bulletin board allows other classes to participate as well.
Read a full description and access the templates at https://wlclassroom.com/2019/03/02/minibook/
Source: World Language Classroom
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