We are packing our bags and heading to New York City next week for this year's NECTFL Conference. We hope to see you at booth #1000 where we will be showing off our latest language programs for French and Spanish learners, giving away free digital samples, and answering all of your questions about our textbooks and online resources.
Catch a session by our instructional specialists and some of our distinguished authors for the latest and greatest thinking in the field of language instruction:
Thursday, February 7
Grammar as a Concept in Context
Deborah Espitia and Jay Ketner
Wonder how to start down the path to teaching grammar in context? Debbie and Jay have the answer: by using authentic resources, authentic tasks, and a process of discovery. This interactive workshop will guide participants through the process of creating grammar in context lessons, accessing authentic resources, and much more!
Friday, February 8
A Better Way to Vocabulary Acquisition
Americas Hall 2-1
Core practices are revealing that show-and-tell does not get at the heart of vocabulary acquisition. In this sessions, Jay will examine five instructional strategies tand 15 applications that build vocabulary in context in the target language.
Bridging the High School-College Gap with Authentic Materials
Cynthia Chalupa, Christopher Gwin
High school teachers provide a rigorous learning space to prepare students for the AP exam and college study, but often do not know how their students' college-prep work will affect their academic experience once they reach university. A key to student success at both levels lies in understanding and facilitating the transition between high school and college through articulated curricula that focus on authentic texts.
Saturday, February 9
Taking the First Step Toward 90% Target Language Use
Immersing students in the target language, and sustaining that language use, is key for moving them along the path to proficiency. The first step is making sure that we use the language at least 90% of the time as wel conduct our classes. Debbie will explore strategies for increasing teacher use of the target language in various facets of instruction.
Energizing Your Curriculum with Authentic Materials
Americas Hall 2-4
What is the most engaging the dynamic part of your curriculum? We know that teaching vocabulary and language structures are essential, but when it comes to creating passionate learners, the resources that accomplish that are the songs, ads, videos, podcasts, and all of the other authentic materials that make language come alive. This workshop is for teachers of any language, any level, and will feature strategies on how to find authentic resources and how to share them with students.
Not going to NECTFL? See our full schedule for spring language conferences around the country!
It seems like ACTFL 2018 was just yesterday! As we look back on our time in New Orleans, what stands out the most is the passion and commitment of world language teachers from all over the country. We loved meeting all of you and learning from you and with you. We put together this video to show some of our highlights and we'd love to hear from you: what did you learn at ACTFL 2018? Tell us on Twitter using #followtheowl
As 2018 winds down, we are already thinking about the many opportunities we'll have to connect with you at language conferences nationwide this spring. Be sure to visit our booth at one of these events to find out about our latest products, get free digital samples, or pick up a cute owl sticker or magnet. Stay tuned for our list of instructional strategy sessions and other events at several of these conferences!
|February 7-9||NECTFL, New York, NY||Northeast Conference on the Teaching of Foreign Langauges|
|February 7-9||CCFLT, Aurora, CO||Colorado Congress of Foreign Language Teachers|
|February 15-16||AWLA, Mobile, AL||Alabama World Languages Association|
|February 28-March 1||CLTA, San Jose, CA||California Language Teachers Association|
|March 7-8||FLAME, Portland, ME||Foreign Language Association of Maine|
|March 8-9||FLAG, Augusta, GA||Foreign Language Association of Georgia|
|March 12||VFLA, Quechee, VT||Vermont Foreign Language Association|
|March 14-16||CSCTFL/OFLA, Columbus, OH||Central States Conference on the Teaching of Foreign Languages|
|March 21-23||SCOLT, Myrtle Beach, SC||Southern Conference on Language Teaching|
|March 28-30||SWCOLT, Fort Worth, TX||Southwest Conference on Language Teaching|
|April 4-6||FLENJ, Iselin, NJ||Foreign Language Educators of New Jersey|
By Deborah Espitia
Immersing students in the target language embraces all facets of the classroom environment—physical, social, emotional. This immersion encompasses a variety of tangible elements through which we can purposefully use the target language in our own classrooms: print, audio, and video authentic resources; authentic tasks in the three modes of communication—interpretive, interpersonal, and presentational; formative and summative performance assessment; classroom management; teacher-to-student plus student-to-student informal interactions.
While using the target language for curriculum-oriented items (i.e. authentic resources, authentic tasks, assessments) is more easily incorporated into our teaching, we may find it challenging to stay in the target language to establish rapport and build relationships with our students who are at the Novice or Intermediate proficiency levels. There is a sense that the lack of language stands as a barrier to developing those social and emotional connections.
But don't let that stop you from bringing the language into all facets of your classroom. Staying in the target language creates a more cohesive sense of community, a community that has shared goals and experiences, empowers its members to contribute, provides a safety net for taking risks, and consequently, builds trust, collaboration, and a “can-do” attitude with using the language.
There are many strategies and tools we can use to build community through immersion in the target language. Today, let’s take a look at one tool and six strategies that take advantage of the power of social media.
No, we’re not going to access one of the social media tools that students may use with their friends. We’ll be working in a secure environment that comes with your Wayside product: the Classroom Forum in each Explorer course on the Learning Site. This is one of my favorite tools for building that sense of community with students as well as immersing them even more into the language and culture.
Highlight school events, student achievements and celebrations
Post notices of upcoming school events (i.e., concerts, theater productions, sports) in which your students are participating. Highlight their achievements in these events, but also include what they’re doing outside of school. Provide notecards on which students can share what they’ve done if they’re too humble to post the notice themselves. Also, encourage parents to send in notices and links to photos or online news stories. And don’t forget to post birthdays, along with bar mitzvahs, bat mitzvahs, cotillions, quinceañeras, Eagle Scouts, etc.
Another idea is to feature a student of the week (Nuestro/a estudiante estupendo/a). Include in the post why he or she was selected and encourage classmates to add their own kudos or congratulations.
Share student work
The Classroom Forum is a great spot to display exemplary student work. Take photos of the work and attach them to a post. Upload and share audio or video recordings students have made for a specific task. Create a series of “awards” (i.e. most creative, best use of vocabulary, most culturally authentic) and post multiple works for a given assignment. Have classmates add positive comments and ask follow-up questions about the content or context.
Conduct team challenges
Post a prompt with a list of partner challenges. In groups of two, have students “spin” an online spinner and then complete the corresponding challenge. Include tasks that encourage kindness, collaboration, teamwork, expression, and the sharing of ideas and opinions. Here is an example for Novice learners who have been expressing likes and dislikes:
Write a note of appreciation to one of your teachers.
Talk for one minute to your partner about what you like to do in your free time.
Draft a top-ten list of your favorite things about your school.
Talk about three things you would like to do if given a free-choice activity in language class.
Describe three things you would like to take with you on a month stay in Paraguay (or another country other study).
Each month, share class highlights from the previous month. In preparation, take photos of class activities, student work, and students in action (headless shots are my favorite; I don’t post students’ images and they have fun trying to guess who is in the photos). Post the images and have students write captions (i.e., adjectives, rejoinders, simple sentences, complex sentences). Or post sentence starters and have students submit their versions of the complete sentence. Some examples include (prompts that reinforce language structures serve double duty):
Three adjectives that describe class last week are …
The best moment in class has been ...
Last month, I remember when …
My favorite activity last semester was ...
Select a student blogger or student paparazzi
Have students take the lead in posting a comment, task, or prompt to which classmates can respond. Have a student take photos related to the content under study or of interest to classmates so that they can write captions or design memes.
Pose a Friday 3-2-1 reflection
Choose a day of the week and have students complete a 3-2-1 reflection or task. For example, on Fridays, the following makes sense:
3 words that describe my week
2 things that made me smile this week
1 thing I plan to do this weekend.
On Wednesdays, many students love celebrating Zachary Jones’ Miaucoles:
3 words that describe cats
2 things that cats do that make me laugh
1 name I would give to a cat and why.
Come up with a creative task for the other days of the week and over the course of the school year, use each of them once.
And it goes without saying (but, I’ll state it anyway) that all these posts and responses are in the target language.
So, take the plunge! Immerse your students even more in the target language by using the Classroom Forum to build a positive, supportive language community!
Watch what EntreCulturas can do! In this brief video, authors and teachers talk about our groundbreaking Spanish language program. See how can do statements help teachers think about student performance in a new way and help students focus on what they can do with the language right from the beginning. EntreCulturas leads with culture, which helps students engage in language learning as they find themselves pushed to communicate on an authentic level.