#langchat Archive
#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.
Thursday August 25, 2016
Fascinating topic tonight. Canβt wait to see the questions.
Feeling PUMPED for the new school year! Passed my Google Educator level 1 cert this week, GAFE Peak PD, and teacher days next week
Looking forward to learn with my favorite PLN!
Hello , where everyone wins gold! Welcome, let us know who you are, where you're from and your favorite Olympic sport.
Bonsoir, all! Kris, French 9-12 Nashville. Swimming, perhaps.
I'm Sara-Elizabeth and I teach Spanish in Kentucky. Lil' Judah and I liked watching the "jumps" (diving)
Diana, Davenport IA, German & Chinese
Megan, French in Detroit. Gymnastics, always!
Paula Moore. Supervisor of World Languages and ESOL in Maryland.
Hi! Laura from NC - French - I love to watch swimming!
I'll ashamedly admit that tonight's topic is something I struggle to implement.
Rebecca from Boston. MS French. We only got a 2ndary channel, so I saw a lot of judo...
oops forgot swimming! Esp the 100m butterfly
Salam everyone !Fadi Abughoush , CPS ,Arabic teacher , Track and Field
Caitlin from Chicago. Teach middle school Spanish and my favorite sport is gymnastics with swimming as a close second!
Hi . Dorie, I teach elementary Spanish in Glastonbury, CT. Favorite Olympic sport is Steeplechase.
Hey, there is no shame in honesty on !
Hola ! Keli, Head of Content for , former HS Spanish teach and now bilingual VPK teacher.
Hannah, teaching in Wisconsin. Spanish grades 5-12, levels 1-2. Love watching Olympic gymnastics (floor routine)!
How do you think technology will impact language teaching and learning in the next decade?
Thomas, (finally back in) Kentucky. Any sport that the Germans are good at. Oh wait this was the summer Olympics.
Rachael from Ohio, French 2-AP, love swimming
Buenas noches, ! Alison from Indiana here. Out of classroom & into supervising student Ts this year! Track & Field has my heart.
Hi. Rhonda from NC. I teach high school Spanish. Track and field was my favorite.
Courtney from Arkansas here! I teach Span 1, Pap 2, Pap 3, AP Lang & Culture, SHL 1, and SHL 2. Happy to be here
Me too, Google Cert level 1 as of last weekend Deb Blaz, French, IN and I like rowing...8 days into school yr
AJ from Orlando, FL I teach K-8 Spanish - sport is definitely swimming
Diana from Orange Park FL --Spanish sorry you all not into sports or the Olympics
and rowing...and diving, pretty much any sport with water :)
Moderating tonight but eager to follow up with later - connecting w/global classrooms is a challenge for us!
Colleen, Japanese in Vancouver..lurking tonite but in the chair for the Sat sequel...track&field
Hey ! Amy from DFW here! Late due to doctor's appt!
Hi friends! I'm Nathan and I teach French at the PK-gr 5 level in an independent school for girls in northern NJ.
Q1 is coming up, let's challenge ourselves to help students find a purpose in the TL that means something to them!
Hi , Michelle from CT here. I teach Spanish 1 and my favorite Olympic sport is gymnastics
Meghan from Maine. I teach Latin levels I -IV. Favorite Olympic sports--sailing and indoor volleyball
Also Soccer , First Gold model For Brazil πππ
Athlete (a grad from my district) talks about learning Portuguese before heading to Olympics! https://t.co/YrYOsWf22x
Here's Q1 for . Don't reply but include A1 and in every tweet. What's the purpose where you are? https://t.co/MxlBUJUcEK
Here's Q1 for . Don't reply but include A1 and in every tweet. What's the purpose where you are? https://t.co/MxlBUJUcEK
Stacy from Massachusetts. I teach Span 1-4 at a Vo-Tech HS. Favorite Olympic Sport this year was Women's Soccer!
Hi, ! Meredith in Atlanta! Late as I multi-task lesson planning! :)
Here with my colleague for first !!! Woohoo
Huge tool that we need to tap into. Takes Ts out of role of info giver & makes us Q giver & mind openers.
Melanie in Ohio, late for , but ready to go!
donna Podgorny from Monroe outside Charlotte North Carolina. Always 'sBasketball Olympics or not
Welcome Meredith! I do believe I was just listening to you on the radio ;)
A1 To communicate with me and each other! And hopefully someone in Francophone world, too.
Hi β super chaotic pre-school year start :) Just a little Kickstarter launch today (https://t.co/BFCC52jRxW ) & took a new job
A1: To process the input they encounter, to bridge from input to output, to build their proficiency, to communicate w/others
starting with a tough question tonight on . Wow.
A1 talk about themselves and each other.
A1 To be part of the community= you use the target language
A1 we might talk about stated purposes for language being, to "prepare students for college entrance"
A1: The purpose in my class is always to communicate meaningful information in an authentic way.
A1 To communicate with anyone and everyone they come across in the TL
Robin, Spanish teacher in Ohio. Joining late but so excited for π
A1:to be able to use it in Real life situations
A1: To express needs, ask, and answer questions and practice using the content
A1: to communicate with others who speak TL, to understand others better
A1 engage in conversation about personal life, preferences, opinions
A1 Ss need to think & speak in TL to practice, practice, practice for skills to transfer to proficiency.
Vicky here from Yarmouth Maine. I teach Spanish 1-AP.
love this. also would love to add to understand needs.
A1 the purpose is to communicate with me and with each other. To understand and be understood and to have fun!
Couldn't care less. https://t.co/c6szI7mWIp
A1 we might talk about stated purposes for language being, to "prepare students for college entrance"
A1: The purpose fits w/ my one classroom "rule": I have an open mind. Defined as "I'm ready to learn new things & try new things".
Really like how this is phrased. https://t.co/9YSso87MVN
A1: The purpose in my class is always to communicate meaningful information in an authentic way.
A1 to practice the target language in relevant and meaningful situations
Jill from Northern Virginia.
A1: to make the TL meaningful and to use in authentic way
A1: Ss know that TL is our means of communication. Monsieur Lutz plays dumb when they don't play along. They hate when I play dumb
A1 To successfully communicate their thoughts and understand others'
This has been uphill battle for me. "But college entrance lang tests!" Yeah, don't care.
Late! Amanda, Lawrence KS, Spanish.
A1: Communicate with each other, response to the input
A1: Because Latin is a -language- just like every other language and not a secret code to decipher :)
A1: to communicate in an authentic way. I always TRY to make sure kids feel there's a reason for talking.
And yet you are really into 100% TL, n'est-ce pas?
Q1 purpose starts out being personal: self-expression, agree, disagree, opinions, predictions, needs, desires, reactions
A1> TBH, our district purpose has been to get an "A" and get honors diploma. In some classes they can do that w/o TL.
A1 If we don't have purposeful communication in a meaningful context, we are wasting time.
Looks like A1 commonalities: communicate, meaningful, audience, authentic here comes Q2
A1 also, not just to interact in TL but using what they know to negotiate meaning
A1: To be able to communicate with others esp. the 19 GAPPies coming to us in 28 days. Meaningful & real!
A1 Yes! Authenticity. Purposeful communication that is relevant. https://t.co/wmMffsdnAU
A1: to communicate in an authentic way. I always TRY to make sure kids feel there's a reason for talking.
Great point! Make it personal at every level. https://t.co/kU8cjTOgP5
Q1 purpose starts out being personal: self-expression, agree, disagree, opinions, predictions, needs, desires, reactions
A1: Our aim is always to communicate more in the moment, relevantly, and to be part of a communicating community.
A1 even my Ss get it - in order to play, you have to play by the rules - using the TL for activities.
A1: to gain a useable skill, open their minds & change the trajectory of their life in unimagined ways
LOVE this: To understand and to be understood. Is it too late to post my takeaway? https://t.co/yuRPoE1tfH
A1 the purpose is to communicate with me and with each other. To understand and be understood and to have fun!
A1 I also think I'd have to include our purpose being to develop a lasting relationship with the TL community
A1: Interesting to see the lenses people look through to answer the question, too!
The ULTIMATE goal! https://t.co/HU0q3XyX3h
A1: to gain a useable skill, open their minds & change the trajectory of their life in unimagined ways
A1 21st century scenarios. Ss need to speak purposefully.
"open minds" for the win!
Community not on list... No reason to speak L2 unless there is a special community. Otherwise easier to use L1
A2 Their purposes are so diverse. Some its to get credit out of the way, other its to communicate w/ Fr-speaking grandma.
A2: We had better find out from them. We DON'T KNOW until we ask.
A2: typically motivates them? Grades.
Would I like that not to be the case; yes. Needs greater institutional change.
A2: If we're contagious, infectious enough, they share ours....
A2 My Ss are def. motivated by college/parents in 1. This yr 2s and 3s are excited to USE & LEARN culture and lang
A2 I don't know how to direct it and honestly I don't know if I really should! Want them to come into it on their own.
A2 We can help guide them by helping them guide US to what they find compelling and relevant. Know them, ask them, go from there.
A2: Like said, if you make it about them, then they will care. We "orchestrate"... was that you?
A2: but even before, they have reasons..cool thing about WL, they CHOSE a lang
A2: Talking about their views! Ss love debating controversial topics of their choosing. Develop their own vocab, watch them go !
A2 I think yes, part of our job is providing an environment that helps them fine-tune a meaningful purpose
A2: I am not sure sts really have a firm handle on their own purpose for L2. They can't see themselves using it for real.
Just learned that one of my 1s has a grandma who doesn't speak Eng. He doesn't speak Spn. We're fixing that.
A1 The purpose in my class is for my students to leave LOVING language learning and being able to say something about themselves
A2: Answer different for each student. Ask and find ways to try to reach all kids in their area of passion for the language
A2: sadly grades are the sole motivator for a lot of Ss. So glad my elem school uses holistic grades for WL - we rate on skills
A2: I think there is a range of motivations Some college entrance, some genuine desire to be bilingual, some personal interests
A2 It's so liberating to be in a situation where grades are not available as a motivation.
A2 unfortunately for a lot of the students it is to get an A, luckily how my department grades As are not easy to come by
A2 Ss want: good grades, fulfill college app requirements, learn to speak TL, travel
A2: I teach struggling learners, who are far more open to talking about what they care about and less worried about grades.
I work in high-stakes district and I am SO SICK of talking about grades!!
A2: Sts have hard time imagining what that might look like, so we have to find ways to foster that. I think it is hard to do!
Q2 so do you set out to guide the purpose? how?
A2 As for TL use in class, Ss are motivated by doing what peers are doing (eg spkg French) & wanting to sound competent in TL.
A2 my Ss all say they want to speak but then don't want to. Goal is to give tools to instill confidence, self-esteem, enjoyment
A1 To have an edge at the job market; to look (and be) smarter; to expand your dating pool :)
A2 . Novel & new. SS loved when a teacher dressed as Frida Kahlo in a painting. Culture & land came to life.
A2 (part 1) when I taught HS it was always about the grade and just passing (as a new teach it was so discouraging!)
not at my school! 2 years with Sra = graduation requirements
A2 my Ss are motivated b/c Span is the fun time of the day when they can just be kids. It doesn't "feel like learning".
A2: when Ss have an authentic audience (even if 1 person), that is highly motivating
A2: to be able to talk about what they like ,
A2 Ss highly motivated by grades and language credit
A2: so many Ss just want to go thru the motions to "get into college" bc guidance told them had to. BOO! Trying to change that
A2: I think this is the ULTIMATE discovery learning lesson. "I can explain my purpose for knowing another language."
A2 family, travel, it's required-Ss have lots of reasons to be in WL class-we Ts need to know Ss to know why they're with us
A2: I try to guide by offering variety and encouraging Ss to find SOMETHING to personally connect regardless of motivations
I see this so much in my classes - excellent point!
even in the elementary school they are like that!
A2 Only purpose is the here and now. That is authentic.
A2 (part 2) as a VPK teach their little brains just crave knowledge! They WANT to know it all... It's awesome!!!
A2 Build relationships by knowing their interests. Personalize instruction to their likes or interests. Also, choice.
yeah man, I'm the WL department!
A2 https://t.co/ilPG7YNETa
A2 my Ss all say they want to speak but then don't want to. Goal is to give tools to instill confidence, self-esteem, enjoyment
A2: Not much diversity or Sp speakers here. I can describe uses but I think if kids have fun spking, then will keep at it
A1 And to build relationships and show them I care.
A2 choice is a big one - finding a purpose starts with the motivation that's already there
agreed. Many cannot and see it as a far away idea
Kindergarteners and even 1st and 2nd graders are the same!
A2: when they can see purpose in their own lives, their own communities, their own future.
https://t.co/nuJMDvS9N9
A2 . Novel & new. SS loved when a teacher dressed as Frida Kahlo in a painting. Culture & land came to life.
A2: talking about what they like, express their opinions about topics they care about
A1 ultimate goal communication but all skills receive focus.
A2 my primary guidance for purpose is exposure to richness of TL community
A2: We can influence their purpose (to a point) by engaging with them and building relationships.
A2: Ss need to hear and see a LOT of good language in context - show them multiple role models from diverse backgrounds to inspire
A2 most of mine are most excited about musi, especially Nicky Jam!
yes! And when you ask them, they shrug & give you "the look"
yes! That makes them FANTASTIC!
A2 Heritage, interest, because it is nothing like they've ever studied/done before!
Plus, they are such concrete thinkers in HS, they don't even know what next year will look like!
I think learning for future plans is a great purpose as well.
YUP "We orchestrate the fun"
A2: Grades, yes, but more & more students r eager to learn TL (Sp.) to communicate & understand culture around them in diverse US.
A2 This year I will set out to guide purpose hoping Ss will create their own purpose and learning goals from there.
Yes! Music is a huge motivator and door-opener for my students! https://t.co/1oxMzVjJqK
A2 most of mine are most excited about musi, especially Nicky Jam!
A2: I think this is also where secondary WL problems unravel.
Cecile, French, TN joining super late and catching up now...
A2 Real experience=motivation-we have a new S from Venezuela who speaks NO Eng and the Ss are excited to practice Spanish with him
future doesn't go far with my 10th graders...
A2 Learning for the unknown is like training for a sport 4 years in the future and you don't know what sport
with my 3 and 4 yr olds, I swear half the time they're not even aware they're speaking another language!
So you lose relationship in exchange for demanding all L2? Curious to know...
time to show them how learning a language can provide them a different kind of future.
A2> Initially: HS credit in MS.1st 9wks I want to open that :how it can line up with their dreams (huge focus in our schools)?
I didn't say unknown. I said plans.
A2 My 1-3 graders's sole purpose in life is to get out of their chairs so I do a lot of TPR, movements, props, story asking, etc.
A2 Lvl 1 interested in possibility of doing something others (parents, friends) can't do. Take advantage of this curiosity!
I sooo agree, but those experiences are like serendipty. How to create those situations non-organically?
not sure adults are much different these days.
A2: for my SHL classes, everything revolves around identity- very intriguing and self affirming for them
why? A different now is more exciting. Plus many of mine are already 1st gen college at early college
Same as unknown for students
Future = go to college, get a good job, make a lot of $$.
A2 Yes! Variety of activities that are engaging make learning fun. https://t.co/dKndd7Sopu
A2 My 1-3 graders's sole purpose in life is to get out of their chairs so I do a lot of TPR, movements, props, story asking, etc.
Exactly! making it fun and cool - so that they all want to join in!
A2: I have found that inquiry based learning is fantastic 4 building motivation in my AP class is helping tremendously!
I have a mixed bag, some prefer to contribute from far, others want to be in the middle of the action
we seem to be quick to declare all students are only living in this moment
A2 yes, grades are frustrating, but if ss understand how lang is acquired they are more likely to feel success
oooh, I like that a lot: "a different now".
community guests for PBL presentations?
A2: Do we all share how knowing another language changed the trajectories of our lives? Now that I'm thinking about it. I could!
Could be, but what if your program can't fit PBL in?
To hear tonight, no one cares about changing the trajectory of their lives.
That's the challenge-this year: real world exp.-helping others--in a Catholic school with Latin American partner dioceses
future = make world a better place, communicate w/ people globally and locally
I don't know about that. I think in order to change reality, you have to face it. This is what we face.
A2> I think in just 3 years our schools have seen a shift in Ss purpose for lang: Travel program has ignited a fire.
it's really the best bait. They can do something today they couldn't before, go home singing reggaeton :)
Girl I could write a book on it. I think prob is often teenagers have "I know what I'm doing" fixed mindset.
So we should teach Ss how language is acquired?
This works all the way down in classes! My wee ones love tactilely exploring, playing & talking
I do with my students. I also share with them how I was a C Spanish student and what I did to change that. https://t.co/FlpTC6pe4w
A2: Do we all share how knowing another language changed the trajectories of our lives? Now that I'm thinking about it. I could!
A3: That requires building relationships tight enough that kids really share their passions. Takes time.
There are definitely shy ones for me, but they eventually all have to get up and show off their acting skills
It just sounds so big and...grandiose? Maybe I am selling myself short but my MS French doesn't change lives.
that's so distant and alien and therefore essentially meaningless to young teenagers
A3 what do we mean by "problems"?
I know I def did as teen. My life is NOWHERE I"planned" it to be 10 yrs ago. My HS self would stroke out.
A3:My kids raised money to help provide clean water in Dakar after a blog we followed asked for help.
Amanda here from WI. Spanish and super late to the fun...I was falling asleep ...
A3: True, students do care *mostly* about their lives right now. Connect their lives to problems IRL, and you've got a hook.
when do those become two separate things? i get to work with amazing kids who are involved.
A3: kids can be really caring - whether it's for some poor animal, the environment, fellow classmate, or kid across the globe
A3:Using debate about different topics. 2 teams one with and the other against
Also, last year kids wanted to publish book of their stories to send to Haiti on a mission trip with our guidance counselor
Yes of course, but they have to have those experiences NOW to know that it's out there.
really just means retooling 1 assessment a year so you present to real audience to work in authentic audiencd
A3 Language learning should be a natural way for students to learn more about themselves and the world they live in
I hate to say it, but I feel that way, too.
A3 expose Ss to problems outside of their bubble world and see what sparks their interests, allow them to explore those topics
A3 Let's take them outside the classroom to make a difference in the TL community.
A3 - Students found opportunities to connect when we looked for them. They find more than me sometimes.
A3> Step 1: KNOW your students' passions. You absolutely cannot successfully do this if you assume & generalize.
that's what I call learning in my workshop.
A3 This is THE challenge. Authentic problems with authentic solutions. Engage Ss in things that 1st affect them.
A3 For this, it's crucial for me to collaborate w/Ts of other disciplines. Especially since my novice Ss can't problem solve in L2
I use Can-do statements and brief overview. I find it helps ease their minds
A3 We have to make the problem real, not a "there's this thing somewhere in the world..." Too abstract, needs to be concrete!
A3 Signed up for fundraisers for end of September!
A3 Same! Oppty to help people in target cultures. BUT don't want them to be seen as victims only.
A3 know Ss passions &be creative. We use our passions to make a difference,what can they do with theirs in TL to change the world?
I share that I am 1st gen and grew up in L2/bilingual household (German) & learning a 3rd lang (Chinese) changed my life
A3 I had a student who went to Haiti on spring break last year. Came back & her mind was BLOWN, now obsessed w/ going back.
A3: Also, lack of authenticity in our teaching environments works against sts finding situations to have those experiences.
A3: I take the really LONG view..learning another Lang and Cult builds EMPATHY and understanding. Solving problems for OTHERS.
A3: Eng Teacher colleague told Ss today "I'm going 2 pose problems to you that I don't have a solution for."
YES YES YES. SO many things that seemed awesome to me fell flat because I did on factor this in https://t.co/Q6pvjRG9gB
A3> Step 1: KNOW your students' passions. You absolutely cannot successfully do this if you assume & generalize.
As they say in Hamilton, we're planting seeds in a garden we may never get to see
That works great when you are a singleton or small dept, but if you are a part of large program...
we're pretty much inquiry based school wide here. So cool to see Ss use curiosity to propel learning
A3 MY previous school pushed hard for "real life problem solving". I am not sure I am sold on it. I am listening
A3 Contributing to real people who have real problems-donating time and/or resources to ppl at home or abroad who need it (1/2)
A3 PBL would be ideal. Working to create service learning opps for AP
A3 - Look for ways to connect kids with target language issue around world (blog, skype,etc.) - technology make it so easy today.
You betcha. Knowing how best to learn another tool toward fluency. scientifically proven to work
Love this! https://t.co/vtX35mo9aB
A3 know Ss passions &be creative. We use our passions to make a difference,what can they do with theirs in TL to change the world?
A3 Ss was taking lang bc he wanted to play prof.basketbll & needed years to get into school. I showed him athletes spking langs
Right. Though I wish we could at least visit that garden on tough days!
A3 I think we have enough problem-solving kids; we need more problem-finding kids. Let THEM find them, then we plan together.
I am right there with you. I'm all about giving them perspectives to add to their own
A3 selling in Sept 2 hlp Ss see world. Pretty cool company. Also fundraised for Ecuador w/ Ss loved it
A3: Is connecting
Ss passions + authentic problems
more a question of "Can we" or "How often"?
A3 novice start small, Qs w/o right answer, visuals help ponder more in L1 than L2 comm skills allow, challenge culture ideas
A3 I feel like I'm in a turning point toward PBL over this question this year.
trajectory is a big thing. I like agent TL just enhances what we already love
A3:last year my SS connected Google community with SS from Lebanon to talk about things they both care about.Great discussions
A3 Build on concrete personal problems (advice letters to peers) & then build to bigger problems such as Burkini ban solutions.
A3 (2/2) e.g. Could be having a food/water drive for disaster areas or helping less fortunate in the TL community at the home
Yes, it does. TG for technology to make things real.
just keep showing them how cool it looks!
This is deep https://t.co/MaycPiXado
A3: Is connecting
Ss passions + authentic problems
more a question of "Can we" or "How often"?
A3: Jalen Rose talks about how he wishes he would have done more in Spanish class. His trajectory has now led him to that point
A3 urgent action letters with Amnesty Intl for cases involving teens integrate geog, culture, events & writing to make difference
my biggest project is a collab with all 10th grade teachers...took years to build up though
I think that empathy is one of the greatest outcomes of learning another language.
A3 last year my Ss wrote baby books to donate to a homeless shelter I work with. Loved seeing Ss write about themes they love.
A3> I don't think we can know what problems are going to grab Ss. Our job to present variety of info& places for Ss to find more
And therein lies the rub of the argument for or against a certain methodology. Nothing is perfect!
I do my best to portray cultures evenly (good and bad), but if we see a connection 1/2
A3 could be a poster, video, service project, etc. whatever Ss are passionate about, let them pursue it in TL
! PBL mostly just means keeping real world purpose in learning! https://t.co/elumTOsyNH
A3 I feel like I'm in a turning point toward PBL over this question this year.
Uh oh... here she comes...
A3 we sold teeshirts last fall to send $ to Haiti to educate kids; get regular updates, pictures.
and one of the best outcomes. I can't help but think that a little perspective is such a gift
They were very linguistically simple (counting, opposites, ABCs), but the themes were creative (monsters, celebrities...)
(ex. guidance counselor volunteering in orphanage), try to make connection to students. 2/2
A3: Sometimes hard to find purpose in what we HAVE to teach.
Let's do Q4! What specific strategies do we use here, to equip students in these meaningful purposes? https://t.co/HPfMe4Hwu2
I think quantifying it is unnecessary, but it's helpful to explore different approaches
A3 Elephant in the room: how do you get your ss to solve real life pb with barely any language?
Absolutely! You have to know the kids in your classroom
A4 Any showtime opportunity, be it presentation to outside audience, interaction w/ guest speaker. Gives it more "weight"
YES! https://t.co/AUGNJP1Evp
A3 I think we have enough problem-solving kids; we need more problem-finding kids. Let THEM find them, then we plan together.
A4 I can really benefit from this one...
A4: I LOVE teaching my Span 1 class that I don't speak English. Act it, draw it, or USE WHAT YOU KNOW.
A3 Right. Seems like most tangible projects for Novice/Inter Ss involves sending $.
A4 Info gap activities. My partner has info I need to complete a task.
I am sold on how ss can solve real life pb with barely any language Awaiting examples.
same way you get then to ubderstand/tell stories--high frequency vocab
partner with other disciplines. That's the only way I can accomplish it on a regular basis.
and a big purpose of tonight's - how do we teach with purpose with so many good/bad purposes in the room?
yep. and this year's classroom. not last year's. and by Christmas, it might change a little.
A4 Beyond that; how to indicate when they don't understand, circumlocute
Definitely-give the kids a purpose and they will be motivated
Yes! Nothing is perfect so don't stick exclusively to any 1 method. Variety is the spice of life/classroom
Sometimes the more structure superimposed upon tchrs stifles this type of design.
Goals! Proficiency! I also reward risk-taking, failing forward, asking compelling questions, multimodal experiential lang learning
A4: Being able to describe what proficiency looks like N-I-A is a start.
A4: modeling empathy and interest goes a long way! Ss tend to follow our lead.
A4 I give Ss opps to observe products & practices of Target cultures along with CI so they feel capable to communicate along with
A4: Having Ss USE the TL as much as possible, as soon as feasible helps them channel tools to own purposes for own meaning.
indeed French Club has raised funds to help various causes. Very different from using TL to solve real life problems
A3: Do students have to SOLVE a problem to make the TL meaningful? Is discussion of problem in TL engaging enough?
One step at a time! I think we underestimate the power of that frustration: it's a motivator for Ss to learn MORE.
We're going to get to Q5 pretty quick here on so we have some time for takeaways but for now: strategies for purpose!
A4 - Anything that helps them develop ability to negotiate meaning. Question format, circumlocution, etc.
would love to hear how you do it in TL
You're building a sense of connection & motivation - NOT proficiency. And 1st may lead to 2nd.
This is the thing that has always given me trouble.
A4 a lot of interpretive work to help them gain meaning of
pare it WAY down. a real life problem for a 7 yr old is a lot diff than my real world problems!
started this year full on TL in level 1. So proud of what they can understand!!
A4: writing Plays, stories, debate , connecting with other Ss in the Target language countries
Good point. I think rarely is there a solution, like we would prefer. But important that there is some form of action.
A3 Yes! The power of frustration, like a video game. We all keep hitting reset & play again; same re-attempt shld apply 2 learn.
A4 PACE is a literacy-based strategy to keep TL use in context. Authentic text & close read strategies for multiple perspectives.
I am cool with learning. Not sure I understand how to solve real life pb in TL
I really feel like the only way to answer A4 is to show my student's work from today (day 9) in Sp1!
Ss will learn TL REALLY fast when it's the only way to get their pass signed! https://t.co/gh1V4I8fzJ
One step at a time! I think we underestimate the power of that frustration: it's a motivator for Ss to learn MORE.
in class we do TL activities, extension activities are done in English in partnership w/ Ts of other disciplines.
But then aren't WE the ones doing most of the SOLVING? They're along for the ride. Also good.
A4: To get sts to find/connect with own purpose, even assessments need to pull that out of them.
PB works like in life: motivation, good dictionary, help/mentors. Integrate tech, models to look at, small steps
A5: Give them travel opportunities while in school.
A5 Exposing them to many contexts in which TL can be used. You don't have to become a teacher to learn French!
I wrote an article in Learning Languages journal about 1 example. Also book under contract (out soon) w/more examples
this analogy is the only way I get some of my kids to enter the room... that and sports
A5: Def. have to hit a passion. Could be anything. For many of my current Ss, music keeps them "experiencing" Spn all summer.
A5: get them used to forming relationships using the TL while with us - you've created a habit of mind to take into "real world"
A5 expose Ss to other cultures so that they want to experience them for themselves, travel with Ss if you can
Love this! Showing the variety of options! https://t.co/bJ1sA7Go6a
A5 Exposing them to many contexts in which TL can be used. You don't have to become a teacher to learn French!
A5 from my orientation yesterday , I learned that for students to learn (and be motivated),we have to make them believe they can
A5 consistently show them ways that TL could work for them & encourage Ss to explore the reasons
quote : beauty of thematic units: allows novice lang learners to express complext thoughts https://t.co/WTw6MwGOHM
A3 Elephant in the room: how do you get your ss to solve real life pb with barely any language?
A5: bring ppl into your school for them to meet - in person or via Skype
A4> Think alouds & class-wide brainstorming sessions. MS Ss don't think of all steps (shocking) without scaffolding & modeling
YES! https://t.co/NEAmpI38TI
A5 Exposing them to many contexts in which TL can be used. You don't have to become a teacher to learn French!
A5 invite members of community to talk abt how they use L2 everyday, diff jobs etc
A3 engage Ss w/inquiry, prompt closer look at diff/sim, teach problem solving skills, build up to impactful project
A5:On Fridays we assess, reflect on learning, set new goals. Always looking toward real-world meaning and community-building.
A5 Started to use authentic homework with lots of choice. Ss seem to like and use lang as they want (listen, FBook, Tweet, etc)
i'm still thinking about question 1. i'm clearly out of shape.
A5:continue the discussions after leaving the classroom, Google + , Facebook
A5 & also help Ss see that learning 2nd Lang doesn't have to be all about the Lang. Benefits are too many to count
A5 I have so many Ss that work & they always come in & tell me how they used the language at work. it's a big motivator!!
A5 close to home FTs. Restaurants where they can order in TL, stores, community/aid centers, even religious centers(careful tho)
A5 ACTFL workplace proficiency is in every district classroom. Ss see where & how to use lang.
I have Ss who are younger, but any time they get to use TL outside of class builds lots of excitement for them
A5 Need to have taught them how to access it meaningfully now and help them as their age/interests/etc. evolve. A moving target.
A5 Champion Seal of Biliteracy in your state.
I like this. I would not call it solving a real life problem but I like that it has an authentic audience.
A5: If we're successful, they see themselves as GLOBAL citizens, TL users, not just students of the lang.
A5 Connections beyond the classroom through people and perspectives on topics to provide meaningful language experiences.
A5 So much of language learning is learning about one's self that opening them up to new experiences may lead to a new trajectory.
no, we're the one's giving them the tools to solve. Really what we're there for anyway, right?
A5 in AP, ss look for opportunities to use TL and apply (summer job, internship, mission work, exchange program, etc.)
Four minutes left in ! What are your takeaways?
TRUE dat. Four or five years? in and you refuse.to.give.up. ;)
inquiry is *students* asking questions and finding their own answers
One takeaway is that I need to participate live more regularly.
TA: Want to think more abt pb slvng. Broadening definition of "prob" may help feel less like impossible mountain 2 climb w/novices
why isn't it a real life prob? We have Span-speaking kids who never owned a book until that moment.They were grateful
A5 share w Ss how can use TL professionally or pleasure lifelong. Career unit, own work history, guest speakers. Genius project
A5 I'm hoping to have speakers talk about how TL helps in their career (immigration lawyer, PO, ambassador, restaurant manager)
takeaway: Get them working on a real world problem/issue and let them lead the way
Take away : Summer finished fast and I have a lot to do before 9/6
no no! The Driving Question must lead to more questions to figure the way to the solution
needing something good to read is a real life problem for someone who doesn't have a book ;-)
I need to ask my ss about the direction of class as much as I think *about* asking them. They're explorers, I'm the cartographer.
it's a real homeless shelter for women&children. My school has a long standing relationship w/them. Ss came up w/idea
Takeaway: make TL real and relevant - make it cool and compelling - and they will come along with you
Don't forget to join 's - 10AM EST same Q, but a calmer pace!
TA: tomorrow is day 4 and will ask Ss "what do you want to DO with your Deutsch/δΈζ ?
