I'm Heather Singmaster, Director at the @AsiaSocietyEDU Center for Global Education and organizer of #globaledchat. I'm excited we are joining forces with #earlylang today! I'm tweeting from home where it's definitely fall - which my puppy can attest to!
Feel free to start off by letting us know - who are you and what do you teach and where?
Meanwhile, I'll be posting some important definitions to keep us all on the same page. #earlylang#globaledchat
Hi everyone! I'm Dorie, elementary Spanish teacher in Connecticut and PhD student in Applied Linguistics & Discourse Studies at UConn. Excited about tonight's combined chat! #earlylang#globaledchat
I'm Sara-Elizabeth in Kentucky, the home of bluegrass & bourbon, and four seasons without either fiery heat or endless snow. :) I teach Spanish across several grades, and wear a few other hats. #earlylang#globaledchat
#globaledchat#EarlyLang A1: for me, global competence for littles means learning to not react with a laugh when they learn about a new culture, but to say “that’s cool!”
R1: For my incoming Kinders, the 1st key for me is growing their awareness that there is a larger world than just their hometown, surrounding area, & state. This is huge at their developmental/cognitive stage #earlylang
A1 Global competence can take many shapes, but for me the best lessons are the ones that connect students with people outside our school walls. I try to help them explore new perspectives with curiosity and open-mindedness. #earlylang#globaledchat
A1. Ideally, it is learning their own perspective and recognizing others. I've also seen some amazing Take Action work as low as kindergarten. Here is a news clip of 1st graders in San Diego https://t.co/jHbf2Iex2i#globaledchat#earlylang
R1: For my incoming Kinders, the 1st key for me is growing their awareness that there is a larger world than just their hometown, surrounding area, & state. This is huge at their developmental/cognitive stage #earlylang#globaledchat
A1: At the elementary ages, students are beginning to develop the skills of global competence -including team work and communication. You can see examples in our Global Leadership Rubrics and Performance Outcomes for early grades: https://t.co/YvCsxYWnk0#globaledchat#earlylang
A1: One aspect that I think is important is for kids to be exposed to people of different race, ethnicity, and culture at an early age. This can begin by making sure the materials we use in class represent this diversity. #GlobalEdChat#earlylang
A1: global competency looks like learning how to listen to others, putting yourself into other shoes, learning how to stand up for what is right, and learning to be problem solvers #globaledchat#earlylang
A1 #Globaledchat#earlylang for me it means understanding that their are other ways of existing in the world, and being able to see things from those other perspectives.
Here's Q2!
How can world language teachers integrate global competence into their classes? Inviting #langchat to respond also and include #earlylang and #globaledchat in your A2.
A1: One aspect that I think is important is for kids to be exposed to people of different race, ethnicity, and culture at an early age. This can begin by making sure the materials we use in class represent this diversity. #GlobalEdChat#earlylang
My favorite reason for using #authres (this is what we in the #earlylang circle call authentic resources) in the class. Authentic Resources = Authentic representation! #globaledchat#earlylang
A1: One aspect that I think is important is for kids to be exposed to people of different race, ethnicity, and culture at an early age. This can begin by making sure the materials we use in class represent this diversity. #GlobalEdChat#earlylang
A1) It is essential that our early learners explore beyond the boundaries of our classroom and investigate the many cultures of the world! #globaledchat#earlylang
We're on Q2: How can world language teachers integrate global competence into their classes? Inviting #langchat to respond also and include #earlylang and #globaledchat in your A2
We're on Q2: How can world language teachers integrate global competence into their classes? Inviting #langchat to respond also and include #earlylang and #globaledchat in your A2
A2. As many touched on for A1, bringing in a variety of perspectives for the students to investigate is important. It's difficult to do in L2, but it is possible! #earlylang#globaledchat
A2 I think we have to plan for it--I will break down cultural topics and create CI using the content--complex thought, simple language #earlylang#Globaledchat
A2 certainly, project-based learning or at least units oriented that direction. My #earlylang learners are bringing in coins to raise $ to donate to a @Kiva project in Bolivia. They will choose based on Spanish-language descriptions of projects. #globaledchat
A2: World language teachers can integrate global competence into their classes by connecting with other disciplines, engaging with the community outside the school walls, and communicating with other countries via the internet or social media.#earlylang#Globaledchat
I'm really grateful for some of the resources @MundodePepita creates that make exploring diverse cultural products, practices and perspectives comprehensible! #earlylang#globaledchat
Yes! By highlighting certain words/phrases and focusing on certain parts, my students can understand the main pieces of a @Kiva description to make their choice! #earlylang#globaledchat
Dollar Street from https://t.co/MetZ6dTUg3 is another: students can make comparisons on items that fit in many of our common topics/themes, and the different perspectives open their eyes in so many ways. #earlylang#globaledchat
A2: I think it's great when #earlylang students can interact with native speakers of the target language - using technology to connect to classrooms in other countries can help with this while teaching technology skills. #globaledchat
A2: Teachers can connect their class to another class in a different country or have their students participate in a @EdChangeGlobal event. #GlobalEdChat#earlylang
A2 It's also important to craft really good essential questions for units. Include open-ended, no "right answer," obvious cultural element, and authentic audience = that's gold. #earlylang#globaledchat
A2 =(part 2) I have a hard time doing traditional pen pals w/my Ss since their language is so limited, so I switched to art pals and its awesome! Each student draws a picture on the same theme and we exchange. Use them as springboards for conversation. #earlylang#globaledchat
A2: My continual goal is to provide as much cultural immersion in class as possible, culture being part of all the big & little things we do & how we interact, & also greater focus on various aspects that are relevant for littles #earlylang
A3: Using instructional strategies like Structured Academic Controversy to help kids look at different perspectives intellectually. #GlobalCompetence#GlobalEdChat#earlylang
A2 =(part 2) I have a hard time doing traditional pen pals w/my Ss since their language is so limited, so I switched to art pals and its awesome! Each student draws a picture on the same theme and we exchange. Use them as springboards for conversation. #earlylang#globaledchat
A3: Interdisciplinary projects on a global issue (tied to a local issue) are great ways for teachers to work together on teaching global competence. #earlylang#globaledchat
A3 Keep an eye on @manuelawag's timeline. She is in the process of coauthoring a book on this very topic! They help show how cross disciplinary partnerships (in this case with math) can help students develop global competence. #earlylang#globaledchat
A3: #globaledchat#earlylang Ss need to experience a multidisciplinary education to support global competence, & other 21C skills. The world isn’t separated into silos, so their education shouldn’t be either. Co-plan with other teachers to make interdisciplinary connections.
Q3 music and PE teachers in my school discuss why and how traditional games or songs came to be and what they mean to the people of that culture #Globaledchat#EarlyLang
A3: Happy UN Day! Invite kids to explore the #GlobalGoals and find connections in their local community -then follow up with PBL that leads to action #TeachSDGs#GlobalEdChat#earlylang
And here's an article @manuelawag, Michale Byram and I co authored on how we worked across disciplines to help students develop intercultural competence. In this case it was with math: https://t.co/vVej9dHh6P#earlylang#globaledchat
A3 class reading El Ekeko this semester, novel study turned into a look at micro entrepreneurship. Don't tell them it's half business class now. ;) #earlylang#middlegrades#globaledchat
A3: Young learners are more engaged when they encounter experiences which connect with other subject areas and are relevant to their everyday lives.
#earlylang#Globaledchat
A2) Last year, I connected two Spanish classrooms from Atlanta, GA and Istanbul, Turkey. Every student wrote short biographies describing their physical traits.I then uploaded their work to @nearpod, Ss translated using Draw It, and used @Skype to id S. #globaledchat#earlylang
This is great! My son is in immersion Mandarin and the music teacher is very global and incorporates foreign language as much as possible. The PE teacher not as much, but she's very creative. #globaledchat#earlylang
A3. Never eat lunch alone! Find out who eats lunch at the same time as you and ask if you can join. Sometimes some really unusual cross disciplinary units are born - and they're quite awesome! #earlylang#globaledchat
A3 #globaledchat#earlylang A concrete example that has been fun & successful is putting in to be part of our Arts grants program to create an interdisciplinary program over the course of 1-2 wks-kids engage from multiple angles & content areas
A3: #globaledchat#earlylang I think this has been mentioned, but think about big picture, real world issues/problems. It requires incorporating Math, Science, Humanities, Art, etc; instead of starting with a narrow topic and trying to add them on.
A4. I know this seems super obvious, but include a space for it in your unit/lesson planner! Creating an actual space for it in my lesson plans forced me to be more intentional. #earlylang#globaledchat
A4 many of the new reader novels are heavily infused with intercultural aspects. Turning these into exploration/investigation has really ratcheted up the global competence in our class. #globaledchat#earlylang
A4. I know this seems super obvious, but include a space for it in your unit/lesson planner! Creating an actual space for it in my lesson plans forced me to be more intentional. #earlylang#globaledchat
A4 #Globaledchat#EarlyLang kind of like @doriecp said: we need to be mindful of it. Keep in the back of your mind, Who will my students meet? Where? What will that interaction include?
A4: #globaledchat#EarlyLang EQs that get at real world, relevant issues are necessary. Resources for differentiation (books, internet) are important to ensure that all Ss can make a personal connection.
A4: The integration of authentic resources from another culture provides the opportunity for #earlylang learners to experience what people make and use, how they think, and what they do.
#earlylang#Globaledchat
Yes - and I know I'm repeating myself but making it a part of my essential question makes it a part of the assessment which makes it a part of the lesson plans! #globaledchat#earlylang
Hola #earlylang chat and #globaledchat! I’m Betsy, Spanish teacher 3-6, in Los Angeles, home of the Dodgers, who are currently playing in World Series Game 2. You can join me later for my unofficial #slowchat!
In some schools, I've seen teachers create Communities of Practices through a 'Lunch Bunch' - a group of teachers who eat lunch regularly and are focused on a particular issue or theme, in this case there could be a Global Competence Lunch Bunch #earlylang#globaledchat
A4 #globaledchat#earlylang. Time. Planning time is so essential, particularly for interdisciplinary planning. This is so challenging for early lang teachers, as our classes usually cover teacher’s preps, so we rarely have time to co-plan with them. It needs to be a priority!
In addition, authentic voices with authentic experiences within cultures representing the language of instruction can give students a deeper understanding of how big the world is! #globaledchat#earlylang
A4: The integration of authentic resources from another culture provides the opportunity for #earlylang learners to experience what people make and use, how they think, and what they do.
#earlylang#Globaledchat
Absolutely! Backwards planning for the win! I'm glad that in my district all unit essential questions are embedded into a cultural context. And it's been that way since before I was hired a loooooong time ago. #earlylang#globaledchat
A4: Like @doriecp alluded to before, having intentional collaborations with other professionals from across the globe helps us as teachers improve our global competence, which in turn impacts our lessons and the work we do with students. #GlobalEdChat#earlylang
Here's an A4 shout-out to the classic Venn diagram - I have to know there has to be something to put in that other circle in order to compare anything. #globaledchat#earlylang
Q5 some of you have gone this direction already, it's a natural extension! How can teachers partner up to support each others' global competence goals? #earlylang#globaledchat
Show your support for the #EarlyLang chat - get your t-shirt today! Available in a variety of sizes, styles, and colors - from onesies to adult. https://t.co/rNZGgx8LRm
Designed by the incomparable @MundodePepita
Q5 some of you have gone this direction already, it's a natural extension! How can teachers partner up to support each others' global competence goals? #earlylang#globaledchat
For Q5: Super interested to see if there are several perspectives on what it means for #earlylang class to produce something in English, which is often a side effect of partnerships across disciplines #globaledchat
#Earlylang#globaledchat quick thing I learned from @lovemysummer at #flanc18 - use “I see I think I wonder” to direct discussions about products (see) practices (think) and perspectives (wonder) that our Ss could understand
A5. If anyone is interested in Intercultural Competence specifically, you can join our group on facebook!! And we're having our first ever GIVEAWAY, so it's a great time to join #earlylang#globaledchathttps://t.co/97vPrCTod6
A5: Teachers can partner not just in their building, but with others around the world. We together with @LongviewGlobal) created a list of resources to help you find classrooms abroad to work with: https://t.co/LNTd8he8Qx#globaledchat#earlylang
Q5 some of you have gone this direction already, it's a natural extension! How can teachers partner up to support each others' global competence goals? #earlylang#globaledchat
I'm fine with the product being in English because it's usually created outside of Spanish class time in the other classes I'm partnering with. #earlylang#globaledchat
A5: #globaledchat#earlylang A5: Simple answer is sharing co-planning. Unfortunately, hard to make this work w/o common planning time. We need to educate stakeholders more about what we do, so that teachers & administrators can better understand the natural alignment & potential.
#Earlylang#globaledchat quick thing I learned from @lovemysummer at #flanc18 - use “I see I think I wonder” to direct discussions about products (see) practices (think) and perspectives (wonder) that our Ss could understand
Q5 is going to lead fairly seamlessly into Q6 and that's going to come fast! For now, Q5 is all about teachers partnering to support each others' global competence goals. #earlylang#globaledchat
A5: Teachers can support each other’s global competence goals by participating in professional development together, and brainstorming ideas on how to infuse global competency across the disciplines.
#earlylang#Globaledchat
A3) The greatest barrier to wide-spread Global Competence adoption lies on the commitment to transition power from T to S. We have to relinquish our fear and control over the process of learning and allow students to own the process. #globaledchat#earlylang
A5: Teachers can partner not just in their building, but with others around the world. We together with @LongviewGlobal) created a list of resources to help you find classrooms abroad to work with: https://t.co/LNTd8he8Qx#globaledchat#earlylang
If you're not on FB, we're also trying to get the hashtag #teach4ic going so we can share ideas, resources, etc on Intercultural Competence right here on twitter! #earlylang#globaledchat
#globaledchat#Earlylang a5: just knowing what the gen Ed teachers curriculum is good bc we can have them do the English reading in their class, then follow up on the discussion in Spanish class. Did this w Esperanza rising with my fifth graders
I see it as a way to extend my Spanish class time. Sometimes my students investigate things in L1 during their other classes (social studies, math, etc) and we discuss it in L2 in my class. If product is created in L1 it's done outside of my class time. #globaledchat#earlylang
A5: Teachers can partner not just in their building, but with others around the world. We together with @LongviewGlobal) created a list of resources to help you find classrooms abroad to work with: https://t.co/LNTd8he8Qx#globaledchat#earlylang
Thank you for this suggestion--I've also used Spanish class to discuss House on Mango Street, House of the Scorpion at the middle school levels--kids read them in English in their class, then talk in Spanish class...#earlylang#globaledchat
#globaledchat#Earlylang a5: just knowing what the gen Ed teachers curriculum is good bc we can have them do the English reading in their class, then follow up on the discussion in Spanish class. Did this w Esperanza rising with my fifth graders
@la_sra_hinson our middle grades class is doing world lit with geography and considering Enrique's Journey - what a connection! #earlylang#globaledchat
A6. University partnerships! Partnering with not only with @UConnNeag School of Ed, but also the languages department at UConn has allowed us to connect our work in global competency to solid theory. It's a great partnership! #earlylang#globaledchat
A6: Parents can be great partners with many connections. Community groups are often willing to help out. Local businesses too - they can talk about what it's like to use global competence skills in an authentic setting. #earlylang#globaledchat
I did a fellowship with the US Dept. of State's @ELPrograms in Vietnam for two years and it was life changing. Many amazing relationships developed with educators from around the world that continue today. #GlobalEdChat#earlylang
In reply to
@hsingmaster, @IREXintl, @primarysource, @ELPrograms
RF: Totally recruiting teachers from my school to join a Global Competence Lunch Bunch!
Also planning to start participating in #globaledchat! #EarlyLang
