#LangChat is dedicated to the discussion of topics associated with issues and trends in world language instruction and learning. Educators, administrators, learners, and aficionados of world languages are encouraged to participate and share their experiences and input on various topics such as new ways to teach vocabulary, using music in the language classroom, and making standards-based grading valid. This chat is also unique in that it brings together language educators worldwide and from different contexts (elementary, secondary, higher education, etc.) and languages.
A1: I think it's important to practice in the way you assess. So, for example, the writing bit. How do you practice writing at the *sentence building* level in class to build up to paragraphs on the IPA? Tons of ways to work that in! #langchat
A1 So they have to include something from each of the three modes right? If I base it on a reading they know, have them do an interpersonal and presentational activity with it does that count as an IPA? #langchat
A1: Hmm I suppose any portion of an IPA could be used as formative. As a novice teacher I was specifically thinking that the interpersonal skill could be most scaffolded for formative assessment. #langchat
A1 Today I used one to wrap up a mini-unit on the film Les Choristes. Ss read passages from the book version, discussed themes with a TALK conversation, and did a quick-write on a theme of their choice. 10 minutes each in rotating stations, with me posted at the TALK. #langchat
A1: I use IPA formatted tasks - reading, speaking, writing, listening - throughout the unit as formative assessment and practice. Just not all at the same time. #langchat
A1: For the interpersonal speaking bit, same thing. I think working in opportunities to practice open-ended Q&As is helpful to get kids accustomed to impromptu speaking. #langchat
A1 #langchat I actually prefer it as formative as less stress when not a “big” grade. Then Ss are more willing to read for meaning instead of trying to look up every word, speak more freely w/o stressing over tiny mistakes
A1 #langchat We interact interpretive tasks at all times, IPA format/principles support student growth & comprenhsion. EdPuzzles for listening are quite popular, Reading tasks help develop vocabulary recognition, etc.
A1- I find that making my classes run like an IPA work well. So if we do a reading we follow up with an interpersonal practice on the topic and end with a formative writing building on that topic #langchat
A1 I use them for practice before a summative. It’s getting easier to incorporate them throughout a unit as I do small chunks when we do interpretive tasks. #langchat
A1: For me, there are some elements that I use as formative. Such as Key words for the Interpretive Reading. I'm trying to do mini-IPAs for formative. Idea from @PRHSspanish but I would use some early in the unit as formative. #langchat
A1: We have created IPAs for our summative assessments, but also for practices and daily activities. The idea is using authentic sources for students to get used to real world Spanish! It’s also meant to get students to infer the language not just translate vocabulary. #langchat
Integrated Performance Assessment: A "test" that includes an interpretive task for an authentic resource, an interpersonal task based on the same text and then a related presentational task. #langchat
A1: Now, for the "Integrated" part of the IPA, you can easily tie 2 pieces together in back to back activities. Read #authres, write a reflection or do a verbal info gap. Doesn't have to be all 3, all the time. #langchat
Hey #langchat peeps!👋🏾 Nelann in Lewziana! 🦂 Been at it 9+ years and new to CI. Spanish 1/2 Secondary level.
A1: Please demystify the IPA. IDK what that is.🤷🏾♀️ Let's chat.
A1. I am not using my IPAs as summative assessments, but rather as skill building activities. I like to do interpretive activities as daily warm ups to help prep Ss for the presentational and interpersonal projects I assign. My summatives are in NYS regents format. #langchat
A1: Now, for the "Integrated" part of the IPA, you can easily tie 2 pieces together in back to back activities. Read #authres, write a reflection or do a verbal info gap. Doesn't have to be all 3, all the time. #langchat
I found that stress is for students and teachers. You’re so right that when you take down that pressure of a grade they’ll use it as a chance to learn new vocab etc #langchat
Q1. I love the notion of a daily mini IPA based around #authres. If we really think about it, so much of our daily life interaction follows an IPA structure (I.e. hey look at this ridiculous YouTube video!! 😂) #langchat
Exactly! My motto this year has been do more with less. No need for a different #authres each day but instead work with the same one in different ways #langchat
In reply to
@SraStephanie, @ProfeRandolph, @mmeshep
Just do 1-2 sections; Don't necessarily need to sit and have/listen to 5 minute convo's w/every kid - let them talk in pairs for 5 minutes & circulate #langchat
A1 I hear about Latin teachers doing these but even though we freely share a lot of what we do, this is the one thing that is seriously lacking in examples for my language #langchat
#langchat It’s a Pacific NW joke w/IPA-lite ;), but I use an authres for reading or listening and focus on either Key Word Recognition & Cultural Comparison or one other skill. Reduces reading task to 1 page, but with targeted goals.
Today I gave the 3 stations ungraded and I was pleasantly surprised to see MOST kids still actively engaged. Haven't read the quick-writes, though - will be curious about those in particular. #langchat
Okay, so the Latin 2 story I am writing is filled with cultural information. And this class is wonderful, they could do something like this. How would I IPA something from our ongoing story? #langchat
Oui! I went to the ACTFL IPA workshop a few years ago and tried a full version on Fr3 (w/support). They’re reply: Madame, are you mad at us? Then I learned how to modify. #langchat A1
In reply to
@MmeCarbonneau, @MmeJGillespie, @SraStilson
Hey #langchat ! I'm switching accounts! I accidentally used my class / students' page @clase_espanol12 to start chatting tonight. I'll give you a follow here vs. there. 😉 Follow this account. You can follow that one too. It highlights our class though. Just sayin.
Integrated Performance Assessment: A "test" that includes an interpretive task for an authentic resource, an interpersonal task based on the same text and then a related presentational task. #langchat
A2 See authentic to Latin more often than not means ancient texts. We need something more easily approachable for our students. What can we Latin teachers use? #langchat
Then you could consider having them discuss the book in an interpersonal manner- who is your favorite character, what will they do next etc like a book club #langchat
In reply to
@magisterb480, @CatherineKU72, @SraStilson
A2 To me, the essential components to an IPA task is to have a true, real-world-based purpose. Instead of "What *will* students do in real life," I prefer "How is the *language* used in real contexts" #langchat#Iaintgotnocrystalball
What's your end goal for them? Do you want them to interpret information - reading or listening or both? Do you want spontaneous convo? Or do you want them to present information? I think that will determine what your IPA would look like. #langchat
In reply to
@magisterb480, @CatherineKU72, @SraStilson
A2: What I was thinking! It’s so important to have the authentic part of this. So many times it’s easy to call our IPAs authentic when in reality they are forced situations or slowed down audio. We need to get our students ready for the real world language! #langchat
#langchat A@ Students must interact and do something with the IPA, not just "take it." It must also be of high interest and comprehensible with appropriate tasks for level as well as have choices/opportunities to complete at appropriate level or extend or challenge themselves.
A2- for me it’s essential that everything is integrated. Seeing why input is needed and how they can instantly use it is gratifying to them and me #langchat
The program isn't online yet but there are four presenters including myself. It's all based on CI strategies. It's in Lewiston on March 2.
https://t.co/UluCs7A26c
A2 To me, the essential components to an IPA task is to have a true, real-world-based purpose. Instead of "What *will* students do in real life," I prefer "How is the *language* used in real contexts" #langchat#Iaintgotnocrystalball
A2- for me it’s essential that everything is integrated. Seeing why input is needed and how they can instantly use it is gratifying to them and me #langchat
If I have an authentic audience in mind who will see this work, then we'll go through the steps to polish it up. Otherwise I might just skim student work to generate a few common errors that we'll take a look at. #langchat
#langchat A@ Students must interact and do something with the IPA, not just "take it." It must also be of high interest and comprehensible with appropriate tasks for level as well as have choices/opportunities to complete at appropriate level or extend or challenge themselves.
A2 I think another key component to IPAs is framing it all as a showcase of abilities, not a point-deduction-hunt. It is meant for kids to show what they can do and there is lots of room to do so! #langchat
A2 To me, the essential components to an IPA task is to have a true, real-world-based purpose. Instead of "What *will* students do in real life," I prefer "How is the *language* used in real contexts" #langchat#Iaintgotnocrystalball
A2 for interpretive- asking Ss to identify topic/main idea, explicit details, and paraphrased details. Helps with ACTFL alignment for Novice and Intermediate proficiency levels #langchat
True- I think sometimes teachers get bogged down with giving a prompt then saying "make sure you use the imperfect tense" etc. A good prompt doesn't need you to give a long list of requirements #langchat
A2: An essential component of IPAs is designing each task in such a way that Ss can receive useful feedback along the way. With large classes especially, I find it challenging to give meaningful individual feedback with interpersonal activities. Any good strategies? #langchat
#langchat A@ Students must interact and do something with the IPA, not just "take it." It must also be of high interest and comprehensible with appropriate tasks for level as well as have choices/opportunities to complete at appropriate level or extend or challenge themselves.
A2. I think the hardest piece but arguably the most important is the interest hook. Is this #authres meaningful and pertinent to them so that they would actually want to engage with it in any mode? Always the challenge! #langchat
A2 : depends on your end goal cultural comparisons, life long learning as well as learning to make connections especially in this digital age #langchat
Exactly! We are working Public Identitities in Fr2. I have both 2 interviews with the same singer. One is a reading task, the other is listening. Both tie into our overarching goal of learning how to ask Qs about people. #langchat A2
Well, according to ACTFL novices aren't capable of spontaneous convo, so I do not assess the interpersonal, but we do practice it. Therefore my IPAs are interpretive and presentational. #langchat
I do IPAs, but not every task is graded. I do a little at a time. One activity might be an interpersonal, another day it might be interpretive, and a quick presentational task. Students read a text, converse with a partner about it, then briefly present. #langchat
A2 for interpersonal, I like to make sure they have a goal-- reach consensus on the best ___, find x number of similarities and differences, share anecdotes and react to at least 3 things or find out 5 additional details #langchat
A2: Essential components of an IPA - reading, writing and speaking. 🤔 I'm thinking @quizizz or @GetKahoot jumble to ask Qs + ss sort/ arrange As. @edpuzzle to watch, comment & write. FVR works too. A retell (dictation relay, English retell) to check output. Thoughts? #langchat
The best way I’ve done this is to spread the IPA over the unit. Interpretive early on then other tasks later in unit. Allows feedback and less stress on teacher #langchat
A2 I think another key component to IPAs is framing it all as a showcase of abilities, not a point-deduction-hunt. It is meant for kids to show what they can do and there is lots of room to do so! #langchat
I also don’t require all target language for Latin. We did Catullus 2 where we read the poem in Latin, discussed pet likes and dislikes in pairs then as a group, then students presented their poems in English of a time they were jealous of a pet. #langchat
A3 Ok, I know there are looooots of ways to do the interpersonal speaking bit. But. I really loved doing 1-on-1 interviews with kids bc I got to really give them my full attention. Better yet, use a funny or silly context to set it up. #langchat
A3 For our celebrations unit, students read, analyzed and compared two posters for Christmas markets—one in France and one in Belgium. (Interpretive) #langchat
I like to sit with a smaller group of students at a TALK station and use the TALK rubric to give feedback. More details here: https://t.co/EdHTjsk4vZ#langchat
A1 I think the foundational concepts of IPAs - authenticity, connection to material, focus on proficiency - should and can be the foundational concepts of anything we do in the classroom #langchat
I like to sit with a smaller group of students at a TALK station and use the TALK rubric to give feedback. More details here: https://t.co/EdHTjsk4vZ#langchat
A3- my favorite was our environment unit. Students researched different causes and planned a protest. The planning was interpersonal and they made posters/pamphlets for their cause #langchat
I do one with Ovid’s Metamorphoses. Students read Daphne and Apollo, talk in target language about Apollo’s strategies and if they are effective, and present simple illustrated cartoons about the text in Latin. We also sing head shoulders knees and toes in Latin. #langchat
BUT, since we're always coaching students up to the next level, and Novice High is really part of the Intermediate family...I think there's plenty of room for Novices to engage in Interpersonal "exchanges" if not full conversations. Baby steps... #langchat
A3: I have had my students pull a question out of a jar and have to answers it in the target language. It is good review for them and goes back to questions from day 1. #langchat
Mmmhmm. I've done this too, and during "stations" day in class. Keep the rest of the class engaged and I sit in one the speaking station. 😊 Perfect solution for large classes! #langchat
A3: READ & INTERPRET this authentic menu for something you could order, DISCUSS with your partner what you want on your sandwich (you can only pick items you both like) WRITE a note to your host mom with what sandwich you would like, where to drop it off, etc #langchat
A2 Authenticity for sure, but also the language use part. Providing opportunities for students to truly use their language in a variety of contexts. I always tell my students to show off what you know! #langchat
A3. I have learned so much from our elementary Ed colleagues with regard to interpretive tasks and organizing/showing comprehension (t charts, venn diagrams, timelines, kWL charts etc). They are perfect for IPAd #langchat
Oh I totally agree! I scaffold interpersonal exchanges and work to help them achieve Novice High; I just don't to it for a formal assessment grade. #langchat
A3 continued. For interpersonal, students chose from one of four regents style speaking tasks. I allowed them to use their posters to help them make plans to attend the advertised celebrations. #langchat
A3: For interpersonal I love the old and true speed dating! I never call it that but students usually catch on. 😂 What I like is they never know what the next person will say or talk about so it’s very spontaneous! #langchat
Spanish speaking practice for our midterm! Students pulling random questions & participating in interpersonal speaking w/ each other. Extending with “¿Y tú?” or “¡Yo también!” Their iPads are audio recording to hold them accountable to speaking in the TL #langchat#NaplesCSD 💬🗯
A3: We finished an environment unit in level V. Ss had to read articles about new laws in France to reduce waste, some infographs for comparison, watch short clips of problem areas for discussion & final product was a PSA to change living standards to reduce. #langchat
Q3 I like to share an #authres for an interpretive, have Ss use it as a model for their own presentational, then share and discuss during interpersonal. This went well w/ Span 2 Proyecto de Vida presentations for Goals unit. #langchat
Please feel free to PM me for ideas. We could start this thread on a Latin Facebook group too. I’m sure there are lots of great ideas out there! #langchat
Mmhmm. I go back and forth on this one - if the prompt is "Talk about something when you were a kid" then the imperfect tense will be needed and so... is it good to include that as a hint? Avoid the word imperfect? Fine either way? #langchat
A3: #langchat another interpersonal task is imagining moving to another country and sharing one bathroom in the host home - discuss your daily routine & create a “bathroom” schedule with family members (presentational)
But I think many times teachers will specify use X grammatical structure when there may be a way around using those structures (ex: future tense, commands) #langchat
A3. I did an IPAlite (thanks for the term, @CatherineKU72 !) to intro students to @Astro_DavidS . We are following his tweets this year. Two interpretive activities—one reading and one listening—about who he is. Interpersonal: write him a tweet of encouragement ! #langchat
A4: Novice IPA should be more simple, basic. Can you say state your name? Where you are from? etc... Intermediate should go in depth, give more information in their language. Develop the sentences more. #langchat
I use constructed Latin novice texts such as novellas as our authentic novice texts. I also use things like gravestones, curse tablets, and graffiti. Lots of simple, compelling Latin! #langchat
A3: We have a pretty good one for Spanish 2 for the desafíos mundiales unit. Students work with the UN Sustainable Goals website, watch videos, talk about most important to each other, and write to be on the UN Youth Summit. (https://t.co/Iwyo7TqIAw) #langchat
A4: The interpretive reading IMO should include articles or stories v. inforgraphics and ads #langchat NOT that you can't use the others but more #authres types of texts to explore
A4 They should vary in scaffolding and goals. Novices need more scaffolding, whereas intermediates can do more interpreting with less scaffolding. #langchat
A4 I'm pretty stick in Novice world these days in the middle school but I think the goal and purpose of tasks matter. Defending an opinion for example is more of an intermediate or even advanced ability. #langchat
A4: I assume like most testing you want to test to the level your students should be reaching so probably shorter not as inclusive as the ones for your intermediate students #langchat
A4. I think we could argue that many #authres could stay/be the same for novices and intermediates but the difference lies in what we are asking them to do with it. #langchat
I feel like I can be more open-ended with intermediates than novices. I like to give novices specifics, so they don't get too frustrated trying to say too much #langchat
A4: The prompt doesn’t have to differ but what we ask them to do with it does. Students of all levels could be using the same video/article, but you’ll be asking novice to find different, simpler words than you would an advanced speaker. #langchat
A4 Novice IPAs are gonna use a lot of memorized chunks of language. They're just gonna. But Intermediates have a lot more freedom with what they can produce, and so prompts can allow for more creativity. #langchat
A4: Novic tasks are more basic. Lists, key words, etc. Intermediate can go more in-depth & use sentences; simple & some connzcting. You can use same #authres but tier the tasks. #langchat
A4: Even though their language level might be lower, still communcate and engage them at their cognitive level with a novice vs intermediate IPA. Make it reachable! Also, change the TASK, not the TEXT (or #authres). #langchat
A4 #langchat For our latest Fr2 reading task, I glossed the text w/words & expressions so sts wouldn’t feel overwhelmed. Questions were based on identifying words/expressions they know & making inferences on other parts. Leveling up, it’s important.
I feel like I can be more open-ended with intermediates than novices. I like to give novices specifics, so they don't get too frustrated trying to say too much #langchat
A4 I think that with intermediates there should be room for them to be “messy”. I let the big scaffolding go and give them the chance to work with the language #langchat
A4 My Latin 2s are Intermediate Mid-High interpretive readers. THEY SURPRISE ME EVERY DAY (tweet coming later about how many words they've read). But their interpersonal level is lower and their presentational level is as well, because Latin focuses on reading most #langchat
A4: I think as proficiency level increases the IPAs will require more use of the TL; along with the obvious incorporation of the interpersonal task. #langchat
A4 For novice learners especially, think outside the box with regard to what counts as an #authres for interpretive communication - it doesn’t have to be a text-only document; it can be an infographic, a chart, a political carton, or even a meme #langchat
Paul Sandrock @psandrock gave an incredible analogy of riding a bike and language acquisition... intermediate is starting to take the training wheels off! It’s okay to fall! Get back up and keep going! #langchat#actfl#nysaflt
I don't necessarily have a problem with broader useful structures that they should use- but I have seen too long of requirements around grammar when students could complete the task without half of the required structures #langchat
Similarly, don’t forget that #interpersonal tasks can be written as well. Having students responding to a reading by writing, texting or tweeting characters in the story is interpersonal. #langchat
A5: I feel it should be beyond Cultural Comparaison, and I am curre ntly working on making sure this element is found in every part. Struggling a bit on that aspect. #langchat
A5: everything we do should be applicable to the "real world" and how students will use the language when they encounter it outside of the classroom. Cultural perspectives is everything. #langchat
Latin 3 does a LOT of presentational writing (they're doing it tomorrow if we have school). My other classes it's more of a "give me the ideas in English and we'll write and discuss it in Latin," which yes, it can count as presentational. #langchat
Do people have suggestions for ensuring the integrated aspect of IPAs? This is the part I struggle with the most, and often end up with disconnected components. #langchat
A5 #langchat AP & French 4 investigating why all women/girls can’t attend school. We look beyond Francophone cultures to gain knowledge & insight into the practices and perspectives of multiples cultures.
A5: everything we do should be applicable to the "real world" and how students will use the language when they encounter it outside of the classroom. Cultural perspectives is everything. #langchat
A5: Interculturality comes through selecting and embedding purposeful #authres in the IPA as well as allowing students time to reflect (sometimes an extension after, in English maybe) on their own practices & perspectives #langchat
Which they did for their novella review. If you saw my tweet earlier about their projects they did things that could totally count as interpersonal #langchat
A5 I suppose the intercultural bit comes in with the #authres, which then links to all of the subsequent activities. It becomes difficult to NOT include a cultural lens to things, ya know. #langchat
I choose the #authres first and then create a context. (Why would someone read/listen to this? With whom would they discuss it? How would they share what they learned?) #langchat
I definitely believe you cant learn a language with out learning some of the cultures it helps with the real world application of the language #langchat
Similarly, don’t forget that #interpersonal tasks can be written as well. Having students responding to a reading by writing, texting or tweeting characters in the story is interpersonal. #langchat
A5: Interculturality comes through selecting and embedding purposeful #authres in the IPA as well as allowing students time to reflect (sometimes an extension after, in English maybe) on their own practices & perspectives #langchat
How is it that century-old practices still exist in today’s language classrooms in spite of what we now know about how languages are acquired? Breen, et al (2001, p. 497) described the phenomenon well... #langchat
One of the activities many students chose on their novella reviews was to make a fake text or social media page - it was done sometimes in both languages but it was a means of interpreting the text in that manner #langchat
A5: I definitely believe you cant learn a language with out learning some of the cultures it helps with the real world application of the language #langchat
Well one thing is he focused on getting on the bike... you don’t need to label the parts of a bike or know how to put it together to ride it initially! The more you ride, the more you learn! #langchat
In reply to
@MarciHarrisAA, @Travers_Tweets, @psandrock
A5 ACTFL identifies investigation and interaction as components of interculturality. For interaction, use idiomatic expressions and some slang to react, agree, disagree, sympathize, etc. #langchat
A5 #langchat Does interculturality mean only the cultures who speak the language we study? Or can we open the floodgates? Social Studies: WL teachers are masters!
Yes!! I mean, I guess we COULD just do vocab lists and grammar all day long, but... the culture is where it all comes alive and we get to the humanity of the people who speak the language. #langchat
I choose the #authres first and then create a context. (Why would someone read/listen to this? With whom would they discuss it? How would they share what they learned?) #langchat
A5-This is a nuanced question, as interculturality has many components. One simple thing we can do to engage students critically is incorporate reflection as a form of assessment. For novice learners, I often do this in English through a blog post or discussion board. #langchat
Vocab lists and grammar remind me of simply learning the rules of baseball - but never playing! What is the point? Or the notes in music but never picking up an instrument? Without the cultural context - or being in the game/concert - what is the point? #langchat#justsayin
#frenchteachers#langchat Several French teachers have shared their IPA (complete!) on @ifprofs USA. There is a group page for IPAs. Faites-moi signe si je peux vous aider. Share & enjoy!
Takeaway: I'm still a bit lost with the creation process. Considering how I teach (year-long story creation in levels 1 and 2) this could be super beneficial for my students. But thank you @latintechtools for giving me great Latin examples of what to do. #langchat
Yep. I have a theory that is why, while DuoLingo and apps like that are fun, they can never, ever compete with face-to-face interaction. The human element of languages is what makes it worth it. #langchat
TA: When I first started, I thought I had to do it all. Start with your theme and #authres and work from there to plan your IPA. And there are so many great resources and minds to work with! #langchat
Absolutely!!! that ability to open students minds to the world make it a little smaller a little more inclusive that is the magic of teaching a world language!!!! #langchat
Tonight was my first ever #langchat and first ever live chat on twitter! Mind blown! 🤯 I think I finally figured out how these chats work! 🙌🏻😆 Thanks everyone for such great takeaways and convos!
Take away for #langchat : IPAs are tricky, and I’m extremely lucky I learned about them during my Master’s program. However, still a lot to learn! I’m glad we are all at least attempting to integrate them into our classrooms. Yay to authentic communication & language use! 👏🏻👏🏻👏🏻
