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Content Type: 1
Title: The Ultimate Guide to African French for French Learners
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From: https://storylearning.com/learn/french/french-tips/african-french
This blog post provides background information and the history of French in Africa, and it also investigates and provides examples of different varieties of French spoken in Africa. Specifically, the article provides examples of regional variations of French and their different formality levels, which engages learners with the language in terms of form and function. This resource would be specifically useful to learners of French that live in Africa or plan on traveling there, but it would also be useful to any learner of French so that they can be aware of the variation of the language globally.
Visit: https://storylearning.com/learn/french/french-tips/african-french
Source: StoryLearning
Inputdate: 2022-07-26 22:27:52
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Title: How to Choose ELT Coursebooks or Materials
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From: https://eflmagazine.com/how-to-choose-elt-coursebooks-or-materials/
With all the resources out in the world, it can feel like there are too many choices for teachers and decision makers when picking the right course materials for their specific context. The article mentions three main key points on how to evaluate the materials in the systemic ways to assist in decision making, through evaluating princi like design, relevance and usability. This resource would be helpful for teachers or administrators looking for strategies to help when picking course materials.
Visit: https://eflmagazine.com/how-to-choose-elt-coursebooks-or-materials/
Source: Clare Maas, EFL Magazine
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Content Type: 1
Title: Tips to Bring Stories to an Elementary Spanish Class
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From: https://funforspanishteachers.com/2022/07/tips-to-bring-stories-to-an-elementary-spanish-class/
This blog post, aimed at Spanish teachers of Novice learners, provides a description of the benefits of learning through storytelling. An example story in Spanish is provided for teachers. This resource is practical and provides guidance related to classroom implementation.
Visit: https://funforspanishteachers.com/2022/07/tips-to-bring-stories-to-an-elementary-spanish-class/
Source: Fun for Spanish Teachers
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Title: 5 Golden Rules to Help Students Read English in their Free Time
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This blog post from the Oxford University Press English Language Teaching Global Blog includes tips to encourage reading English outside of the classroom. These tips prioritize both allowing learners to follow their own interests in reading and making reading a regular part of the day. Many stakeholders will appreciate the included lists of graded readers and other reading-related resources.
Source: English Language Teaching Global Blog
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Content Type: 1
Title: 10 Awesome Japanese Video Games to Make Learning Japanese Easy
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From: https://www.fluentin3months.com/japanese-video-games/
This blog post describes how learners can utilize video games to learn Japanese. The author gives tips on making the most of using video games as a learning tool. Some of these tips include discerning patterns to guess the meaning of unkown words, practicing speaking the words aquired via in-game discourses, and practicing reading kanji. A list of 10 Japanese video games and the language that they feature is provided. This resource supports encouraging language study outside of the classroom.
Visit: https://www.fluentin3months.com/japanese-video-games/
Source: Fluent in 3 Months, Caitlin Sacasas
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Content Type: 1
Title: 11 Essential Latin Grammar Tips for Latin Beginners
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From: https://storylearning.com/learn/latin/latin-tips/latin-grammar
This blog post provides 11 tips for learning Latin grammar. Specifically, the author discusses word order, word endings, gender/number, grammatical cases (nominative, genitive, etc.), verb tenses, and voice. Provided examples showcase the grammar in practice. Additionally, the author highlights grammatical exceptions at the end of the article and emphasizes that Latin grammar is not unchanging. This article would likely be helpful to Novice learners of Latin. It could also be utilized as review materials with more proficient learners.
Visit: https://storylearning.com/learn/latin/latin-tips/latin-grammar
Source: StoryLearning
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Title: Les Rimes et Sonorités en Poésie
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From: https://www.lalanguefrancaise.com/litterature/rimes-et-sonorites-en-poesie
This blog post gives examples of how rhyme and repeated or patterned sounds (such as alliteration, assonance, and more) are used as structural and artistic elements in poetry. The post is written in French and would be a useful resource for teachers looking to guide Intermediate learners in the interpretation or creation of poetry.
Visit: https://www.lalanguefrancaise.com/litterature/rimes-et-sonorites-en-poesie
Source: La Langue Française
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Content Type: 3
Title: InterCom: August 1, 2022
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Happy August! Join us this week as we start a new series all about reading! All month we will discuss pre-reading tips and strategies that are aimed at making reading fun and relevant to learners’ goals. This week we look at how to find texts to read that get learners excited about reading.
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 walks learners through brainstorming what they are excited to read and where to find it.
- Check out this blog post for more tips about reading for fun in the target language.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 4
Title: What Do I Want to Read?
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This activity allows learners to consider what genre of reading materials they feel motivated and excited to read, and then brainstorm possible sources or authors for specific texts. It was designed for learners of all levels.
Learning outcomes:
Learners will be able to:
- Identify a central idea they are interested in reading about
- Create a mind map starting with that central idea
- Find one source material to read
- Reflect on their experiences finding and reading materials
Mode(s): Interpretive, Presentational
Materials: Finding Reading Materials Video, What Do I Want to Read? worksheet, optional: devices with access to the internet for searching, if needed, and for accessing the worksheet
Procedure:
- Ask learners to think about what makes them excited to read in the target language. Write their answers on the board or a digital document for all to see. Point out any themes or recurring ideas.
- If any learners do not have things that make them excited about reading, reassure them that this is okay. Tell these learners, and the rest of the group, that this activity is meant to help them discover an interest, author, or reading material that will help them feel excited about reading.
- Next, give learners the What Do I Want to Read? worksheet (in print or digital form). Explain that the worksheet is a mind map, which is a visual map or representation of how different ideas relate to each other. For this activity, learners will start at the center of the map and work outwards from there, adding information related to their central idea. Learners can fill in the mind map as is, add to it, or adjust how it is organized in any way that makes sense to them. The blank map is merely a guide for how they might organize their thoughts.
- Ask learners to spend a few minutes thinking generally about what they might want to read, using the prompt “I am excited to read about …”. This could be a topic, a genre of reading material, an author, a digital space or site, etc. Have learners write their answers in the large, center circle on the worksheet.
- Then, give them time to fill in some of the outer circles on the worksheet. Ask them to consider the following questions as they work to create their mind map:
- Why am I excited about reading this topic, author, or genre?
- Who writes the kind of material I want to read?
- Where can I find this material?
- What do I want to learn from reading it?
- Learners can use their answers to the above questions to fill in the circles around their central idea. Remind learners that they can organize their ideas (and answers to the questions in step 5) any way they want to in their map.
- Now, ask learners to look over their maps and use the information they wrote down to decide on one thing to read on their own (either inside or outside of the class or meeting time). This can be as specific as a particular story or book, or as general as a genre of writing (e.g., newspaper article, social media post, etc.). Have them write their decision in one of the outermost circles on the map.
- If learners have access to devices with search functions, they can search the internet for a specific source to read, writing down the website, name of the article or book, etc. They can also search for their chosen reading material in a school library or public library.
- Learners read their chosen material.
- In the next group meeting, once learners have read their chosen material, have them revisit their mind maps. Encourage them to add any reflections about their reading experience, things they learned from the reading, and/or materials they want to read next to the map.
- Then, as a whole group, ask learners to rate how excited they feel now about finding materials to read on a fist to five scale, with fist being not at all excited and five being incredibly excited. Point out any patterns in their answers, and reassure all learners that there is no right answer to this question.
- Finally, ask learners to share about their mapping and reading experiences.
- How do they feel now about finding material they want to read?
- Did mapping out what they wanted to read help them find materials? Why or why not?
- Would they choose different types of materials to read in the future? Why or why not?
- How likely are they to keep reading similar or new materials on their own? Why?
Modifications (scaffolding) - If learners who are new to creating mind maps, provide them with an example map already filled in. If learners are practiced in making mind maps, they may not need the scaffolding afforded by the worksheet.
Source: CASLS
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Title: 11 Collections Of ELL Instructional Strategies
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This blog post synthesizes 11 “best of” posts related to ELL instructional strategies. The post includes lists of lessons on many topics: K-12 approaches to scaffolding, grounding learning in lived experiences, and much more. K-16 teachers of English are encouraged to browse this resource given the wide variety of instructional strategies it shares.
Source: Larry Ferlazzo’s Websites of the Day
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