World Language Classroom | Teaching Ideas, Activities and Strategies

#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

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

Connect with Joshua and the World Language Classroom Community

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.

#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

Resources that Cécile mentions:

• Learning For Justice Social Justice Standards
• We Teach Languages Podcast: Episode 142: Language Legitimacy and Imagining New Educational Contexts with Jonathan Rosa
• Toward trans-affirming & gender-just language pedagogies; Kris Aric Knisely, Ph.D;
• Culturally Responsive Teaching and The Brain, Zaretta Hammond
• The Woke Spanish Teacher, Françoise Thenoux

Connect with Cécile Lainé:

• Instagram @towardproficiency
• Website: towardproficiency.com 

Connect with Joshua and the World Language Classroom Community

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• wlclassrom.com
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#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.
• Gregg (1984): bypasses counter-evidence

Support:

Lichtman and VanPatten (2021): Was Krashen right? Forty years later

Ideas have evolved and are still driving SLA research today often unacknowledged and under new terminology.

• The Acquisition-Learning Distinction
  implicit versus explicit learning
• The Natural Order Hypothesis
  ordered development
• The Input Hypothesis.
  communicatively embedded input

Motivated Classroom Podcast (Liam Printer) : Episode 50
Translating second language acquisition research into motivational practice with Dr. Karen Lichtman & Dr. Bill VanPatten

Where does this leave us?

• Always come back to the fundamentals of what we can agree on in SLA, rather than individual methods.
• There are parts that will work well for you and your students and perhaps others won’t.
• Look back at episode 16 when I talked about the teacher - researcher relationship.
• If it meets your goals for your students you are on the right track.

Connect with Joshua and the World Language Classroom Community

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

#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
• where to find these resources
• working through a story and extension activities

Links references in the discussion:

• Martina Bex: "How To" Blog Post
• Movie Talk Database

Connect with Sarah Moghtader:

• Website: mmemoghtader.com
• Twitter: @WldLangToolbox

Connect with Joshua and the World Language Classroom Community

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

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

#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?

Connect with Allison Wienhold:

• Website: misclaseslocas.com
• Instagram - @Mis.ClasesLocas
• Facebook - Mis Clases Locas
• Facebook Group - Mis Clases Locas Group
• Twitter - @MisClasesLocas 

Connect with Joshua and the World Language Classroom Community

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

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

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

#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.

Blog Post on Circumlocution.

Connect with Joshua and the World Language Classroom Community

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• the inspiration to create a space for courageous dialogues
• microaggressions and how are they damaging, particularly regarding Covid-19 and Chinese teachers
• support and resources are available through Courageous Dialogues With Chinese Educators
• Vincent Jen Chin and why 1955 is included in the CDCE social media handle
• empowering Chinese educators, and essentially any teacher, that is marginalized or targeted by microaggressions or disrespectful language

• Twitter: @cdce1955, @VickyAndiWang

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

#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

Connect with Ben Tinsley:

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

Connect with Joshua and the World Language Classroom Community

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

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

#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 

Connect with Ryan Smith on Twitter (@renosenor).

Connect with Joshua and the World Language Classroom Community

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#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.

4 games and activities that are:

• little to no prep
• can be pulled out at any time
• are easily adapted to proficiency level of class

The games and activities:

• Jump
• Let’s Go (Digital Version)
• Cards with Secret Card
• Wrap around

Connect with Joshua and the World Language Classroom Community

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.