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They have to describe what they see and do in a letter to a German-speaking friend. They can use Google Search to get information.

they valued the opportunities provided by the two CMC-embedded webquests to interact with their respective group members in asynchronous and synchronous modes of communication.

students appreciated and enjoyed learning about the target culture in way that they retained the information even two months after they were completed

By Natascha Chtena November 22, 2015 5 Comments   .blog-spacer { display: none; } @media (max-width: 420px) { .blog-spacer { display: block; height:1px; clear:both; } }   googletag.cmd.push(function() { googletag.display("dfp-ad-story_level_pages"); }); Natascha Chtena is a PhD student in Information Studies at the University of California, Los Angeles. You can follow her on Twitter @nataschachtena.       One of the challenges I face teaching a daily language class is finding novel and creative ways to maintain student interest throughout my lessons. One of my favorite teaching “tricks” is using music to motivate learning, improve concentration, create a sense of community and help my students absorb material.   Music is a wonderful tool to integrate into your teaching repertoire, especially if you are a foreign language teacher. It has a

The key is to not be too ambitious (unless of course you are teaching a language AND culture class) and to set realistic goals: one song one major point! I usually keep it to seven minutes max, which includes a song, a very short “lecture” and some time for student questions at the end.

But true authenticity comes from the activities we use during class time, leaving an impact on the communicative skills of our students.

Use the language proficiency site developed by UTexas to gain access to native Spanish speakers talking about a variety of themes. These are conveniently divided into proficiency levels.

Literally translated, the word Affenhitze means "monkey-heat" (or "ape-heat"), but it has little to do with monkeys

To truly assess proficiency, learners need opportunities to use their language in real-world situations, using authentic cultural resources (i.e., resources that are created by native speakers for native speakers).

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