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Content Type: 1
Title: 10 Uses for Revista Literal: A Free Spanish Resource
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From: http://palmyraspanish1.blogspot.com/2019/10/revista-literal-free-resource-for.html
Revista Literal, a resource described in this blog post, is an online bank of stories submitted by Spanish language learners, edited by native Spanish speakers, and made public as teaching resources with English translation glossary information. Students can practice the type of language that they may realistically encounter when learning Spanish. The author includes, alongside her review of the resource, a list of activities and exercises that could be done with the stories taken from Revista Literal.
Learn more at: http://palmyraspanish1.blogspot.com/2019/10/revista-literal-free-resource-for.html
Source: Teaching Spanish w/ Comprehensible Input
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Title: Spanish Science Books for Kids
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From: https://www.spanishplayground.net/spanish-science-books-kids/
Baby Loves Science is a series of bilingual Spanish/English children's books about science by Ruth Spiro. These books are ideal for parents of bilingual families hoping to introduce their children to scientific vocabulary not only in English but also in Spanish. These books have great potential for encouraging language learning in families with young children.
Learn more at: https://www.spanishplayground.net/spanish-science-books-kids/
Source: Spanish Playground
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Title: Should Intermediate English Acquirers Read Children’s Literature?
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From: http://backseatlinguist.com/blog/should-intermediate-english-acquirers-read-childrens-literature/
Although Macalister and Webb (2019) argue that children’s literature is ultimately too difficult for intermediate English readers and that learners should stick to explicit vocabulary instruction of high-frequency words, the author of this post argues the counter, saying that reading is one of the most effective and enjoyable ways to learn new vocabulary. This article includes rebuttals from both sides and raises important concerns on what level of reading is most valuable to learners.
Read more at: http://backseatlinguist.com/blog/should-intermediate-english-acquirers-read-childrens-literature/
Source: The Backseat Linguist
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Title: Toward vs. Towards: How to Choose the Right Word
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This brief informational article looks at the difference between “toward” and “towards” and provides insight on when to use them. This resource would be useful for teachers in the U.S. or UK who have students that have been educated in different dialects of English. It would clarify confusion between the words and provide students with an explanation on why English has both words despite their identical meaning.
Source: ThoughtCo.
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Title: The 100 Most Important Words in English
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When studying or teaching English, learners often look for the most frequently used words to create a base for their study. However, the most frequently used words have little to do with content. This article gives what it considers to be the 100 most important words in English. The criteria for these words are that they cover commonly discussed ideas and/or are used in the explanation of other words.
See the full list at: https://www.thoughtco.com/toward-vs-towards-4154727?utm_campaign=grammartip&utm_medium=email&utm_source=cn_nl&utm_content=18329076&utm_term=
Source: ThoughtCo.
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Title: Charlala DrawRoom - Picture/Sentence Match
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From: http://todallycomprehensiblelatin.blogspot.com/2019/10/charlala-drawroom-picturesentence-match.html
This blog post highlights a resource called Charlala DrawRoom, a newly developed language learning platform similar to Kahoot!. The teacher creates a set of words or phrases for students to draw. Students join a draw room through an access number. Student-drawn images are projected on a projector screen for the rest of the class to guess what the pictures are. This platform allows students to participate in the creation of review materials, thereby making the classroom a more collaborative space. Charlala DrawRoom is still in beta testing, but it can be accessed and used by anyone.
Check out Charlala DrawRoom at: https://app.charlala.com/
Source: Toda-lly Comprehensible Latin
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Title: Scaffolding UP: Learning to Support the “Less Confident” Writer
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This article describes a teacher’s journey in learning to create more scaffolded writing assignments and how they have helped her students. While the assignments she described in this article are tightly scaffolded and help students all the way down to sentence formation, it also reminds teachers that any form of scaffolding provided to students will only help them in their writing process.
Read more at: http://leesensei.edublogs.org/2019/10/19/scaffolding-up-learning-to-support-the-less-confident-writer/#.Xa3ThZJKi70
Source: Language Sensei
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Title: Accessibility and Inclusivity in Language Education
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From: https://www.languagemagazine.com/2019/10/21/accessibility-and-inclusivity-in-language-education/
Accessibility is and always should be a concern for language educators. However, it is not always clear how they could best help their students or even what difficulties their students may be facing. This article outlines several issues facing educators and policy makers while also outlining options for language educators seeking to bridge the gap for those with visual or hearing impairments.
Read more at: https://www.languagemagazine.com/2019/10/21/accessibility-and-inclusivity-in-language-education/
Source: Language Magazine
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Content Type: 4
Title: Content in Context
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Participating in, reflecting on, and evaluating functional language lessons is a great way for students to come to understand the practical power of functional language skills and strategies. From the functional perspective, content is always grounded in context and participants’ interactions are co-constructed, being driven by their competing and/or coordinated interests. As a result, a key opportunity inherent in functional language instruction is the emergence of learners as bona fide participants in an increasing variety of communicative contexts, discourse spaces, and language communities.
With this in mind, this week’s AoW is designed as a wrap-around activity for students to examine the effectiveness and potential of other functional language lessons they have already experienced. The lesson template can be used to evaluate a single or series of activities. In either case, it is suggested to only apply it to lessons with a single targeted function.
Outcomes:
- Learners will identify the target language functions presented in learning activities
- Learners will demonstrate understanding of the learning activities’ purpose in relation to the target language function
- Learners will identify and enlarge opportunities for self-directed implementation of the targeted language functions in their preferred contexts.
Resources: Content in Context graphic organizer
Procedure:
- Carry out any functional language lesson with your students, as directed by the activity/lesson.
- Using the attached graphic organizer, have students individually hypothesize the lesson’s target language function.
- In groups of two or three guide students through the graphic organizer section by section. Prompts are provided in each section to help frame and facilitate discussion around each item before students discuss with peers and record their responses.
Note: This graphic organizer may also be a helpful tool for teachers to confirm that learning activities and learning objectives are well aligned.
Source: CASLS
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Content Type: 3
Title: Beyond Proficiency: Expanding Our Models of Language Learning and Teaching
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By Julie Sykes, CASLS' Director
As we have seen throughout this month, proficiency serves as a useful and accessible heuristic to align discussions around learning goals and outcomes, inform lesson planning, and measure language ability. It guides teachers and learners toward functional language and offers a holistic approach to describing language abilities. Yet, despite their usefulness, proficiency models are not a panacea and do not encapsulate all that is needed when building communicative competence (Bachman, 1990; Canale and Swain, 1980).
Each of these models highlights the fundamental of importance of elements of language not fully captured in proficiency models. Take, for example, one half of Bachman’s (1990) model in which he highlights the fundamental need for pragmatics competence (i.e., illocutionary and sociolinguistic competence), both of which are critical for demonstrating and developing proficiency, but not immediately evident in current proficiency models. As we move towards more comprehensive models, it becomes increasingly critical to capture these additional elements of communicative competence in everyday classroom lessons.
This week’s Activity of the Week offers an example of three ways to expand current models of language proficiency to include additional strategic and discursive skills.
- Participate in facilitated targeted language activities by teaching learners to isolate and select required language functions based on contextual needs and language capabilities.
- Identify and develop self-directed opportunities for target language engagement by guiding learners in shaping their own experience to ensure optimal exposure to, and interaction with, the target language beyond their formal learning materials.
- Critically reflect on the relationship between content, context, and self-motivated participation by utilizing intentional reflection to expand learners’ conceptualization of language and their own role in the learning process.
References
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Canale, M. & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics. I. 10.1093/applin/I.1.1.
Source: CASLS
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