World Language Classroom | Teaching Ideas, Activities and Strategies

#64
In this episode, we’re talking about inspiring and sparking enthusiasm in our students.  Katie Acosta and Amy Haney, Spanish teachers in Ohio,  join me today to explore this topic.  Their blog, sparkenthusiasm.com, is dedicated to building student excitement and genuine interest in the language classroom.

Topics include:

• the benefits of positive energy in the classroom, both from a student and teacher perspective.
• what enthusiastic students look like and how we know it’s authentic.
• ways  teachers can initiate (spark if you will) enthusiasm in students.
• how teachers can continue to foster enthusiasm.
• concrete ideas for inspiring student interest;  class activities, compelling inout and output.
• How teachers can keep their own spark and flame going.

Connect with Amy and Katie:

• Website: sparkenthusiasm.com
• Instagram: @sparkenthusiasm
• Twitter: @SparkEnthusiasm
• Pinterest: /sparkenthusiasm
• Facebook:  /SparkEnthusiasmSpanish

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• wlclassrom.com
• Twitter:  @wlclassroom
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• Facebook:  /wlclassroom
• WLClassroom Facebook Group

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We record conversations remotely, so you can be anywhere.

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#63
In this episode we look at input and output. These two simple words can appear simple, but there is a lot to explore when it comes to what they actually look like in the classroom. This is the fourth of 5 episodes dedicated to the book Common Ground: Second Language Acquisition Theory Goes to the Classroom by Florencia Henshaw and Maris Hawkins. In two weeks you will hear the final episode of the series that will be a conversation with the authors.  For now, we’ll spend some time with input and output guided by Henshaw and Hawkins in Common Ground..so, let’s jump in.

Topics in the episode:

• Recap of Guiding Principles: Acquisition and Communication
• The Role of Input
• What effective is and is not
• Comprehensible Input and Krashen's Monitor Model
• Authentic Resources
• The Role of Output
• Swain's Output Hypothesis
• Input or Output?  What builds the linguistic system?
• Making the discussion interactive on Twitter with Joshua (@wlcalssoom), Florencia Henshaw (@Prof_F_Henshaw) and Maris Hawkins (@Marishawkins).

Other Podcast episodes referenced in this episode:

• Episode 32: The Origins of CI: Krashen's Input Hypothesis

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.

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• wlclassrom.com
• Twitter:  @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

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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.

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

#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?
• what makes a brain break effective.
• useful brain breaks that we can try right away.
• Wheel Decide

Connect with Fadi Aboughoush:

• Twitter: @fabughoush
• Instagram: @fabughoush  @ArabicwithFadi 
• LinkedIn: Fadi Abughoush
• Fadi's NFLC Virtual Summit Workshop on Brain Breaks

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Work with Joshua either in person or remotely.
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Sign up for Talking Points for tips, tools and resources for language teaching.
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Let's connect!

• wlclassrom.com
• Twitter:  @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

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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.

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

#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
• Intercultural Communication Goals
• Making the discussion interactive on Twitter with Joshua (@wlcalssoom), Florencia Henshaw (@Prof_F_Henshaw) and Maris Hawkins (@Marishawkins).

Blog posts referenced in this episode:

• Episode 12: ACTFL Proficiency Levels
• Episode 49: Rubrics and Competency Based Grading
• Episode 56: Backwards Design and Planning

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!

• wlclassrom.com
• Twitter:  @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

______________________________
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.

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

#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.
• how we get our department members on board.
• www.visiblelearningmetax.com
• Blog Post in Reflective Practice and Success Criteria

Connect with Tim Eagan

• Twitter: @tjeag

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Work with Joshua either in person or remotely.
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Sign up for Talking Points for tips, tools and resources for language teaching.
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Let's connect!

• wlclassrom.com
• Twitter:  @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

______________________________
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.

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

#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)
• Making the discussion interactive on Twitter with Joshua (@wlcalssoom), Florencia Henshaw (@Prof_F_Henshaw) and Maris Hawkins (@Marishawkins).

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!

• wlclassrom.com
• Twitter:  @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

______________________________
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.

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

#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.

Video of live recording during the NFLC Virtual Summit.

Topics in this episode:

•  Culturally Responsive Teaching and how it benefits students.
• Important terminology:
  -Equity vs. Equality
  -Inclusive Teaching vs. Anti-Racist Teaching
• Common inequitable ways of grading/assessment and providing feedback and what we teachers can do so that we are being more equitable.
• How we can be more intentionally equitable.

Connect with Ben Tinsley:

• Twitter (@AfroFranco2)
• Instargram (@AfroFranco2)
• Facebook Group (AfroFranco)
• Website: Afrofranco.com

______________________________

Work with Joshua either in person or remotely.
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Sign up for Talking Points for tips, tools and resources for language teaching.
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Let's connect!

• wlclassrom.com
• Twitter:  @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

______________________________

 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.

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

#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.
• Making the discussion interactive on Twitter with Joshua (@wlcalssoom), Florencia Henshaw (@Prof_F_Henshaw) and Maris Hawkins (@Marishawkins). 

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!

• wlclassrom.com
• Twitter:  @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

______________________________
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.

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

#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.

1. Identify Desired Results
2. Determine Acceptable Evidence
3. Plan the Learning Experience and Instruction

References in this episode:

• ACTFL Core Practices Blog Post
• Backwards Design Blog Post with Planning Template
• ACTFL Proficiency Levels Blog Post 

____________________________________________

Work with Joshua either in person or remotely.
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Sign up for Talking Points for  tips, tools and resources for language teaching.
____________________________________________

Let's connect!

• wlclassrom.com
• Twitter:  @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

____________________________________________

 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.

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

#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!
• To participate & be part of a community

Ideas for engaging students from day 1 from Leslie Grahn, Elena Spathis, Justin (Spanish Plans), Tim Eagan, Ms Morgan and Adam Giedd, 

Work with Joshua either in person or remotely.

Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

• wlclassrom.com
• Twitter:  @wlclassroom
• Instagram:  @wlclassroom
• Facebook:  /wlclassroom
• WLClassroom Facebook Group

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