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Date
Titre
Durée
07 Feb 2022
Diversifying World Language Curriculum with Ben Tinsley
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
#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.
Music in the Language Classroom with Allison Wienhold
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?
#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
#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.
Integrating Can Do’s and Social Justice Standards with Cécile Lainé
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
Technology to Support Language Students with Joe Dale (Part 1)
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
Technology to Support Language Students with Joe Dale (Part 2)
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
#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.
#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.
Strategies to Engage Early Language Learners with Carolina Gómez
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.
#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
Microinstruction in the Language Classroom with Lindsay Mitchell
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
#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.
LGBTQ+ Inclusive Classrooms with Joseph Parodi-Brown
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.
Student Choice in the Language Classroom with Maureen Lamb
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.
Starting a Dual Immersion Program with Francesco Fratto
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.
#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
#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
Revisit Diversify Curriculum and Integrate Social Justice
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.
Revisit Krashen's Input Hypothesis & Teaching with CI
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 Using Music and Doing Picture and Movie Talks
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.
#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.
#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.
#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!
#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.
#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.
#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.
#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.
Building & Leading a Proficiency-Based Department with Tim Eagan
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.
#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.
Class Pacing and Brain Breaks with Fadi Aboughoush
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.
#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?
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.
Spark Enthusiasm in Your Students with Amy Haney & Katie Acosta
00:36:29
#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.
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.
(1) Finding a Common Ground with Florencia Henshaw and Maris Hawkins
00:40:14
#65 These are the episodes that we have been waiting for. The first of a 2-part conversion with Florencia Henshaw and Maris Hawkins, the authors of Common Ground: Second Language Acquisition Theory Goes to the Classroom. We had so much to cover that I had to break it down into 2 episodes. This is the first part and next Monday (episode 66) you will hear part 2. Today, Florencia, Maris and I discuss what prompted the writing of the book, their collaboration, what they hope teachers get out of Common Ground, how and why their approach is effective, and the all important topic of input.
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.
(2) Finding a Common Ground with Florencia Henshaw and Maris Hawkins
00:38:21
#66 This is part 2 of my conversion with Florencia Henshaw and Maris Hawkins, the authors of Common Ground: Second Language Acquisition Theory Goes to the Classroom. We had so much to cover that I had to break it down into 2 episodes. Today, Florencia, Maris and I discuss engaging the communication modes at different developmental levels, moving from input to output, particularly when working with learners progressing from novice to intermediate, collaborating with colleagues and understanding what “progress” looks like in a proficiency-based classroom. We also have a rather amusing “this or that” conversation.
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.
#67 In this episode I’m taking the idea of input a little further. Most of us are on board and understand the importance of making input comprehensible for students. But, how can we check that the language is actually being understood by students? Because if they’re not understanding they’re not acquiring. I’ll share tips for checking for understanding and what to do with the info we get.
Topics covered in this episode:
The quick rundown on input and why it’s beneficial
The role of comprehensible input
How to make input comprehensible
Why check for understanding
Why the checks are useful and what to do with what we learn
______________________________ 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.
#68 In this episode, we are talking about skill building and how we can help guide students in moving beyond content mastery and using all that vocabulary and those language structures to communicate. Andrea Isabelli, a French teacher in Illinois, joins me to talk about how she supports communicative skill development with her students.
______________________________ 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.
#69 This is the third teacher toolbox episode. I hear from listeners all the time that they like the actionable tips and suggestions for activities that they can use with students next week, or even tomorrow. That usually means effective and beneficial, but somewhat minimal prep. That’s what I bring you on these Teacher Toolbox episodes. I have another 4 activities to share with you.
______________________________ 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.
Simple Ways to Make Activities More Communicative with Julie Baker
00:36:21
#70 In this episode, we are talking about how we can create a supportive classroom environment so that learners, particularly those new to language learning, feel comfortable speaking the target language. Julie Baker, The Director of the French Intensive Language Program at the University of Richmond, joins me to take this a step further with simple ways of modifying speaking activities that we all are likely doing so that they are indeed communicative.
Topics in this episode:
what it means to have a “safe space” for speaking the TL, why this is important, and how we can create this type of classroom
motivating students to speak and interact in the TL with some ways to facilitate this in the classroom
how to determine if our activities are truly communication, rather than simply practicing structures and vocabulary
simple ways to make our activities more communicative with concrete examples
assessment and evaluation of communication, compared with assessment of language structure and vocabulary
______________________________ 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.
#71 In this episode I’m taking on the question of leveling up. We often talk about proficiency levels and the output that goes along with each level. We’ll take a look at some concrete examples of language produced at each level and I’ll share some suggestions for how we can support students in leveling up their language.
Topics in This Episode:
The ACTFL Proficiency Levels (Interpersonal)
Novice Low/Mid/High: single words, chunks, chunked phrases.
Intermediate Low/Mid/High: discrete sentences, strings of sentences, moving toward paragraphs
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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.
#72 What does it mean to “teach” a language? In this episode I look at this question, particularly considering the shifts in language teaching and learning over the past 10 years or so. My approach to this question is grounded in a quote from Larson-Freeman and Long that a professor shared with me in graduate school. It continues to guide my approach to teaching.
"[It is not] because some plants will grow in a desert, [that] watering the ones in your garden is a waste of time. In fact, of course, while the desert may provide the minimum conditions for a plant to grow, watering it may help it grow faster, bigger, and stronger, that is to realize its full potential.” [Diane Larsen-Freeman, Michael H. Long; An Introduction to Second Language Acquisition Research (1990)]
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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.
#73 Have you read Common Ground yet? This book by Florencia Henshaw and Maris Hawkins has been widely used by many educators in the language teacher community. This week's episode is a rebroadcast of my first episode in the series that I devoted to the book in October. I’m sharing it again with the reminder that you have a few weeks left (end of December 2022) to get your own copy of Common Ground with a 25% discount through the link to Hackett Publishing in the show notes. Listen for the first time, or listen again for inspiration form this incredibly useful publication from Florencia Henshaw and Maris Hawkins.
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.
State Language Associations with Jenny Delfini and Mike Mitchell
00:32:30
#74 Are you a member of your state language association? Do you know what might be available to language teachers in your state? In this episode, Jenny-Lynn Delfini and Mike Mitchell highlight the work of state associations for language teachers. Jenny was the 2022 president and Mike is the executive director of NYSAFLT, the New York State Association of Language Teachers. If you’re not a member of your state language association, you will surely want to be after this discussion.
Topics in this episode:
Jenny and Mike's journey and history with NYSAFT, from first-year teachers joining as members for the first time to becoming part of the leadership
what they Jenny and Mike have gained as members of their state language association
resources that state language associations provide to members
how members can get involved
why every language teacher should be connected to the in their state language association
Connect with Jenny-Lynn Delfini, Mike Mitchell and NYSAFLT
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#75 In this episode I want to give you a preview of what is coming up this winter and spring on the World Language Classroom Podcast. The themes I will personally cover as well as the guests and topics that I have lined up to share with all of you. I am incredibly honored and appreciate each and every guest’s willingness to share with me and the World Language Classroom Podcast community. Can't wait to tell you about everything coming up.
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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.
#76 Are you getting the most out of the interpersonal activities that you use in your classroom? In this episode, THE Meredith White, a Spanish teacher in Georgia, joins me with lots of ideas for interpersonal activities that you can use right away in your classroom. So many of my guests have mentioned Meredith White and the activities that she shares. I had to get right to the source …So let's jump in.
Topics in this episode:
Meredith's personal journey with interpersonal activities
feedback from Thomas Sauer : “But what’s the point?”
what makes an activity communicative and what about those partner activities that appear to be interactive and interpersonal, but might not be
how prescribed (curriculum) grammar and vocabulary come into play with communicative activities
effective interpersonal (and communicative) activities that we can use in our classrooms
______________________________ 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.
#77 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.
______________________________ 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.
Seeing, Hearing & Tasting Culture with Allison Perryman
00:36:23
#78 What is culture and how do you engage your students in cultural topics? In this episode, we are looking at culture, but with a lens of seeing, hearing and tasting so that culture comes alive for students in the classroom. Allison Perryman, a Spanish teacher in Virginia, joins me to talk us through how she uses the senses to engage students in the diversity of target language cultures. We also talk about why it is beneficial to honor our students’ individual lived experiences as they approach their language and culture learning.
Topics in this Episode:
what culture is and how culture can be an entry point for student engagement
why it is necessary, and ultimately incredibly beneficial, to talk about diversity in the language classroom and how can we use this as an opportunity to affirm students
formats for presenting and engaging students in diverse cultural experiences
Allison's approach of seeing, tasting and hearing diverse cultures with students
______________________________ 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.
How to do a Write and Discuss with Ben Fisher-Rodriguez
00:36:50
#79 Have you tried a Write and Discuss in your classroom? Are you hearing about this procedure for the first time? No worries if it is, because in this episode, Ben Fisher-Rodrigues, a German teacher in Washington, joins me to talk about the benefits and logistics involved in implementing Write and Discuss as part of Comprehension-Based Communicative Language Teaching.
Topics in this Episode:
Comprehension-Based Communicative Language Teaching (CCLT) and what this looks like in Ben's classroom
the benefits of using Write and Discuss
Logistics of doing a Write and Discuss – when you us it – how you do it – the procedure – what you can do after
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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.
The Teacher's Roadmap to Proficiency with Devon Gunning
00:36:57
#80 Where would you say that you are on the path toward teaching for proficiency? In this episode, we look at the Roadmap to Proficiency framework. This is the framework that Devon Gunning (from La Libre Language Learning) uses as she mentors teachers working toward the goal of teaching with a proficiency objective. Devon joins me today to help us all see where we are on the roadmap with guidance on how we can move further along.
Topics in this Episode:
Devon's proficiency journey, where she started and what she has learned along the way
a teacher's journey (roadmap) to proficiency broken down into 5 phases/steps of where a teacher might identify on their journey
the identities with a description of each phases/step so that listeners can see where they might be
guidance for teachers to move themselves along the roadmap
suggestions for leveling up: Wanderer to Explorer, Explorer to Navigator, Navigator to Globetrotter, Globetrotter to Local
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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.
Do Nows and Exit Tickets in the Language Classroom
00:29:46
#81 What’s the first thing students do when they enter your classroom and the last thing they do before they leave? In this episode we look at Do Nows and Exit Tickets and how they can be very effective ways of setting up the class for the day and providing quick formative assessments and recaps of the class objectives. Yes, you’ll hear some reasons that support both, but you’ll also get some quick, and in many cases no-prep, ideas to add to your teacher toolbox.
Topics in this Episode:
what Do Nows and Exit Tickets are and why they are useful and effective in the language classroom
examples of Do Nows and Exit Tickets at various proficiency levels
logistics: where to write the prompts; where and how students record response; what we do with the responses
______________________________ 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.
Engaging Language Activities With Wendy Mercado & Valérie Greer
00:47:28
#82 Could you use a few new ideas to reinvigorate the energy and productivity in your classroom? In this episode, you will get lots of new ideas and suggestions for authentically engaging your students in their language learning. I’m joined by 2 teachers in New York. Spanish teacher Wendy Mercado and French teacher Valérie Greer.
Topics in this Episode:
the essential benefits of authentic engagement and excitement in the language classroom
how“games” or “activities” address skill development and standards
______________________________ 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.
Supporting Students with Learning Disabilities with Danja Mahoney
00:35:15
#83 How do you, your department or school support and integrate students with learning disabilities into your language program? In this episode, we are talking about teaching all students, with a particular focus on students with learning disabilities. I’m joined by Danja Mahoney, a Latin and Spanish teacher in Massachusetts, who has done extensive research on this topic. She is here to speak about her doctoral research with actionable tips and advice for all of us.
Topics in this episode:
Can every student succeed in a language class?
Are there students whose disability prevents them from learning a language?
The research on the success of students with disabilities learning a language.
What teachers can do to build the type of engagement necessary for students with learning disabilities to learn language.
Examples of accommodations and modifications that teachers can implement to support all students in their language classes.
______________________________ 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.
Movies, Video, Shorts and Clips with Allison Wienhold
00:31:39
#84 Do you use movie or film clips in your classroom? Allison Wienhold, a Spanish teacher in Iowa, joined me back on episode 30 to talk about using music in the classroom. She left us with so many useful and actionable tips for music that I had to have her back on to share ideas and suggestions for using movies, film clips and other types of visual media.
Topics in this Episode:
the essential benefits of using video clips or movies in the language classroom from linguistic and cultural perspectives
where Allison finds the video that she uses
looking for themes or finding a good clip/scene and planing a lesson around it
various types of video and what to do with them:
short films (clip chat, EdPuzzle)
TV Series (authentic input)
full-length films (culture, themes, seasons, units)
Allison's thoughts and suggestions around subtitles and modifying audio speed
______________________________ 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.
#85 This is the fourth teacher toolbox episode. I hear from listeners all the time that they like the actionable tips and suggestions for activities that they can use with students next week, or even tomorrow. That usually means effective and beneficial, but somewhat minimal prep. That’s what I bring you on these Teacher Toolbox episodes. I have another 4 activities to share with you...plus a bonus.
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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.
Lots of Activities for Any Reading with Ashley Mikkelsen
00:48:03
#86 Do you use reading as a source of comprehensible input in your language classroom? In this episode, we dive into the topic of reading with Ashley Mikkelsen, a Spanish teacher in North Dakota, who shares suggestions and ideas for engaging reading activities that you can do right away in your classroom. Ashley has a true passion for making reading fun and interactive for students. So, grab your notebook and pen, and get ready to add lots of pre, during, and post reading activities to your next lesson.
Topics in this Episode:
Ashley's journey with literacy
the benefits of reading in the language acquisition process
______________________________ 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.
Personal and Teacher Identity with Jenniffer Whyte
00:38:43
#87 How can we bring authentic cultural experiences to our students? In this episode, I’m joined by teacher and podcast host Jenniffer Whyte, who speaks with me about her experience as a self-described “Afro-Latina teacher in the Rural South.” She also has a podcast aptly titled Afro-Latina teacher in the Rural South. Jenniffer Whyte tells us about her teaching journey through Florida, Georgia and Alabama and how she got more comfortable bringing her authentic self into the classroom, and then decided to start a podcast to connect with other teachers.
Topics in this Episode:
Jenniffer's journey from the Dominican Republic to the Rural South
what Jenniffer has learned about yourself while navigating life in the Dominican Republic, NYC, Miami, Atlanta and now Anniston, Alabama
how Jenniffer brings her Afro-Latina identity and lived experience into her classroom and how this benefits her students and representation overall
what led Jenniffer to start a podcast specifically focused on the Afro-Latina experience, and particularly that experience in the rural south
what Jenniffer hopes that listeners get out of her podcast episodes
______________________________ 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.
Representation in the Language Classroom with Kia D. London
00:42:00
#88 How do we bring the diversity of cultures of the target language into our classrooms? In this episode, we are talking about how to do just that. Kia D. London, a Spanish teacher in Chicago, speaks with me about how she brings the afro-latino diaspora to her students in the classroom. Kia has lots to share from how she came to understand and appreciate the diversity of cultures to how she provides this experience to her students.
Topics in this Episode:
Kia's personal connection to the Spanish Language and Afro-Latino Culture
Kia's Cuba trip and what she learned from that experience
why representation of racial and ethnically diverse content is vital in the language classroom
why “one-off” lessons around representation of racial and ethnically diverse content are less effective and why should consistency should be the goal
examples of centering representation and diverse racial and ethnic content from Kia's classroom and curriculum
how to do this consistently while also engaging students authentically
what Kia has personally seen as a result of centering diversity and representation in her classroom and curriculum
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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.
The Input is Compelling, But What About the Output?
00:25:04
#89 Have you heard about Stephen Krashen’s Comprehensible Input Hypothesis? If you’ve heard about CI, or use it in your classroom, then you know exactly what it is. Today, I want to take this a step further and look at making that input compelling or of particular interest to students. Not only that, but what about making the output, or how students use the language, equally compelling or of specific interest to them? We’re essentially talking about ways to motivate students and we can always use some suggestions for that.
Topics in this Episode:
Krashen's Comprehensible Input Hypothesis: Language acquisition occurs when learners are exposed to messages that are slightly beyond their current level of language competence, but that can still be understood with the help of contextual clues.
Stephen Krashen's Compelling Input Hypothesis: Learners are more likely to acquire language when they are exposed to messages that are interesting, engaging, and personally relevant to them.
Five suggestions for providing compelling input
What about making the way students use the language compelling and of personal interest to them as well?
Five suggestions for providing opportunities for compelling output
______________________________ 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.
Parallel Texts in the Language Classroom with Kaitlin Leppert
00:35:45
#90 Have you used a parallel text in your language classroom? Maybe this is a new concept to you, like it was for me, or maybe you could use some new ways of going about it. Either way, stick around because in this episode, we are talking about using parallel texts. I’m joined by Kaitin Leppert, a Spanish teacher in Wisconsin, who has lots of experience to share around this effective teaching procedure.
Topics in this Episode:
what a Parallel Text is and why teachers should consider using them
engaging students in a parallel text – creating an original text – whole Class parallel texts – individual/small group parallel texts
specific examples of a parallel text activity that you Kaitlin has done with students
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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.
#91 Have you heard about, or maybe even used, Story-Listening in your classroom? I wanted to learn more about this interpretive listening procedure and how it can be used along with interpretive reading. Margarita Perez Garcia, a Spanish and French teacher and author in Australia, joins me to talk through all the details of Story-Listening. Maybe you have the flexibility and autonomy to go all in with this methodology in your classroom. If not, Margarita shares how we can use Story Listening along with other procedures.
Topics in this Episode:
what Story-Listening is
the benefits of Story-Listening
what does Story-Listening looks like
what you need to do if I want to use Story-Listening tomorrow
______________________________ 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.
Critical Thinking Skills in the Language Classroom with Lisa Shepard
00:32:41
#92
What is a highlight or takeaway from the first 100 episodes of the World Language Classroom Podcast? Leave a 20-20 second audio recording HERE. I hope to include you in episode 100.
What classes do you think of when you hear about Critical Thinking Skills? Is this for science, social studies and literature, or is there a place for it in our World Language Classes. My guest today, Lisa Shepard, a French teacher in Ohio, is here to show that our language classrooms are the ideal place to highlight and hone critical thinking skills. Lisa shares her reasoning along with many suggestions for building these skills in the target language at every proficiency level.
Topics in this Episode:
what we mean by “critical thinking skills”
why critical thinking skills are essential in our classrooms and as part of our curriculum
concern about addressing critical thinking skills in the target language, particularly at the novice level
strategies (activities and procedure) that focus on and hone critical thinking skills in the language classroom
– Analyze Authentic Resources
– Solve Problems Collaboratively
– Create informational and persuasive messages for cross-cultural audiences
______________________________ 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.
What is a highlight or takeaway from the first 100 episodes of the World Language Classroom Podcast? Leave a 20-20 second audio recording HERE. I hope to include you in episode 100.
How do you approach assessment in your language classroom? Is it about quizzes and tests on particular vocabulary and language structures, or do you focus on students demonstrating what they can do with the Target Language? In this episode I am going to focus on Integrated Performance Assessments (or IPA’s). This type of assessment provides a chance to determine what students are able to do with the target language, rather than just what they know about the language.
Topics in this Episode:
Henshaw and Hawkins' recommendations around assessments in Common Ground
aligning instruction with assessment
Success Criteria
what an Integrated Performance Assessment (IPA) is
the 3 sections of an IPA: interpretive, interpersonal, presentational
______________________________ 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.
What is a highlight or takeaway from the first 100 episodes of the World Language Classroom Podcast? Leave a 20-20 second audio recording HERE. I hope to include you in episode 100.
How do we choose the input that we use when engaging students in comprehensible input activities? In this episode, we are talking about the idea of targeted comprehensible input. Angie Torre, a Spanish teacher in California, joins me to talk about the pros and cons of using targeted and non-targeted comprehensible input. There are likely diverse opinions on this out there, so here is our chance to find the common ground.
Topics in this Episode:
what “targeted” and “non-targeted” Comprehensible Input are and their objectives
the varying opinions on both approaches
Angie's personal reasoning behind using targeted Comprehensible Input
the benefits of considering age and developmental levels in the language acquisition process
planning of a lesson or unit that using targeted Comprehensible Input
sheltered videos, how do you use them, and the effectiveness
______________________________ 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.
Curriculum and Structure in the CI Classroom with Adriana Ramirez
00:42:13
#95
What is a highlight or takeaway from the first 100 episodes of the World Language Classroom Podcast? Leave a 20-20 second audio recording HERE. I hope to include you in episode 100. If recording your voice isn't your thing, please send me your highlight to include through a DM on Twitter or Instagram.
What does curriculum look like in a classroom that puts comprehensible input at the center of the language acquisition experience? Is it possible, in fact, to follow a curriculum, in either a traditional or reinvented way? In this episode, we look at this very question with Adriana Ramirez, a Spanish teacher in Canada. Adriana helps us to see what curriculum looks like in her classroom as she implements a CI approach to language teaching and learning.
Topics in this Episode:
the key aspects of a CI (Comprehensible Input) classroom that are a departure from some more legacy approaches
“curriculum” in a CI classroom and how do we plan for and document the learning
the structure of a lesson and the student experience
why CI is ultimately more beneficial than a vocabulary and grammar-focused curriculum
______________________________ 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.
Teaching Heritage Language Learners with Courtney Nygaard
00:34:54
#96 Do you have heritage speakers in your language class or perhaps you have full classes of heritage speakers? In this episode, we are talking about how to design and implement curriculum and daily class activities that meet the specific needs of heritage speakers. Courtney Nygaard, who has full classes of heritage speakers in Minnesota, joins me to talk about how she designs her classes and offers useful tips and suggestions for working with this unique group of students.
Topics in this Episode:
who our heritage language learners are and how Courtney came to teaching this population of students
the early days, lessons learned and where Courtney is now with her heritage language classes
what the curriculum looks like with heritage speakers and how this differs from the “typical” second language curriculum
Courtney's core beliefs behind her heritage learner curriculum
the core components of her curriculum and her process for delivering it
differentiating what can be a wide ranges in proficiency, particularly with regard to literacy
______________________________ 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.
#97 Please take this 3-5 minute feedback survey (mostly multiple choice). This will provide incredibly valuable information as I move on to the next 100 episodes.
This episode is all about you, the World Language Classroom Podcast listener. As I say at the start of every episode, thank you for taking the time out of your week to listen to me and other teachers discuss topics of language teaching and taking those ideas into your classroom. This is just one of the many things that make you an incredible educator. We are soon coming up on episode 100. I’ve learned a lot and have changed some things about the podcast based on your feedback. I want to make sure that the next 100 episodes and your listening experience are even better. That’s what we’ll take on in this episode.
Topics in this Episode:
the importance of listener feedback and its role in shaping the podcast
creating a valuable and tailored experience for the audience
__________________________ 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.
From a Short Text to a Full Lesson with Sarah Barrientos Svatos
00:27:05
#98 How do you find a text, or any kind of reading that you use with your students? Does it have to be a long piece of text to make sure that students really get something out of it or that you can use as a way for students to engage with the language? Today, Sarah Barrientos Svatos, a Spanish teacher in Spain, joins me to discuss how we can take a short text and turn it into a full lesson that touches on all of the communication modes. She has lots of tips to share so that you can get started right away.
Topics in this Episode:
what we mean by a “short text”
the benefits of using a short text
are short texts only effective at novice level or also effective at higher proficiency levels?
how to set students up for success by preparing them to engage with the text (pre-reading activities)
how to support students while they engage with the text (during-reading activities)
how to check for understanding of the text and set students up to produce output (post-reading activities)
__________________________ 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.
Planning Communicative Activities Efficiently with Hope Anderson
00:21:22
#99 Do you find it time-consuming to create effective communicative activities? We can all feel that way at times. In this episode, we are talking about how to do this more efficiently. Hope Anderson, a Spanish instructor in Arizona, joins me to offer suggestions for going about our communicative practices a little more efficiently, while also being quite effective. Something for all of us to learn.
Topics in this Episode:
breaking down exactly what we mean by communicative teaching
how to determine if an activity is truly and authentically communicative
the value and benefits of authentic communication in the language classroom.
ways to engage students in communicative tasks without taking a ton of time
__________________________ 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.
#100 Guess what? This is episode 100 of the world language classroom podcast. I was watching data to see if we would get to 100 episodes first or 100,000 downloads. I’m happy to report that we crossed the 100,000 download mark well before this 100th episode. So, thank you so much for your continued support of the podcast and the many guests who have joined me over the past 2 years. In this episode I want to look back at some key takeaways from the collective wisdom of guests and share some listener highlights as well. Can’t wait, so Let’s jump in!
__________________________ 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.
#101 Now that the school year is over hopefully you have a little less on your mind and have a little extra time. This is the perfect time to get into your summer headspace. What do I mean by “Summer Headspace?”
time to reflect without other pressing priorities and issues
opportunity to revisit themes and episodes with a fresh lens
catch something new.
finish an episode that you started
listen to an episode for the first time
I'll group episodes by theme so that you can listen to them together with a 5 minute recap to pull the themes together. The links to episodes will be in the show notes. __________________________ 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.
This is episode 1 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday. For today we take a look back at the episodes about the book Common Ground.
__________________________ 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.
Revisit Department Goals and Language Associations
00:03:46
#103 This is episode 2 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episodes 60 where Tin Eagan talks about leading a proficiency-based language department and episode 74 where Mike Mitchel and Jenny Delfini discuss state language associations.
__________________________ 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.
#104 This is episode 3 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episodes 69 and 85, 2 of my Teacher Toolbox episodes with activity that you can use right away in your classroom.
__________________________ 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.
#105 This is episode 4 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episodes 78 where Allison Perryman talks about seeing, hearing and tasting culture and episode 88 where Kia D. London discusses representation in the language classroom. Let’s jump in.
Allison Perryman (78): formats for presenting and engaging students in diverse cultural experiences
Allison’s approach of seeing, tasting and hearing diverse cultures with students
Kia D. London (88): examples of centering representation and diverse racial and ethnic content from Kia’s classroom and curriculum
how to do this consistently while also engaging students authentically
__________________________ 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.
Revisit Interpersonal Activities and Student Engagement
00:04:10
#106 This is episode 5 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episodes 78 where Meredith White shares lots of interpersonal activities and episode 82 where Wendy Mercado and Valérie Greer give us a wealth of engaging language activities. Let’s jump in.
Meredith White (76): how prescribed (curriculum) grammar and vocabulary come into play with communicative activities
effective interpersonal (and communicative) activities that we can use in our classrooms
Wendy Mercado & Valérie Greer (82): how “games” or “activities” address skill development and standards
__________________________ 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.
#107 This is episode 6 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episodes 79 where Ben Fisher-Rodriguez shows how to do a Write and Discuss and episode 90 where Kaitlin Leppert talks us through parallel texts. These two activities work really well together. Let’s jump in.
Ben Fisher (79): the benefits of using Write and Discuss
Logistics of doing a Write and Discuss
– when you us it
– how you do it
– the procedure
– what you can do after
Ben’s pro tips
Kaitlin Leppert (90): engaging students in a parallel text
__________________________ 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.
#110 Have you attended a conference specifically for language teachers, either locally, regionally or nationally. If you have, this episode will get you excited about the upcoming conference season. If you’ve never attended, you’ll be inspired to attend for sure. Danja Mahoney and Vilma Nasuti Bibeau, both members of their state language conference planning committee, join me to explore everything that these events have to offer and all that’s in it for language teachers. I live for PD, workshops and a good ol’ conference. I’m so excited.
Topics in this episode:
Benefits of attending a conference for world language teachers
What typically happens at a language teacher's conference?
Who presents at conferences?
Events and activities that are typically available to conference attendees.
Networking opportunities, social gatherings and exhibitors.
How language teacher conferences foster collaboration among attendees.
Guided Conversations in the Language Classroom with Jamie Rodriguez
00:27:19
#117 How do you support your students through the process of getting them comfortable when it comes to speaking in the target language? On today’s episode I speak with Jamie Rodriquez, a Spanish teacher in Connecticut, who talks us through using guiding conversations to get students to that place of using the target language to speak not only comfortably, but confidently.
Topics in this episode:
what guided conversation are and how they benefit both student performance and language proficiency
strategies for creating effective and engaging guided conversations that align with the curriculum and target language proficiency goals
how to adapt guided conversations for different proficiency levels
success stories of using guided conversations and the significant impact on students' language proficiency and communication skills
Streamline Lesson Planning (Leveling Up Coaching Episode)
00:27:16
#109 How do you plan out your individual classes and keep an eye on the pacing? Today’s episode is a Leveling Up episode, where I coach Tamica, a Spanish teacher in New Jersey. Lesson planning with a close eye on timing and class pacing is the area where she wants to level up her teaching practice. Dive in with us & take the ideas back to your classroom.
Suggestions:
Develop a lesson planning template or framework that includes sections for warm-up activities, instructional content, single, pair and group practice opportunities, and assessments. This helps maintain consistency and organization. Break this into 2 or 3 sections per class.
Create a list of 10 go-to activities and work toward putting the number of minutes along with each one so that you can effectively gauge and determine how long each one will take.
Collect data on how long each activity takes and mix and match the activities.
Action Plan:
This Week: Create a list of 10 go-to activities that include various opportunities for single, pair and group practice opportunities
The Coming Weeks: As you move through the fall and implement the class template and activities, keep track of the minutes on task and make note of the time for planning purposes. Reflect on the effectiveness of your class template and planning. Revise and adjust your future lesson plans based on insights gained from the reflections and student input.
__________________________ 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.
How do you approach writing with students, particularly at the very beginning of their language learning journey? Today’s episode is a Leveling Up episode, where I coach Jenn, a middle school Spanish teacher in Illinois. Writing is the area where wants to level up her teaching practice. So let's start the conversation.
Suggestions:
Revisit the percentage of each communication mode in your grading and focus more on interpretative mode at the novice level.
Use clear, aligned rubrics for consistent and objective assessment of Novice-level writing in language classes.
Consider a single point rubric
Foster self-reflection and revisions to support language development and boost students' confidence in their writing abilities. Leverage the single-point rubric
Action Plan:
This Week:
Gather resources: Compile a list of Novice-level vocabulary and simple sentence structures suitable for writing tasks.
Develop scaffolded prompts: Create a set of writing prompts that guide students to construct basic sentences and short paragraphs using the identified vocabulary and structures with opportunities to go beyond the expected proficiency level
The Coming Weeks:
Create single- point rubrics that align with the Novice-level writing expectations to assess vocabulary usage, sentence variety, and grammar
Implement scaffolded tasks: Introduce the scaffolded writing prompts in class, guiding students through the process of constructing sentences and paragraphs.
Provide formative feedback: Use the rubrics to offer constructive feedback on students' writing and encourage self-reflection and revisions.
__________________________ I'd appreciate the opportunity to 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.
#116 Are you using AI tools like ChatGPT? Do you know about all the other AI tools that are out there and can help support your teaching, your curriculum and save you time? Today, Noemí Rodríguez, a Spanish teacher in New Jersey, has thrown herself into the AI world. She shares lots of resources and tells about all the incredibly helpful ways that we can leverage AI tools as language teachers.
Topics in this episode:
what AI is and why should teachers consider using it
advice for language teachers who are eager to embrace AI tools but may feel overwhelmed or uncertain about where to start
Using AI tools to streamline lesson planning while still maintaining personalized learning experiences
striking a balance between leveraging AI tools and fostering meaningful interactions and cultural understanding among your students
examples of specific AI applications that work well in the world language classroom and how do these tools enhance the learning experience for students
Using Chat Mats in the Language Classroom with Christina Margiore
00:29:20
#121 Have you used chat mats in your classroom? Even if you haven't, I'm sure that you have heard about this useful tool to support students. Today, Christina Margiore, a Spanish teacher on Long Island, New York, joins me to talk us through all the details involved with creating and using chat mats. If you are using them already, you will get some new ideas for sure. New to chat mats? No problem. You’ll soon be ready to use them with ease.
Topics in this Episode:
what chat mats are and how they are beneficial in the language classroom
elements to you include in chat mats
building on existing chat mats and creating new chat mats by unit
specific examples of how incorporating chat mats into lessons and activities
#108 We are back for a new school year. I asked you in the spring what you would like to get from this podcast. In this episode I’m excited to share with you how we will be changing up the podcast episodes (just a little) so that they are exactly what you are looking for and need as you approach your teaching.
Comprehension-Based Communicative Language Teaching
00:21:09
#111 What have you heard about Comprehension-Based Communicative Language Teaching? Is this what you are doing in your classroom? In this episode I want to unpack exactly what CCLT is and is not. Luckily there is an incredibly useful chapter on this topic in the newly published book “Honing Our Craft.” It gives us all the info we need to answer the question “What is and What Is not Comprehension-Based Communicative Language Teaching?” That’s actually the title of chapter 4.
Honing Our Craft
Edited by Dr. Florecia Henshaw (Director of Advanced Spanish at the University of Illinois, Urbana-Champaign) & Dr. Kim Potowski (Professor of Spanish Linguistics at the University of Illinois at Chicago)
12 chapters written by educators for educators
Practical applications and suggestions for language educators
Use this link and the discount code JOSHUA25HOC to get save 25% on the book.
Comprehension-Based Communicative Language Teaching(CCLT)
Context and Origin of CCLT
Role of Input
Krashen's Input Hypothesis
Presentation-Practice-Production (PPP)
popular because it is conceptually easy to understand
easy to grade and assess
accuracy is main criteria for success
Key Terms and Misconceptions
Communication is not synonymous with oral production (reflection of PPP)
move input to the center of the curriculum
Production and Grammar are not neglected (focus on form, structured input)
Suggestions
What if my textbook follows the PPP approach?
modify activities to give have a communicative goal
What if my exams are grammar-based?
set aside time for grammar explanation
Do…
speak the target language most of the class time.
make input activities meaningful
Don’t…
forget that accuracy is developed gradually
forget comprehension is communication
plan classes around grammar points, grammar is a tool, not a goal
Remember to use this link and the discount code JOSHUA25HOC to get save 25% on the book.
#112 Are your assessments and grades in your classes a reflection of what students are able to do with the target language? Are the communication modes in there? Are there parts of your grade that are based on compliance to rules and routines? In this episode I am going to look into what grading based on standards in a proficiency based classroom looks like. And once again, luckily there is a very useful chapter on this topic in the newly published book “Honing Our Craft.” It gives us all the info we need to engage with “Standards-Based Grading for Proficiency-Based Language Instruction." That’s actually the title of chapter 7.
Honing Our Craft
Edited by Dr. Florecia Henshaw (Director of Advanced Spanish at the University of Illinois, Urbana-Champaign) & Dr. Kim Potowski (Professor of Spanish Linguistics at the University of Illinois at Chicago)
12 chapters written by educators for educators
Use this link and the discount code JOSHUA25HOC to save 25% on the book.
Standards-Based Grading for Proficiency-Based Language Instruction
Put Standards-Based Grading in Context
Traditional grading system:
Variability in what exactly counts towards the percentage average of a traditional grade.
3 Core Principles of Standards-Based Grading
Focus should be on mastery of specific skills
Multiple opportunities for students to demonstrate their learning
Separate factors such as behavior, punctuality, homework completion and extra credit
Key Terms and Misconceptions
Proficiency: language ability in the real world, unscripted, without practice
Performance: can do with practice in an educational setting.
Mastery: highest level
SBG can be used with any set of standards
Rubrics: core principle of SBG to provide feedback for revision and multiple attempts to demonstrate learning.
Multiple attempts to demonstrate learning
System in place to have retake opportunities: practice, formative, HW, meet with teacher.
Grading behaviors unrelated to mastery
Removes opportunity for implicit bias.
Suggestions
Focus on...
Standards and create rubric accordingly
Differentiation
Feedback and the iterative process
Formative and summative assessments
Do…
Plan units around your learning goals
Collaborate with colleagues for common rubrics, assessment and learning goals (standards)
Plan for reassessments and retakes (ad
Use this link and the discount code JOSHUA25HOC to save 25% on the book.
The Deep Connection of Language and Culture with Rabbi Daniel Atwood
00:28:04
#133 How much do you connect the language that you teach with the culture where that language is used? Today, Rabbi Daniel Atwood, a Hebrew teacher in Chicago, joins me to explore this idea in depth. We look at how he teaches a language that is deeply connected to a faith tradition and how he brings this to life in his classroom.…So let's jump in.
Topics in this Episode:
how Daniel introduce Hebrew script to learners and helps them overcome any apprehensions they might have about learning a new writing system
incorporating elements of culture, history, and religious traditions into language lessons
creating an immersive environment in your classroom, virtually or physically, that allows students to explore and appreciate culture
navigating the potential religious sensitivities of certain topics or materials while still fostering an inclusive and diverse learning environment
How do you implement IPAs effectively in your classroom? Today’s episode is a Leveling Up episode, where I coach Judy, a German teacher in Illinois. Implementing IPA’s effectively is the area where wants to level up her teaching practice.
Suggestions:
Begin by incorporating IPAs in one unit or topic. This step-by-step approach allows you to refine your techniques and identify what works best for your students.
Authentic materials can be just about anything: a short video, a photo, a brochure. Create a Pinterest board where you can pin authentic resources that you find on the internet.
Develop clear and detailed rubrics to evaluate students' performance in IPAs.
Begin with 2-3 modes on the IPA, then add on the other modes with future IPAs.
Offer formative practice opportunities before the actual IPA to help students become familiar with the assessment format.
Use AI tools, such as ChatGPT to create a possible IPA, or at least offer a template to use.
Create a Pinterest board where you can pin authentic resources that you find on the internet
Action Plan:
This Week:
Choose one unit or topic from your curriculum where you will create an IPA.
Create a clear and detailed rubric that aligns with the IPA tasks
The Coming Weeks:
Design and implement formative practice activities related to the selected IPA unit.
Administer the IPA for the selected unit, using the rubric to evaluate students' performance.
__________________________ 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. ______________________________
Honing Our Craft with Dr. Florencia Henshaw and Dr. Kim Potowski
00:29:38
#113 Have you listened to the last 2 episodes about Comprehension-Based Language Teaching and Standards-Based Grading? I referenced the book Honing Our Craft, World Language Teaching Today as I prepared those topics. In today’s episode I have the 2 editors of Honing Our Craft, Dr. Florencia Henshaw and Dr. Kim Potowski, who speak about their objectives behind this project, working through the content with 15 contributors and how language teachers can most efficiently and effectively use this very user-friendly resource.
Honing Our Craft
Edited by Dr. Florecia Henshaw (Director of Advanced Spanish at the University of Illinois, Urbana-Champaign) & Dr. Kim Potowski (Professor of Spanish Linguistics at the University of Illinois at Chicago),
12 chapters written by educators for educators, with a focus on bridging the gap between research and practical application.
Practical applications and suggestions for language educators that they can adapt to their particular contexts.
Use this link and the discount code JOSHUA25HOC to save 25% on the book.
In This Episode:
What Florencia and Kim would you like educators to gain from reading Honing Our Craft.
The “user friendly”chapter layout.
The process of editing a volume like HoningOur Craft, where the initial idea come from and the writer/editor relationship.
How Florencia and Kim suggest that teachers use HoningOur Craft
Do you have to balance common assessments with your proficiency-focused classroom? Is this a bit of a challenge when those common assessments are not all that focus on proficiency and communication? Today’s episode is a Leveling Up episode, where I coach Lisa, a French teacher in Michigan. Balancing common district assessments in a Proficiency-Focused Classroom is the area where wants to level up her teaching practice. So let's start the conversation.
Suggestions:
Might have to be a both/and during these years of transition. Allow for this.
Leave 1-2 days at the end of a unit to check in on the material that should be covered on the district common assessment. Any topics that were not covered during the unit can be quickly added on at the end so that students are prepared.
Action Plan:
This Week:
Review the district assessments and analyze the proficiency objectives in your curriculum. Identify specific areas where the two align and make sure that the focus remains on language proficiency, while also setting students up for success on the common assessments.
Make note of the topics that will be added on to the final days of the unit to align with the common assessment.
The Coming Weeks:
Initiate discussions with department heads or administrators to advocate for the importance of proficiency-focused assessment in language learning.
Present evidence of its benefits and explore possibilities of incorporating proficiency tasks into district assessments.
Start with the walkers and get them into running mode, then move onto those standing on the side.
__________________________ 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
#115 Do you have AP language classes in your program? When do you begin focusing on the linguistic and cultural competence skills that students will need to succeed at this level? A Pre-AP or a scaffolded approach to skills and content is beneficial in the language learning process, fostering critical skills and mindsets early on. Whether students pursue a language at an advanced or AP level or not, these skills not only enhance and support academic success, but they also cultivate confidence and competence. We’ll take a look at how we can begin fostering these skills early on.
#119 This is the fifth teacher toolbox episode. I hear from listeners all the time that they like the actionable tips and suggestions for activities that they can use with students next week, or even tomorrow. That usually means effective and beneficial, but somewhat minimal prep. That’s what I bring you on these Teacher Toolbox episodes. I have lots to share with you.
Sorry (not sorry), But They Will Keep Asking
"Can we play a game?" Embrace the request and discover 15 activities that can be easily adapted to any language or level. Fill your teacher toolbox with ways for students to engage enthusiastically with the target language in all modes.
#120 What does participation look like in your classroom? How can you make sure that all students are actively engaged and not just a few that have demeanors that lend themselves to speaking up regularly? In this episode I speak with Timothy Chávez, a Spanish teacher in Massachusetts, who shares his suggestions and techniques for getting all students involved and participating in class. We recorded this episode live in the Exhibits Hall at the MaFLA conference in October. We had lots of spectators stop by to see how it all works and what it looks like to record an episode. I kept the background sound of the exhibit hall excitement in so that you can feel the energy that we did.
Topics in this Episode:
the benefits of Prsida Himmele & William Himmele’s Total Participation Techniques in the world language classroom
how these techniques enhance language learning and student engagement
how Total Participation Techniques promote a comfortable and inclusive learning environment
Specific Total Participation Techniques that Timothy has found most effective
Total Participation Techniques used for assessment
how Total Participation Techniques can be adapted to ensure that all students are actively participating and feeling confident in their communication skills
Addressing Polarizing Topics in the Classroom with Kent Lenci
00:31:24
#123 Are there topics that you avoid in the classroom? Are there themes that come up and you’re not sure how to handle a potentially polarizing situation? I’ve certainly been there myself and that’s when I turn to my guest today, Kent Lenci, who collaborates with schools as they work toward building a culture of civil discourse in their classrooms and communities. How often do we ask our language students their opinion, on everything from favorite color to politics. We can all use some tools to navigate some of these potentially tricky situations. Kent Lenci is here to provide those tools and insights.
Topics in this Episode:
why it's important to not avoid challenging topics
techniques and strategies teachers can use to create a supportive environment, particularly thinking of students who might be hesitant to express their viewpoints due to fear of judgment or negative consequences.
practical classroom management strategies to keep conversations constructive and focused on learning
how teachers can be prepared for unexpected reactions or comments and foster an atmosphere of empathy and understanding
Kent's thoughts and insights on Robert Jones, Jr.'s quote: “We can disagree and still love each other unless your disagreement is rooted in my oppression and denial of my humanity and right to exist.”
#138 How do you take a unit plan and translate that into daily lessons? Today’s episode is a Leveling Up episode, where I coach Liz, a Spanish teacher in the Northeast of the US. Translating a unit plan into daily lessons is the area where wants to level up her teaching practice.
Suggestions:
Take more general Can Do Statements and make them more specific. This will help to eliminate the overwhelm of too much content to cover in any given unit. Create several units on a similar theme, but change out the content
Divide the unit objectives into smaller, manageable learning targets that can be covered in daily lessons.
Plan backwards by day, with each day building on a previous material
Develop a consistent daily lesson structure that includes warm-ups, instruction, practice activities and be sure to add in the fun.
Ensure that the content of each daily lesson directly aligns with the Can Do Statements and language proficiency standards.
Action Plan:
This Week:
Take an existing set of Can Do Statements and make them more specific.
The Coming Weeks:
As you plan each daily lesson, ensure that the instructional content directly relates to the unit's overall goals and language proficiency standards. Eliminate any activities or materials that do not align.
__________________________ 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.
Mindfulness and SEL in the Language Classroom with Jennifer Schwester
00:26:10
#127 Is there a place for mindfulness and SEL (Social Emotional Learning) in the world language classroom? My guest today, Jennifer Schwester, a French teacher in New Jersey, certainly knows there is. We discuss why language teachers should consider mindfulness and SEL activities and their many benefits to students. SEL programs are also becoming more prevalent in our schools, and rightfully so. Can’t want to share these ideas with you.
Topics in this Episode:
what mindfulness and SEL are
how incorporating mindfulness and social emotional learning activities impact students' language proficiency and overall language learning experience
specific strategies for effectively cultivating a safe space for students to express themselves in the language classroom
how mindfulness and SEL activities help students better understand and respect each other
how mindfulness and social emotional learning contribute to students' abilities to positively engage in our interconnected world, and become compassionate global citizens
__________________________ Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or
Spiral Review in the Language Classroom with Ashley Duff
00:24:50
#131 Do you have a routine or process for regularly recycling material, content, vocabulary or language structures in your classroom? How do you make sure that students keep it all fresh and readily accessible as they move to new topics and themes? In this episode, we are talking about spiral review. Ashley Duff, a French teacher in Missouri, joins me to talk us through the benefits of this type of review and provides lots of tips and insights for how we can incorporate spiral review into our classes.
Topics in this Episode:
what exactly spiral review is in the context of language teaching
how spiral review differs from other methods of review, and why it is so effective in language learning
practical tips and methods for teachers to organize and manage their spiral review plan efficiently
engaging activities for doing spiral review effectively
utilizing technology to enhance the spiral review process
Ashley's personal success and experience that highlights the impact of spiral review on her students' language proficiency and confidence
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