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Titre
Date
Durée
Create a Classroom Where Students Use the Target Language Confidently
02 Sep 2024
00:21:30
#160 What is a discourse community? Essentially, it’s a learning environment where students actively engage in meaningful communication, using the target language to interact, collaborate, and build relationships. It’s a space where every student’s voice is valued and encouraged. Is that what you would like to see in your classroom? I’m guessing you’re thinking, Yes! But, how do we create this space for our students? In this episode I’ll give you five key strategies for building a discourse community in your classroom.
Topics in this Episode:
High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard Donato
A classroom discourse community is a learning environment where students actively engage in meaningful communication, using the target language to interact, collaborate, and build relationships. It’s a space where every student’s voice is valued and encouraged
5 strategies to build a discourse community in your classroom, each with tips and examples
Establish Norms and Expectations
Promote Student Interaction
Use Authentic and Meaningful Tasks
Encourage Reflective Practice
Model Effective Communication
**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests.
Connect with Joshua and the World Language Classroom Community:
#159 I have something that I want to share with you as we go into this new school year. If you know me you know that I have talked a lot about my experiences in Nicaragua and I have been there this summer. I had an opportunity to sit down with Paulette Goudge and talk about what this Mariposa experience is and to bring it to you on this episode of the podcast. I can wait for you to hear all about what goes on in La Concha, Nicaragua. So, let's jump in.
Topics in this Episode:
I have been visiting San Juan de la Concepción, Nicaragua for over 10 years. Hear about my personal experience working with Paulette Goudge and La Mariposa.
Paulette's first visits to Nicaragua in the 1980's and adopting her daughter.
The vision for La Mariposa.
The Mariposa has many community projects to support the local community and provides income to families that would otherwise not be able to earn.
While La Mariposa is called an eco-hotel and Spanish school, it is so much more than that with all of the volunteer opportunities available.
#150 How often do we stop to reflect on our teaching? Hopefully we take the time and opportunity to do it regularly so that we are teaching our students as effectively as possible. In this episode I’m going to talk about reflective practice and how we can use this as language teachers. I’ll also include a discussion of success criteria and how this can work into our reflective practice. I know, this all sounds way up there in the theory world. I promise you it’s not and that it’s fairly simple.
Topics in this Episode:
Reflection can help you to be more creative and try new things. It’s very easy to get stuck in a rut and it can be helpful to think about what you are doing and why you are doing it. This can help to spark new ideas and ways of thinking.
Class Pacing and Brain Breaks with Fadi Aboughoush
10 Oct 2022
00:32:07
#62 In this episode, we talk about pacing in our language classrooms. How do we determine the amount of time that students should spend on particular activities? Part of this involves when and how to use Brain Breaks. Fadi Aboughoush, an Arabic teacher in Chicago, has a wealth of information and ideas on this topic.
Topics include:
class structure and pacing and why it is important to plan in advance, rather than just seeing where things go.
how long we should spend on activities in the various modes and signs of it being time to move on or take a break.
the purpose of brain breaks.
do we need to change activities after a Brain Break, or can we return to the previous activity?
______________________________ Work with Joshua either in person or remotely. ______________________________ Sign up for Talking Points for tips, tools and resources for language teaching. ______________________________ Let's connect!
______________________________ Teachers want to hear from you and what you are proud of in your classroom. Join me on the podcast. We record conversations remotely, so you can be anywhere.
#61 In this episode we look at goals, and assessment of those goals, in teaching and learning language. This is the third of 5 episodes dedicated to the book Common Ground: Second Language Acquisition Theory Goes to the Classroom by Florencia Henshaw and Maris Hawkins. Actionable insights and takeaways that you can use right away as you set goals for your students and create the assessments that support students moving toward them.
Topics in the episode:
ACTFL Proficiency Levels
Setting Proficiency-Based Goals
Performance and Proficiency
Assessment; Integrated Performance Assessments and Rubrics
Get your own copy of Common Ground. Hackett Publishing is generously offering a 25% discount when you use the code WLC2022. [Available through December 31, 2022].
**The 25% off discount code can be used for any book through the end of December, 2022. Hackett publishes several intermediate language-learning textbooks in Spanish, French, German, Italian, Portuguese, Latin, and Classical Greek. New releases include Cinema for French Conversation, Cinema for Spanish Conversation, and Les Français.
______________________________ Work with Joshua either in person or remotely. ______________________________ Sign up for Talking Points for tips, tools and resources for language teaching. ______________________________ Let's connect!
______________________________ Teachers want to hear from you and what you are proud of in your classroom. Join me on the podcast. We record conversations remotely, so you can be anywhere.
Building & Leading a Proficiency-Based Department with Tim Eagan
26 Sep 2022
00:41:13
#60 In this episode we discuss building and leading a proficiency-based language department. Tim Eagan, the 6-12 Department Head of World Languages in Wellesley, MA, joins me to talk about his experience leading his department through the process of embracing proficiency.
Topics in the episode:
contemporary and emerging research and the shift in approach and expectations.
what collaboration looks like in a proficiency-based department and how this supports consistency, particularly with assessments.
the objectives and benefits of using success criteria in a language department.
the essential role of feedback in a proficiency-based program.
______________________________ Work with Joshua either in person or remotely. ______________________________ Sign up for Talking Points for tips, tools and resources for language teaching. ______________________________ Let's connect!
______________________________ Teachers want to hear from you and what you are proud of in your classroom. Join me on the podcast. We record conversations remotely, so you can be anywhere.
#59 In this episode we look at the guiding principles and fundamentals of language acquisition and how they should influence our teaching. This is the second episode dedicated to the book Common Ground: Second Language Acquisition Theory Goes to the Classroom by Florencia Henshaw and Maris Hawkins. They are very effective at laying out the fundamentals of SLA, and it is essential that we understand these foundations before taking on topics such as goals, assessment, input and output, which will be the focus of the next 2 episodes.
Topics in the episode:
what it means to acquire language
when and how acquisition happens
what communication is and is not
the importance of communication in acquiring language
the teacher's role (hint: it's not to explain grammar)
Get your own copy of Common Ground. Hackett Publishing is generously offering a 25% discount when you use the code WLC2022. [Available through December 31, 2022].
**The 25% off discount code can be used for any book through the end of December, 2022. Hackett publishes several intermediate language-learning textbooks in Spanish, French, German, Italian, Portuguese, Latin, and Classical Greek. New releases include Cinema for French Conversation, Cinema for Spanish Conversation, and Les Français.
______________________________ Work with Joshua either in person or remotely. ______________________________ Sign up for Talking Points for tips, tools and resources for language teaching. ______________________________ Let's connect!
______________________________ Teachers want to hear from you and what you are proud of in your classroom. Join me on the podcast. We record conversations remotely, so you can be anywhere.
#58 This episode was recored live during the National Foreign Language Center's Virtual Summit. Ben Tinsley, a French teacher in Pennsylvania, joins me to talk about equitable feedback in the language classroom. We all know how essential feedback is for students in their language learning process, but does feedback look the same for all students. Ben Tinsley provides insights along with actionable suggestions.
Teachers want to hear from you and what you are proud of in your classroom. Join me on the podcast. We record conversations remotely, so you can be anywhere.
#57 In this episode I’m beginning my series on exploring Common Ground: Second Language Acquisition Theory Goes to the Classroom by Florencia Henshaw and Maris Hawkins. There will be 5 episodes total between now and the end of October. Today we take a general look at why this book, why now, why I am such a fan.
Topics in the episode:
Why this book? Why now?
Why I’m a fan of Florencia Henshaw and Maris Hawkins.
How the book is set up.
What to look for in the upcoming episodes devoted to Common Ground.
Get your own copy of Common Ground. Hackett Publishing has generously offered a 25% discount when you use the code WLC2022. [Available through December 31, 2022].
**The 25% off discount code can be used for any book through the end of December, 2022. Hackett publishes several intermediate language-learning textbooks in Spanish, French, German, Italian, Portuguese, Latin, and Classical Greek. New releases include Cinema for French Conversation, Cinema for Spanish Conversation, and Les Français.
______________________________ Work with Joshua either in person or remotely. ______________________________ Sign up for Talking Points for tips, tools and resources for language teaching. ______________________________ Let's connect!
______________________________ Teachers want to hear from you and what you are proud of in your classroom. Join me on the podcast. We record conversations remotely, so you can be anywhere.
#56 In this episode we look at planning in the language classroom. Whether it is for an entire year, a particular unit or even an individual lesson, backwards design and planning is quite effective. It also helps to ensure that we are focusing on all of the modes and that our ultimate goals are for students to do something with the target language vocabulary, structures and themes that they are learning. It’s all about planning ahead to plan backwards.
Backwards design planning and execution happens in three phases or stages.
Teachers want to hear from you and what you are proud of in your classroom. Join me on the podcast. We record conversations remotely, so you can be anywhere.
#55 After an exciting and productive summer I am back with new episodes of the World Language Classroom podcast. In this episode We will talk about setting the tone for the school year along with some ideas for getting to know your students and beginning to build a sense of community in the classroom. I also speak about what I have been up to this summer and what you can expect for this school year on the podcast. I’m so happy to be back with you.
Topics in this episode:
My goals in the language classroom:
To use the target language to communicate authentically and with purpose.
To be able to infer (Comprehensible Inout) and use circumlocution.
To use the target language more than learning about it.
To know how to learn about cultural aspects and then to use that information to engage respectfully and confidently.
To create an environment that is comfortable and supportive, not fearful. Low affective filter. Take risks and make mistakes!
#54 This is the last episode in Summer Headspace series. I revisit episodes 25 and 36. These are the 2 Teacher Toolbox episodes where I give you low (and mostly no) prep activities for your language classroom.
#53 In this episode of the Summer Headspace series I revisit episode 14 with Timothy Chávez, who talks about using textbooks in the language classroom and episode 23 with Bertha Delgadillo who speaks about online translators.
#149 As teachers, and proficient second language speakers, we have figured out ways to communicate words that we don’t know. We can teach this skill to students early on so that they can begin doing it right away. Circumlocution is a strategy for describing or defining a concept instead of saying or writing the specific words (when we don’t know it). We can teach students how to do this and give them tools to help in the process. In this episode I give suggestions to teach students how to cicumlocute along with games for practicing this skill.
Revisit Using Music and Doing Picture and Movie Talks
01 Aug 2022
00:09:06
#52 In this episode of the Summer Headspace series I revisit episode 30 with Alison Weinhold,who talks about using music in the language classroom and episode 31 with Sarah Moghtader who speaks about doing movie and picture talks.
Revisit Krashen's Input Hypothesis & Teaching with CI
25 Jul 2022
00:07:16
#51 In this episode of the Summer Headspace series I revisit episode 32 on Krashen's Input Hypothesis and episode 13 on teaching with Comprehensible Input.
Revisit Diversify Curriculum and Integrate Social Justice
18 Jul 2022
00:06:35
#50 In this episode of the Summer Headspace series I revisit episode 27 on Diversifying the Language Curriculum and episode 33 on Integrating Can Do Statements and the Social Justice Standards.
#46 In this episode I want to talk to you about what the podcast will look like over the summer. Like many of you, I will be on my summer break from school in the US. I don't want to go away from you for 6-8 weeks, but also understand that you need some time to recharge.
Over the summer I will publish a "Summer Headspace" episode every Monday.
What is Summer Headspace and how what will this look like:
Time to reflect without other pressing priorities and issues
Clear head
Opportunity to revisit themes and episodes with a fresh lens
Maybe something has come up since you first listened
You catch something new
Finish an episode that you started
Listen to an episode for the first time
I will group 2 episodes by theme so that you can listen to them together. Summer Headspace episodes will be 5-7 minute recaps to pull the themes together and links to the episodes will be in the show notes.
There will be 8 Summer Headspace episodes and new regular season episodes will begin on August 22, 2022.
Connect with Joshua and the World Language Classroom Community
#45 In this episode I talk about how you can take in and use the information that you hear on this podcast without feeling overwhelmed. So far there have been 30 guests and 15 solo episodes and it can sometimes feel like a lot to digest.
I offer up some ideas to sift through and figure out what will be most useful to you personally and how you can actually do it when you likely have so much else to do.
Topics that I cover:
Decision Paralysis: too many choices to choose from
How can we choose what to focus on?
First, remember that we do not have to do it all and we teach in different situations (levels, languages, interest, demographics).
Second, remember that none of this happened in a day. Teachers are regularly working on their teaching effectiveness.
Third, think about what is discussed and suggested with this lens:
I can likely do this tomorrow.
This needs a little prep, so I’ll do it next week.
That will be effective in the _____ unit, so I’ll try it when that unit comes up.
The concept is a bit of a change in approach for me and I want to sit with it and learn a little more because it is more of a mindset shift for me, so next year I’ll prioritize trying it out.
Connect with Joshua and the World Language Classroom Community
Starting a Dual Immersion Program with Francesco Fratto
06 Jun 2022
00:33:21
#44 In this episode we talk about dual immersion programs. You may be wondering what the difference is between immersion and dual immersion? Francesco Fratto joins me today to clarify and talk us through the process he and his district went though to implement their program. Francesco is the Director of World Languages, Language Immersion & English as a New Language in Herricks Public Schools in New Hyde Park, NY.
Francesco speaks in detail about:
what immersion and dual immersion programs are and how they work.
the articulation of the Herricks Public Schools' dual immersion program and the steps they took to implement the program.
the goals of the program, how they measured, and entry requirements.
the logistics: finding qualified teachers, promoting the program, student retention, parental concerns around things such as L1 literacy development.
Student Choice in the Language Classroom with Maureen Lamb
30 May 2022
00:35:47
#43 In this episode we talk about the effectiveness of providing students with choice in the language classroom. Why should we consider this? What does it look like in practice? Maureen Lamb, a Latin and Ancient Greek teacher in West Hartford, CT, joins me to talk through the logistics and benefits of student choice in their language learning.
Maureen speaks about:
what led her to look into making “choice” a part of her students’ learning experience.
the results of implementing (offering) choices to her students.
the various ways that she has used to offer choice to students.
the student perspective and experience when given choice.
Performance and Proficiency in the Language Classroom
10 Jun 2024
00:20:27
#148 What is your understanding of the word proficiency? This is a concept that we use all the time in our language classrooms. How about the word performance? This concept is also becoming more commonplace in our teaching vernacular. When we say that we are proficiency-oriented or teach toward proficiency, are we also able to assess proficiency in our language classrooms, or should we focus on performance, and what does that even mean? Well, that’s our topic for this episode….defining exactly what we mean by proficiency and performance, how they relate to each other and which one we should focus on and assess in our classrooms.
Proficiency: This term refers to a learner’s ability to use the language across various situations, regardless of familiarity with topics or contexts. It’s about what one can do with the language, no matter where, when, or how it was learned.
Performance: On the other hand, performance is more about using the language within structured settings like classrooms. It involves applying “learned” language skills within familiar contexts and content areas.
Do we assess Proficiency or Performance in the classroom?
Preparing students for performance with high leverage teaching practices:
grammar as concept
backwards planning
appropriate feedback
authentic resources
use target language for teaching
communicative activities
Connect with Joshua and the World Language Classroom Community:
LGBTQ+ Inclusive Classrooms with Joseph Parodi-Brown
23 May 2022
00:34:25
#42 In this episode we talk about creating LGBTQ+ inclusive classrooms and curriculum. While this is certainly beneficial to our students that identify as LGBTQ+, inclusive classrooms and curriculum benefit all students. Joseph Parodi-Brown, a Spanish teacher in Connecticut, has done extensive research in this area and puts it into practice in his classroom. He joins us to offer insights and suggestions for ensuring representation in our classrooms so that all of our students are seen, understood and valued.
Joseph speaks specifically about:
the benefits of an inclusive classroom and curriculum.
his journey to creating an LGBTQ+ inclusive classroom and curriculum, the challenges and successes.
#41 In this episode I talk about the ideas of practice and communication in the language classroom. Sometimes what we think is authentic communication in the language is actually just practicing structures and vocabulary. Is there a place for practice or should it always be focused on communication? I take on these concepts with suggestions for what this can look like in you classroom.
I speak specifically about:
Sandra Savignon’s definition of communication: “The expression, interpretation and very often negotiation of meaning in a given context. Communication has purpose.”
Proficiency: what a student can do with language in real-world situations .
Distinguishing Practice and Communication and what these look like in our classrooms.
Microinstruction in the Language Classroom with Lindsay Mitchell
09 May 2022
00:39:28
#40 In this episode we talk about the concept of Microinstruction. This approach is being applied in general education contexts, but we we speak about how it can be used specifically in the language classroom. I'm joined by Lindsay Mitchell, a Spanish teacher in New Hampshire, who talks about her own personal experience and success with Microinstruction.
Lindsay speaks about:
the skill set from her previous profession that she brought to her teaching
obstacles and challenges that she saw in her classroom that led her to look for other approaches
the concept of microinstruction and its benefits
what a lesson looks like using the microinstruction approach
the levels and content best suited to microinstruction
#39 If you listed to episode 19 with Trudy Anderson you heard her talk about using Jessica Haxhi's acronym M.A.G.I.C. in the language classroom. This stands for Movement, Authentic Resources, Games, Interaction and Communication. The focus on this episode is games. I speak with Kevin Quigley, a French and Spanish teacher in Vermont, and he shares several low-prep target languages games that you can use in your classroom tomorrow (or even today).
Kevin speaks about:
why games, and student engagement in general, are beneficial
misconceptions about games
several effective games and activities that you use in the classroom right away
Strategies to Engage Early Language Learners with Carolina Gómez
25 Apr 2022
00:32:38
#38 In this episode we talk about engaging early language learners, with a particular focus on comprehensible input. Even if you are a middle or high school teacher you will surely learn a lot from Carolina Gómez, my guest on this episode. Carolina is Spanish teacher in Massachusetts and she walks us through planning and procedures that authentically engage learners with compelling, meaningful and comprehensible language.
Carolina speaks about:
the benefits of early language learning and any concerns or fears that parents may have.
what draws her to teaching early learners.
how we can engage early learners and make language comprehensible for them.
what lesson planning looks like with early learners.
what teachers of all ages can take away from the strategies that she shares with us.
#37 In this episode we talk about grading. More specifically, how we can grade based on what students are able to do in and with the target language. This requires a bit of a shift in thinking and approach, especially when coming from more traditional grading. I'm joined by Ursula Askins-Huber, a Spanish teacher in New Hampshire, who has been teaching for over 30 years. She helps us to see ways to adopt competency-based grading in manageable ways.
Ursula speaks specifically about:
what grades have traditionally represented.
what competency (or proficiency) is how this has been missing in legacy grading practices.
what a grade based on competency tell us.
What competency-based grading looks like in the classroom.
how accounting for HW completion, behavior, participation, being prepared for class, etc. work into a grade that is based on competency.
#36 This episode is volume 2 in the Teacher Toolbox series. In these "Go-To Activities for Your Teacher Toolbox" episodes you will hear suggestions for go-to activities and games that can be easily modified for any language or proficiency level.
Technology to Support Language Students with Joe Dale (Part 2)
04 Apr 2022
00:31:08
#35 This is the second part of an extended episode on using technology in language learning. Joe Dale continues the discussion about technology tools and resources to support students in the language classroom. Joe Dale is a language consultant from the UK who works with a range of organizations such as Network for Languages, the BBC, Skype, Microsoft and The Guardian. He is a regular conference speaker and recognized expert on technology and language learning. He has spoken at conferences and run training courses in Europe, North America, South America, the Middle East, Asia and Australasia.
Joe Speaks about...
how technology helps with intercultural competence along with resources that help to support language learning and engagement at all levels
how teachers who may not be so comfortable with technology can take the leap and use technology in their teaching
Technology to Support Language Students with Joe Dale (Part 1)
28 Mar 2022
00:32:51
#34 This is the first of a two-part episode on using technology in language learning. Joe Dale joins me to talk about technology tools and resources to support students in the language classroom. Joe Dale is a language consultant from the UK who works with a range of organizations such as Network for Languages, the BBC, Skype, Microsoft and The Guardian. He is a regular conference speaker and recognized expert on technology and language learning. He has spoken at conferences and run training courses in Europe, North America, South America, the Middle East, Asia and Australasia.
Joe Speaks about...
how technology enhances opportunities to engage language learning
ways to use technology to practice interpersonal, reading and writing skills
Integrating Can Do’s and Social Justice Standards with Cécile Lainé
21 Mar 2022
00:37:17
#33 In this episode we discuss the Learning For Justice Social Justice Standards, incredibly necessary topics in the language classroom. One of the biggest hurdles is addressing the topics of Identify, Diversity, Justice and Action in the target language. We do not have to put our language objectives aside when these topics come up. We can integrate them into our Can Do's. Cécile Lainé, a French teacher in Tennessee, joins me to talk through the Social Justice Standards with suggestions for integrating them into our Can Do Statements.
Cécile speaks about...
what the Learning For Justice Social Justice Standards are and how they are designed
how can we use the Social Justice Standards along with Can Do Statements
what this integration looks like in the classroom, particularly at the novice level.
how we can address these topics at all proficiency levels without the need to rely on native language
#147 Throughout the school year I published Leveling Up Coaching episodes with language teachers who are taking on a challenge area in their teaching or simply wanted to improve in a particular area. As part of this collaborative relationship we talk through some possibilities and come up with an action plan. After some time implementing I check back in to see how things are going. On today’s episode you will be a part of that follow-up.
#32 Where does the whole concept and idea behind Comprehensible Input (CI) come from? In this episode I walk you through Stephen Krashen's Input Hypothesis that is part of his theory of second language acquisition that he calls the Monitor Model. Krashen's Input Hypothesis is the origin of what what we are doing with Comprehensible Input today.
What Is Comprehensible Input?
Comprehensible input means that students should be able to understand the essence of what is being said or presented to them.
This does not mean, however, that teachers must use only words students understand. In fact, instruction can be incomprehensible even when students know all of the words.
Students learn a new language best when they receive input that is just a bit more difficult than they can easily understand. In other words, students may understand most, but not all, words the teacher is using. (i+1)
Stephen Krashen’s Monitor Model (late 1970’s, early 1980’s):
5 individual, yet somewhat interrelated theories and comprehensible input is just one.
Acquisition-Learning hypothesis
Input hypothesis
Affective Filter hypothesis
Natural Order hypothesis
Monitor hypothesis
Criticism:
Brown (2000): Krashen’s theory of SLA is oversimplified and the claims he made are overstated.
McLaughlin (1987): Krashen does not provide evidence in any real sense of the term, but simply argues that certain phenomena can be viewed from the perspective of his theory.
#31 In this episode we talk about movie and picture talks in the language classroom. This a popular and effective Comprehensible Input (CI) procedure that uses visual story-telling. This process helps students to acquire and reenforce vocabulary and language structures in context. Sarah Moghtader, a French in Massachusetts, joins me to talk us through the benefits of picture and movie talks and how to do them with students in the classroom.
Sarah speaks specifically about:
what picture and movie talks are
why picture and movie talks are a useful CI approach to teaching language
procedure and techniques
what to look for in a useful story, book, or movie clip
Music in the Language Classroom with Allison Wienhold
28 Feb 2022
00:28:28
#30 In this episode we talk all about using music in the language classroom. I'm joined by Allison Wienhold, a Spanish Teacher in Iowa, who speaks about the numerous benefits of music in our language classrooms.
Allison speaks about:
the value and benefits of using music in the language classroom
the flexibility of using music, from a few “quick wins” to diving into culture and representation
where can we find music to use in our classrooms
activities to engage with music
I have a song...What do I do before, during and after?
#29 As teachers, and proficient second language speakers, we have figured out ways to communicate words that we don’t know. We can teach this skill to students early on so that they can begin doing it right away.
Circumlocution is a strategy for describing or defining a concept instead of saying or writing the specific words (when we don't know it). We can teach students how to do this and give them tools to help in the process.
In this episode I give some suggestions to teach students the art of circumlocution. I also talk about some games that are useful for practicing this skills.
Diversifying World Language Curriculum with Ben Tinsley
07 Feb 2022
00:40:16
#27 In this episode we look at what world language curriculum has included and what has been left out, with a critical eye on diverse ethnicities and voices. I'm joined by Ben Tinsley, a French teacher in Philadelphia. He guides us through his own language learning journey as a Black student and how he did not see himself and the Afro-Black-Caribbean experience reflected in his language learning experience.
This prompted him to unapologetically center Francophone Black people in his curriculum. This conversation will help us all provide our students with language learning experiences that authentically, and accurately, reflect the diversity of our target language cultures.
Ben speaks about...
his personal experience with language learning
what has been missing in language curriculum, particularly regarding diverse ethnicities, voices and lived experiences
why is it essential that we include diverse voices and ethnicities as an essential part of our curriculum, rather than one-off discussions
how to make sure that our students understand the full range of voices, ethnicities, and lived experiences of those in our target language cultures
where to find resources and how do you make them an organic part of the curriculum
Languages: Vehicles for College and Career Readiness with Ryan Smith
31 Jan 2022
00:37:51
#26 In this episode we are take on the question that we often get from students..."Why are we learning this?" Ryan Smith joins me to talk about how language teachers can infuse the idea of language learning as an essential skill when preparing students to be ready for college and careers. Ryan points how many useful communication skills that are developed and honed in the language classroom in addition to language learning and cultural competence.
Ryan speaks specifically about:
why language learning is an essential aspect of being college and career ready
convincing reasons to learn a new language
skills that will make students college and career ready, particularly 21st Century Skills
some “carrots” to help motivate students to learn a language and hone their skills
how we can incorporate college and career readiness into our classrooms
Seals and Credentials, especially the Seal of Biliteracy
#25 This episode is the first in a series of episodes that I will publish 4-5 times a year. In these "Go-To Activities for Your Teacher Toolbox" episodes you will hear suggestions for go-to activities and games that require little-to-no prep and can be easily modified for any language or proficiency level.
Why Games and Activities:
useful teaching and learning tool
particularly useful when engaging and motivating unwilling and disinterested students
opportunities to practice speaking and understanding the target language
playing in (with) the language and building confidence
Brain Breaks - keep interest and focus
provide a relaxed context for risk-taking, lowering the affective filter and building community in the classroom.
#24 In this episode we look at how we structure our world language classrooms. How can we redesign our classrooms so that they are more communicative and support risk-taking, promote community, and help students rise in proficiency? I'm joined by Darcy Rogers, Spanish Teacher and founder of OWL (Organic World Language), who helps us all re-envision what our classroom can be.
Darcy speaks about:
the traditional classroom structure and the obstacles it creates
how we can remove these obstacles
the linguistic and social-emotional benefits of removing these obstacles
What About Online Translators with Bertha Delgadillo
10 Jan 2022
00:41:30
#23 In this episode we take on the question of online translator. Like most teachers, you probably have experience with students resorting to using them. But, what do we do about it? They seem to be here to stay, so we need to figure it out.
I'm joined Bertha Delgadillo, a Spanish teacher in Georgia, who is well known for her work with acquisition driven instruction. She helps us to understand why students use translators and offers tips and suggestions for meeting the challenges that this presents.
Bertha speaks specifically about:
why students use online translators irresponsibly
strategies to promote risk-taking
what we can do when students use online translators irresponsibly
when students might use an online translator as a resource
In this episode we are talking about 90%+ target language use in the classroom. We start with where this comes from and why we want to do it, then I ask 4 questions about what is happening in your classroom. These questions will help to focus on some of the challenge areas and I provide some ways to address them.
Q1: Are prompts and tasks at the appropriate proficiency level?
Q2. Do students have the language tools they need to communicate?
Q3. Are students held accountable for using the target language?
Q4. Are all the students actively engaged and interested?
Interpretive Listening Strategies and Activities with Steven Lopez
27 May 2024
00:30:09
#146 When it comes to providing comprehensible input, is it possible to use authentic resources? In this episode, we explore how to use authentic listening resources as a form of comprehensible input with Steven Lopez, a Spanish teacher in New York. Steven shares his process for preparing and scaffolding listening tasks so that students are able to confidently understand the target language in authentic contexts. You will walk away with lots of ideas to use in your classroom.
Topics In This Episode:
interpretive listening as a foundational skill for students in language acquisition
how incorporating authentic listening materials enhances students' language proficiency and confidence
examples of successful classroom activities
practical strategies that teachers can use to engage students in interpretive listening tasks that support the development of speaking and writing skills
ensuring that interpretive listening activities not only serve as an entry point but also scaffold students' progression towards more complex speaking and writing tasks
#21 In this episode we unpack the 5 C': Communication, Cultures, Connections, Comparisons, and Communities, I am joined by Dr. Catherine Ritz who walks us through what exactly the 5 C's are and the benefits of using them in our language classrooms.
Catherine speaks about:
the World Readiness Standards and their relationship to the 5 C’s
what the 5 C’s are with an example of what each might look like in a unit or lesson
whether the 5 C’s should be used independently or interwoven
addressing all of the 5 C’s in the target language, beginning at the novice level
Rubrics for Assessment and Learning with Beckie Bray Rankin
13 Dec 2021
00:31:21
#20 In this episode we talk about rubrics, not just as an assessment tool, but also as a way to help students grow in proficiency.
I'm joined by Beckie Bray Rankin, a high school French Teacher in Massachusetts, who has presented widely on the topic of rubrics...or, as she refers to them, the "thingamabob that does the job."
Beckie talks about:
what pre-rubric teaching was like
how she discovered rubrics (or rediscovered)
the benefits of rubrics for students and teachers
rubrics and IPA’s
the Learn -Practice -Assess -Reflect cycle
how a rubric is never really “done” and what she continues to work on
Centers and Stations in the Language Classroom with Trudy Anderson
06 Dec 2021
00:31:32
#19 In this episode we are talking about using centers (or stations) in the language classroom. I am joined by Trudy Anderson, a teacher with considerable experience with designing and implementing centers.
Trudy guides us in understanding...
if centers are for useful for all levels and students
why we should consider stations
how to set up centers
types of stations
materials and where to get them
logistics of setting up centers...how long, how many, when, assessment?
the benefits of adding MAGIC to lessons (Movement, Authentic Resources, Games, Interaction, Challenge)