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Content Type: 1
Title: One-page Templates to Show Learning
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This post offers one-page templates that teachers can use with their language students for reflection and analysis. Utilizing thinking routines and other reflective practices, the post offers a number of ideas for all levels of learners. These templates would be especially useful to begin implementing at the beginning of the school year.
Source: Larry Ferlazzo
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Content Type: 1
Title: Bullet Journaling for Language Students
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In this post, the author outlines ways to use bullet journaling with younger learners as a means of adding focus and structure to the classroom. Depending on the proficiency level and/or learning context of rthe language learners, journaling can be done in the L1 or the target langauge.
Source: English Teaching 101
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Content Type: 1
Title: Irish Language Learning Resources
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From: https://bit.ly/2T3d516
In this post, the author summarizes resources available for Irish language learners. Resources include access to Irish TV stations, online activities, a glance card, and Irish radio stations. The resources listed are appropriate for a variety of proficiency levels.
Visit: https://bit.ly/2T3d516
Source: Transparent Langauge Blog
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Content Type: 1
Title: Basic Conversations in French
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From: https://www.commeunefrancaise.com/blog/basic-french-conversation
This site serves as a quick reference guide that learners can use to explore greetings and leave takings in a variety of contexts. It is a wonderful resource for beginning French learners.
Visit: https://www.commeunefrancaise.com/blog/basic-french-conversation
Source: Comme une Française
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Content Type: 1
Title: Linguee: Multilingual Translation
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From: www.linguee.com
Linguee is an enhanced, multilingual dictionary and translation tool that is powered by millions of translations and digital texts. Learners can search a word and see it translated and used in context in the target language. Available in a wide variety of languages, this corpus-based approach offers deeper insight into lexical meaning through contextualization.
Visit: www.linguee.com
Source: Linguee
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Content Type: 1
Title: The French Corner: Creating an ABC Book to Practice Writing
Body:
From: https://bit.ly/3j7JMVP
This post offers an interactive PowerPoint template for creating an ABC Book in the language classroom. Geared towards younger learners, the resource is adaptable for all proficiency levels. It would be especially useful for immersion studnets looking to create a bilingual or trilingual book.
Visit: https://bit.ly/3w0VpRm
Source: Samantha Decker
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Content Type: 4
Title: Identifying Strengths after Speaking
Body:
This activity was designed for all levels of language learners. It guides them through five steps for reflection after speaking and celebrates learners’ strengths. It is particularly useful to implement after interpersonal practice or presentations.
Learning outcomes:
Learners will be able to:
- Identify strengths, opportunities for improvement, and questions after speaking
- Create visual reminders of strengths
Mode(s): Presentational and Interpersonal
Materials: Five Steps for Reflecting after Speaking video, 
Procedure:
- Watch Five Steps for Reflecting after Speaking.
- Ask learners to think about their last speaking interaction in the target language. Provide learners with the reflection template. Review the template using a Think, Pair, Share protocol. Learners should spend roughly minutes thinking/writing independently, five minutes sharing their responses with a peer, and five minutes discussing as a group.
- Provide learners with six note cards (or a digital platform like Google Jamboard). Ask that they write three strengths on the cards. They should write each strength twice. They will keep three of the cards to post as reminders in the location(s) in which they study (online, on the wall or mirror, or even in their notebooks).
- Learners will create a strength poster for the learning environment by affixing their cards to a bulletin board, adding them to a Google Jamboard, or affixing them to a piece of butcher paper.
- As a group, review the strengths that are listed. Star those which multiple learners have in common.
- Before speaking in the future, revisit the strength poster to remind learners of what they do well. Give them time to consider how they might utilize their strengths to keep improving in the target language.
- After speaking in the future, ask learners to update the poster with additional strengths.
Source: CASLS
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Content Type: 3
Title: InterCom: June 28, 2021
Body:
This month, we offer learners explanations and modeling of a variety of speaking strategies. This week’s video provides a five-step protocol for reflecting after speaking. The activity involves articulating strengths and creating visual reminders of those strengths.
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 self-evaluate their comfort asking for input related to pronunciation during a conversation and brainstorm questions that may support their efforts.
- Check out this blog post with additional reflection strategies. Which are your favorites? Which ones do you model in your learning environment? [d]
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 4
Title: Before Speaking: Isolating Parts of Words That Are Difficult to Pronounce
Body:
This pre-speaking activity was created for language learners of all levels. It is designed to help learners isolate the parts of words that are difficult to pronounce so that they may speak more confidently in Presentational or Interpersonal contexts.
Learning Outcomes:
Learners will be able to:
- Reflect on and isolate the parts of words that are difficult to pronounce
- Practice difficult parts of words by speaking them aloud
- Demonstrate improvement by reintegrating words into speech
Mode(s): Interpretive, Interpersonal or Presentational
Materials: Isolating Difficult Parts of Words to Practice Pronunciation video
Procedure:
- Learners will watch Isolating Difficult Parts of Words to Practice Pronunciation.
- Learners will reflect on the parts of words that they find the most difficult to pronounce. In group settings, educators may find it beneficial to divide learners by what pronunciation patterns they are known to struggle with.
- Learners will access three sources in which they hear a word with the specific pattern identified in Step 2. These sources could include language learning apps, online textbooks, online dictionaries, expert speakers, or online videos. They will use these sources to write down a way to remember the component of the word that is difficult to pronounce. This may be an image they create or a way in which they relate the word to a word in their L1.
- Learners will take five minutes to practice saying the isolated component of the word aloud. Then, they will take five minutes practicing integrating it into whole words and complete utterances.
- In speed dating format, have learners chat with one another and challenge them to use a word that involves the difficult word component. Each partner pairing should chat for one minute before rotating. Rotate no more than five times.
- Learners will complete a brief reflection in which they rate their improvement on a scale of 1 (no improvement) to 5 (great improvement). This rating can be done as a class discussion, on a scrap sheet of paper, or as an exit ticket.
Note(s):
- Step 3 is rich with potential to expose learners to non-standard pronunciation. Celebrate the diversity of language and communication and challenge learners to find at least one source that showcases non-standard pronunciation.
Source: CASLS
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Content Type: 3
Title: InterCom: July 5, 2021
Body:
Today, we wrap up our miniseries on speaking strategies. This week’s video and activity provide learners with an overview of the pre-speaking strategy of isolating and practicing the parts of words that are difficult to pronounce.
Thank you to CASLS Graduate Intern, Rebekah Lloyd, for her work in developing this week’s video.
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 isolate and practice the parts of words that are difficult to pronounce.
- Check out this policy paper related to the teaching of non-standard varieties of pronunciation in the classroom. It provides learner-centered recommendations.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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