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Content Type: 1
Title: Supporting Students in Online Language Learning: Voices of Experience
Body:
From: https://nflrc.hawaii.edu/events/view/6160/
The National Foreign Language Resoruce Center (NFLRC) at the University of Hawaii interveiwed 14 online language teachers and created 10 TED-Ed Lessons on a wide variety of topics related to online learning. Click the link to register for the launch event, which will include a screencast of the first episode.
Visit: https://nflrc.hawaii.edu/events/view/6160/
Source: National Foreign Language Resource Center
Inputdate: 2021-03-31 12:23:07
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Expdate: 2021-04-22 00:00:00
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Displaydate: 2021-04-12 00:00:00
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Content Type: 1
Title: Teaching Empathy in K-12 Classrooms
Body:
From: https://www.chinainstitute.org/event/teaching-empathy-k-12-classrooms/
The China Institute is providing a panel discussion of K-12 teachers to examine the role of empathy in the classroom. The discussion is free to all teachers. Follow the link to register.
Visit: https://www.chinainstitute.org/event/teaching-empathy-k-12-classrooms/
Source: China Institute
Inputdate: 2021-03-31 12:34:15
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Expdate: 2021-04-24 00:00:00
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Content Type: 1
Title: Open Educational Resources and Spanish
Body:
The Academic Senate for California Community Colleges has developed an open-source repository of peer-reviewed resources for teachers. This repository is part of the Open Educational Resources Initiative. Click the link to view the Spanish page.
Source: Center for Open Educational Resources and Language Learning
Inputdate: 2021-03-31 12:45:36
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Publishdate: 2021-04-12 09:15:02
Displaydate: 2021-04-12 00:00:00
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Content Type: 1
Title: Story Prompt Generator for Language Classrooms
Body:
In this blog post, a practicing educator shares a walk through on how to integrate a story prompt generator in the classroom. The blog post includes narrative and a video tutorial.
Source: Tech for World Language Teachers
Inputdate: 2021-03-31 12:51:59
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Content Type: 4
Title: Predicting What You Will Hear
Body:
This activity is a pre-listening activity. It is for all levels of language learners and is a useful strategy for preparing to engage in interpretive listening.
Learning outcomes
Learners will be able to:
- Use visual clues to predict the content of a video before listening
- Evaluate the utility of predicting what they will hear as a pre-listening strategy
Mode(s): Interpretive
Materials: Predict what you will hear video, a video that aligns with your curricular goals and needs
Procedure:
- Introduce learners to the listening strategy of predicting what they will hear using this video.
- Explain to learners that they will practice the strategy by watching a video that aligns with your curricular goals. For example, if you are studying travel, you may choose to share an advertisement from a travel agency.
- Provide learners with the title of the video or, if there is no title, a one-sentence summary of the video.
- As a group, brainstorm words, phrases, and structures that learners expect to hear in the video. If the learners come up with ideas they do know in the target language yet, use this step as an opportunity to model appropriate dictionary use. Depending on the proficiency level of learners, this modeling may entail exploring parts of speech and/or examining the various definitions of a word.
- Show the video without sound. Ask learners to note any additional ideas that they want to add to the brainstorm as they watch.
- Revisit the brainstorm together and add any additional ideas documented by learners as part of Step 4.
- Show the learners the video again, but with the sound included. As they listen, ask them to keep a tally of how many predictions were correct.
- On an exit ticket, ask learners to evaluate how well the strategy seemed to work for them compared to times they have watched videos without making predictions. Ask them to state whether they will use the strategy when they are enjoying target language media in other areas of their lives.
Source: CASLS
Inputdate: 2021-04-01 13:26:53
Lastmodifieddate: 2021-04-05 11:07:16
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Displaydate: 2021-04-05 00:00:00
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Content Type: 3
Title: InterCom: April 5, 2021
Body:
This week, we feature the pre-listening strategy of predicting what will be heard. This strategy is useful for all levels of language learners and provides educators with the opportunity to support learners in understanding how to appropriately use dictionaries.
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, learners brainstorm critical content (e.g., words, phrases, and structures) they expect to hear in a listening text. They also reflect on the utility of making such predictions.
- Check out this article for more guidance related to pre-listening activities. When designing your own pre-listening learning experiences, it is helpful to consider activities that will generate interest, establish a purpose for listening, and activate schemata.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2021-04-01 13:43:07
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Displaydate: 2021-04-05 00:00:00
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Content Type: 4
Title: Listening to Online Videos
Body:
This listening activity is designed to accompany videos on the internet. It is appropriate for all levels of language learners and is a useful strategy for improving interpretive communicative competence.
Learning outcomes:
Learners will be able to:
- Identify at least one way to adjust the speed of a video they watch
- Evaluate the utility of slowing down a video’s speed as it relates to improving comprehension
Mode(s): Interpretive
Materials: Listening online video, 
Procedure:
- Introduce learners to the various approaches to adjusting the online playback speed of videos by showing them this video.
- As a group, discuss whether learners have tried to adjust playback speed before in the target language. Also, if they have adjusted playback speeds before, ask them to share their favorite methods.
- Using the handout, ask that learners watch a YouTube video (one that aligns with your curricular needs) at a normal playback speed. For example, if you are studying environmental concerns, you may want to watch a Greenpeace video or a news segment. As they watch, learners will note what they understand on the handout.
- After watching, give learners one minute to note any conclusions they can draw and the questions they have on the handout.
- Debrief Steps 3 and 4 as a group.
- Next, return to the handout. Learners will watch the video again at a slower playback speed and will add to their notes from their first viewing (page 2).
- As a group, discuss what new understandings the learners have gleaned in their second attempt listening.
- Finally, listen again at a normal speed. On the handout, ask learners to note any new understandings they have gained and to answer the reflection questions (page 3) related to the extent to which their understanding improved.
Source: CASLS
Inputdate: 2021-04-08 15:16:51
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Content Type: 1
Title: InterCom: April 12, 2021
Body:
This week, we feature the listening strategy of adjusting the playback speed of online videos. This strategy is useful for all levels of language learners and supports learners when they are engaging in self-directed language learning.
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, learners learn how to slow down online videos and reflect on the extent to which adjusting playback speeds positively impacts their comprehension.
- Check out this post for learner-centered ideas related to improving listening comprehension.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2021-04-08 15:27:28
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Content Type: 1
Title: Resources for Pre-service Spanish Teachers
Body:
From: https://www.youtube.com/watch?v=KfkovpV3jWM&feature=youtu.be
Dr. Chad LeBrun explains how to prepare for the National Evaluation Series Spanish Exam. This video is particulary beneficial for pre-service teachers in Arizona and Oregon.
Visit: https://www.youtube.com/watch?v=KfkovpV3jWM&feature=youtu.be
Source: Dr. Chad LeBrun
Inputdate: 2021-04-08 21:21:12
Lastmodifieddate: 2021-04-19 10:52:44
Expdate:
Publishdate: 2021-04-19 09:15:03
Displaydate: 2021-04-19 00:00:00
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Content Type: 1
Title: Spanish-language Networks Debut Multilingual Programming for Kids
Body:
"Club Mundo Kids," is a new children's television series in English and Spanish. The show fills the present need to creating more programing aimed toward Latinx children in the United States. The show debuted on April 10, 2021.
Source: New York Times
Inputdate: 2021-04-08 21:27:32
Lastmodifieddate: 2021-04-19 10:52:44
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