World Language Classroom | Teaching Ideas, Activities and Strategies

#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.

Connect with Francesco Fratto:

• Email: [email protected]
• LinkedIn

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#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. 
• assessment and keeping it all manageable.

Connect with Maureen Lamb:

• email: [email protected]
• Twitter: @latintechtools

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#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.
• GLSEN and what can we learn from the National School Climate Survey.
• the challenges with gendered languages.
• entry points for positive representation in our classrooms.
• intersectionality; is the LGBTQ+ experience the same in all cultures?
• common fears that teachers experience when implementing inclusive curriculum and how to proceed.

Connect with Joseph Parodi-Brown:

• Resources for inclusive LGBTQ+ classrooms and curriculum
• Twitter: @SenorParodi

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#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.
• Practice, Activity and Task
• Practice Language and Communication Language

Common Ground: Second Language Acquisition Theory Goes to the Classroom
by Florencia G. Henshaw and Maris D. Hawkins

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#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
  
  

Connect with Lindsay Mitchell:

• Twitter: @linzemitchell
• Email: [email protected]

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French and Spanish Teaching Position at the Brookwood School in Manchester, MA.

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#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
• how often we should use a particular game 
• the important of mixing up games

Connect with Kevin Quigley:

• Twiter: @kevidemment
• Instagram: @kevidemment
• TikTok: @kevidemment
• Website: www.kevidemment.com

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#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.

Connect with Carolina Gómez:

• Instagram:  @funforspanishteachers
• Twitter: @Spanishtogether
• Website: funforspanishteachers.com

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#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.

Books that Ursula References:

• Classroom Assessment for Student Learning: Doing It Right - Using It Well
• Repair Kit For Grading

Connect with Ursula Askins-Huber:

• Twitter: @Usaschoolmarm
• Instagram: @usaschoolmarm
• School Profile

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#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.

Activities:

• Who is our guest?  What is it?  Where are we? (Bitmoji Classroom)
• Who has it?
• Chat Stations
• Zut/Caramba

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#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

Connect with Joe Dale:

• Email: [email protected]
• Twitter: @joedale
• #mfltwitterati
• YouTube
• Workshops and Sessions

Resources that Joe mentions:

• Mote Chrome Extension 
• Quizlet
• Duolingo
• CLOZEit (Google Doc add on)
• Microsoft Reading Progress Plugin: 
• Whiteboard.fi
• Charlala
• Flipgrid
• Qwiqr Conversations
• Edpuzzle
• Photos For Class
• Adobe Power Express
• Lyrics Training
• Lirica
• Wheel of Names
• Spinner Wheel
• Unsplash
• Tab Resize (Chrome Extension)
• Flipity
• SAMR Model
• Vocaroo

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