#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 11, 2016
FREE webinar 8/23! Led by Noteworthy Lang: Using Music 2 Build Foreign Lang Literacy" Info: https://t.co/FiC6oSEGMs
Good evening ! Let's start off with who you are, what you teach, where you're from, and when your first day with students is!
Melanie in Ohio. Only read about half of the , but I'm here & enjoying some . 1st day w/Ss is August 25!
Hi ! I'm Sara-Elizabeth in Kentucky, teaching Spanish in a homeschool co-op, first day w/Ss next Friday
I'm Wendy, a French 1 teacher in Ohio! My first day with students is August 18th, and I cannot wait!
Hola, I'm amanda from Lawrence, KS. I teach Spanish. And I go back tomorrow, and kids come next Thursday!
Hey ! Megan, Detroit, French 2-AP. 1st day is Sept 6th!
MS French teacher near Boston. La rentrée will be August 31.
Hi all. Ginger from Albuquerque. HS French 1-5AP
I'm excited about tonight's for two reasons- 1 is I traveled SO MUCH this summer I missed the hangouts :( :(
I'm Ginny Lindzey, I teach in Dripping Springs, TX, Latin 1, 3PAP, 4PAP. We start Aug 22
Caitlin from Chicago. Splitting my time between this and the olympics!
Dorie from CT. Teaching Spanish grades 1-5 and I'll see my Ss for the first time on 9/1.
Another reason I'm excited is I need something like a scheduled book to "make" me finish a PD book in a timely manner!
Oh and today was my 1st day back!
Tonight's will be a *little* different. We'll be talking about each chapter as a whole, and following up with important questions.
Hi . Beth from NY - Spanish & French. First day 8/23.
I didn't read the book, but I wanted to join in the chat anyway! hope y'all will accept me! :)
I only read the first half...and that was in June. Oops.
Always accepting! I think I joined last year without reading the book first!
I didn't read it either, but a new colleague showed it to me today.
Hello! I'm Hannah and I teach Spanish at The Prairie School. Our first day is the 30th
Oh I go back the 22nd and teach Spanish 1A (middle school), 6th grade exploratory, and heritage speaker
We'll take this one chapter at a time and ask some questions from the authors and ourselves in tonight's https://t.co/sfx3usg6K4
First question from the chapter: "How am I promoting the development of cultural awareness in my classroom?"
Since we're doing this chat to kick off the new season, remember to include but no need for also
Since we're doing this chat to kick off the new season, remember to include but no need for also
Hola ! We've had students simce Tuesday--class started yesterday (oh yeah, NC Spanish!)
Hi, compadres! First day with kiddos wore me out! Viviana from Louisiana, Spanish for the Middles.
I won't lie: I'm bad with cultural awareness! I like to draw attention with authentic texts but don't know if Ss really "get it."
I read this a long time ago. Let's c how much I remember...
my top answer to this would be and more . Then it's just there.
Cultural awareness is something I'm trying to incorporate more consciously this year, w/ market research & weekly reflection blogs
. Cultural awareness with Latin: tons of posters to start so they can SEE a world that was different, yet the same.
, tasks that ask Ss to use that knowledge, & rubrics that show them that I expect to see that info. in products.
As we chat tonight, try to include a CH reference instead of a Q: CH1, etc.
Any good Q or discussion w/kids - but respect so imp. No blanket statements abt any1 - blondes, neighboring districts, LA culture
A1: I am new to CI and I am excited to incorporate some new cultural 'stories' I wrote this summer with my Ss
A1 Cultural awareness should also address more cultures than just France; even differing cultures within regions of 1 country.
I think it's THERE with , but as with language, students need gguidance in processing it
RT:Cult awareness is something I'm trying2incorporate more consciously this yr, w/ market rsrch &weekly reflxn blogs
CH1 trying to put more culture in!
I have trouble with them "getting it" as well. I do cortometrajes& mini projects...could do better.
❤️ setting up for school year! Preparing intro proficiency levels w/visual & tasty sugar cones https://t.co/UfgVmNB0cL
CH1 quote: "curriculum cannot be designed in isolation" when we ignore standards, easier for culture & everything to be haphazard
Have to get out of blanket statement "French people do..."
Lisa from MO. Late and lurking from the ballpark.
Good follow up question: "Are there specific ways to address cultural awareness more explicitly?"
Ch1: My units are set in a cultural context and I plan them w/ intercultural competence unit planner I created.
CH1: "proficiency"="communicate in meaningful and appropriate ways. So, ask what is meaningful? What is appropriate?
I love 2 ask Ss to compare or for opinion abt a practice/product. Why do they think X exists in TL cult? https://t.co/C7dC6DROHF
Good follow up question: "Are there specific ways to address cultural awareness more explicitly?"
If we choose good the culture is embedded. All we do is ask the right ?s
Also from CH1: Do learners benefit from having an understanding words like "proficiency" and "interculturality?" Why/why not?
big project at our school is marketing a student invention--Inhave resources, need to exploit https://t.co/XyPyTH3TrL
Ch1: I know we're supposed to "compare" but I like/want Ss to accept/be open to a custom or difference first
dude, my awful stories are posted--sharing gives us all perspectives!
I always wanted culture to lead the lessons & i've had it on my radar since discovering but didn't know how!
CH1: I definitely think "proficiency" is a wd my Ss should know and understand. I use it all the time.
I think concepts like "proficiency" and "interculturality" are as interesting 2 my Ss as "subject-verb agreement" unfortunately.
Would love tips for asking Ss more open-ended ?s about culture beyond same/different/like/don't.
CH1 Ss understanding "proficiency" and its levels helps us get away from uninformative "A, B, C" grading language
CH1: My big push this year is for students to be able to understand proficiency and the level they're at/how to move forward.
CH1 Been wondering how much I need to go over proficiency because I would then lose target language time. https://t.co/MICRvsujFy
Also from CH1: Do learners benefit from having an understanding words like "proficiency" and "interculturality?" Why/why not?
CH1: "Interculturality" is almost meaningless for Ss. Just easier to say "understanding/awareness" of TL culture
We talk about proficiency but I think they're kind of just like yeah...okay.
Ch1 which makes me curious why authors later recommend not using prof level terms on rubrics
I like what said @ --use target culture's perspective on THEM!
Ch1: at the elem level I don't expect them to understand the words "proficiency" or "interculturality" but they know the concepts.
I've heard it's best to talk about at the beginning, and then bring up as needed during the year.
Maybe b/c we're not all OPI-level experts? And performance varies by rubric area in a way proficiency doesn't?
Bc "proficiency" isn't actually what we grade on, technically?
Coming up with the right questions is an art form! https://t.co/D6a0lNHAeC
If we choose good the culture is embedded. All we do is ask the right ?s
I'll get to my real question about it in CH4 I think :)
But compare doesn't necessarily mean find the differences, right?
thank you! I think it's fair to say my learning curve shows on stories especially!
From CH2: How do the units I teach connect to Global, AP, or IB themes? How might they strengthen units?
what about "what did you learn about x culture from this reading/video?
Happily I think the AP unit themes are broad enough that just about any unit could be connected.
I mean, maybe not chores.
Love that question. And, know my Ss can't answer it in the TL. But I would ask it in writing for sure.
CH2: Trying to align my units to AP themes, and really have kids understand the themes/why they matter.
Hey guys, I've got to head to a different kind of book chat now! Look forward to reviewing your ideas!
CH2: I think of themes like I do essential questions. They're guiding lights & aspirational for me, maybe not so important for Ss.
Amazing ? from CH2: Think of a recent unit - how did it address each part (or a few) of the thematic unit mindset?
CH2: I'm also interested in discussion of why themes? Authors: "what is being learned is contextualized AND has meaning"
Ch2: was very comprehensive. Kinda made me realize I need to buckle down a bit on these unit plans
Teaching w/o themes can have meaning but not contextualized, do I understand that right?
I think it's worth the 10% English time to give feedback - this was NH, this is how you make it IL!
And of course those goddesses even get Ss doing it in TL. Ah-mazing.
CH2 another comment, I think an important Q is missing, WHY would Ss want to do this in French?
Always a struggle for those of us in rural/monoliguistic parts of the country.
CH2 I so agree with "creating a new product that they will share with others beyond the classroom" but why this particular one?
This question is so important! Why the TL for this task/topic, not L1? https://t.co/PSNKxrBVHn
CH2 another comment, I think an important Q is missing, WHY would Ss want to do this in French?
CH2 my thought was why create something that already exists by native speakers in TL?
CH2 That's the part where we need to find an audience for S work, right? And: Do they have to WANT to or just NEED to?
if you look at the sub themes, all of the units can connect to the larger themes and build understanding.
It seems to me like a major struggle to never have Ss create something that already exists... I get it, but TOUGH
I like the idea of a response to something. Don't copy, respond to!
CH2 That is a very high standard to meet for Novices, no? Create an original product in TL?
Lesson design is my achilles heel. Unless there's a specific formula, like PACE model.
Maybe key is to create product for target lang. speakers in students' community but then cultural component is forced.
Seriously. Keys to Planning: your lessons should not be a checklist. Me: WELP.
Have you seen the primacy-recency lesson plan? Authentic lesson plan? Both helped me a lot.
CH2 It is but I think it's the future of keeping ourselves relevant in education
Let's talk lessons: What do you consider when planning a lesson?
I think maybe a problem is I thought they should create something ev unit. Is 1 great thing better than 10 mediocre?
Constantly having to remind myself of input before output.
CH3 q- if motivation is such a strong predictor of success, how does that affect our lesson planning?
Ok, so then IPAs or unit assessments don't necessarily count as something they "create"? Or skip "big" asmt sometimes?
this is where I head in my class a lot but cultural component comes by investigating how they do same for their community
Ch3: How can I make this student-centered? because I really struggle with this.
CH3 By setting a clear & achievable goal within each lesson, students are motivated and see their growth daily.
I'm up for routinely skipping the presentational until I can figure out a truly necessary and innovative product
I also struggle with spending class time on "products" Time spent on tech/crafts doesn't lead to SLA.
Or if you live in an area where the TL speakers in hour radius are waiters at the ONE Mexican restaurant...
Same! But I also see the value in having them create a product in certain situations. Dilemma!
CH3 A. Need to find a way to make it relevant to Ss. Be it connecting with a history class or via pop culture.
CH3 Good Q - would authors say, be sure to spell out your formative assessment within plan? https://t.co/vgIvL7ZV4l
Ch3: How can I make this student-centered? because I really struggle with this.
For lessons, I'm focusing on the "I can" of each day and making sure I help get students there!
I HAVE to start setting an "I can" for each day. I think that would help me a lot.
What a liberating idea! I love it for SO many reasons! https://t.co/aZ8hft7exs
I'm up for routinely skipping the presentational until I can figure out a truly necessary and innovative product
I was refusing to budge on this point until I realized some can access motivation more than level of success I can foster
My lesson plan always ends up as Plan B anyway. Never fails, I have a brilliant idea about 5 seconds before starting an activity.
CH3 also talks primacy-recency! I know that has great thoughts on it; she's inspired me to get there too!
I agree! My students rarely do presentational. Just not natural for novice level elementary students.
Even within CH3 authors stress student-centered but then recommend "CONDUCT the class..."
In language teaching especially I think this is such a give-and-take, teacher or student centered?
Can you say more? Are you saying that creating a product motivates some Ss, so it's worth it?
I think sometimes we need a hypothetical (or virtual) audience. never know who's going to move in, right?
Totally like this idea. Formal objectives don't work for me, and ss don't care about them. https://t.co/pMB8z24MvL
For lessons, I'm focusing on the "I can" of each day and making sure I help get students there!
CH3 YES- How do you incorporate? revolutionized my planning to use template spells out primacy/recency https://t.co/QjhY6KdNu2
CH3 also talks primacy-recency! I know that has great thoughts on it; she's inspired me to get there too!
forcing myself to post an "I can" statement in the classroom *every single day* really kept me honest in this area.
EVERY YEAR I say I am going to be better at this and fail EVERY TIME.
I'm doing that this year! I cleared a space in my lesson planner each day to include it, too. I can't forget to give it!
Or what exchange student might come next year! We had an Ex S from Spain two years ago!
I Cans are key for me. Revising my syllabus to incorporate them in lieu of chapter notations.
for me it's always the "brilliant idea" flops and I'm left punting. And those usually turn out better!
I gotta say I love the CH3 suggestion to create a "help desk" bulletin board for what Ss can do to improve on their own
Don't forget there's always the
it's seriously so hard. But my director makes surprise visits & will ask where the daily "I can" is posted 😳
might use a small white board at the front of the room. To remind me and ss.
research on motivation by visualizing oneself in real situation changed my perspective on this
Our dept. did this. Made handouts on how to study, ask for help, deal with setback. - great reference for Ss&parents.
I have no problem with a hypothetical as long as it's not the
I put scrapbook paper in frames. Write w/dry erase marker. When I remember...
I'm trying to incorporate student set smart goals and kwl charts this year to help motivation!
Question from CH4: How does my gradebook reflect performance in the three modes of communication?
My categories are reading, listening, speaking, writing. Only grade assessments.
that's exactly what I did! I had one for each class I taught that went with me to each room.
cough but final assessment incorporated all modes
I really took it to heart at Central States when Laura said "may you never grade a discrete-point test again!"
I want to work on making my grades reflect performance more this yr. Don't totally have a plan hammered out yet.
but this year I'll have my very own classroom!! So I have a designated space to write them.
Stole it from another T in my building, but it is definitely cute. And takes no board space :)
I just want it in the background. As a point of reference.
Ch4: I'm feeling confident w/3 modes! Loving Standards-based grading. Not as much as loves her NO GRADES
yeah, can't afford to give up board space when I only have one.
CH4:A I changed to 3 modes last year. Worked surprisingly well!
me too! How do you hold students accountable for attempting to comprehend input? Looking for creative ideas!
CH4 if improving Ss can increase details, topics, assessments should ask for that increase
I'm bound by a common grading, but try to balance the 3 modes in Assessment category
CH4 Getting closer: 90% is 3 modes, 30% @. Each 30% is assessments & presentational writing & speaking "check-ins" on Can-Dos.
Ch4: reading, writing, listening, speaking and class work (small percentage) for their weekly blogging on using Span out of class
I had to do 50% daily, 50% tests so I tweaked what I called daily or test ;)
Interesting! I don't weight each mode, but have considered. I don't do enough presentational for it to be fair.
Lucky to have proficiency based report cards. Prof level is set for each class; grades are "meeting", "approaching" or "beginning"
Ch4: also love the idea of writing in the prof level in the comments sect in grade book
Do y'all wrote your own "can do" statements or use district/textbook ones?
I discovered I don't do nearly enough listening! Whoops.
yes! I want share the "path to proficiency" (image on Google) w/ my Ss via a bulletin board this year or something!
I'm only doing the Can-Dos that way b/c I don't trust myself to assess them "on the fly" orally. Too many kids.
CH3 q-I get that formative assessments should help us adjust plans on the fly. How do you pull that off?
CH4 q-I get that formative assessments should help us adjust plans on the fly. How do you pull that off?
if you figure out that magic formula, let me know!
we have some Can Dos that are district wide (required), but teachers have flexibility to write their own.
CH4 I also appreciate authors pointing out performance descriptors are "intentionally broad"
My challenge is adapting curriculum to a 21st century learner. Out with "what color is her jacket?" in with "what's trending?"
CH5: How do you address key functions throughout the curriculum? What functions are your "Top 10?"
CH4 performance descriptors weren't meant to be a law, they're a guide to be applied across situations & ages :)
CH4 I'm best with this when I can mull over exit cards after class & adjust plan for next day as needed.
Ch 5 Key function - explaining why w/o being prompted. Need that for intermediate!
CH5 honestly I think it's awesome someone put these "top 10" functions in a place
CH%: I LOVED the functions in this chapter. At the forefront of my mind as I head into the year - need to cover ones I leave out!
Same! Also points to the structures/language chunks. Makes life so much easier!
has me thinking that I need to read Chapter 5...
I think this is such a relief for us bc it's easy to get lost trying to use the descriptors. it was for me at least.
It makes me wonder if I expect too much of my novices when listening ...
CH5 my thought, though, is how do these functions change if creating innovators is as important as creating proficient speakers
Probably! I do it all the time. Nov listening comp is SO LOW. Words, maybe the gist of one idea.
CH5 other Q: if text type from novice to advanced ends in "paragraphs" what does that look like for speaking?
Yikes! Time for takeaways already? Share your favorite quote or something you're excited to try/implement! https://t.co/88NoYCKWGs
But that aligns with what ACTFL tells us to expect of our baby parakeets, no? Main idea, maybe a detail...
TA: I'm excited for the 2nd edition of the Keys!
takeaway - I must get this book!!!
Also, I could listen to Laura and Donna talk about this stuff ALL DAY at conferences. So good.
Narration! I story told in multiple timeframes with transitions and connectors. Also use of complex sentences.
TA: I learn more from The Keys when I hear what others have taken away from it. Makes me re-read again & again.
TA: how to wisely choose ONE thing to change first? I overwork because I don't reflect on how lessons went well/poorly
Takeaways: Posting I cans. Hypothetical audience. I can SKIP presentational if appropriate! Weighting grades
TA: I've long used spreadsheet/table for lesson planning, why not add column for quick post-lesson reflection 2 look at next year?
TA: So much in the book, don't have to do it. Baby steps, mes amis, baby steps! Excited to make 1 thematic unit this year
TA: I need to read this book. Also my ideas/plans/vision always evolving & this is good.
Also an area I want to focus on this year. I hybrid-ed you and 's primacy/recency templates to include it.
TA: So much in the book, don't have to do it ALL. Baby steps, mes amis, baby steps! Excited to make 1 thematic unit this year
Aly & I are about 2 invite to collaborate on one enormous real-world PBL product, can't wait to share
Hard for me to predict what they will understand. I ask many ?s, then decide what will count later on.
TA: Rubric for On-Demand Writing (Table 48). Conversation starter for much needed revision for current department rubric.
