Contents
Content Type: 1
Title: Virtual NSLI-Y: Youth Exchanges
Body:
Source: NSLI-Y
Inputdate: 2019-04-05 11:43:27
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Expdate: 2019-04-24 00:00:00
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Content Type: 1
Title: Middlebury Summer Intensive Language Program
Body:
For more than 60 years, the Summer Intensive Language Program has helped students make significant strides in their language skills in just eight weeks. The program is designed for motivated students who want to benefit from Middlebury’s high level of instruction and improve their fluency and cultural understanding in a specific language for both personal and professional goals.
Middlebury offers classes from beginner to high intermediate levels in Arabic, Chinese, French, Russian, and Spanish.
Summer Session: June 13–August 7, 2019
Final Deadline: April 15, 2019
For full details, go to https://www.middlebury.edu/institute/academics/additional-programs/language/summer-intensive-language-program
Source: Middlebury Institute of International Studies
Inputdate: 2019-04-05 11:44:31
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Content Type: 1
Title: Taking the Stress out of Presentational Speaking
Body:
From http://teachinginthetargetlanguage.com
Assessing a speaking presentation in the target language is hard for teachers. Speaking in front of the classroom is also a scary task for students especially in the target language. In this article, you can learn how to effectively assess your students’ presentational skills, and also some strategies that would help your learners give better presentations.
To read the full article, visit http://teachinginthetargetlanguage.com/taking-the-stress-out-of-presentational-speaking/
Source: Teaching in the Target Language
Inputdate: 2019-04-05 11:45:10
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Content Type: 1
Title: To Boost Learning, Just Add Movement
Body:
From https://www.cultofpedagogy.com
In this episode of Cult of Pedagogy podcast listen to Jennifer Gonzalez talk about why and how you can boost learning in your classroom by adding movement. She talks about a few research studies about kinesthetic learning. Then, six ways to add movement to your instruction are presented, such as TPR, simulations, etc. To explain these strategies, example videos are also included.
To listen and read more, visit https://www.cultofpedagogy.com/movement/
Source: Cult of Pedagogy
Inputdate: 2019-04-05 11:46:33
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Content Type: 1
Title: Interpersonal Activities: Footprints and Speech Bubbles
Body:
From https://discoveringci.wordpress.com
In this article, a Spanish teacher shares two interpersonal activities that they do to practice conversation in their classroom. In these activities, speech bubbles and footprints are used.
To read the article, visit https://discoveringci.wordpress.com/2019/03/31/footprints/
Source: discoveringci
Inputdate: 2019-04-05 11:48:25
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Content Type: 1
Title: Giving Choice with Proficiency
Body:
From https://srahuff.wordpress.com
In this article, you will read about a Spanish teacher’s experience with assessment and using proficiency scales. The author talks about a recent writing assignment in which learners wrote about the topics from a novel they were reading. In order to assess the learners, this teacher designed a multi-level rubric that was appropriate for these learners with varied levels of proficiency.
To read more, visit https://srahuff.wordpress.com/2019/03/30/giving-choice-with-proficiency/
Source: Meaningful Ed
Inputdate: 2019-04-05 11:49:12
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Content Type: 1
Title: Six Strategies to Turn to When (Language Class) Plans Go Awry
Body:
As language teachers, we have all experienced times when our classroom plans go awry. At those times we need backup plans to manage our classrooms. In this article, you will read about six strategies that can be used to avoid classroom disruptions. These plans include the dashboard, the question jar, bracketing, linguacafe, story dice, and exit ticket hack.
To read how these ideas can be practiced, visit https://musicuentos.com/2019/03/6-strategies-spanish-plans-go-awry/
Source: Musicuentos
Inputdate: 2019-04-05 11:50:00
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Content Type: 1
Title: Ten to One: A Review and Revision Lesson/Activity
Body:
From https://teflgeek.net
As you can see in the title, this article is about an activity for reviewing previous class information. This teacher tried this activity with young language learners and based on the article it worked very well. Students liked it and got very engaged. This activity can be used for any language classroom and any level.
To read how it is done, visit https://teflgeek.net/2019/03/27/ten-to-one-a-review-and-revision-lesson-activity/
Source: TEFL Geek
Inputdate: 2019-04-05 11:51:06
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Content Type: 4
Title: Listening Skills and Strategies (Activity Ideas)
Body:
By Harinder Kaur Khalsa, adapted by Leila Tamini Lichaei, CASLS Fellow
This activity of the week is included to complement this week’s Topic of the Week and offers a variety of ideas related to listening strategies that are beneficial to learners of all proficiency levels.
Learning objectives: Students will be able to
- Identify listening strategies that they can use before, during, and after listening.
- Articulate a plan to use a few listening strategies.
- Practice a few listening strategies.
- Demonstrate conscious awareness of their personal listening strategy use.
Mode: Interpretive
Materials: Student Handout, Listening Skills Strategies Sheet
Procedure:
1. As a class, brainstorm reasons that people listen to audio texts. Some answers may include:
- to be informed
- to reflect
- to be entertained and intrigued
2. Next, ask learners to offer their favorite audio texts in the target language. What types of texts would they like to listen to? What would they need to better understand those texts?
3. After that discussion, discuss with learners that you will be working together so that they understand strategies to use before listening, during listening, and after listening.
4. Have learners brainstorm the strategies that they use while listening in small groups. After the brainstorm, allow each group to document strategies on the board as either pre-listening strategies, during listening strategies, or after listening strategies.
5. Discuss the strategies that learners brainstormed. Augment their offerings from your own experience and/or the strategies in the Listening Skills Strategies Sheet.
6. Ask learners to do a quick self-assessment regarding the strategies on the board. They should, in their own notes, make a list of the strategies they know and use, the strategies they would like to use more, and the strategies they either are unfamiliar with or don’t understand.
7. Ask the learners to vote on 3-5 strategies that they don’t know or understand and inform them that you will spend time modeling those strategies in the upcoming weeks. If time allows, feel free to go ahead and model a strategy or two.
7. Pass out the student handout. Ask learners to plan how they will handle the next audio text that you will use in class. It should be a text that aligns with curricular needs. Allow learners time to fill out the handout.
8. As students listen to the text, direct them to consciously engage in the strategies they have selected.
9. Provide time for the learners to reflect on their strategy use. Use the following as guiding questions:
- Were the strategies helpful? How so?
- Did the strategies help you focus?
- How did strategy use impact your stress, if at all?
- Is there a strategy that you tried that you want to practice more or need more modeling from the teacher for? Which one?
10. Read the reflections and use them, in concert with the student handout the rest of the school year to remind learners to continue both modeling strategies and remind learners to engage with strategies as they continue to grow.
Source: CASLS Activity of the Week
Inputdate: 2019-04-05 20:55:20
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Content Type: 5
Title: Sykes, Holden, and Knight Publish Chapter
Body:
CASLS director Julie Sykes, Christopher Holden, and CASLS assistant director Stephanie Knight have contributed a chapter to Engaging Language Learners through CALL: From Theory and Research to Informed Practice, the newest volume in the Advances in CALL Research and Practice series, edited by Nike Arnold and Lara Ducate. Here is a description of the chapter:
Community and second language (L2) learning in the 21st Century are inextricably intertwined. Given the ubiquity of digital technologies, learners are exposed to communities worldwide. This chapter examines three digital contexts, massively multiplayer online games (MMOGs), social networking sites (SNSs), and place-based digital games and their capacity to promote community building and involvement for L2 learners. It begins with an overview of relevant research for each space, discusses research approaches, and then evaluates the pedagogical implications of exploring these communities in the classroom while providing practical ideas for educators.
Sykes says, “Collaborating with amazing colleagues is one of the best parts of our job. A huge thank you to Nike and Lara for making this volume happen.” The volume is available at https://www.equinoxpub.com/home/engaging-language/.
Source: CASLS Spotlight
Inputdate: 2019-04-08 13:06:03
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