#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.
Hi, Kristen from CT. MS Spanish teacher. So excited to be back at #langchat! It's been awhile since my grad classes are on Thursdays until 8:45...Twitter chat is part of class tonight!
I'm Megan, I'm currently teaching French at Penn State University but already looking forward to next year, when I will be teaching ENGLISH in Lyon, France! #langchat
A1 #langchat A speaker who can negotiate meaning without relying on English. Has tools and tricks to get meaning across and be understood by any other French native or non native speaker.
A1: A speaker who can communicate a message to a sympathetic listener! In need of (minimal) support from a third party (either human or technological) #langchat
A1- An independent speaker is reaching out to others in the TL- they need to have some sort of basic vocab base. Novices need lots of input before they are comfortable to independently speak. However, we should always encourage it.
#langchat
Normally I'd say yes, but I wonder if novices can be "independent" in extremely limited situations? Like pointing to a tee-shirt that comes in many colors and saying "bleu"? #langchat
I think novices can be independent. I think it's about them making the choice to speak themselves, rather than it being contrived. Even simple word answers and phrases make up communication for a lot of ppl #langchat
I was wondering the same thing... on my rubric, regularly creating with language is marked at Intermediate Low (but it is a performance rubric, of course, not a marker of proficiency) #langchat
There is a difference between guided practice use of language (highly structured) and application of language (independent, little to no structure). #langchat
A1- but for interpersonal speaking , ss can rely on others to circumlocute and help them along, but they can still participate and respond when able. #langchat
But if I take a memorized chunk of language and apply it successfully to an authentic situation (I'm thinking "café skit" style), aren't I still independent? #langchat
Intermediate Low means they can ask the questions, suggesting more independence I would think #langchat They don't have to wait for a TF or color question
In a real-life situation, I would say yes. I think my mind automatically jumped to classroom performance, but successfully utilizing memorized language in authentic tasks would be proficiency #langchat
But if I take a memorized chunk of language and apply it successfully to an authentic situation (I'm thinking "café skit" style), aren't I still independent? #langchat
I think it definitely takes some skills & vocabulary to accomplish "independent" IMO. In my Russian experiment, I'm pretty bold, I think. But independent? Nah. #langchat
A1: Independent of the teacher (novice), independent of uncomplicated situations (intermediate), independent of complicated situations (advanced), independent of any context (superior) #langchat
Why I'm liking conversation circles more, even though it's among novices. Feels like my stepping out makes them push themselves harder. Maybe. #langchat
#langchat As I think on this question, I'm thinking of a 2nd-year student who constantly tries to create with language, is totally fearless, but "thinks outside the box" so much that his message is often incomprehensible to me
A2 When I taught HS my favorite/go-to was the "job fair" style speaking assessment, where students speak to each other one-on-one and I circulate about the room #langchat
Shows boldness can't be the only factor. And some pretty unbold speakers can be independent, eh? A lot more to do with complication and context, cf @tmsaue1's tweet. #langchat
A2: It really depends on the goals for the unit/assessment. I tend to use lots of partner interpersonal style activities but shy away from presentational speaking #langchat
#confessiontime I have stepped back on assessing speaking. Mostly bc I don't feel like what I've done has been useful. And, also bc I feel like my Ss talk more, w/o fear because it's "lower stakes" #langchat
Reminds me of when my daughter started sharing her thoughts, ideas and her little stories. I think she was close to 3 when we marveled at her originality. #langchat
A2: Socratic seminars, in class convos in front of me, partner talking on flipgrid. Give them a broad topic with a checklist of functions and they run with it #langchat
A2 I also love the super duper informal "what's up?" discussion wherein everybody just TALKS about whatever they want and we have a real, no-stakes conversation together #langchat
A2 #confessiontime w/@SraWilliams3 - we're about half reaching novice high now and I'm still not assessing speaking more than 1x/semester. I've got so little time. It's so much about input still. #langchat
A2 I am a big fan of the speed friending activity with the TALK rubric. I have been wanting to try @flipgrid all year - maybe over spring break I will finally plan it #langchat
A2- lots of presentational in Sp 4. This week though we are doing unrehearsed job interviews with my heritage speakers as the interviewers. Can’t wait to see how it goes. #langchat
Independence = opposite of control perhaps. So ask yourself who is in control about what, how and to whom your students are speaking. That will give you all the answers you need to see if you’re developing independent speakers. #langchat
A2: For formative pres. speaking, & even to prep for int. sp, I have started having them record themselves, listen back and dictate, then self assess. Reflection process has helped them notice a lot #langchat
A2 #langchat My students worked in groups to complete a Game task this week and I circulated and assessed. It went SOOO well because it was fun! See p. 2 https://t.co/yKU7Nz18MJ
A2 I also love the super duper informal "what's up?" discussion wherein everybody just TALKS about whatever they want and we have a real, no-stakes conversation together #langchat
A2 Finally, giving choice boards with "I can..." speaking prompts relative to our unit and letting students complete them at their own pace before/during/after class did amazing things for my Ss proficiency #langchat
A2 But my status quo is usually semi authentic information gaps and lots of practice. Spontaneous though bc students don't know who they will talk to. #langchat
That has been why I have hesitated, although I have bookmarked a few good blogs about how to use just one grid...but I have almost 200 Ss. I’m afraid it will get cluttered fast. #langchat
A2 This slideshow I share has things I look for in inferring, expressing and extending. The 2nd two are for speaking https://t.co/vzUIuJp0zZ The term problem solving is just a phrase my school uses school-wide. So ignore that #langchat
That sounds like it has a lot to do with task design... am I creating tasks along the way to help Ss build mini-skills I want them to exhibit, so come assessment time they do it without me calling their attention to it ("make sure you...")? something along those lines? #langchat
Independence = opposite of control perhaps. So ask yourself who is in control about what, how and to whom your students are speaking. That will give you all the answers you need to see if you’re developing independent speakers. #langchat
A2: Ok, I was feeling a little ashamed and panicked that I didn't really have a good response to Q2. We've done 1 on 1 chats, small group chats w/sentence starters #langchat
A2 #confessiontime w/@SraWilliams3 - we're about half reaching novice high now and I'm still not assessing speaking more than 1x/semester. I've got so little time. It's so much about input still. #langchat
A3 For my novices: liberal access word walls & allowing them to use their vocabulary lists, frankly. Tasks: answering simple questions, providing simple descriptions w/ aid of images. #langchat
A2: Also, for better or worse, I stopped giving grades for speaking on anything other than summative assessment. Formative practice is very regular, and feedback is immediate as I walk around #langchat. Couldn't find a way to give grades for speaking practice that worked for me
A3 1st grade: snap a photo of the weather outside & describe it using the record function of Seesaw with as much as you can
all the sentences are on the word wall
we practiced it together
#langchat#earlylang
A3 Speed-friending, friendship circle (Venn diagram), info gap, etc. I scaffold by providing sentence starters/a list of questions (during formative phase). #langchat
A3: any time we're doing any type of activity at the novice level we brainstorm as a class before sending them to function on their own. Depending on where we are in the unit I may write them on the board or simply just have class repeat #langchat
A3: a lot of story retells, PQA, and in my level 2 (Ss pushing intermediate) we do some responses on @Seesaw about their thoughts on a topic or stories, etc. #langchat
A2: Also, for better or worse, I stopped giving grades for speaking on anything other than summative assessment. Formative practice is very regular, and feedback is immediate as I walk around #langchat. Couldn't find a way to give grades for speaking practice that worked for me
#langchat A3 I mostly give groups the questions I want them to practice with--but in English. They either draw a question to ask the whole group or answer all the questions when it's their turn in the hot seat https://t.co/RC6YMHVF3o
A3: any time we're doing any type of activity at the novice level we brainstorm as a class before sending them to function on their own. Depending on where we are in the unit I may write them on the board or simply just have class repeat #langchat
A3 #langchat I try to envision what I want my Ss' responses to sound like on assessment, & then backward plan tasks to help them practice those skills. This unit, discussing menu & ordering at restaurant, so yesterday we commented on authentic menu, & today, we made recs for 1/2
"What I needed & didn't have" blank sheet at stations was a great idea I stole from someone... building those skills often takes language I didn't think of! #langchat
A3 #langchat what to eat at restaurants in our hometown. 2/2 (Oddly satisfying to know I still need multiple Tweets to relay message, even with greater character limit)
A3: I like giving novices "fake identities" Since they are relying on a lot of memorized expressions, this changes things up a bit. Also created laminated speaking references with key expressions. #langchat
A3: I use functions as tasks mostly...so telling an opinion, asking questions, tell a story, explain/justify are the ones we work on the most in my sp 1 classes #langchat
A3: I scaffold by giving them reference sheets with sentence starters/rejoinders/etc. And allow access during practice to let them feel comfortable #langchat
What if you honed in on an element of the rubric and asked Ss to peer assess or self-assess (if recorded) as per that domain, i.e., text type, asking a variety of questions, etc.? #langchat
A3 I also provide a "wheel of detail" à la @CoLeeSensei because I want them to push & add a detail if possible, so suggestions of how to expand #langchat
What if you honed in on an element of the longitudinal rubric and asked Ss to peer assess or self-assess (if recorded) as per that domain, i.e., text type, asking a variety of questions, etc.? #langchat#feedback
A3: #langchat I find "how to" speaking tasks are always safe and easy for any level. I always do a mini presentation of how to give a "how to" presentation and then they go ahead with what they know how to do best
That would be a great go-to task-independent Exit Ticket... "What language did I need but didn't have to meet today's Learning Target" or "What language would I have liked to have had to meet today's Learning Target" #langchat
"What I needed & didn't have" blank sheet at stations was a great idea I stole from someone... building those skills often takes language I didn't think of! #langchat
A3: #langchat I find "how to" speaking tasks are always safe and easy for any level. I always do a mini presentation of how to give a "how to" presentation and then they go ahead with what they know how to do best
A4 My intermediates are expected to do more interpersonal speaking assessments than presentational, where they may not know all questions ahead of time, but general theme #langchat
Has anyone ever done something like this in Latin classes before? How do you set up a Socratic seminar? My department head and curriculum director want me to do more student-centered activities & this might fit the bill. #latinteach#langchat
A4 I do the "job fair" speaking assessment a LOT at this level & I warn that I will ask a lot of follow up questions (but don't require their classmates to ask as many) #langchat
A4 Intermediate tasks are usually more content-heavy, rather than just personal info. They might play the role of a character in a story/film, or use their content knowledge to convince, debate, etc. #langchat
A4: A4: intermediate students are just reaching my favorite part of learning a language and that's making and understanding jokes. So I show them a parody of some sort and then they have to do parodies. Surprisingly this has never failed. #langchat
A4 #langchat#confession I'm not sure I ever get my students to Intermediate in Interpersonal Speaking *tear-drop*. But I think a big part of this is the amount of time I allocate lesson-planning for my target-intermediates, vs. my novice classes
A4: LOTS of "I can talk about (my favorite sport/hobby, music/dance, performers; something I'm interested in)" "I can ask a variety of questions about . . . . " #langchat
that would depend on the proficiency target, but for most novice and even intermediates the majority of feedback is focused on meaning (which sometimes can imply form). #langchat
A4 My Intermediate tasks are often more open-ended. Ex. "Talk about this article with the people in your group." Students share reactions, connections to experience, etc. #langchat
A4 #langchat I don't know that my assessment tasks change in nature for Intermediates, but we focus heavily on a) providing justifications, b) asking follow-up questions, and c) using conjunctions effectively
Not Latin, but basically I give them a topic (Pokémon go, novel controversy/relationships/characters, is stealing always wrong) and let them run the whole thing. I say nothing the whole time. I give each kid a flash of a sticky note once they’ve done all tasks #langchat
I love on your guides that you also tend to separate conversation topics by theme, which helps Ss know what to talk about/identify most important parts of a resource #langchat
A4 #langchat One thing I've observed is that it's easy to fall into the trap of "luring students into memorized responses to expected questions" as the level goes up, ie, memorized mini-presentational speaking masquerading as interpersonal
See, this is the Latin problem too... many of our students even in Levels 3 and 4 only have novice speaking ability, which makes it hard for them to produce output... this is why I am giving tons of input to my freshmen and sophomores to change this in the future. #langchat
A4 #langchat#confession I'm not sure I ever get my students to Intermediate in Interpersonal Speaking *tear-drop*. But I think a big part of this is the amount of time I allocate lesson-planning for my target-intermediates, vs. my novice classes
A4 2/2: as well as, for the Interm Mid towards Interm HIgh, to start building "I can compare . . . . with . . . or a place/culture I'm familiar with." #langchat
A4 One technique that has worked well is inside/outside circles where Ss write a Q on a sticky note, then exchange the sticky note w/ partner after conversation. #langchat
Yeah, it seems like communicative tasks share so much in common no matter the proficiency level. We just just ask students to cover wider content, fulfill more functions and add nuance as we climb the proficiency latter #langchat
A4 #langchat I think these kind of "respond to this external stimulus (not prompt) in TL" tasks are where Ss build their chops in interpersonal speaking
A4 My Intermediate tasks are often more open-ended. Ex. "Talk about this article with the people in your group." Students share reactions, connections to experience, etc. #langchat
Forgot to tweet #langchat about Linguacafé! Scaffolding can involve both the question & potential answers on the slides. See blog post: https://t.co/Ot1ysSsXJi
A4 Our program is just in its 2nd year, but I am pushing my IGCSE 2 Ss by debates & press conferences to get them to express opinions and get more details #langchat
Something like this would be great for discussing Roman cultural topics in the language... who wants to collaborate with me to brainstorm possible ideas? #langchat
A5 This is probably what I struggle with the most. Ex, I have tons of vocabulary up in my classroom that never comes down and I even see Ss using it during assessments. 1/2 #langchat
A4: If you've never tried this Wheel Decide app, check out one version we use for kids to talk (and talk). I often pull Qs from a S-generated list, https://t.co/35JcAocB1i#langchat
A5 For Intermediates, asking a question and then providing a time limit in which they must provide an answer (not necessarily for a grade, but just to work on moving past extensive hesitation) #langchat
I start to remove sentence frames when they are using sentences on their own. Word walls I feel are always beneficial because there are always more words to know. I need my own personal word wall so I can keep learning :) #langchat
A5: Oh, I've noticed that I can go a little faster during our Special Person interviews now that we're in 2nd semester. I think my babies are ready for just L2 on most of the slides. #langchat
I agree- if it's an assessment of interpersonal speaking, of their real performance-toward-proficiency level, I need to know what they can do without. Curious to hear @Marishawkins's take on presentational. #langchat
#langchat Not quite an answer to A5, but for me, issue tends to be less "When to take away scaffold" and more "Ss know what they want/need to say to complete task, but haven't had enough input to produce it independently yet". Which leads to balancing act between 1/2
A5 I also think it comes down to adjusting the benchmark when Ss meet expectations...like on the OPI; we push to your limit to see where comm breaks down, then adjust accordingly #langchat
#langchat 2/2 providing more input tasks, vs. giving Ss' unique opportunities/novelty in practice tasks. I struggle figuring out how to design (listening) input tasks in a way that Ss pay attention to what they need to work on. Much easier to "manipulate" input w/ reading tasks
A5 one thing I do is remind students that the more they use word walls and the like they less they will need them, but only if they challenge themselves to attempt tasks on their own first. It is ok to slow down. #langchat
A5: Gradually between the formative assessment that reflects the summative and the end-of-Qtr summative assessment (our units last nearly a full Qtr) - if Ss can do so sooner, then sooner. #langchat
A5: My Super 7/Sweet 16 verbs are on the back wall & my kids aren't turning around to check for words as much. Even the majority of my 1s aren't relying on them. #LettingGoOfThePoolEdge#langchat
I normally start removing supports when I know the Ss aren't using things like the word wall anymore or can talk around the words they don't know #Langchat
A5 Although it’s hard for me to take the security blankets away, I’m starting to let groups brainstorm questions for speed friending, cocktail parties & press conferences #langchat
