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Content Type: 1
Title: Teaching Poetry: The Epistolary Poem
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From: https://www.thedaringenglishteacher.com/2022/03/teaching-poetry-epistolary-poem.html
This blog post walks instructors through a multi-day lesson plan for teaching epistolary poetry, or poetry written in the form of a letter. It provides an introduction to epistolary poems, remarking on how the letter format helps learners create personal and meaningful writing in the target language. It also includes scaffolded guide for helping learners to write their own poems. This resource would be useful for instructors looking to teach writing and poetry.
Visit: https://www.thedaringenglishteacher.com/2022/03/teaching-poetry-epistolary-poem.html
Source: The Daring English Teacher
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Title: Ainu Language: Learn About The Endangered Indigenous Language of Japan
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From: https://www.fluentin3months.com/ainu-language/
This blog post gives a cultural, historic and linguistic overview of the Ainu people and language, who are indigenous to Japan. It talks about the history of the Ainu people, their religion and culture, and issues of discrimination and linguistic loss arising from forced assimilation into mainstream Japanese society in the 18th and 19th centuries, and covers a series of basic Ainu words or phrases to get learners started with the language. This resource would be useful for teachers and learners of Japanese interested in learning about linguistic diversity and indigenous cultures in Japan, or for those interested in revitalization efforts for indigenous languages.
Visit: https://www.fluentin3months.com/ainu-language/
Source: Fluent in 3 Months, Caitlin Sacasas
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Content Type: 1
Title: Word Linking Spanish Listening Practice Video: Understand when Words Connect!
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This article provides a YouTube video resource to help with word linking, or the understanding of how sounds combine to link words together in spoken Spanish. Samuel, a native speaker from Zacatecas, Mexico, pronounces word sequences like “la amistad” and “los sábados” multiple times to allow for practice listening and speaking. The goal of this resource is to help learners of Spanish overcome listening and speaking barriers by focusing the attention on how words are actually pronounced in their given context.
Source: Estudiafeliz
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Content Type: 1
Title: Improve Spanish Pronunciation and Spelling
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From: https://secondaryspanishspace.com/improve-spanish-pronunciation-and-spelling
This article highlights the correlation between spelling and pronunciation in Spanish. Unlike in languages like English and French, Spanish words are usually spelled exactly as they sound. The article consists of tips and resources for improving Spanish pronunciation, including several YouTube videos and plenty of examples. The content of this article would be most helpful for Spanish teachers of first or second year Spanish.
Visit: https://secondaryspanishspace.com/improve-spanish-pronunciation-and-spelling
Source: Secondary Spanish Space, Sherry Sebesta
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Content Type: 1
Title: Music in the Language Classroom
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From: https://wlclassroom.com/2022/02/27/ep30/
This podcast episode discusses using music in the language classroom, touching on how music can be used to teach both linguistic and cultural information, and giving ideas for how to plan lessons or activities around a piece of music. This resource would be useful for teachers looking for ideas on how to incorporate more music into their lessons and curricula.
Visit: https://wlclassroom.com/2022/02/27/ep30/
Source: World Language Classroom, Joshua Cabral
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Title: Artists Use Their Skills to Teach Native Languages
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From: https://indiancountrytoday.com/news/artists-use-their-skills-to-teach-native-languages
This article discusses how several musicians and theater artists in Minnesota are teaching and participating in communities of language learning for native languages, including Cherokee and Ojibwe. The article provides links to videos of the songs created by some of the artists, and discusses the role of artists as community members and language practitioners. This resource would be useful for anyone interested in current language revitalization efforts, especially those that use art and song.
Visit: https://indiancountrytoday.com/news/artists-use-their-skills-to-teach-native-languages
Source:
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Title: What We Say and How We Say It
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From: https://www.languagemagazine.com/2022/03/31/what-we-say-and-how-we-say-it/
This article discusses the impacts of teacher language, or what teachers say and the behaviors they model, on learners and the learning environment. The article defines and gives examples of positive teacher language, and gives examples of how to use language and the way one interacts with learners and other teachers to create the desired learning environment. This resource would be useful for beginning teachers looking for tips on how to best create their desired supportive and encouraging classroom community, or for any teacher involved in self-reflection about their teaching practices and language use.
Visit: https://www.languagemagazine.com/2022/03/31/what-we-say-and-how-we-say-it/
Source: Language Magazine, Lisa Dewey Wells
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Title: Time quality: Studying the right thing at the right time
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From: https://www.hackingchinese.com/time-quality-and-studying-chinese/
This blog post outlines strategies that learners can use to incorporate learning and practicing Chinese outside of a classroom setting, into day to day life. It also provides advice on how to schedule learning tasks based on how much time a learner has, and how to prioritize what one does based on the available amount of time. This resource would be useful for learners looking for ideas on how to extend their learning beyond the classroom.
Visit: https://www.hackingchinese.com/time-quality-and-studying-chinese/
Source: Hacking Chinese
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Content Type: 4
Title: Reading and Listening: Find Your Own Source!
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This activity was designed for learners of all levels. It was created to guide learners through searching for and utilizing reading and listening materials in a less commonly taught language.
Learning outcomes:
Learners will be able to:
- Name 3 search terms to use for finding a reading and/or listening material of their choice
- Explain their reason(s) for choosing a reading or listening text
- Identify 2 (or more) new words or phrases they encountered in their chosen text
- Identify 1 piece of new cultural information they learned from their chosen text
Mode(s): Interpretive
Materials: Finding Materials for Practice Video, Search Log handout, devices with access to the internet, headphones.
Procedure:
- As a group, have learners brainstorm a list of types of materials they like to read, and a list of types of materials they like to listen to. Ask them which language(s) they typically read and listen in (L1, the target language, etc.)? Are there any differences in what they read or listen to in their L1 versus in the target language?
- Next, show learners the Finding Materials for Practice Video. After watching the video, tell learners that they will be searching for their own reading or listening material, and give them a few minutes to decide between reading and listening, and to brainstorm potential topic(s) and places to find their chosen type of material.
- Give learners the Search Log handout. Explain that learners will work independently to come up with search terms for their source,
- Learners can complete their search during or outside of the lesson, depending on time constraints. While they are searching, they will fill out questions 1 through 5 from the handout (choice of source type, 3 terms they used to find their source, where they found the source, the title and author of the source, and why they chose that particular source).
- At home or outside of the lesson, learners will read or listen to their source, and fill in questions 6 and 7 from the handout (what new words or phrases they learned, and what cultural information they learned).
- During the next lesson, have learners share their answers to questions 4 through 7 from the handout (what their source was, why they chose it, what new words or phrases they learned from it, and what cultural information they learned from it) in small groups.
- As a whole group, ask for volunteers to share what they told their peers about their source.
- Ask learners if they are interested in any of the sources described by their peers, and if so, why?
- This activity can be repeated multiple times. Learners can fill out the Search Log handout each time they look for a new source material, which will create an ongoing record of what they have found to read or listen to in the target language.
Notes:
-Modifications (scaffolding): Lower level learners may be provided with a list of places to search, as well as a list of example search terms , if needed. This activity can be completed by learners independently (as written above) or in small groups based on shared interest, if learners would benefit from brainstorming and searching together.
Source: CASLS
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Title: Finding Materials for Practice: Less Commonly Taught Languages
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Happy April! Join us this week as we begin a new series about finding and utilizing the resources available to you when studying a less commonly taught language (LCTL). This week we explore how to find interpretive resources for reading and listening in the target language.
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 Video and Activity of the Week!This activity guides learners through finding a reading or listening resource of their own choosing for their target LCTL, and recording what new information they learned from reading or listening to it.
- Check out this blog post for more ideas on finding online or in-person resources for learning less commonly taught languages.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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