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Content Type: 1
Title: Share Spanish Materials with Pear Deck
Body:
From: https://srtaspanish.com/2020/09/20/pear-deck-for-language-class-lets-share/
Pear Deck is one of the interactive tools that many teachers are implementing in their classes, particularly given the rise of online contexts for instruction. Srta. Spanish discusses how to use Pear Deck to share additional activities with others. Currently there are almost one hundred sets of Spanish materials in the shared library. Other displines and languages are available as well.
Visit: https://srtaspanish.com/2020/09/20/pear-deck-for-language-class-lets-share/S
Source: Srta_Spanish
Inputdate: 2020-10-27 16:14:56
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Content Type: 1
Title: Using Emojis to Prompt Students to Write
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From: https://blog.tcea.org/emoji-writing/
The Texas Computer Education Association (TCEA) has posted a blog entry regarding how to utlize emojis as writing prompts. The post was designed for elementary students, but it could easily be adapted and expanded to all language classrooms.
Visit: https://blog.tcea.org/emoji-writing/
Source: Texas Computer Education Association
Inputdate: 2020-10-27 16:21:46
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Content Type: 1
Title: Cornell University Podcasts about Language Learning
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From: http://lrc.cornell.edu/podcast
The Language Resource Center (LRC) at Cornell University provides Speaking of Language, a weekly podcast about language learning. Each podcast is 15-30 minutes long and features different guests and topics. Past topics include mulitliteracies pedagogy, professional learning experiences, language learning and dyslexia, and music accross cultures.
Visit: http://lrc.cornell.edu/podcast
Source: Cornell Univeristy
Inputdate: 2020-10-27 16:31:58
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Content Type: 4
Title: Flashfiction Workshop
Body:
This week’s Activity of the Week is inspired by the Flashfiction Workshop provided as part of the Learning through Doing Module on FanTALES. This activity is a great way to get learners to start writing after they have already become familiar with fanfiction. If your learners are not yet familiar with fanfiction, check out this video.
Learning Outcomes:
Learners will be able to:
- Write original prompt-based fanfiction based on a popular text
Mode(s): Presentational
Resources: A common selection of media (book, movie, television show) that the learners are all familiar with, 4 sets of color-coded cards, something for students to write on
Procedure:
1. Read through the procedure on pages 8-10 of the FANTales Learning through Doing Module.
2. Work with a colleague or reflect individually about how you will adapt the module to your specific teaching context. Consider how to select texts to use as inspiration, what platforms you could utilize to do the activity in an online context, and any scaffolding (e.g., outlining or modeling) you will need to provide for learners.
3. Complete the Flashfiction Workshop with your learners.
4. Reflect on what went well and any adaptations you would like to make for the next time you give the workshop. Document your reflections and store them someplace safe!
Reference:
The FanTALES Group. (2018). Learning through doing module on fanfiction. FanTALES Project Publication, Leuven. Available from https://www.fantales.eu/results/.
Source: FanTALES
Inputdate: 2020-10-29 11:47:19
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Content Type: 3
Title: InterCom: November 2, 2020
Body:
This week, we continue exploring the digital world by providing some introductory materials for fanfiction. In this video, we define fanfiction and discuss some of the great ways language learners can use it to connect with target language communities.
There are a few ways to get connected with us this week:
- Join our InterCom Live! session. We connect on Facebook every Monday at 11:00 am Pacific. To join us, open CASLS's Facebook page at the designated time. Can't make it? The InterCom Live! events are always recorded, and you can find them on our Facebook page.
- Check out the Activity of the Week. This week, we feature the Flashfiction Workshop by FanTALES.
- Make sure to watch FanTALES’s introductory video about fanfiction. It provides a great summary of types of fanfiction as well as some research related to fanfiction.
Source: CASLS
Inputdate: 2020-10-29 12:37:45
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Content Type: 4
Title: Creating Memes within a Community
Body:
- Create a meme designed for a target language community
- Evaluate the success of their memes
- Ask learners to brainstorm what they know about memes and memeing in the target language. If they haven’t already considered memes in class before, provide them with our memes for language learning video and/or our political memes video to build some foundational knowledge.
- Next, show learners the creating memes video. Save time for questions at the end.
- Direct learners to a specific online target language community that you consider to be safe. Provide 10 minutes for learners to analyze the memes in the online target language community. Learners should focus on dissecting humor, the types of images used, and the type of language (e.g., slang or formal) that is used in most memes.
- Learners will draft a meme. Direct them to consider the tips in the video. Particularly, they should consider the language used (e.g., how formal they are) as well as how the image(s) selected contribute to meaning making.
- Learners will review their memes after drafting them. They should consult with other peers during the review process, paying attention to the same aspects mentioned in Step 4.
- Learners will share the meme with the online target language community.
- Learners will consider the feedback that they get from the community on their meme over the course of a week. They should consider the content of reactions, the number of reactions, and the number of likes.
- Teachers can access these different online communities to search and curate for memes to be used in this activity here.
- As a possible extention, teachers may ask learners to recreate their memes based on research and feedback from the target language community.
- Teachers may opt to ask learners to share their memes within the classroom community in lieu of an open online platform. Padlet and Google Jamboard are good tools for classroom sharing.
Source: CASLS
Inputdate: 2020-11-02 14:34:42
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Content Type: 3
Title: InterCom: November 16, 2020
Body:
This week, we consider the creation of memes for participation in target langauge communities. In this video, we provide tips for learners as they create their own memes!
There are a few ways to get connected with us this week:
- Join our InterCom Live! session. We connect on Facebook every Monday at 11:00 am Pacific. To join us, open CASLS's Facebook page at the designated time. Can't make it? The InterCom Live! events are always recorded, and you can find them on our Facebook page.
- Check out the Activity of the Week. This week, we offer guidance for creating memes in the world langauge classroom.
- If you missed them, check out our other videos about memes.
Source: CASLS
Inputdate: 2020-11-02 14:45:56
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Content Type: 1
Title: Voki for a Successful Student Engagement with Heritage Learners of Spanish
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The Texas Coalition for Spanish (TeCHS) is collaborating with the Center for Open Educational Resources and Langauge Learning (COERLL) to provide a free webinar in Spanish on how to use Voki to encourage engagement by heritage learners of Spanish. The webinar is November 16, 2020.
Source: Center for Open Educational Resources and Language Learning
Inputdate: 2020-11-03 08:00:41
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Content Type: 1
Title: Three-part Webinar Series on Literacy-based Lesson Planning
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From: https://cercll.arizona.edu/blog/lit-based/
The Center for Educational Resources in Culture, Language, and Literacy (CERCLL) is offering a three-part webniar series on literacy-based lesson planning. Attandaees can receive 1.5 hours of professional development for each wrokshop. For webinar topics, times, and dates, please visit the site.
Visit: https://cercll.arizona.edu/blog/lit-based/
Source: Center for Educational Resources in Culture, Language and Literacy
Inputdate: 2020-11-03 08:11:13
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Content Type: 1
Title: Nine Mistakes Educators Make When Teaching English-Language Learners
Body:
This Education Week article, the first in a series of six, begins to answer the question, "What are some of the most common mistakes teachers make when working with ELLs, and what should they do instead?". Marina Rodriguez, Altagracia (Grace) H. Delgado, Dr. Denit Harris, and Sarah Said provide tips, like looking at ELL learners through the lens of assets rather than defecits, to combat these mistakes.
Source: Education Week Teacher
Inputdate: 2020-11-03 08:49:27
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