#199

How can celebrating identity and dialects transform the experience of language learners? In this episode I'm joined by Courtney Nygaard, a teacher of heritage Spanish speakers in Minnesota.  Courtney shares how she honors and values her students' identities as a way to build confidence, connection, and community in the classroom. We talk about practical strategies for embracing dialectal differences, navigating varied proficiency levels, and fostering a space where all students feel seen and valued. Whether you teach a heritage class or not, this conversation will inspire you to make your classroom a place where every student and experience is valued.

Topics in this Episode:

•  importance of celebrating identity and dialects in language classes
• strategies or activities you can use to acknowledge and honor the diverse identities and dialects of your students
• challenges that might arise when students speak different dialects or have varying levels of proficiency in the heritage language
• Courtney's success stories and examples where celebrating identity and dialects positively impacted her students' learning and engagement?
• for teachers who don’t have heritage classes, how you can create an inclusive and supportive environment that respects and celebrates the linguistic diversity of your students
• Episode 96: Teaching Heritage Language Learners with Courtney Nygaard

Connect with Courtney Nygaard:

• Instagram: @profenygaard
• Website: www.heritagespanish.com, www.profenygaard.com

Connect with Joshua and the World Language Classroom Community:

•  wlclassrom.com
• X (aka Twitter):  @wlclassroom
• Threads: @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

__________________________
Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.
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Send me a text and let me know your thoughts on this episode or the podcast.

#198

How can simple, consistent routines create a classroom where students communicate confidently in the target language every day?  In this episode we look at how effective routines lead to successful classrooms. I’m joined by Tia Parnell, a French teacher in Ontario, Canada. Tia shares practical insight into how routines can create structure, boost engagement, and support meaningful language use. Everything from warm-ups and transitions to handling interruptions.

Topics in this Episode:

• routines as the backbone of the classroom the key elements that make a classroom routine both simple and effective
• morning routines that work particularly well in a world language classroom to set the tone for meaningful language use
• transitions how do you help students smoothly shift between activities while keeping them engaged in language learning?
• how to maintain structure when unexpected events disrupt routines, and strategies to help students reset and refocus
• advice for establishing consistent routines to support teachers starting strong and maintaining

Connect with Tia Parnell

• TikTok: @parfaitementparnell
• Instagram: @parfaitementparnell
• Website: parfaitementparnell.com

Connect with Joshua and the World Language Classroom Community:

•  wlclassrom.com
• X (aka Twitter):  @wlclassroom
• Threads: @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

__________________________
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______________________________
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______________________________
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Send me a text and let me know your thoughts on this episode or the podcast.

#197

Have you heard of a Write and Discuss or have you tried it in your classroom? If you've done it, you know how useful and beneficial it is for students and yourself as the teacher. If this is new to you, in this episode you’ll hear about an incredibly useful collaborative writing activity that you can do with your students right away. No preparation needed. If this is not new to you, stick around. You’ll also hear some tips and new ways that will help to make your Write and Discuss even more effective in your classroom

Topics in this Episode:

• Write and Discuss is a guided writing activity after a shared class experience (like a story, picture talk, reading, or discussion). 
• The teacher writes a summary or retelling of the event on the board or screen with student input.
• Why the Write and Discuss is so useful.
• How to do a Write and Discuss with specific steps.
• Examples of a Write and Discuss at novice and intermediate proficiency levels.
• Follow-up activities once you have the co-created text.
• Using the Write and Discuss text to teach grammar using the PACE model.
• Tips and what to avoid when doing a Write and Discuss.
• Blog post on Write and Discuss

 Connect with Joshua and the World Language Classroom Community:

•  wlclassrom.com
• X (aka Twitter):  @wlclassroom
• Threads: @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

__________________________
Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.
______________________________
Sign up for Talking Points to get  tips, tools and resources for your language teaching.
______________________________
Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode  on the podcast.  

Send me a text and let me know your thoughts on this episode or the podcast.

#196

What if your students could step inside the Louvre Museum, explore Frida Kahlo’s studio, or walk through the streets of ancient cities, all without leaving your classroom? In this episode, we explore the Google Arts & Culture app with French teacher and tech integration specialist Heidi Trude. From boosting cultural understanding to sparking meaningful conversations, Heidi shares creative ways to use this free tool to make language and culture come alive in your classroom.

Topics in this Episode:

• how Heidi first discover the Google Arts & Culture app, and what made her decide it was a good fit for your classroom
• Heidi's favorite features of the app, and how she incorporate them into her lessons
• using Google Arts & Culture to enhance your students' understanding of art, history, and culture 
• projects or activities using the app that have a particularly powerful impact
• how tools like Google Arts & Culture are shaping the future of how we teach cultural understanding and global awareness in the classroom
• Heidi's Resource: Making Art Come Alive with the Google Arts and Culture App

Connect with Heidi Trude

• Website: Tech with Trude
• Facebook: Heidi.Trude
• Instagram: @hlt2007
• X/Twitter: @htrude07

Connect with Joshua and the World Language Classroom Community:

•  wlclassrom.com
• X (aka Twitter):  @wlclassroom
• Threads: @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

__________________________
Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.
______________________________
Sign up for Talking Points to get  tips, tools and resources for your language teaching.
______________________________
Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode  on the podcast.  

Send me a text and let me know your thoughts on this episode or the podcast.

#195

There are lots of misconceptions about teaching grammar. There are also opinions about whether or not there is a place for teaching grammar in a proficiency-based classroom. In this episode, Catherine Ritz and Mike Travers, authors of Proficiency-Based Instruction: Teaching GRAMMAR for Proficiency, join me to talk about the place of grammar in a proficiency-based classroom.  And yes, there is a place for it.

Topics in this Episode:

• Misconceptions around teaching grammar and how Catherine and Mike's book, Teaching GRAMMAR for Proficiency, addresses them?
• What it looks like to teach grammar in a way that truly supports communication and proficiency, rather than just memorization and drills
• In a proficiency-based vertical curriculum, how (or should) we incorporate grammar  Should specific grammar structures be explicitly planned for, or should they emerge more organically based on themes and student needs?
• Examples of an activities and strategies that effectively integrates grammar while keeping communication at the center of learning
• First steps to take when shifting toward a proficiency-based approach
• Get your copy of Proficiency-Based Instruction: Teaching GRAMMAR for Proficiency.  Use the code ACTFL15OFF to get 15% off the cost of the book.

Connect with Catherine Ritz and Mike Travers:

• Mike's Website: Diaries Of A Mad World Language Teacher
• Catherine's Webiste: RitzWorldLang

Connect with Joshua and the World Language Classroom Community:

•  wlclassrom.com
• X (aka Twitter):  @wlclassroom
• Threads: @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

__________________________
Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.
______________________________
Sign up for Talking Points to get  tips, tools and resources for your language teaching.
______________________________
Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode  on the podcast.  

Send me a text and let me know your thoughts on this episode or the podcast.

#194

Where do you find opportunities for exploring language and culture beyond the classroom? Have you found ways to involve your students in service learning projects? In this episode, I have the privilege of speaking with Chris Howell who is the co-founder of the Pulsera Project. This is an organization that supports artisans in Guatemala and Nicaragua through direct connections with schools and students in the United States. My school, Tower School in Marblehead, MA has partnered with Chris and the Pulsera Project. I have so much respect for the work that he and his organization do that I had to have him on the podcast to share all about it.

Topics in this Episode:

• what the Pulsera Project is and what inspired Chris  to co-found the organization
• how the mission has evolved since 2009
• how the Pulsera Project fosters meaningful connections between U.S. students and artisans
• educating students on Fair Trade
• success stories of artisans and communities that has been positively impacted by the Pulsera Project
• advice for language teachers who want to incorporate service learning and global citizenship into their classrooms

Connect with Chris Howell and the Pulsera Project:

• Website: pulseraproject.org
• Facebook: /pulseraproject
• Instagram: @pulseraprojec
• TikTok: @pulsera.project
• X/Twitter: @pulseraproject
• Pinterest: pulseraproject/

Connect with Joshua and the World Language Classroom Community:

•  wlclassrom.com
• X (aka Twitter):  @wlclassroom
• Threads: @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

__________________________
Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.
______________________________
Sign up for Talking Points to get  tips, tools and resources for your language teaching.
______________________________
Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode  on the podcast.  

Send me a text and let me know your thoughts on this episode or the podcast.

#193

Do you use task cards? How can we get the most out of them in our language classrooms? Task cards are useful tools for building engagement, supporting proficiency, and adding variety to your routines. In this episode, we’re looking at 15 creative ways to use task cards. You might already have a few that you like to use, and after this episode you have lots more.

Blog Post with all 15 ways to use task cards in your language classroom.

Topics in this Episode:

• what task cards are
• what to put on task cards
• 15 ways to use task cards in the language classroom
  • Warm-Ups (Do Nows)
  • Fast Finishers
  • Exit Ticket
  • Station Activity
  • Scoot
  • Differentiation
  • Back to Back
  • Traditional Board Games
  • Quiz Games
  • Interactive Bulletin Board
  • Scavenger Hunt
  • Individual Boards
  • Sub Activity
  • Binder Sheets
  • Assessments

Blog Post with all 15 ways to use task cards in your language classroom.

Connect with Joshua and the World Language Classroom Community:

•  wlclassrom.com
• X (aka Twitter):  @wlclassroom
• Threads: @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

__________________________
Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.
______________________________
Sign up for Talking Points to get  tips, tools and resources for your language teaching.
______________________________
Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode  on the podcast.  

Send me a text and let me know your thoughts on this episode or the podcast.

#192

How much flexibility or autonomy do you have over your curriculum? Are you able to integrate CI techniques and procedures? This can be a bit challenging if our curriculum is aligned with chapters in a textbook or prescribed units.  Today I speak with Ashley Mikkelsen, a Spanish teacher in North Dakota.  Ashley talks us through her personal journey and experience integrating CI activities into her textbook-aligned curriculum that also includes common assessments.  And these assessments are not always proficiency-based. Is this possible? Ashley shows us how with her quintessential realistic lens. 

Topics in this Episode:

• Challenges teachers face when trying to incorporate Comprehensible Input (CI) within a textbook-driven curriculum
• strategies and techniques for blending CI with the requirements of a textbook curriculum
• specific examples of successfully integrating CI into a textbook lesson
• how teachers can make sure that their use of CI aligns with the learning objectives and assessments outlined in the textbook
• recommendations for teachers who are new to CI but are required to follow a textbook curriculum
• Ep 86: Lots of Activities for Any Reading with Ashley Mikkelsen

Connect with Ashley Mikkelsen:

• Instagram: @srta_spanish
• TikTok: @srta_spanish
• X/Twitter:@afulks2013
• Website: srtaspanish.com

Connect with Joshua and the World Language Classroom Community:

•  wlclassrom.com
• X (aka Twitter):  @wlclassroom
• Threads: @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

__________________________
Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.
______________________________
Sign up for Talking Points to get  tips, tools and resources for your language teaching.
______________________________
Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode  on the podcast.  

Send me a text and let me know your thoughts on this episode or the podcast.

#191

Do you have effective routines that support your students’ language proficiency and communication skills?  We often think of the communication modes, proficiency levels and 90+% target language as the routines that we foster in the classroom. In this episode you’ll hear about another type of routine, student-created graphic organizers.  These are visual tools that offer a unique pathway for students to comprehend and engage with the target language.

Blog post with visuals to see examples of student-created graphic organizers.

Topics in this Episode:

• effective learning routines
• student-created graphic organizers (Thinking Maps, Brains Frames)
• benefits of students creating their own graphic organizers
• when to use student-created graphic organizers (pre-speaking, pre-writing)
• 5 useful types of student-created graphic organizers
  • linear details
  • cause and effect
  • brainstorming
  • compare and contrast
  • categorizing

Blog post with visuals to see examples of student-created graphic organizers.

Connect with Joshua and the World Language Classroom Community:

•  wlclassrom.com
• X (aka Twitter):  @wlclassroom
• Threads: @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

__________________________
Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.
______________________________
Sign up for Talking Points to get  tips, tools and resources for your language teaching.
______________________________
Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode  on the podcast.  

Send me a text and let me know your thoughts on this episode or the podcast.

#190

A few weeks back I posted on LinkIn and Andrea Caulfield left a comment. Andrea is the World Language Curriculum Specialist in Denver Public Schools.  She commented that she uses podcast episodes as a way of bringing professional development and coaching to the 100+ teachers in her district. I was intrigued to learn more about how she managed this logistically and wanted you to hear it as well in case you are interested in doing something similar. Andrea explains how she chooses and recommends episodes, works with teachers to engage with the topics and, of course, the logistics.

Topics in this Episode:

• why Andrea started using podcast episodes as professional development in her language department
• how she structure discussions and activities around podcast episodes to ensure meaningful professional growth for teachers
• specific benefits Andrea has seen in her department since incorporating podcasts into her PD model
• choosing which podcast episodes to use
• advice for language department leaders who want to implement podcast-based professional development but aren’t sure where to start
• Andrea's podcast episode database.
• Andrea's reflection questions:
  • What confirmed or challenged your beliefs in the episode(s) you listened to?
  • What were your biggest takeaways?
  • What is one change you are committed to making in your own practice based on your learning, and what steps do you need to take to make that change?
  • What barriers to successful implementation do you foresee? How might you avoid them?
  • How will you measure success for the change you plan to implement?
  • What questions are you left with?

Connect with Andrea Caulfield:

• Bluesky: @AndreaCaulfield.bsky.social
• email: a[email protected]

Connect with Joshua and the World Language Classroom Community:

•  wlclassrom.com
• X (aka Twitter):  @wlclassroom
• Threads: @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

__________________________
Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.
______________________________
Sign up for Talking Points to get  tips, tools and resources for your language teaching.
______________________________
Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode  on the podcast.  

Send me a text and let me know your thoughts on this episode or the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.