#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.
I'm Wendy, teaching French 1 and AP in NE Ohio. One good thing that happened to me this week is feeling some AP student engagement, which doesn't always happen! #langchat
Chris, Latin, Buffalo, NY, one good thing? I presented last weekend at a language teacher conference in Syracuse about my story creation process! And my Latin 2s continue to show amazing progress. #langchat
Viviana from Louisiana here. I teach #Spanish for #Middles#langchat My good thing: feeling lots of support from my admin. It's been a rough week but I know my admin have my back.
A1 for my novices especially, I like to build up their stamina by 1) giving lots of input, 2) let them interact with one language chunk at a time, and 3) surprising them with how much they can say! #langchat
A1 I love the emphasis on “when students are ready”. Students need lots and lots of input and opportunities to process before we can expect them to be comfortable with output. #langchat
A1: love this Q! I use Gianfranco Conti's chunking/lexis method of providing phrases/complete sentences as input for Ss to use to build output #langchat
A1 #langchat for writing, highly structured input (stories with very similar plot lines)
Speaking-That's where i have the most trouble getting the students comfortable with more than 1 word answers
A1: I like to build up their confidence and have them start talking with just partners and then eventually larger groups. For writing output I give sentence starters or examples before they begin! #langchat
A1 - I like to have them work together as much as possible. Get them to feel comfortable discussing the answer with a partner first, then answer for the whole class #langchat
A1: give input, then a little output, more input, more output. Sometimes students need a little break from the output and we need to add more input to increase their confidence. #langchat
A1: I'm finding lately that targeted word walls and displays are helpful across modes ... and that Ss are even more likely to use them than a device! #langchat
#langchat I also like having word walls made only of words the students have looked up while doing activities-gives them ownership and makes their work a contribution to all students who see it
A1: I'm finding lately that targeted word walls and displays are helpful across modes ... and that Ss are even more likely to use them than a device! #langchat
A2 #langchat Students have had lots of input, students have detailed instructions on what they need to be doing, students understand that they're not going to be able to speak/write like they do in L1 and understand that that's ok
A2: low stress that allows for retakes. Some ss get nervous and don’t do well under pressure. I always allow a retake of some sort for ss to show their best work! #langchat
A2: The best conditions for output are a comfortable classroom environment that fosters the ideas that mistakes are OKAY and are going to happen! It helps us learn! #langchat
Q2 - definitely a comfortable environment where students feel it´s OK to make mistakes, and feel like they know what they are supposed to do, know the vocab #langchat
A2: Hmm. For Novices, I'm going to say low risk/low affect as often as possible before assessment situation. Short, clearly delimited tasks. Based on input source that is at hand for reference. Thinking out loud. #langchat
A2 Lowering the affective filter - I never assess or expect output first thing - I like to ease in, give input, practice, and then let them give it a go! #langchat
Don't forget that tonight chat follows the Q/A format - For every question (Q1, Q2, Q3, etc.) you can respond with A1, A2, A3! And don't forget that #langchat!
A2: Students need to be continually told to not strive for perfection. Make practice fun and strive for activities that will allow them to connect in fun, relatable ways. #langchat
A2: I also find predictability of tasks helps lower affect. My 2s and 3s know every Monday they will write 3 sentences about their weekend. Some will have already thought about it when they come in Monday #langchat
A2: Students need to be continually told to not strive for perfection. Make practice fun and strive for activities that will allow them to connect in fun, relatable ways. #langchat
A2 Creating a context in which students actually want to communicate. If it’s the right balance of high interest and level appropriate, they will be more motivated to take chances. It becomes more about the communication and self-expression rather than lang practice. #langchat
A2: focusing on comprehensibility and not just are the sentences 100% correct. Did I understand what ss meant? If so then they need to know that! #langchat
This is so true! I needed the reminder recently that kids signed up for my class to "speak French" and I need to allow them to do that within the comfortable confines of their current ability level. #langchat
A2 Giving Ss a manageable and achievable set of criteria that prepared output should include helps. Ss are pretty good at sorting out what doesn't have to included from there. #langchat
#langchat And responding to Ss in the TL when they try to speak in the TL shows them that they're being comprehensible and understood and helps with their confidence
A3: Something humorous or provocative AND CULTURALLY RELEVANT. Know your students. If they wouldn't react to or engage w it in English, don't bother. #langchat
Yes! Also, I've learned that nothing motivates like a high five when you're impressed with how well a student expressed their point in the TL! #langchat
A3: I think the best spontaneous output comes from rejoinders. Having those up around the room and using them as passwords has helped students interact at the best times! #langchat
A2: focusing on comprehensibility and not just are the sentences 100% correct. Did I understand what ss meant? If so then they need to know that! #langchat
A3: I think the best spontaneous output comes from rejoinders. Having those up around the room and using them as passwords has helped students interact at the best times! #langchat
A3: Consistently use high frequency words and phrases and modeling various types of output at proficiency levels. I use donut/hamburger/gourmet loaded burger analogy. Don't give me a donut as a response L1 when I at least want a plain burger L2. #langchat
A3 I've found that scaffolding is key. For my intermediates, writing questions helps them to guide conversation, but their responses to peers questions are still off-the-cuff. Win win! #langchat
Q3: I'm finding that classroom community plays a HUGE role in this. My classes w/lots of friendships have the most "banter" This year for example #Mocos2019 was born from the Witty banter of my levels 2s and their obsession w/rejoinders #langchat
Q3: I'm finding that classroom community plays a HUGE role in this. My classes w/lots of friendships have the most "banter" This year for example #Mocos2019 was born from the Witty banter of my levels 2s and their obsession w/rejoinders #langchat
A3 - I like to do a lot of walk around the room and talk to each other activities. Low-key, and it is still pretty guided, but gets them up and talking to different people. I can join in and hear what they have to say #langchat
A3: for spontaneous output it’s helpful to give them question ideas to talk to others about and making sure those questions are ones they know! #langchat
#langchat A2. Allowing lots of opportunities for Ss production of language (writing and speaking). Using interactive activities with engaging topics that Ss care about so that they want to communicate their ideas, opinions.
A3: A recent example all in L2 btw:" E" has lots of boogers! How gross! That's not very attractive. #langchat This is after 2 years together. Magic I tell you. Time. Community. Input. Output.
A3: after lots of time in the TL! Language acquisition is SLOW. I have to keep reminding myself, these are novices. What should I be expecting of them? #langchat
A4: I sometimes allow ss to write answers on white boards so they don’t blurt. Also making sure ss know when it’s a fast paced conversation and when they need to take their time. I also let some ss know beforehand if I want them to answer the next question #langchat
A4: I don't story tell or do a lot of speaking that involves calling on students or taking volunteers. Mostly get them up and move with a requirement to speak to someone many different students, or sitting in groups where all take a turn. #langchat
A4: I use varying types of media for output: person-to-person, FlipGrid, graphic organizers, sentence builders, Screen Castify, Bitmojis, EdPuzzle, etc.#langchat
A4. Diversification of activities that implore AND enable all to participate (I.e. inside outside circles, socratic seminars, frenzy tprs game, graffiti etc). Possibly one of the hardest and most fun parts of the job! #langchat
A4 - I love using whiteboards so each student has a chance to answer. I also do old-fashioned popsicle sticks with students names on them, so I get to hear from everyone, not just the ones who raise their hands #langchat
A4 I'm also the queen of circulating to hear bits of conversation. I don't interject unless I can add to the conversation happening, but I like to hear little snippets of everyone's convo. #langchat
I like either/or questions, like Who's the better heroine Hermione or Katniss Everdeen? Ss practice w/partners then explain & discuss as a class. #langchat
A4 This isn't output necessarily but I take ideas from each student's story surveys (which are mainly done in English) to write each chapter of our ongoing Latin story. They love when we read and their contribution comes up, "Hey, I wrote that!" "That was my idea!" #langchat
My biggest is 30, my smallest is 17. I don't always "call on" them in the context of the class, but try to check in before/after/during as much as I can. During class, I use my craziness to get reactions from as many kids as I can. #langchat
A4: also try to give LOTS of opportunity for open-forum style class discussion on opinion-based questions where there are no right or wrongs. #langchat
Great ideas for making sure that all students participate. Another one of my favorite tech tools for quick, short bursts of presentational communication is Padlet. #langchat
A4: I use varying types of media for output: person-to-person, FlipGrid, graphic organizers, sentence builders, Screen Castify, Bitmojis, EdPuzzle, etc.#langchat
#langchat I love having kids move around the room to choose their answers, especially with personal questions (birth months, favorite things-food, etc). This helps kids who don't like speaking up to contribute and show comprehension and participate
I had my students choose to illustrate or create a Bitmoji when writing about where there were going to go in Latin America, what they were going to bring to wear, how the weather was going to be. I got some cute results! #langchat
A4: We're working on meeting expectations. 1 person speaks, others listen, 100% participation. Opportunity also. Activities such as think-pair-share. #langchat
It's an extension on Google that allows you to do a voiceover while recording what you're doing on your screen. It's perfect for presentational mode and for students who have major phobia of speaking in front of others. #langchat
A5: There's no easy answer here! The main idea is that they should be in interpretive mode for a looonnngggg time. I hate the idea also of 'forcing' output. #langchat
Q5: short bursts at novice level with memorized phrases; longer sentences at intermediate! If a one word answer would suffice in L1, then I ask a follow up to get more output in L2 #langchat
#langchat A4 In my heritage courses, JOURNALING is a wonderful way for students to tell their stories. We build trust and strong relationships. I spend good time writing meaningful responses to their narratives (not academic feedback). I love it!
A5: for reference, think about how long L1 learners are in the interpretive mode. Babies from the WOMB are learning language, and have no output for YEARS even though they produces phonemes in the L1 #langchat
A5 #langchat As long as input is comprehensible, we can expect single word answers (yes/no, either/or) pretty much from the beginning. It's when we want to get more in-depth (why? How? other followup Qs) that we have to be patient
A5 Oh là là, how many SLA battles have been fought about THIS. In my classroom, for true Novices, I only expect highly scaffolded output after lots of input. Lots. Increases incrementally over time. I am okay w focus on Interpretive mode for a minute.
#langchat
A5 I have Latin 1 kids who can write pretty decent sentences. But they can't write detailed papers. I have Latin 3 kids who have written full-page stories in the language but some who only write basic sentences. Acquisition is slow, peacemeal, & stage-like as BVP wrote #langchat
A4. We also record video-responses to certain controversial ideas. Then Ss watch their classmates' videos and respond to them. This strategy has proven to promote not only linguistic proficiency but citizenship and support for each other. #langchat
A5: sometimes we have to sit in the silence to allow intermediates to process spoken output. Let them think! Especially if it would require thinking in L1 #langchat
A5 The silent period is real. I understand quite a bit of SLA, but at the end of the day, my kids always ask to "practice" speaking, so I make sure that there is time for structured output after as much input as I can manage. #langchat
A5: My novices write & speak, draw, and demonstrate understanding in non-verbal ways. It's messy. It's not amazing input for other learners but the Ss who do speak WANT to speak. #langchat#babysteps
A5 - Level 1 can definitely give short responses, and level 2 should be able to add a bit more detail. Every student is different, but I can expect all students to be able to contribute in some way, just at different levels #langchat
Also like to add for A4 that differentiation is amazing for engagement + output. Offer them CHOICES and they're more likely to contribute to conversation #langchat
What would you want from sound trap in the world language classroom? It’s like a google doc for audio! What would you want to support students on their proficiency journey? They want to design it for us!?
A5: May be off-topic, but has anyone ever had a lip sync battle with their students with songs in the TL? I'm mulling over doing that. Just need to figure out objective and execution. #langchat
A5 In Latin my output is mainly presentational writing, sometimes interpersonal writing. Speaking is mainly based on reading or acting out our stories or asking each other questions about it. I do writing activities often but interpretive mode is where they all shine #langchat
A5. I always felt really lucky that our NC state standards set a framework for proficiency level exit expectations by year of study (for all modes) to help frame a response to this very question from teachers 😃 #langchat
TA: at the end of the day, know your students and meet them where they are at! Don’t expect perfection in TL but check to make sure message was received. #langchat
Yes! I'm glad that Ohio has one too so I don't have to guess. Though, I often wonder how much more helpful performance exit expectations would be ... 🤔 #langchat
TA: I saw some other Ts practices/ideas for tasks that look interesting that I will try to incorporate. And much consensus in this group tonight. #langchat
New York has Checkpoint A for the end of the first year and Checkpoint B for the end of the third year (Regents sequence). Checkpoint C is at the end of the fourth/fifth year of study. #langchat
Yes! I'm glad that Ohio has one too so I don't have to guess. Though, I often wonder how much more helpful performance exit expectations would be ... 🤔 #langchat
