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Title: 10 Classic French Breads You’ll Find in Boulangeries Across France
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From: https://www.talkinfrench.com/classic-french-breads/
Bread, in most people’s minds, is inextricably attached to the French culture and language. This blog post details different types of French bread with a small history for each. It provides the basis for what could be a highly engaging and hunger-inducing French language lesson.
Learn more: https://www.talkinfrench.com/classic-french-breads/
Source: Talk in French
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Title: Movilidad / Mobilidad
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From: https://www.fundeu.es/consulta/movilidad-mobilidad/
This podcast discusses the word movilidad in Spanish and whether it is truly movilidad or mobilidad. It is not only an informative podcast episode, but would function well as a listening exercise for higher-level students.
Learn more: https://www.fundeu.es/consulta/movilidad-mobilidad/
Source: Fundéu
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Title: ¿Escuela de Ricos, Escuela de Pobres? Cómo la Concertada y la Pública Segregan por Clase Social
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This article discusses the realities of socioeconomic diversity within the schools in Spain. Specifically, it explores the relationship between housing costs and schools attended within different neighborhoods. This reading is perfect for exploring issues related to income inequality with Intermediate Mid and Intermediate High learners.
Source: Aula Intercultural
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Title: Who Is It?
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From: https://teachingrecipes.com/who-is-it/
Filler activities are an important part of teaching. They can fill in that last five minutes of class and make sure that your students are getting the most practice they can in your class period. This article describes a fun filler activity in which students both describe a classmate and guess who is being described.
Read more: https://teachingrecipes.com/who-is-it/
Source: EFL Teaching Recipes
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Title: Take One for the Team
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From: https://www.bbc.co.uk/programmes/p07y4svr
This listening activity is centered on the concept of “taking one for the team” and being a team player. It was produced by the BBC and functions well as an authentic material for English language learners studying British English and interested in developing their listening abilities.
Learn more: https://www.bbc.co.uk/programmes/p07y4svr
Source: BBC - The English that We Speak
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Title: A Look Back: “Bribing Students: Another ‘Magical Solution’ that Doesn’t Work”
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How can you motivate and incentivize students to work hard in their language studies without bribing them? This post provides a throwback to an article from 2012 that discusses how bribing students in their studies does not work in the long-term. It would be an informative read for any teacher struggling with how to get and keep their students motivated.
Source: Larry Ferlazzo
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Title: Irregular Italian Nouns
Body:
From: https://blogs.transparent.com/italian/irregular-italian-nouns/
This blog post explores irregular Italian nouns and examines their inherent patterns. It is a great resource for beginning learners to examine, particularly before engaging in writing tasks.
Learn more: https://blogs.transparent.com/italian/irregular-italian-nouns/
Source: Transparent Language
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Title: Call: Essay Proposals for Volume on Sustainability-based Foreign Language Teaching and Learning
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From: mjfuente@gwu.edu
Call for Essay Proposals for Volume on Sustainability-based Foreign Language Teaching and Learning to be edited by Prof. María J. de la Fuente (The George Washington University) and pending review by Routledge.
Outside the field of Foreign Language (FL) education, teaching and learning about sustainability has been advocated for by organizations (such as UNESCO) urging countries to integrate sustainable development issues (i. e. climate change, social equality, or poverty reduction) into teaching and learning. In this context, it has been claimed that universities should teach sustainability across the curriculum in order to prepare students for the challenges of the future.
Within the post-secondary educational landscape, foreign language study could and should acquire a central role in sustainability literacy. The proposed book will, thus, be a part of the current discussion about the need for transformation in Foreign Language (FL) education by advocating a main role of sustainability in content-based FL instruction. Within CBI, there is already an increased interest in sustainability topics (environmental, social, or economic), as seen in conference presentations and recently published journal articles. It is important to note that sustainability is not to be exclusively equated to environmental issues. Papers are welcome that addressed integration of social and/or economic sustainability topics (as well as environmental) in FL teaching and learning.
This volume will address SUSTAINABILITY-BASED FOREIGN LANGUAGE TEACHING AND LEARNING by bringing together curricular and pedagogical work in sustainability and FL education. The goal is to produce a state-of-the-art volume.
The editor seeks papers for any of these areas:
§ Part 1: Curriculum development: models and curriculum planning strategies
o Existing, innovative curricular and cross-curricular initiatives and interventions in FL programs, at the curricular or course level
§ Part 2: Pedagogy:
o general pedagogical approaches for implementing sustainability FL education, such as project-based learning, problem-based learning, task-based learning, case studies, experiential learning, field work, debate, reflective learning
o examples of materials illustrative of the above
§ Resources for FL practitioners
o Collection of resources
If you are interested in contributing an essay, please submit an abstract of 300-500 words. Submitted essays should not have been previously published.
Abstracts and CVs should be sent to the volume editor. Please send inquiries and e-mail submissions to María J. de la Fuente at mjfuente@gwu.edu.
Source: Maria de la Fuente
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Title: Using Game Theory to Teach Cultural Content
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Shannon L. Hill, M.A., is a teacher of high school Spanish, including AP Spanish Language and Culture, at The John Cooper School in The Woodlands, TX. Her career spans 28 years of teaching experience at both the high school and college levels.
In the earliest years of my career, I was often admonished to teach less culture, because “it’s not a history class!” Instinctively, I felt that cultural information was an excellent vehicle for teaching language in a solid, useful context. More recently, I have become interested in the application of game theory to language learning. I was especially interested in virtual reality platforms because of their potential for more authentic cultural experiences, but the available media were too cumbersome for the secondary classroom.
Last summer, I had the opportunity to attend the Games2Teach Collaboratory sponsored by the Center for Applied Second Language Studies and the Center for Open Educational Resources & Language Learning. When the presenters introduced escape room scenarios, cryptography, and puzzle building as teaching mechanisms, it was like the light went on. Within the workshop, another teacher and I began to develop a rough prototype for an escape room game. I used that framework to develop a game based on the witch trials of Zugarramurdi. This first one was extremely time consuming to develop, as I was still learning to build the codes and puzzles.
However, that first game was a tremendous success. My students loved it. I also invited several colleagues to play. I had them play in teams of four; both the students and the adults were completely engaged, and they retained the material well. The theory behind game-based learning, as presented in the workshop, suggests that when students manipulate the codes and puzzles to acquire the target information, the deductive reasoning (and even intuitive leaps to answers) required of them in the process significantly boosts retention by making the material more tangible and more valuable to the student.
I have since built a more challenging escape room scenario based on the relocation of Franco’s tomb and the associated political upheaval. The process of building the codes and puzzles was much quicker this time, because I had a better understanding of the mechanisms. The greatest challenge is choosing which pieces of information to target and build puzzles around; students need to manipulate codes, clues, and puzzles that will lead them to those specific constructs.
Application of game theory to the traditional classroom requires a fairly radical revision of how we address the material. The game drives students to collaborative and inquiry-based learning; it also encourages critical thinking, persistence, and some very real-world problem-solving skills. The feedback has been incredibly enthusiastic, and I will continue to build and incorporate these activities.
Source: CASLS
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Content Type: 4
Title: Escape Room Games in the AP Spanish Classroom
Body:
Shannon L. Hill, M.A., is a teacher of high school Spanish, including AP Spanish Language and Culture, at The John Cooper School in The Woodlands, Texas. Her career spans 28 years of teaching experience at both the high school and college levels.
This activity is designed for use in my AP Spanish Language and Culture classes. Students will be called upon to speak, listen, read, and sometimes write in the course of this activity. Teams of students will use critical thinking, deductive reasoning, and problem solving skills to successfully complete this activity.
Objectives:
Learners will be able to:
- Develop critical thinking and problem solving skills
- Communicate with their teammates only in Spanish, which will require circumlocution, creativity, and both speaking and listening skills
- Acquire and retain information related to the Basque witch trials of the 17th Century
Materials: PowerPoint that provides context, Puzzles (included in this file)
Procedure:
1. Review the rules. Empasize that no translation engines are allowed.
2. Divide students into teams of 3 or 4 (larger teams become too cumbersome.)
3. Each team chooses one of the available colors.
4. Give each team the first puzzle (all of the puzzles used are available in this file) and any introductory context. This PowerPoint has the puzzles as well as answers for teachers. For teachers who don't speak Spanish, the first puzzle provides background historical information and is solved by using the underlined letters. The second puzzle provides more specific information related to the Basque witch trials, and the answer is discovered by noting the miscapitalized letters. The third puzzle requires learners to count letters to discern the targeted Basque word. The fourth puzzle requires learners to find mispellings to uncover critical terminology. The fifth puzzle requires learners to equate letters with certain numbers to uncover a critical historical fact. The sixth puzzle requires learners to look at all of their other answer to uncover the final word.
5. Each team must solve their puzzle and present it to the instructor to earn the next puzzle in the series. They will repeat this process until they solve all puzzles. Please note that they should keep each completed puzzle as they will need all the pieces for the final challenge.
Notes:
Depending on the types of puzzles in play, students may be called upon to send and receive emails, visit websites, research clues online, solve equations, break codes, and apply all information acquired to complete the series.
It is critical to encourage persistence and problem solving, as well as to monitor consistent use of the target language. The competitive nature of the task encourages students to stay focused, and the collaborative problem-solving aspect forces them to manipulate and apply the information, which in turn reinforces retention.
Six puzzles typically take a team of four students about an hour to complete.
Source: CASLS
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