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Content Type: 1
Title: Interactive Vocabulary - a New Take
Body:
From: http://pomegranatebeginnings.blogspot.com/2019/12/interactive-vocabulary-new-take.html
This blog post addresses a new take on how to do vocabulary lists and studying in Latin: VocAPPulary. While using lists to study vocabulary shouldn’t function as the only way you teach your students, this method combines illustration, word walls, and flashcards in a cute design that would be great for middle or high school students, thus making it a worthwhile adaptation to traditional word lists. While this post discusses VocAPPulary in the Latin context, it could be used for any language classroom.
Learn more: http://pomegranatebeginnings.blogspot.com/2019/12/interactive-vocabulary-new-take.html
Source: Pomegranate Beginnings
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Title: ¡Prueba CELEBRITI en tus clases!
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From: http://eclecticedu.blogspot.com/2019/01/prueba-celebriti-en-clases.html
This blog entry from EcLEcTIC details step-by-step how to use CELEBRITI and how it functions well. This program helps all people (even those without experience in programming) to create their own interactive games for learning, practicing, or teaching Spanish.
En esta entrada del blog EcLEcTIC, encontramos un paso a paso de cómo usar CELEBRITI, y por qué es tan bueno. Con este programa en web 2.0 (creado por dos españoles y supervisado por el ministerio de educación de españa) cualquier persona sin conocimientos de programación puede crear sus propios juegos interactivos para aprender, practicar o enseñar español.
Learn more: http://eclecticedu.blogspot.com/2019/01/prueba-celebriti-en-clases.html
Source: EcLEcTIC
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Title: Could Minecraft Disrupt Traditional Instruction?
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In some classrooms, Minecraft has been breaking the confines of traditional instruction. Some teachers have moved to using the platform as a place to develop ideas and demonstrate learning. The sandbox platform of the game has given room for creation-oriented learning that could be key to reaching some students.
Source: eSchool News
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Title: Gamifying the Special Person Interview
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From: https://mjtprs.wordpress.com/2019/12/04/gamifying-the-special-person-interview/
In this article, the author describes how she has made the star-of-the-week interview into a game. This involves having other students see if they can answer questions about the star-of-the-week before they answer those questions. The students who answer correctly get points that are then tallied on the board. This technique would be a great way to get all students involved in the star-of-the-week interview to make sure everyone is participating and practicing their target language.
Learn more: https://mjtprs.wordpress.com/2019/12/04/gamifying-the-special-person-interview/
Source: MJ’s Comprehensible Input
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Content Type: 3
Title: Multimodal Learning – A Bridge to Universal Design
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Johanna Lyon, CASLS Graduate Employee
When considering a move towards universal design in learning—an approach that requires all lessons and activities are accessible to all types of learners, even those with undiagnosed disabilities— the language classroom becomes a sticking point. With its strong emphasis on equal proficiency in reading, writing, listening, and speaking, teachers often find difficulty in creating plans that are equally accessible to all students, particularly those who are neurodiverse and/or have a physical disability. Accommodations and alternative learning options are often provided only to students who have a properly filed impairment with the disability services office. However, this leaves out a large portion of students who either do not have the resources to obtain documentation or come from a country where diagnosis of a disability is considered taboo and therefore not pursued. How, then, can teachers incorporate universal design into their classroom and give those students the best chance for success?
An easily incorporable component of universal design is multimodal learning. Schwarz (1997) identifies phonology as one of the biggest difficulties for learners with disabilities, particularly for those with a learning disability like dyslexia. They advise that the use of different modes engages students in a broader manner and increases the likelihood that language input will be retained. Multimodal learning entails the use of aural, visual, kinesthetic, and tactile teaching techniques either in sequence or simultaneously, thus universally reaching out to learners who may have an impairment that requires dependence on a particular type of input. Additionally, this approach is to the benefit of all learners in the class; they will equally benefit from receiving input through a variety of senses.
Unfortunately, if one has not been trained in multimodal teaching techniques, it may not seem apparent how to incorporate them in everyday teaching scenarios. Fortunately, resources exist that provide suggestions and demonstrations of how to implement multimodal learning such as this one provided by the Virginia Department of Education (2017). Incorporating multimodal learning into the classroom may be as simple as adding texture to flashcards to help students not only see but feel words. It could also involve using sign language to help support understanding of abstract skills or applying a movement-based method to bring meaning into motion and improve recall. By utilizing these resources, even teachers that do not have formal training in special education or universal design can make their classroom a more accessible place for all their students.
This multimodal education provides students of all ability levels with a variety of ways to interface with the language. That way, even if they have not disclosed a disability, there is a higher chance that at least one of these modes of learning will improve their understanding, analysis, and use of target content. This method of lesson design is universalizing in nature and creates a classroom that does not have separate lessons for disabled students, but instead creates an inclusive environment for all.
References
Schwarz, Robin L. (1997). Learning Disabilities and Foreign Language Learning. LD Online. Retrieved from http://www.ldonline.org/article/6065/.
Virginia Department of Education. (2017). Supporting World Language Learning for Students with Disabilities. Retrieved from http://www.doe.virginia.gov/instruction/foreign_language/resources/world-language-swd.pdf
Source: CASLS
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Content Type: 4
Title: Practicing New Alphabets in a Multimodal Manner
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By Johanna Lyon
This AOW is designed for students learning a pictographic writing system. Its emphasis is on providing as many modes for students to engage with the new content as possible. Teachers are encouraged to search for even more ways to add accessibility to this activity. Two example materials in Japanese are attached to provide context.
Objectives:
Learners will be able to:
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Engage with pictographs and their meanings in a multimodal manner.
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Identify the meaning of pictographic symbols by matching the symbol to a corresponding image.
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Utilize a pronunciation guide to identify the correct pronunciation of a pictograph.
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Explore writing pictographs in a tactile manner.
Materials: Pictograph posters, guide packet, finger paints
Procedure:
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Print pictograph posters and texture them with liquid white glue. Beneath the pictograph should be a pronouncation guide in a system such as IPA, pinyin, or romanji. Place pictograph posters around the room.
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Provide students with the guide packet containing images that correspond to the pictograph posters placed around the room.
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Students move at their own pace. Encourage them to work in the manner most comfortable to them, whether alone or with a partner.
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Students approach one of the pictographs (with pronunciation guide beneath) on the walls. They should begin by practicing the pronunciation. If a student has a vision or reading impairment, the teacher or another student should read it aloud for them. While practicing the pronunciation, students should feel the texture on the pictographs by tracing them with their finger.
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Students should examine their guide packet for an image that looks most similar to the pictograph on the wall, connecting symbol to meaning. When they find one similar, they should use the finger paints to write the symbol over the image, matching them as closely together as possible to see the resemblance and evolution of the pictograph over time.
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Students should repeat these steps at as many of the pictographs around the room as there is time for, comparing their answers with other students to check for accuracy.
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At the end of the activity, the students will be able to retain their guide packet as a reference.
Source: CASLS
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Content Type: 5
Title: AELRC Seal of Biliteracy Survey
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CASLS' sister Language Resource Center, the Assessment and Evaluation Language Resource Center (AELRC) at Georgetown University, is conducting a nationwide survey about a new initiative you may have heard of called the Seal of Biliteracy. The Seal of Biliteracy is an award given by some states to graduating seniors who show that they can proficiently use two languages (see this website for more details: http://sealofbiliteracy.org/). AELRC hopes that their research will help policymakers understand what works and what doesn't about this new initiative.
If you are an educator involved in implementing the Seal of Biliteracy, you are invited to participate in the survey to share your opinions, experiences, and ideas about this new policy. The survey will take approximately fifteen minutes to complete. Your information will be kept confidential to the best of AELRC's ability.
Source: CASLS
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Content Type: 3
Title: Inclusion in the World Language Classroom
Body:
Stephanie Knight, Assistant Director
Alarmingly little research exists related to the inclusive world language classroom. This reality is concerning, particularly in terms of both equity for learners and practitioner preparation.
Thankfully, the Virginia Department of Education published, “Supporting World Language Learning for Students with Disabilities" in 2017. This document provides a research overview of inclusive world language classroom practices, a series of strategies and activities to use in the classroom, and detailed considerations related to assessment. Of particular interest to practicing educators may be simple strategies, including (1) establishing clear classroom procedures to scaffold use of the target language; (2) using multimodal communication in the strategy to reinforce communication and deepen understanding of the target language; (3) allowing learner autonomy in the choice of the mode and format in which they respond to prompts; and (4) providing a wait time of around 9-15 seconds before calling on learners to answer in class. These strategies are salient because they not only provide scaffolding for learners with special needs, but they also have been shown to improve the comprehension of all learners. In this sense, though the importance of differentiation cannot be ignored, designing classroom activities with specialized needs in mind can be to the benefit of all learners in the classroom.
This week's Activity of the Week was designed to help educators become more aware of the strategies within “Supporting World Language Learning for Students with Disabilities."
Source: CASLS
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Content Type: 4
Title: Exploring Strategies for the Inclusive Language Classroom
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This Activity of the Week provides teachers with the opportunity to examine and implement the classroom strategies in “Supporting World Language Learning for Students with Disabilities,” a guidebook for practitioners published by the Virginia Department of Education.
Objectives:
Teachers will be able to:
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Evaluate classroom strategies designed for the inclusive classroom.
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Implement one of the strategies within a lesson.
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Reflect on the implementation of the strategy to articulate a plan for the next instance of implementation.
Materials: “Supporting World Language Learning for Students with Disabilities”
Procedure:
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Read p. 31-43 in "Supporting World Language Learning for Students with Disabilities.” As you read, star 3-5 strategies that you want to implement in your own class.
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Select one strategy. Consider the cautions about the strategy outlined within the document and articulate a plan to contend with the cautions. For example, if the strategy calls for use of materials that might call attention to learners with diverse needs, think of how to replicate the same materials for other learners in the classroom.
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Write a lesson plan that features the strategy that you selected.
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Implement the lesson plan. Pay close attention to whether your strategy reached all learners and to the ways in which the strategy promoted (or failed to promote) inclusivity.
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Ask the learners to complete an exit ticket at the close of the lesson in which they articulate their favorite aspect of the strategy as well as offer any questions or concerns they had related to the strategy.
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Upon reading the exit tickets, consider your own observations from the class and decide what went well for you with regards to implementation. Make a note of those successes so that you remember to replicate them in the future. Then, note one change that you would like to make to ensure prolonged success in future implementations of the strategy.
Source: CASLS
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Content Type: 1
Title: Palatal Sound Change in the Romance Languages: Synchronic and Diachronic Perspectives
Body:
This recently published book gives a new overview of changes in the palatal sounds of romance languages. Additionally, it reviews the diachronic and synchronic variations of these sounds and the relationship they have among each other. Lastly, it includes new experimental data and dialect maps to better visualize the data.
Source: Andre Zampaulo
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