#49In this episode of the Summer Headspace series I revisit episode 20 on Rubrics and episode 37 on Competency-Based Grading.Listen to the episodes:Episode #20:  Effective Rubrics with Beckie Bray RankinEpisode #37: Competency-Based Grading with Ursula Askins-HuberWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

#49 In this episode of the Summer Headspace series I revisit episode 20 on Rubrics and episode 37 on Competency-Based Grading.Listen to the episodes:<ul><li><a href="https://pod.fo/e/12eb27" rel="nofollow" target="_blank">Episode #20:  Effective Rubrics with Beckie Bray Rankin</a></li><li><a href="https://pod.fo/e/11b40c" rel="nofollow" target="_blank">Episode #37: Competency-Based Grading with Ursula Askins-Huber</a></li></ul> Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.</a><ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Group</a></li></ul>

Revisit Competency-Based Grading & Rubrics

#48In this episode of the Summer Headspace series I revisit episode 17 on motivation and episode 43 on student choice.Listen to the episodes:Episode #17: Increasing Student Motivation with Tracy E. RuckerEpisode #43: Student Choice in the Language Classroom with Maureen LambConnect with Joshua and the World Language Classroom CommunityWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

#48 In this episode of the Summer Headspace series I revisit episode 17 on motivation and episode 43 on student choice.Listen to the episodes:<ul><li><a href="https://pod.fo/e/12db84" rel="nofollow" target="_blank">Episode #17: Increasing Student Motivation with Tracy E. Rucker</a></li><li><a href="https://pod.fo/e/1265cf" rel="nofollow" target="_blank">Episode #43: Student Choice in the Language Classroom with Maureen Lamb</a></li></ul> Connect with Joshua and the World Language Classroom Community Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.</a><ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Group</a></li></ul>

Revisit Motivation and Student Choice

#47In this episode of the Summer Headspace series I revisit episode 8 on communication modes and episode 12 on proficiency levels.Listen to the episodes:Episode #8: Communication ModesEpisode #12: Proficiency Levels Connect with Joshua and the World Language Classroom CommunityWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

#47 In this episode of the Summer Headspace series I revisit episode 8 on communication modes and episode 12 on proficiency levels.Listen to the episodes:<ul><li><a href="https://pod.fo/e/12cedf" rel="nofollow" target="_blank">Episode #8: Communication Modes</a></li><li><a href="https://pod.fo/e/12cedb" rel="nofollow" target="_blank">Episode #12: Proficiency Levels </a></li></ul>Connect with Joshua and the World Language Classroom Community Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.</a><ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Group</a></li></ul>

Revisit Communication Modes and Proficiency Levels

#46In 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 issuesClear headOpportunity to revisit themes and episodes with a fresh lens  Maybe something has come up since you first listenedYou catch something newFinish an episode that you startedListen to an episode for the first timeI 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 CommunityWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

#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:<ul><li>Time to reflect without other pressing priorities and issues</li><li>Clear head</li><li>Opportunity to revisit themes and episodes with a fresh lens  </li><li>Maybe something has come up since you first listened</li><li>You catch something new</li><li>Finish an episode that you started</li><li>Listen to an episode for the first time</li></ul>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 Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.</a><ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Group</a></li></ul>

What Will the Podcast Look Like This Summer?

#45In 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 fromHow 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 CommunityWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers. wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

#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: <ul><li>Decision Paralysis: too many choices to choose from</li><li>How can we choose what to focus on?</li><li>First, remember that we do not have to do it all and we teach in different situations (levels, languages, interest, demographics).</li><li>Second, remember that none of this happened in a day. Teachers are regularly working on their teaching effectiveness.</li><li>Third, think about what is discussed and suggested with this lens:<ul><li>I can likely do this tomorrow.</li><li>This needs a little prep, so I’ll do it next week.</li><li>That will be effective in the _____ unit, so I’ll try it when that unit comes up.</li><li>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.</li></ul></li></ul> Connect with Joshua and the World Language Classroom Community Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.</a> <ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Group</a></li></ul>

Taking in All the Information

#44In 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 &amp; English as a New Language in Herricks Public Schools in New Hyde Park, NY.Francesco speaks in detail about:what immersion and dual immersion programs are and how they work.the articulation of the Herricks Public Schools' dual immersion program and the steps they took to implement the program.the goals of the program, how they measured, and entry requirements.the logistics: finding qualified teachers, promoting the program, student retention, parental concerns around things such as L1 literacy development.Connect with Francesco Fratto:Email: FFratto@herricks.orgLinkedIn Connect with Joshua and the World Language Classroom CommunityWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

#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 &amp; English as a New Language in Herricks Public Schools in New Hyde Park, NY.Francesco speaks in detail about:<ul><li>what immersion and dual immersion programs are and how they work.</li><li>the articulation of the Herricks Public Schools' dual immersion program and the steps they took to implement the program.</li><li>the goals of the program, how they measured, and entry requirements.</li><li>the logistics: finding qualified teachers, promoting the program, student retention, parental concerns around things such as L1 literacy development.</li></ul>Connect with Francesco Fratto:<ul><li>Email: <a href="mailto:FFratto@herricks.org">FFratto@herricks.org</a></li><li><a href="https://www.linkedin.com/in/francesco-l-fratto-b79bbaa/" rel="nofollow" target="_blank">LinkedIn</a></li></ul> Connect with Joshua and the World Language Classroom Community Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.</a><ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Group</a></li></ul>

Starting a Dual Immersion Program with Francesco Fratto

#43In this episode we talk about the effectiveness of providing students with choice in the language classroom.  Why should we consider this?  What does it look like in practice?  Maureen Lamb, a Latin and Ancient Greek teacher in West Hartford, CT, joins me to talk through the logistics and benefits of student choice in their language learning.Maureen speaks about:what led her to look into making “choice” a part of her students’ learning experience.the results of implementing (offering) choices to her students.the various ways that she has used to offer choice to students.the student perspective and experience when given choice. assessment and keeping it all manageable.Connect with Maureen Lamb:email: latintechtools@gmail.comTwitter: @latintechtoolsConnect with Joshua and the World Language Classroom CommunityWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

#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:<ul><li>what led her to look into making “choice” a part of her students’ learning experience.</li><li>the results of implementing (offering) choices to her students.</li><li>the various ways that she has used to offer choice to students.</li><li>the student perspective and experience when given choice. </li><li>assessment and keeping it all manageable.</li></ul>Connect with Maureen Lamb:<ul><li>email: latintechtools@gmail.com</li><li>Twitter: <a href="https://twitter.com/latintechtools" rel="nofollow" target="_blank">@latintechtools</a></li></ul> Connect with Joshua and the World Language Classroom Community Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.</a><ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Group</a></li></ul>

Student Choice in the Language Classroom with Maureen Lamb

#42In this episode we talk about creating LGBTQ+ inclusive classrooms and curriculum.  While this is certainly beneficial to our students that identify as LGBTQ+, inclusive classrooms and curriculum benefit all students.  Joseph Parodi-Brown, a Spanish teacher in Connecticut, has done extensive research in this area and puts it into practice in his classroom.  He joins us to offer insights and suggestions for ensuring representation in our classrooms so that all of our students are seen, understood and valued.Joseph speaks specifically about:the benefits of an inclusive classroom and curriculum.his  journey to creating an LGBTQ+ inclusive classroom and curriculum, the challenges and successes.GLSEN and what can we learn from the National School Climate Survey.the challenges with gendered languages.entry points for positive representation in our classrooms.intersectionality; is the LGBTQ+ experience the same in all cultures?common fears that teachers experience when implementing inclusive curriculum and how to proceed.Connect with Joseph Parodi-Brown:Resources for inclusive LGBTQ+ classrooms and curriculumTwitter: @SenorParodi Connect with Joshua and the World Language Classroom CommunityWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

#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:<ul><li>the benefits of an inclusive classroom and curriculum.</li><li>his  journey to creating an LGBTQ+ inclusive classroom and curriculum, the challenges and successes.</li><li><a href="https://www.glsen.org/" rel="nofollow" target="_blank">GLSEN</a> and what can we learn from the <a href="https://www.glsen.org/school-climate-survey" rel="nofollow" target="_blank">National School Climate Survey</a>.</li><li>the challenges with gendered languages.</li><li>entry points for positive representation in our classrooms.</li><li>intersectionality; is the LGBTQ+ experience the same in all cultures?</li><li>common fears that teachers experience when implementing inclusive curriculum and how to proceed.</li></ul>Connect with Joseph Parodi-Brown:<ul><li><a href="https://docs.google.com/document/d/e/2PACX-1vR57waqpBpEl65gGvFFM4111lwC28HwhYb5en_PPuX0a9tpjyrfK0YRulX8CG_6qCcN9avUqnPbX-L7/pub?urp=gmail_link" rel="nofollow" target="_blank">Resources for inclusive LGBTQ+ classrooms and curriculum</a></li><li>Twitter: <a href="https://twitter.com/SenorParodi" rel="nofollow" target="_blank">@SenorParodi</a></li></ul> Connect with Joshua and the World Language Classroom Community Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.</a><ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Group</a></li></ul>

LGBTQ+ Inclusive Classrooms with Joseph Parodi-Brown

#41In this episode I talk about the ideas of practice and communication in the language classroom.  Sometimes what we think is authentic communication in the language is actually just practicing structures and vocabulary.  Is there a place for practice or should it always be focused on communication?  I take on these concepts with suggestions for what this can look like in you classroom.I speak specifically about:Sandra Savignon’s definition of communication: “The expression, interpretation and very often negotiation of meaning in a given context. Communication has purpose.”Proficiency: what a student can do with language in real-world situations .Distinguishing Practice and Communication and what these look like in our classrooms.Practice, Activity and TaskPractice Language and Communication LanguageCommon Ground: Second Language Acquisition Theory Goes to the Classroomby Florencia G. Henshaw and Maris D. HawkinsConnect with Joshua and the World Language Classroom CommunityWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

#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:<ul><li>Sandra Savignon’s definition of communication: “The expression, interpretation and very often negotiation of meaning in a given context. Communication has purpose.”</li><li>Proficiency: what a student can do with language in real-world situations .</li><li>Distinguishing Practice and Communication and what these look like in our classrooms.</li><li>Practice, Activity and Task</li><li>Practice Language and Communication Language</li></ul><a href="https://www.amazon.com/Common-Ground-Language-Acquisition-Classroom/dp/1647930065/ref=cm_cr_arp_d_product_top?ie=UTF8" rel="nofollow" target="_blank">Common Ground: Second Language Acquisition Theory Goes to the Classroom</a> by Florencia G. Henshaw and Maris D. Hawkins Connect with Joshua and the World Language Classroom Community Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.</a><ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Group</a></li></ul>

Practice or Communication?

Lindsay Mitchell

#40In 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 teachingobstacles and challenges that she saw in her classroom that led her to look for other approachesthe concept of microinstruction and its benefitswhat a lesson looks like using the microinstruction approachthe levels and content best suited to microinstructionConnect with Lindsay Mitchell:Twitter: @linzemitchellEmail: linzemitchell@gmail.comConnect with Joshua and the World Language Classroom CommunityFrench and Spanish Teaching Position at the Brookwood School in Manchester, MA.Work with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

#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:<ul><li>the skill set from her previous profession that she brought to her teaching</li><li>obstacles and challenges that she saw in her classroom that led her to look for other approaches</li><li>the concept of microinstruction and its benefits</li><li>what a lesson looks like using the microinstruction approach</li><li>the levels and content best suited to microinstruction </li></ul>Connect with Lindsay Mitchell:<ul><li>Twitter: <a href="https://twitter.com/linzemitchell" rel="nofollow" target="_blank">@linzemitchell</a></li><li>Email: linzemitchell@gmail.com</li></ul> Connect with Joshua and the World Language Classroom Community <a href="https://aisne.org/jobs/world-language-teacher-spanish-and-french/" rel="nofollow" target="_blank">French and Spanish Teaching Position at the Brookwood School in Manchester, MA. </a> Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.</a><ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Group</a></li></ul>

Microinstruction in the Language Classroom with Lindsay Mitchell

Tips, Tools and Resources for world language teachers who want their students to rise in proficiency and communicate with confidence.

Kevin Quigley

#39If 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 beneficialmisconceptions about gamesseveral effective games and activities that you use in the classroom right awayhow often we should use a particular game the important of mixing up gamesConnect with Kevin Quigley:Twiter: @kevidemmentInstagram: @kevidemmentTikTok: @kevidemmentWebsite: www.kevidemment.comConnect with Joshua and the World Language Classroom CommunityWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

#39 If you listed to <a href="https://wlclassroom.com/2021/12/05/ep19/" rel="nofollow" target="_blank">episode 19 with Trudy Anderson</a> 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:<ul><li>why games, and student engagement in general, are beneficial</li><li>misconceptions about games</li><li>several effective games and activities that you use in the classroom right away</li><li>how often we should use a particular game </li><li>the important of mixing up games</li></ul>Connect with Kevin Quigley:<ul><li>Twiter: <a href="https://twitter.com/kevidemment" rel="nofollow" target="_blank">@kevidemment</a></li><li>Instagram: <a href="https://www.instagram.com/kevidemment/" rel="nofollow" target="_blank">@kevidemment</a></li><li>TikTok: <a href="https://www.tiktok.com/@kevidemment" rel="nofollow" target="_blank">@kevidemment</a></li><li>Website: <a href="https://www.kevidemment.com/" rel="nofollow" target="_blank">www.kevidemment.com</a></li></ul>Connect with Joshua and the World Language Classroom Community Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.</a><ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Group</a></li></ul>

Target Language Games with Kevin Quigley

#38In this episode we talk about engaging early language learners, with a particular focus on comprehensible input.  Even if you are a middle or high school teacher you will surely learn a lot from Carolina Gómez, my guest on this episode.  Carolina is Spanish teacher in Massachusetts and she walks us through planning and procedures that authentically engage learners with compelling, meaningful and comprehensible language.Carolina speaks about:the benefits of early language learning and any concerns or fears that parents may have.what draws her to teaching early learners.how we can engage early learners and make language comprehensible for them.what lesson planning looks like with early learners.what teachers of all ages can take away from the strategies that she shares with us.Connect with Carolina Gómez:Instagram:  @funforspanishteachersTwitter: @SpanishtogetherWebsite: funforspanishteachers.comConnect with Joshua and the World Language Classroom CommunityWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

#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:<ul><li>the benefits of early language learning and any concerns or fears that parents may have.</li><li>what draws her to teaching early learners.</li><li>how we can engage early learners and make language comprehensible for them.</li><li>what lesson planning looks like with early learners.</li><li>what teachers of all ages can take away from the strategies that she shares with us.</li></ul>Connect with Carolina Gómez:<ul><li>Instagram:  <a href="https://www.instagram.com/funforspanishteachers/" rel="nofollow" target="_blank">@funforspanishteachers</a></li><li>Twitter: <a href="https://twitter.com/SpanishTogether" rel="nofollow" target="_blank">@Spanishtogether</a></li><li>Website: <a href="https://funforspanishteachers.com/" rel="nofollow" target="_blank">funforspanishteachers.com</a></li></ul>Connect with Joshua and the World Language Classroom Community Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.</a><ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Group</a></li></ul>

Strategies to Engage Early Language Learners with Carolina Gómez

#37In this episode we talk about grading.  More specifically, how we can grade based on what students are able to do in and with the target language.  This requires a bit of a shift in thinking and approach, especially when coming from more traditional grading.  I'm joined by Ursula Askins-Huber, a Spanish teacher in New Hampshire, who has been teaching for over 30 years.  She helps us to see ways to adopt competency-based grading in manageable ways.Ursula speaks specifically about:what grades have traditionally represented.what competency (or proficiency) is how this has been missing in legacy grading practices.what a grade based on competency tell us.What competency-based grading looks like in the classroom.how accounting for HW completion, behavior, participation, being prepared for class, etc. work into a grade that is based on competency.Books that Ursula References:Classroom Assessment for Student Learning: Doing It Right - Using It WellRepair Kit For GradingConnect with Ursula Askins-Huber:Twitter: @UsaschoolmarmInstagram: @usaschoolmarmSchool ProfileConnect with Joshua and the World Language Classroom CommunityWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

#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:<ul><li>what grades have traditionally represented.</li><li>what competency (or proficiency) is how this has been missing in legacy grading practices.</li><li>what a grade based on competency tell us.</li><li>What competency-based grading looks like in the classroom.</li><li>how accounting for HW completion, behavior, participation, being prepared for class, etc. work into a grade that is based on competency.</li></ul>Books that Ursula References:<ul><li><a href="https://www.amazon.com/Classroom-Assessment-Student-Learning-Institute/dp/0132685884" rel="nofollow" target="_blank">Classroom Assessment for Student Learning: Doing It Right - Using It Well</a></li><li><a href="https://www.amazon.com/Repair-Kit-Grading-Assessment-Institute/dp/0132488639" rel="nofollow" target="_blank">Repair Kit For Grading</a></li></ul>Connect with Ursula Askins-Huber:<ul><li>Twitter: <a href="https://twitter.com/Usaschoolmarm" rel="nofollow" target="_blank">@Usaschoolmarm</a></li><li>Instagram: <a href="https://www.instagram.com/usaschoolmarm/" rel="nofollow" target="_blank">@usaschoolmarm</a></li><li><a href="https://www.profile.k12.nh.us/ursula-askins-huber.html" rel="nofollow" target="_blank">School Profile</a></li></ul>Connect with Joshua and the World Language Classroom Community Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.</a><ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Group</a></li></ul>

Competency-Based Grading with Ursula Askins-Huber

#36This episode is volume 2 in the Teacher Toolbox series.  In these "Go-To Activities for Your Teacher Toolbox" episodes you will hear suggestions for go-to activities and games that can be easily modified for any language or proficiency level.Activities:Who is our guest?  What is it?  Where are we? (Bitmoji Classroom)Who has it?Chat StationsZut/CarambaConnect with Joshua and the World Language Classroom CommunityWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Gro

#36 This episode is volume 2 in the Teacher Toolbox series.  In these "Go-To Activities for Your Teacher Toolbox" episodes you will hear suggestions for go-to activities and games that can be easily modified for any language or proficiency level.Activities:<ul><li><a href="https://wlclassroom.com/2020/08/23/bitmojiclassroom/" rel="nofollow" target="_blank">Who is our guest?  What is it?  Where are we? (Bitmoji Classroom)</a></li><li><a href="https://wlclassroom.com/2011/10/15/foreign-language-speaking-activity-that-involves-the-entire-class/" rel="nofollow" target="_blank">Who has it?</a></li><li><a href="https://wlclassroom.com/2014/11/30/chat-stations-in-the-world-language-classroom/" rel="nofollow" target="_blank">Chat Stations</a></li><li><a href="https://wlclassroom.com/2019/10/26/zutcaramba/" rel="nofollow" target="_blank">Zut/Caramba</a></li></ul> Connect with Joshua and the World Language Classroom Community Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.</a><ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Gro</a></li></ul>

Go-To Activities For Your Teacher Toolbox (Vol 2)

Joe Dale

#35This 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 levelshow teachers who may not be so comfortable with technology can take the leap and use technology in their teachingConnect with Joe Dale:Email: joedale@talk21.comTwitter: @joedale#mfltwitteratiYouTubeWorkshops and SessionsResources that Joe mentions:Mote Chrome Extension QuizletDuolingoCLOZEit (Google Doc add on)Microsoft Reading Progress Plugin: Whiteboard.fiCharlalaFlipgridQwiqr ConversationsEdpuzzlePhotos For ClassAdobe Power ExpressLyrics TrainingLiricaWheel of NamesSpinner WheelUnsplashTab Resize (Chrome Extension)FlipitySAMR ModelVocarooConnect with Joshua and the World Language Classroom CommunityWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Gro

#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...<ul><li>how technology helps with intercultural competence along with resources that help to support language learning and engagement at all levels</li><li>how teachers who may not be so comfortable with technology can take the leap and use technology in their teaching</li></ul>Connect with Joe Dale:<ul><li>Email: <a href="mailto:joedale@talk21.com">joedale@talk21.com</a></li><li>Twitter: <a href="https://twitter.com/joedale" rel="nofollow" target="_blank">@joedale</a></li><li><a href="https://twitter.com/hashtag/mfltwitterati?src=hashtag_click" rel="nofollow" target="_blank">#mfltwitterati</a></li><li><a href="https://www.youtube.com/c/JoeDale/videos" rel="nofollow" target="_blank">YouTube</a></li><li><a href="https://docs.google.com/document/d/1LmIkLZdT3YVpvsG4I8o6gUcahtvPBE1mQEmKI0lt7T8/edit" rel="nofollow" target="_blank">Workshops and Sessions</a></li></ul>Resources that Joe mentions:<ul><li><a href="https://chrome.google.com/webstore/detail/mote-voice-notes-feedback/ajphlblkfpppdpkgokiejbjfohfohhmk?hl=en-US" rel="nofollow" target="_blank">Mote Chrome Extension </a></li><li><a href="https://quizlet.com/" rel="nofollow" target="_blank">Quizlet</a></li><li><a href="https://www.duolingo.com/" rel="nofollow" target="_blank">Duolingo</a></li><li><a href="https://workspace.google.com/marketplace/app/clozeit/679357385347" rel="nofollow" target="_blank">CLOZEit</a> (Google Doc add on)</li><li><a href="https://support.microsoft.com/en-us/topic/getting-started-with-reading-progress-in-teams-7617c11c-d685-4cb7-8b75-3917b297c407" rel="nofollow" target="_blank">Microsoft Reading Progress Plugin: </a></li><li><a href="https://whiteboard.fi/" rel="nofollow" target="_blank">Whiteboard.fi</a></li><li><a href="https://charlala.com/" rel="nofollow" target="_blank">Charlala</a></li><li><a href="https://info.flipgrid.com/" rel="nofollow" target="_blank">Flipgrid</a></li><li><a href="https://qwiqr.education/" rel="nofollow" target="_blank">Qwiqr Conversations</a></li><li><a href="https://edpuzzle.com/" rel="nofollow" target="_blank">Edpuzzle</a></li><li><a href="https://www.photosforclass.com/" rel="nofollow" target="_blank">Photos For Class</a></li><li><a href="https://www.adobe.com/express/" rel="nofollow" target="_blank">Adobe Power Express</a></li><li><a href="https://lyricstraining.com/" rel="nofollow" target="_blank">Lyrics Training</a></li><li><a href="https://www.lirica.io/" rel="nofollow" target="_blank">Lirica</a></li><li><a href="https://wheelofnames.com/" rel="nofollow" target="_blank">Wheel of Names</a></li><li><a href="https://spinnerwheel.com/" rel="nofollow" target="_blank">Spinner Wheel</a></li><li><a href="https://unsplash.com/" rel="nofollow" target="_blank">Unsplash</a></li><li><a href="https://chrome.google.com/webstore/detail/tab-resize-split-screen-l/bkpenclhmiealbebdopglffmfdiilejc?hl=en-US" rel="nofollow" target="_blank">Tab Resize</a> (Chrome Extension)</li><li><a href="https://www.flippity.net/" rel="nofollow" target="_blank">Flipity</a></li><li><a href="https://wlclassroom.com/2015/03/30/samrmodel/" rel="nofollow" target="_blank">SAMR Model</a></li><li><a href="https://vocaroo.com/" rel="nofollow" target="_blank">Vocaroo</a></li></ul>Connect with Joshua and the World Language Classroom Community Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.</a><ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Gro</a></li></ul>

Technology to Support Language Students with Joe Dale (Part 2)

#34This 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 learningways to use technology to practice interpersonal, reading and writing skillsConnect with Joe Dale:Email: joedale@talk21.comTwitter: @joedale#mfltwitteratiYouTubeWorkshops and SessionsResources that Joe mentions:Mote Chrome Extension QuizletDuolingoCLOZEit (Google Doc add on)Microsoft Reading Progress Plugin: Whiteboard.fiCharlalaFlipgridQwiqr ConversationsEdpuzzlePhotos For ClassAdobe Power ExpressLyrics TrainingLiricaWheel of NamesSpinner WheelUnsplashTab Resize (Chrome Extension)FlipitySAMR ModelVocarooConnect with Joshua and the World Language Classroom CommunityWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

#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...<ul><li>how technology enhances opportunities to engage language learning</li><li>ways to use technology to practice interpersonal, reading and writing skills</li></ul>Connect with Joe Dale:<ul><li>Email: <a href="mailto:joedale@talk21.com">joedale@talk21.com</a></li><li>Twitter: <a href="https://twitter.com/joedale" rel="nofollow" target="_blank">@joedale</a></li><li><a href="https://twitter.com/hashtag/mfltwitterati?src=hashtag_click" rel="nofollow" target="_blank">#mfltwitterati</a></li><li><a href="https://www.youtube.com/c/JoeDale/videos" rel="nofollow" target="_blank">YouTube</a></li><li><a href="https://docs.google.com/document/d/1LmIkLZdT3YVpvsG4I8o6gUcahtvPBE1mQEmKI0lt7T8/edit" rel="nofollow" target="_blank">Workshops and Sessions</a></li></ul>Resources that Joe mentions:<ul><li><a href="https://chrome.google.com/webstore/detail/mote-voice-notes-feedback/ajphlblkfpppdpkgokiejbjfohfohhmk?hl=en-US" rel="nofollow" target="_blank">Mote Chrome Extension </a></li><li><a href="https://quizlet.com/" rel="nofollow" target="_blank">Quizlet</a></li><li><a href="https://www.duolingo.com/" rel="nofollow" target="_blank">Duolingo</a></li><li><a href="https://workspace.google.com/marketplace/app/clozeit/679357385347" rel="nofollow" target="_blank">CLOZEit</a> (Google Doc add on)</li><li><a href="https://support.microsoft.com/en-us/topic/getting-started-with-reading-progress-in-teams-7617c11c-d685-4cb7-8b75-3917b297c407" rel="nofollow" target="_blank">Microsoft Reading Progress Plugin: </a></li><li><a href="https://whiteboard.fi/" rel="nofollow" target="_blank">Whiteboard.fi</a></li><li><a href="https://charlala.com/" rel="nofollow" target="_blank">Charlala</a></li><li><a href="https://info.flipgrid.com/" rel="nofollow" target="_blank">Flipgrid</a></li><li><a href="https://qwiqr.education/" rel="nofollow" target="_blank">Qwiqr Conversations</a></li><li><a href="https://edpuzzle.com/" rel="nofollow" target="_blank">Edpuzzle</a></li><li><a href="https://www.photosforclass.com/" rel="nofollow" target="_blank">Photos For Class</a></li><li><a href="https://www.adobe.com/express/" rel="nofollow" target="_blank">Adobe Power Express</a></li><li><a href="https://lyricstraining.com/" rel="nofollow" target="_blank">Lyrics Training</a></li><li><a href="https://www.lirica.io/" rel="nofollow" target="_blank">Lirica</a></li><li><a href="https://wheelofnames.com/" rel="nofollow" target="_blank">Wheel of Names</a></li><li><a href="https://spinnerwheel.com/" rel="nofollow" target="_blank">Spinner Wheel</a></li><li><a href="https://unsplash.com/" rel="nofollow" target="_blank">Unsplash</a></li><li><a href="https://chrome.google.com/webstore/detail/tab-resize-split-screen-l/bkpenclhmiealbebdopglffmfdiilejc?hl=en-US" rel="nofollow" target="_blank">Tab Resize</a> (Chrome Extension)</li><li><a href="https://www.flippity.net/" rel="nofollow" target="_blank">Flipity</a></li><li><a href="https://wlclassroom.com/2015/03/30/samrmodel/" rel="nofollow" target="_blank">SAMR Model</a></li><li><a href="https://vocaroo.com/" rel="nofollow" target="_blank">Vocaroo</a></li></ul>Connect with Joshua and the World Language Classroom Community Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.</a><ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Group</a></li></ul>

Technology to Support Language Students with Joe Dale (Part 1)

#33In 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 designedhow can we use the Social Justice Standards along with Can Do Statementswhat 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 languageResources that Cécile mentions:Learning For Justice Social Justice StandardsWe Teach Languages Podcast: Episode 142: Language Legitimacy and Imagining New Educational Contexts with Jonathan RosaToward trans-affirming &amp; gender-just language pedagogies; Kris Aric Knisely, Ph.D;Culturally Responsive Teaching and The Brain, Zaretta HammondThe Woke Spanish Teacher, Françoise ThenouxConnect with Cécile Lainé:Twitter: @CecileLaineWebsite: towardproficiency.com Connect with Joshua and the World Language Classroom CommunityWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

#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...<ul><li>what the Learning For Justice Social Justice Standards are and how they are designed</li><li>how can we use the Social Justice Standards along with Can Do Statements</li><li>what this integration looks like in the classroom, particularly at the novice level.</li><li>how we can address these topics at all proficiency levels without the need to rely on native language</li></ul>Resources that Cécile mentions:<ul><li><a href="https://www.learningforjustice.org/frameworks/social-justice-standards" rel="nofollow" target="_blank">Learning For Justice Social Justice Standards</a></li><li>We Teach Languages Podcast: <a href="https://weteachlang.com/2020/06/12/142-with-jonathan-rosa/" rel="nofollow" target="_blank">Episode 142: Language Legitimacy and Imagining New Educational Contexts with Jonathan Rosa</a></li><li><a href="https://www.krisknisely.com/" rel="nofollow" target="_blank">Toward trans-affirming &amp; gender-just language pedagogies; Kris Aric Knisely, Ph.D;</a></li><li><a href="https://crtandthebrain.com/" rel="nofollow" target="_blank">Culturally Responsive Teaching and The Brain, Zaretta Hammond</a></li><li><a href="https://thewokespanishteacher.com/" rel="nofollow" target="_blank">The Woke Spanish Teacher, Françoise Thenoux</a></li></ul>Connect with Cécile Lainé:<ul><li>Twitter: <a href="https://twitter.com/CecileLaine" rel="nofollow" target="_blank">@CecileLaine</a></li><li>Website: <a href="https://towardproficiency.com/" rel="nofollow" target="_blank">towardproficiency.com </a></li></ul> Connect with Joshua and the World Language Classroom Community Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.</a><ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Group</a></li></ul>

Integrating Can Do’s and Social Justice Standards with Cécile Lainé

#32Where 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 hypothesisInput hypothesisAffective Filter hypothesisNatural Order hypothesisMonitor hypothesisCriticism:Brown (2000): Krashen’s theory of SLA is oversimplified and the claims he made are overstated.McLaughlin (1987): Krashen does not provide evidence in any real sense of the term, but simply argues that certain phenomena can be viewed from the perspective of his theory.Gregg (1984): bypasses counter-evidenceSupport:Lichtman and VanPatten (2021): Was Krashen right? Forty years laterIdeas have evolved and are still driving SLA research today often unacknowledged and under new terminology.The Acquisition-Learning Distinctionimplicit versus explicit learningThe Natural Order Hypothesisordered developmentThe Input Hypothesis.communicatively embedded inputMotivated Classroom Podcast (Liam Printer) : Episode 50Translating second language acquisition research into motivational practice with Dr. Karen Lichtman &amp; Dr. Bill VanPattenWhere does this leave us?Always come back to the fundamentals of what we can agree on in SLA, rather than individual methods.There are parts that will work well for you and your students and perhaps others won’t.Look back at episode 16 when I talked about the teacher - researcher relationship.If it meets your goals for your students you are on the right track.Connect with Joshua and the World Language Classroom CommunityWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

#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?<ul><li>Comprehensible input means that students should be able to understand the essence of what is being said or presented to them.</li><li>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. </li><li>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)</li></ul>Stephen Krashen’s Monitor Model (late 1970’s, early 1980’s): 5 individual, yet somewhat interrelated theories and comprehensible input is just one.<ul><li>Acquisition-Learning hypothesis</li><li>Input hypothesis</li><li>Affective Filter hypothesis</li><li>Natural Order hypothesis</li><li>Monitor hypothesis</li></ul>Criticism:<ul><li>Brown (2000): Krashen’s theory of SLA is oversimplified and the claims he made are overstated.</li><li>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.</li><li>Gregg (1984): bypasses counter-evidence</li></ul>Support:<a href="https://onlinelibrary.wiley.com/doi/abs/10.1111/flan.12552" rel="nofollow" target="_blank">Lichtman and VanPatten (2021): Was Krashen right? Forty years later</a>Ideas have evolved and are still driving SLA research today often unacknowledged and under new terminology.<ul><li>The Acquisition-Learning Distinction implicit versus explicit learning</li><li>The Natural Order Hypothesis ordered development</li><li>The Input Hypothesis. communicatively embedded input</li></ul><a href="https://podcasts.apple.com/us/podcast/50-translating-second-language-acquisition-research/id1525120086?i=1000532564956" rel="nofollow" target="_blank">Motivated Classroom Podcast (Liam Printer) : Episode 50</a> Translating second language acquisition research into motivational practice with Dr. Karen Lichtman &amp; Dr. Bill VanPattenWhere does this leave us?<ul><li>Always come back to the fundamentals of what we can agree on in SLA, rather than individual methods.</li><li>There are parts that will work well for you and your students and perhaps others won’t.</li><li><a href="https://wlclassroom.com/2021/11/14/ep16/" rel="nofollow" target="_blank">Look back at episode 16 when I talked about the teacher - researcher relationship.</a></li><li>If it meets your goals for your students you are on the right track.</li></ul>Connect with Joshua and the World Language Classroom Community Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.</a><ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Group</a></li></ul>

The Origins of CI: Krashen's Input Hypothesis

#31In 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 arewhy picture and movie talks are a useful CI approach to teaching languageprocedure and techniqueswhat to look for in a useful story, book, or movie clipwhere to find these resourcesworking through a story and extension activitiesLinks references in the discussion:Martina Bex: "How To" Blog PostMovie Talk DatabaseConnect with Sarah Moghtader:Website: mmemoghtader.comTwitter: @WldLangToolboxConnect with Joshua and the World Language Classroom CommunityWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

#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:<ul><li>what picture and movie talks are</li><li>why picture and movie talks are a useful CI approach to teaching language</li><li>procedure and techniques</li><li>what to look for in a useful story, book, or movie clip</li><li>where to find these resources</li><li>working through a story and extension activities</li></ul>Links references in the discussion:<ul><li><a href="https://comprehensibleclassroom.com/how-to/" rel="nofollow" target="_blank">Martina Bex: "How To" Blog Post</a></li><li><a href="https://docs.google.com/spreadsheets/d/1MjFKTuUu_fVwO30eJd9zGQliUIwNCO6VmT6kCZfI8V8/edit#gid=0" rel="nofollow" target="_blank">Movie Talk Database</a></li></ul>Connect with Sarah Moghtader:<ul><li>Website: <a href="https://mmemoghtader.com/" rel="nofollow" target="_blank">mmemoghtader.com</a></li><li>Twitter: <a href="https://twitter.com/WldLangToolbox" rel="nofollow" target="_blank">@WldLangToolbox</a></li></ul>Connect with Joshua and the World Language Classroom Community Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers. </a> <ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Group</a></li></ul>

Picture and Movie Talks with Sarah Moghtader

Allison Wienhold

#30In 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 classroomthe flexibility of using music, from a few “quick wins” to diving into culture and representationwhere can we find music to use in our classroomsactivities to engage with musicI have a song...What do I do before, during and after?Connect with Allison Wienhold:Website: misclaseslocas.comInstagram - @Mis.ClasesLocasFacebook - Mis Clases LocasFacebook Group - Mis Clases Locas GroupTwitter - @MisClasesLocas Connect with Joshua and the World Language Classroom CommunityWork with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

#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:<ul><li>the value and benefits of using music in the language classroom</li><li>the flexibility of using music, from a few “quick wins” to diving into culture and representation</li><li>where can we find music to use in our classrooms</li><li>activities to engage with music</li><li>I have a song...What do I do before, during and after?</li></ul>Connect with Allison Wienhold:<ul><li>Website: <a href="http://misclaseslocas.com/" rel="nofollow" target="_blank">misclaseslocas.com</a></li><li>Instagram - <a href="https://www.instagram.com/mis.claseslocas/" rel="nofollow" target="_blank">@Mis.ClasesLocas</a></li><li>Facebook - <a href="https://www.facebook.com/misclaseslocas" rel="nofollow" target="_blank">Mis Clases Locas</a></li><li>Facebook Group - <a href="https://www.facebook.com/groups/MisClasesLocasGroup/" rel="nofollow" target="_blank">Mis Clases Locas Group</a></li><li>Twitter - <a href="https://twitter.com/misclaseslocas" rel="nofollow" target="_blank">@MisClasesLocas</a> </li></ul> Connect with Joshua and the World Language Classroom Community Work with Joshua either <a href="https://wlclassroom.com/schoolworkshops/" rel="nofollow" target="_blank">in person</a> or <a href="https://wlclassroom.com/virtualworkshops/" rel="nofollow" target="_blank">remotely</a>. <a href="https://wlclassroom.com/2018/09/08/talkingpoints/" rel="nofollow" target="_blank">Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers. </a> <ul><li><a href="https://wlclassroom.com/" rel="nofollow" target="_blank">wlclassrom.com</a></li><li><a href="https://twitter.com/WLClassroom" rel="nofollow" target="_blank">Twitter</a>:  @wlclassroom</li><li><a href="https://www.instagram.com/wlclassroom/" rel="nofollow" target="_blank">Instagram</a>:  @wlclassroom</li><li><a href="https://www.facebook.com/WLClassroom" rel="nofollow" target="_blank">Facebook</a>:  /wlclassroom</li><li><a href="https://www.facebook.com/groups/203751233328849" rel="nofollow" target="_blank">WLClassroom Facebook Group</a></li></ul>

Music in the Language Classroom with Allison Wienhold

World Language Classroom

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