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Marlene Johnshoy

Language Learners' "Willingness to Communicate" through Livemocha.com - 0 views

alsic.revues.org/2437

social communicate livemocha language

shared by Marlene Johnshoy on 10 May 12 - No Cached
  • Marlene Johnshoy on 10 May 12
     
    Abstract: This case study is based on an investigation into the use that a group of language learners made of Livemocha.com, a Social Networking Site through which language exchange is enabled via social media applications. The learners created profiles in the website and proceeded to interact with speakers of their target languages, reporting back on their experiences over a 10-week period. As communication between language partners can take place through several different channels, and can be asynchronous or synchronous, written or spoken, it was considered that the preferences of learners with different personality types (as indicated by responses to a Myers-Briggs Type Indicator questionnaire) might be accommodated. Several studies have suggested that the anxiety that some language learners feel when communicating in L2, especially when speaking, is reduced in online environments. Under the premise that a reduction in anxiety may lead to an increased "willingness to communicate" (MacIntyre et al., 1998), the principal objective of this project was to examine the type and frequency of online interactions that the participants engaged in with other speakers of their target languages in the Livemocha language learning community.
ncsargo

Skype and Skype in the Classroom: Options for Language Teaching and Learning - 4 views

www.tesl-ej.org/...ej65m1

carlatech15 skype classroom

shared by ncsargo on 05 Aug 15 - No Cached
marispi liked it
  • Skype in the classroom Skype in the classroom, launched in March 2011, is a website especially designed for educational purposes. It is a platform where teachers and students can disseminate information about their classes, share educational resources, and find partners to start classroom projects.
  • Language teachers and learners may find the “Languages” category especially useful because they can search for Skype language lessons that meet their needs (see Figure 4 for some examples of Skype language lessons). These lessons provide opportunities for learning another language or practicing language via language exchanges.
  • Language teachers and learners can enroll in any language lesson according to their needs and interests
  • ...8 more annotations...
    • ncsargo
      ncsargo on 05 Aug 15
       
      This seems like a great way to expand your PLN and collaborate with other language teachers
  • advanced features, such as group video calls, require users to pay a fee and upgrade to a premium account to get the service. Calling fees vary depending on the countries the user calls and the amount of time spent on calls. Subscribing to a premium account, which will allow users to use services such as group video chats, currently costs US$59.88 for 12 months. US$4.99 per month is not very expensive.
    • ncsargo
      ncsargo on 05 Aug 15
       
      There is a cost for premium features.
  • Limitations Although Skype and Skype in the classroom provide an intriguing option for language teaching and learning, there are some limitations as well. First, there are minimum download/upload speeds required for using Skype. For example, video calling and screen sharing require 128kbps/128kbps as the minimum download/upload speed; group video calling requires 4Mbps/128kbps as the minimum download/upload speed. Therefore, Skype users need to check whether their Internet connection meets such requirements to avoid video and audio lag during Skype lessons.
    • ncsargo
      ncsargo on 05 Aug 15
       
      It is important to keep these limitations in line for any web based interpersonal activity.
  • Second, Skype and Skype in the classroom promote authentic learning. According to Lombardi (2007), authentic learning emphasizes “real-world, complex problems and their solutions, using role-playing exercises, problem-based activities, case studies, and participation in a virtual community of practice” (p.2). Thus, authentic learning happens as learners participate in real-world relevant tasks that require their judgment to distinguish information, patience to participate, ability to adapt themselves to unfamiliar contexts, and flexibility to work with people from different cultures. In this view, Skype and Skype in the classroom allow language teachers and learners to participate in a context of authentic learning.
    • ncsargo
      ncsargo on 05 Aug 15
       
      As we saw in our synchronous class session Skype just like Adobe Connect can be used to deal with problem-based activities.  Through creating contexts in which certain language is required we can simulate an immersion environment for students online.
  • The ACTIONS model, proposed by Bates (1995), is a practical guide for educators and policymakers to select and evaluate the use of technologies for teaching and learning. The ACTIONS model involves the following criteria: Access: How accessible is a particular technology for learners? Costs: What is the cost structure of a particular technology? Teaching and learning: How does a particular technology support teaching and learning? Interactivity and user-friendliness: How does a particular technology facilitate interaction among learners? How easy is a particular technology to use? Organizational issues: Are any class organizational changes needed? Novelty: How new is this particular technology? Speed: How quickly can courses be taught and learned via this particular technology?
speabodymn

Using Music in the Foreign Language Classroom | GradHacker - 11 views

www.insidehighered.com/...sic-foreign-language-classroom

foreinglanguages Carlatech17 GroupA song music

shared by speabodymn on 27 Jul 17 - No Cached
  • 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.
  • where I asked students to compile a short (German) playlist that describes their personality, explaining what it is about each song that speaks to them and/or that they identify with.
    • murasimo
      murasimo on 27 Jul 17
       
      I would like to try this activity.
  • ...2 more annotations...
  • 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.   Mus
  • Music is a wonderful tool to integrate into your teaching repertoire, especially if you are a foreign language teacher. It has a way of capturing everything about a culture, its people and their language and it can inspire interest in a subject matter when other methods have failed. Not to mention that students love it and benefit from it intellectually and emotionally (even when they find your music taste questionable).
    • murasimo
      murasimo on 27 Jul 17
       
      I use songs all the time and students love it. it is useful for grammar, vocabulary and culture. most of the time students start following on youtube the singer and present to class new songs from the same singer.
    • heidikreutzer
      heidikreutzer on 29 Jul 17
       
      My students (college level) really enjoy any music I bring into the classroom. Usually, I use it because it fits a grammar or vocabulary theme. I'd love to expand my use of music with my students.
    • vivianfranco
      vivianfranco on 30 Jul 17
       
      My students also love to listen to songs in the target language. As you said, it is useful to work not only the language (grammar aspect) but also the cultural part. In my classes, I try to play 1 minute of music in Spanish before starting the class. They really enjoy it and even bring me more songs suggestions in the target language to play the next day.
    • pludek
      pludek on 30 Jul 17
       
      I like the idea of keeping the song length to a minimum. Sometimes the students get off task, especially if they don't like the song. Thanks for the idea! I love it when they tell me they've added the song to their own playlists!
    • speabodymn
      speabodymn on 30 Jul 17
       
      As a German instructor, I find music also is a great way to bring more traditional texts to life--lots of poems become more exciting to students when combined with a setting by Schubert or Strauss (for example), even if the student isn't initially interested in either poetry or classical music. (I have a video of Schubert/Goethe's "Erlkönig" that adds another dimension through a sort of cartoon horror-story video--so it's text plus music plus visuals.) With this much to discuss, it can easily fill half of a class session or provide the basis for a larger project. Still, I also like the shorter use of music as a way to add energy to many different topics without taking over the lesson.
  • murasimo on 27 Jul 17
     
    "Music is a wonderful tool to integrate into your teaching repertoire, especially if you are a foreign language teacher."
  • Ergan Xu on 31 Jul 17
     
    This sounds fun! I would love to try it next year!
Susan Wicht

FLTEACH - Foreign Language Teaching Forum - 0 views

web.cortland.edu/flteach

education CARLA GroupC language learning e-learning

shared by Susan Wicht on 08 Aug 13 - No Cached
  • The Foreign Language Teaching Forum is an integrated service for FL teachers, dedicated to encouraging communication, sharing, and collaboration at all levels. Our broad discussion topic is foreign language teaching methods for any level of instruction in all languages.
  • The basic premise of the list is that as professional Foreign Language teachers we are all in this together and are here to help one another.
  • Susan Wicht on 08 Aug 13
     
    "The Foreign Language Teaching Forum is an integrated service for FL teachers, dedicated to encouraging communication, sharing, and collaboration at all levels. Our broad discussion topic is foreign language teaching methods for any level of instruction in all languages."
greghutcheson

The FLTMAG - A free magazine on technology integration in language teaching and learning - 23 views

fltmag.com

technology education CARLA language

shared by greghutcheson on 25 Jul 13 - No Cached
    • Adrienne Gonzales
      Adrienne Gonzales on 25 Jul 13
       
      This magazine is a fun project I am involved with - check it out!
    • yflanders
      yflanders on 04 Aug 14
       
      Lots of great ideas for language teaching and learning. thanks for sharing.
    • kjjsk8
      kjjsk8 on 05 Aug 14
       
      Thanks for sharing. Lots of ideas and opinions to look at. I read a little into the evolving language center blog and it was really interesting.  
    • Jessica Rojas
      Jessica Rojas on 26 Jul 13
       
      FLT magazine. Amazing ideas for Foreign Language Classroom. Thank you Addrianne!!
    • MariaEmicle Lopez
      MariaEmicle Lopez on 28 Jul 13
       
      Adrianne, I found the site with a lot of information. I particularly enjoyed "Virtual Exchanges in the Foreign Language Classroom." It explains how to make the target language more accessible to students allowing for an understanding of perspectives and practices. Good outline of benefits of virtual exchanges.
  • Adrienne Gonzales on 25 Jul 13
     
    This is a practice-oriented publication that's a bit more casual in tone and practical in content than its scholarly counterparts, while still rigorous in the quality of information it offers. We will feature articles, interviews with notable folks in the field of language teaching and learning, reviews of software, materials, and books, and more!
  • ...11 more comments...
  • Jessica Rojas on 26 Jul 13
     
    Adrianne!! It is awesome. I am (as many of us) so engaged with this teaching technology and using the web in foreign language classes. Congratulations!! and wish the best to you and this experience with the FLT magazine. I already have it in diigo and have subscribe me to follow you
  • Beth Kautz on 30 Sep 13
     
    From UC Boulder
  • Marlene Johnshoy on 02 Aug 18
     
    You'll want to subscribe to this one and follow them on Twitter!
  • greghutcheson on 08 Jul 20
     
    Up-to-date content of immediate interest to FL teachers shifting to on-line instruction.
  • spangomez on 08 Jul 20
     
    I follow them on Facebook and love how publication addresses current issues especially with online and remote learning/teaching.
  • debhast on 09 Jul 20
     
    I find this very interesting and the tips can be useful......good information!
  • ebosley on 10 Jul 20
     
    I like that it provides resources and information on different online techs that you can use!
  • pamh6832 on 10 Jul 20
     
    What a comprehensive resource for the world language teacher--blogs, articles, interviews, webinars, conference reviews... I could spend hours exploring all of its content. Thank you for sharing this.
  • janayalf on 12 Jul 20
     
    Thanks for this! I really enjoyed the article " How to Establish a Strong Community in an Online Course"
  • ingridtp1 on 13 Jul 20
     
    One of THE best publications, comprehensive, practical, research based, inspiring, motivating to never stop learning!
  • tclem01 on 13 Jul 20
     
    I found an interesting article about Wakelet.
  • m0groe01 on 13 Jul 20
     
    A lot of great ideas and a nice way to stay informed and to, at the same time, feel connected with a network of language educators who are addressing the same challenges and concerns.
  • elizabethverano on 14 Jul 20
     
    SpatialChat looks so fun! I'll be curious about pricing, and appropriateness and safety for high schoolers.
Marlene Johnshoy

Facebook-ing and the Social Generation: A New Era of Language Learning - 1 views

alsic.revues.org/2413

social language facebook

shared by Marlene Johnshoy on 10 May 12 - No Cached
  • Marlene Johnshoy on 10 May 12
     
    Abstract: In this paper, we examine the use of Facebook (FB) as a social networking tool in an intermediate French class. After reviewing the available studies on FB in language instruction, we analyze surveys that were administered to students as well as student FB posts. We look at the potential benefits of social media, specifically FB, and discuss its impact on foreign language learning. We aim to address how FB is being used in the language classroom, how students respond to the integration of this social networking site in courses, the attitudes of higher education foreign language learners towards FB, as well as the role of FB in new learning spaces and with today's learners. An analysis of survey data suggests that students respond in a positive manner toward the use of FB in education and highlights some differences in the way FB is used in both personal and academic settings.
Marlene Johnshoy

Exploring the Benefits of ACMC for Speaking Development | IALLT - 1 views

www.iallt.org/..._acmc_for_speaking_development

ACMC online speaking myBrainShark research

shared by Marlene Johnshoy on 06 Jun 13 - No Cached
  • Marlene Johnshoy on 06 Jun 13
     
    "Abstract Currently, language educators experience difficulties in facilitating oral practice effectively in the foreign language classroom. Regularly, they face introverted and passive learners who fail to embrace speaking opportunities (Poza, 2011), or simply do not find the time to promote speaking practice in the classroom (Meddings & Thornbury, 2009). In this light, many asynchronous computer mediated communication (ACMC) technologies have emerged to confront this situation. However, central research studies do not seem to acknowledge ACMC as viable in accommodating oral development but, rather, frequently attribute this merit to synchronous CMC (Levy & Stockwell, 2006; Kervin & Derewianka, 2011). By employing a mixed-methods approach, this small-scale case study examines, firstly, the extent to which ACMC speaking practices are suitable for language learners' speaking development. Secondly, and by extension, it investigates the salient characteristics of the ACMC tool myBrainshark, that makes it appropriate for fostering linguistic growth. The data is obtained from post-beginner Spanish language learners by means of an online questionnaire and an online structured stimulated recall. The findings show, on the one hand, that ACMC oral practices can be beneficial in developing speaking aspects in lower-proficiency language learners and, on the other hand, that myBrainshark has characteristics that can potentially promote linguistic development. Finally, this paper calls for experimental research on the improvement of oral competency in post-beginner and higher-proficiency learners."
vivianfranco

Modality of input and vocabulary acquisition - 4 views

Multimedia input acquisition languages carlatech17 GroupA

shared by vivianfranco on 28 Jul 17 - No Cached
  • This study examines the effect of input modality (video, audio, and captions, i.e., onscreen text in the same language as audio) on (a) the learning of written and aural word forms, (b) overall vocabulary gains, (c) attention to input, and (d) vocabulary learning strategies of beginning L2 learners.
  • Multimedia, that is, a combination of print, audio, and imagery, has been argued to enhance input by making it more comprehensible (Plass & Jones, 2005).
  • The use of multimedia is also advocated because (a) it allows for the provision of authentic input and thus exposure to target culture, (b) it motivates learners, and (c) it accounts for students’ different learning styles (Brinton, 2001).
  • ...7 more annotations...
  • Research Questions
  • Participants
  • Procedures
  • Mate ria ls
  • 2 Instruments
  • RESULTS
  • The results suggest that for beginning learners with better reading than listening skills: (a) captions facilitate recognition of written word forms, while audio facilitates recognition of aural word forms; (b) more word meanings are learned when videos are shown with both audio and captions than with either audio or captions; (c) participants think they pay most attention to captions, then to video, then to audio, but they consider video to be the most helpful; some participants have difficulty attending to all three modalities; and (d) the meanings of some new words can be learned from very difficult authentic videos when the language is well-supported by visual images.
    • vivianfranco
      vivianfranco on 28 Jul 17
       
      I chose this quote because these results suggest that multimedia sources are tools that can be useful to attend different students' learning styles (some students learn better through reading, others through listening, others through making connections with images). Besides, it provides evidence of the effect of media sources on language acquisition which is also linked to authentic material. This quote also presents the difficulties that media sources can generate in those students who are not used to manage information presented in diverse modalities at once.
  • vivianfranco on 28 Jul 17
     
    This article presents a research about the effects on integrating multimedia sources on second language vocabulary acquisition. The researchers exposed the language learners to different stimulus: video with audio and captions, video with audio, and video with captions and compare the results to analyze their effect on language acquisition.
ksvinall

we teach languages - a podcast about language teaching from diverse perspectives - 0 views

weteachlang.com

shared by ksvinall on 08 Jul 20 - No Cached
  • ksvinall on 08 Jul 20
     
    This is a podcast produced by Stacey Margarita Johnson that focuses on many different aspects of language teaching. Stacey is the Assistant Director for Educational Technology at the Center for Teaching at Vanderbilt University and teaches Spanish. Topics of previous We Teach Languages episodes include heritage language maintenance, language legitimacy, linguistic variation, translanguaging, and emotional labor.
MariaEmicle Lopez

LangMedia: Resources for World Languages - Five College Center for the Study of World L... - 3 views

langmedia.fivecolleges.edu/lm_collection.html

languages global authenticlanguage videos carlatech13 week3 CARLA13

shared by MariaEmicle Lopez on 27 Jul 13 - Cached
  • We aim to provide examples of authentic language spoken in its natural cultural environment so that students of all ages can better understand the interplay between a language and its culture. The videos were filmed with handheld camcorders and microphones provided by the Center. The video and audio quality varies.
    • MariaEmicle Lopez
      MariaEmicle Lopez on 27 Jul 13
       
      This resource page gives access to spoken language and culture through authentic video and audio materials. There are materials in different languages on a variety of topics raging from basic communication, to culture, social life, transportation, etc. I found materials from some of Latin American countries and Spain on necessitites>emergency situations (Emergency Room, Taking the Physical Exam, etc.) for my Medical Spanish class.
  • Students should be aware that we have tried to remain true to the language our subjects actually uttered. Therefore, we have not corrected grammatical errors and the videos sometimes show highly colloquial language, local slang, and regional specific speech patterns.
  • MariaEmicle Lopez on 27 Jul 13
     
    Collection and other multimedia materials
Agustin Vizcaino

LLT Vol8Num3: SUPPORTING SYNCHRONOUS DISTANCE LANGUAGE LEARNING WITH DESKTOP VIDEOCONFE... - 3 views

llt.msu.edu/...default.html

synchronous agustin carlatech13 week 5

shared by Agustin Vizcaino on 11 Aug 13 - Cached
  • A preliminary evaluation with language teachers and computer specialists was carried out in 2001 to investigate the technological capabilities of four Internet-based desktop videoconferencing tools (CUseeMe, ICUII, Video VoxPhone Gold, and NetMeeting), and NetMeeting revealed itself as the most potentially appropriate tool for supporting oral and visual interaction in DLE (Wang, 2004).
  • He suggested firstly that "linguistic interaction is a collaborative activity," and then moved on to say that "linguistic communication involves the establishment of a triangular relationship between the sender, the receiver, and the context of situation."
  • Oral-visual interaction represents the highest level of CMC-based interaction at the present time.
  • ...5 more annotations...
  • It offers an authentic learning environment, in which language learners can orally and visually interact with another human being in the target language much in the same ways as in face-to-face interaction. However, research on oral-visual interaction in CMC has only occupied a marginal status in CMC research.
  • Cognitively and linguistically, it is generally maintained that paralinguistic cues such as head nods and facial expressions reduce ambiguity in speech and improve understanding
  • Signs of comprehension, frustration, nervousness, and enjoyment were all evident in real time.
  • More importantly, there is a crucial pedagogical concern at the heart of this research, that is, for distance language professionals to be open to the use of whatever technology available to maximize the level and quality of oral-visual interaction, and in so doing, create a more effective and efficient learning environment for distance language learners. Although the technology is changing rapidly, the larger pedagogical issue contained in this research is unlimited and beyond obsolescence.
  • It is not an exaggeration to say that Internet-based real time technology is changing distance education quantitatively as well as qualitatively, and this research represents only the beginning of the important effort to make distance language learning a more effective endeavor.
  • Agustin Vizcaino on 11 Aug 13
     
    This article talks about many aspects of communication especially the benefits of synchronous distance language learning
Abby Bajuniemi

Mr. Verb-Language evolution - 0 views

mr-verb.blogspot.com

carla12sn2 language evolution change

shared by Abby Bajuniemi on 16 Jul 12 - Cached
  • Abby Bajuniemi on 16 Jul 12
     
    I'm a linguist by training, so anything linguistics that talks about language use, language evolution, anything language-nerdy is going to be super interesting to me. :) This might be interesting to my linguistics students! 
liagentel

Center for Language Education and Research :: Rich Internet Applications - 5 views

clear.msu.edu/...rich-internet-applications

carlatech15 week3

shared by liagentel on 23 Jul 15 - No Cached
marispi liked it
  • Rich Internet Applications project is to create tools that are informed by language acquisition research, and engage language learners in active learning.
  • Mashups
  • Rich Internet Applications project is to create tools that are informed by language acquisition research, and engage language learners in active learning.
  • ...3 more annotations...
  • Mashups
  • Mashups
    • liagentel
      liagentel on 23 Jul 15
       
      Mashups is an amazing tool that helps to combine video clips with interactive online exercises to create tasks for your students. Also the students can create their own activities to share with the class. And easily leverages Viewpoint, YouTube, and SMILE to make new language learning activities
  • liagentel on 23 Jul 15
     
    Rich Internet Applications project helps create tools that engage language learners in active learning.
  • Michelle Burnside on 23 Jul 15
     
    Mashup is a great tool and the students like it too.
  • anonymous on 25 Jul 15
     
    Thanks for posting this; Audio Dropbox would be a useful tool for practicing leaving voicemails, etc.
hharb01

WhatsApp in the classroom to foster listening and speaking | TeachingEnglish | British... - 7 views

www.teachingenglish.org.uk/...room-foster-listening-speaking

#carlatech18 carlatech18share carlatech18 whatsapp interpretivemode languages technology smarphone

shared by hharb01 on 24 Jul 18 - No Cached
  • mobile technology can help teachers to find new ways to improve students’ language/content learning.
    • hharb01
      hharb01 on 24 Jul 18
       
      Ask school to supply a phone and apps installed to overcome giving your personal phone number to students.
    • norikofujiokaito
      norikofujiokaito on 25 Jul 18
       
      Some of my students use LINE (similar to WhatsApp) to talk with their conversation partners in Japan to practice Japanese and learn about Japanese culture. Mobile phones play a great role in foreign language courses now.
  • WhatsApp in your classroom with the purpose of improving students’ oral skills.
    • hharb01
      hharb01 on 24 Jul 18
       
      Mainly for speaking and writing, can be used for both representational and interpretive modes.
  • Mobile Phone Operator they contacted offered them a cheaper phone rate than the one they had. We could say they killed two birds with one stone.
    • hharb01
      hharb01 on 24 Jul 18
       
      Ask Principal about the likelihood of going this route.
  • ...17 more annotations...
  • allow their use with a clear pedagogical use and under the supervision of a teacher
    • hharb01
      hharb01 on 24 Jul 18
       
      check cell phone use policy and advocate for pedagogical use.
  • assessed
    • hharb01
      hharb01 on 24 Jul 18
       
      be clear with deadlines assessment what they have to do
  • describe the project
  • WhatsApp recordings of presentations should be just another tool
    • hharb01
      hharb01 on 24 Jul 18
       
      One app to be used and not the only one
  • engaged very easily and they enjoy listening to each other’s presentations
  • overcome their anxiety by being able to prepare an audio file on their own
  • very useful with large classrooms
  •   Assign each student a topic
  • Hand out a task to each of the students
  • Tell students the deadline
  • Share the assessment criteria
  • on-line pronouncing dictionaries
    • hharb01
      hharb01 on 24 Jul 18
       
      Find online dictionaries with speech tools.
  • listen to them and mark them according to the assessmen
  •  Prepare a handout for students with a list of questions
  • let them listen to all students' recordings and ask them to answer the questions in the handout
  • need of a good Internet connection
  • will help students who feel anxious in public to relax and it will also create an atmosphere of concentration which is key to effective listening
  • hharb01 on 24 Jul 18
     
    Examples on how to use Whatsapp in the language classroom
  • ...1 more comment...
  • hharb01 on 24 Jul 18
     
    with highlights and sticky notes
  • norikofujiokaito on 25 Jul 18
     
    The use of Whatsapp in the language classroom to promote conversation in the target language
  • Marlene Johnshoy on 25 Jul 18
     
    This one worked! and I can see your highlights! =)
cbbbcb

Authentic Activities for the World Language Classroom | Edutopia - 27 views

www.edutopia.org/...anguage-classroom-sarah-loyola

shared by cbbbcb on 14 Jul 17 - No Cached
  • Encourage students to have silent conversations using Google Docs. Choose a theme and have each student select a color for their responses. Make sure they share the document with you too, so that you can monitor and comment.
    • effeinstein
      effeinstein on 09 Aug 18
       
      I love this idea of using google docs for interpretive activities
  • In order to help students better master the units we teach, remember these rules when selecting activities:They must be authentic. They should always be engaging. Activities should be varied. They need to be focused on the unit theme. Perhaps most importantly, they should force students to use the target language.
    • effeinstein
      effeinstein on 09 Aug 18
       
      Important to remember!
    • leahmyott
      leahmyott on 16 Jul 20
       
      This reminds me of the assessment class I took at CARLA where I learned about the importance of using authentic materials to help boost student engagement and language learning.
  • f we make activities genuine, our students will be much more inclined to participate, acquiring new knowledge in the process.
  • ...2 more annotations...
  • Show videos on Yabla
    • cbbbcb
      cbbbcb on 17 Jul 20
       
      I just heard about FluentU. How is Yabla different from FluentU?
  • authenticity
    • cbbbcb
      cbbbcb on 17 Jul 20
       
      I think authenticity refers to authentic materials and authentic tasks. What are real things native speakers would do?
  • sarahbeeman on 17 Jul 17
     
    This looks like a good resource for new classroom activities for any language.
  • ...14 more comments...
  • maygeorge on 19 Jul 17
     
    I am very interested in creating comics, I will use this in class: https://itunes.apple.com/ca/app/strip-designer/id314780738?mt=8 Thank you a lot for the great ideas. May George, Group C.
  • sraetherington on 20 Jul 17
     
    This site has some awesome ideas! I can't wait to start planning for the upcoming school year!
  • vivianfranco on 22 Jul 17
     
    Amazing blog! I really like the explanation they provide for authenticity since it is not just decoration of the classroom with the cultural aspects of the target language. I will be using some of the activities they suggest :-)
  • rfrisch125 on 23 Jul 17
     
    This great. I am not comfortable with the modes. This blog will help me to associate the modes with activities which will be more meaningful for me.
  • heidikreutzer on 23 Jul 17
     
    Always good to have a list like this on hand! I also like the breakdown by modes.
  • dfranco1 on 24 Jul 17
     
    Thanks for sharing. I bookmarked it.
  • Anne Dixon on 24 Jul 17
     
    Looks like a great list!
  • Shereen Elgamal on 25 Jul 17
     
    This is such a valuable resource. While it felt validating to see some of the activities that I already use on these lists, they also gave me new ideas to try for next semester. I am sure students will appreciate the variety.
  • vaguevara on 10 Aug 18
     
    I have used both Veinte Mundos and Paperboy--Wondering if I can use EdPuzzle/ Playposit, or Diigo with these-- I think that will help with greater student engagement and my ability to track what they are 'doing' with these resources-- It is not enough to assign them to watch/ read, I need to provide the activity to accompany it.
  • hharb01 on 11 Aug 18
     
    this one is a keeper.
  • atsukofrederick on 11 Aug 18
     
    If a tech device is not available for all students in class, you can do silent talk using a pen and paper. I used to call this activity "Pencil Talk"
  • barichetti on 12 Aug 18
     
    This seems like an excellent article/suggestion. I really enjoy using Google Docs and am excited to look into that.
  • nleisenheimer on 13 Jul 19
     
    I, too, was planning to bookmark this piece. I appreciated that it was organized by the different modes.
  • leahmyott on 16 Jul 20
     
    Focusing on authenticity makes students more inclined to participate. In addition, activities should be engaging, varied, focused on the unit theme and force students to use the target language. This article has suggestions for engaging activities for the interpretive, interpersonal and presentational mode. Many of these activities use technology, and the author provides links to the apps. A very useful and quick read.
  • papolochan56 on 16 Jul 20
     
    I really like the idea of doing an email activity with my students! Thank you for posting this article! Great ideas!
  • cbbbcb on 18 Jul 20
     
    Now I have another question: what role does a textbook play in our instruction? Do we need to get rid of materials written for language learners?
anonymous

Collaborative tasks for online language teaching - González‐Lloret - 2020 - F... - 4 views

onlinelibrary.wiley.com/...flan.12466

carlatech20

shared by anonymous on 15 Jul 20 - No Cached
  • through collaborative technology‐mediated tasks, we can promote productive language output (spoken and written) and the type of interaction that facilitates language learning and motivates students to continue improving their language skills
    • anonymous
      anonymous on 15 Jul 20
       
      I certainly hope so, because what is stated here is the ultimate goal of a language class, and this fall we have no choice but for everything we do to be "technology-mediated"
    • anonymous
      anonymous on 15 Jul 20
       
      This is what I'm looking for: exercises that "build community," or put in a more basic way, exercises that force students to interact with each other in the target language...
    • anonymous
      anonymous on 15 Jul 20
       
      This is what I'm looking for: exercises that "build community," or put in a more basic way, exercises that force students to interact with each other in the target language...
  • evaalb on 15 Jul 20
     
    I agree that what we need now more than ever is collaborative, community building exercises. Last semester when we went online, at least we knew our students and they knew us. In the fall, if we go online, there will be students that we haven't met and built a rapport with in person. It will be more important than ever to foster an interactive environment and focus on meaning and communication.
marispi

The Elephant in the Language Classroom | Edutopia - 3 views

www.edutopia.org/...language-classroom-peter-smith

carlatech15 asessment language

shared by marispi on 03 Aug 15 - No Cached
  • Studies
  • have concluded that collaborative and cooperative learning methods improve students' time on tasks and motivation to learn. Language teachers are finding that group activities and conversational pairing have distinct advantages over individualised tasks. Students enjoy interacting with each other, particularly in speaking activities, and opportunities to do so are relished. The prospect of school exchanges, making new social links abroad, and exploring new cultures is another powerful motivator. The pairing of language students with counterparts abroad is the next logical step. Working effectively online with native speakers is a challenging and alluring proposition.
  • Assessment is more difficult
  • ...2 more annotations...
  • The evidence to show individual progression achieved directly from paired or group interactions is hard to quantify. Monitoring, recording, and properly assessing individuals' performances in collaborative tasks is more difficult to achieve than the correction and grading of individual tests.
  • The pairing of language students with counterparts abroad is the next logical step. Working effectively online with native speakers is a challenging and alluring proposition.
    • danielhkarvonen
      danielhkarvonen on 03 Aug 15
       
      I am very interested in getting my students paired up with native speakers, but haven't been successful in doing so yet.
    • marispi
      marispi on 07 Aug 15
       
      I'm going to make a more concerted effort, I think.
  • Shereen Elgamal on 03 Aug 15
     
    The article highlights the effectiveness of collaborative and cooperative language learning activities such as school exchanges and pairing students with counterparts abroad. It also bring up the issue of difficult assessment gets in the way and brings to the front solo performances and summative examinations.
  • Michelle Burnside on 04 Aug 15
     
    I certainly agree with this as being an effective way to language learning. We in the military community use the group/pair work approach for many reasons. Pair work keeps them interested and motivated to learn. It also makes better use of class time. I also think that when the students are ready for the OPI, they generally do better than if they were in a traditional classroom. As for assessment, yes it is more difficult, but it is up to us as instructors to find ways to measure the students' performance based on the interaction. Once the student is in country, it will be up to him/her to communicate with others. That will be the true test.
elenistef7

Música {and music videos} in the language classroom | Teaching a World Language - 10 views

srtanrodriguez.wordpress.com/...deos-in-the-language-classroom

carlatech15 week3 twitter eduCanon interpretive

shared by elenistef7 on 24 Jul 15 - No Cached
marispi liked it
    • ncsargo
      ncsargo on 24 Jul 15
       
      Using eduCanon to embed questions into music videos is far more convenient than answering questions with simple pen and paper. If you aren't an eduCanon fan at the very least these sites are great resources for Spanish language music for interpretive activities.
  • Next, my recent favorite, eduCanon.
    • ncsargo
      ncsargo on 24 Jul 15
       
      Silent videos can be used to create an interpretive activity for any language. Simon's cat is a good resource for silent videos, the following link also has many great silent videos that work with developing emotional intelligence and creative writing: http://ineverycrea.net/comunidad/ineverycrea/recurso/10-cortometrajes-para-trabajar-la-educacion-emocio/0f46341c-920e-48da-8147-0656407da4f1
  • ...5 more annotations...
    • ncsargo
      ncsargo on 24 Jul 15
       
      Here is a great interpretive activity; having students use Twitter to convey how a song makes them feel or to write a ministory in 140 characters or less!
    • ncsargo
      ncsargo on 24 Jul 15
       
      I found this idea particularly insightful because I feel students must understand the main idea of the video fairly well to condense the theme into 140 characters!
  • For #authres: Bilblioteca Musical: http://musicaenespanol.weebly.com/ LyricsTraining: http://lyricstraining.com/ Zambombazo {Cancionero}: http://zachary-jones.com/zambombazo/tag/cancionero/ TodoELE {Canciones}: http://www.todoele.net/canciones/Cancion_list.asp El Mundo Birch: http://elmundodebirch.wordpress.com/2014/03/30/spanish-music-database-updated/ Youtube {different channels}: https://www.youtube.com/ MTVTres: http://www.tr3s.com/ Los40: http://los40.com/ For non-natives/ELE: Rockalingua: http://www.rockalingua.com/ Senor Wooly: http://www.senorwooly.com/ Realidades I, II y III {Canciones de HipHop}
  • First, let’s talk resources; here are some of my “go-to” music websites for Spanish. Feel free to add your own comments with additional sources that you like to use.
  • This tool can be used in any discipline, with any grade. What a neat way to begin class, end class or assign as an independent practice activity. By embedding music videos into eduCanon, the teacher can pose questions about the actual video or the music lyrics that may appear. Here is a sample video I created in English using a great silent film source: Simon’s Cat
    • annalisaandre
      annalisaandre on 25 Jul 15
       
      I find this idea very interesting. I might use a collection of music videos in eduCanon to work with students about vocabulary related to emotional states.
    • elenistef7
      elenistef7 on 25 Jul 15
       
      I like the idea about using silent films like Simon Cat. Another source for silent films could be Charlie Chaplin.
  • -Have students describe how they feel when listening to the music, in #140charactersorless: write a mini story to go with the music & emotions, post to Twitter or a learning management site used {Edmodo, Schoology, Canvas, etc}, share their stories in small groups, collaborate using Google Docs to create a unique tale based on the music they hear, present their stories to the class {act it out, swap stories with another group, re-enact silently: have classmates reinvent the original story}
  • ncsargo on 24 Jul 15
     
    Great resource for using Spanish language music videos and silent videos for interpretive activities, check out my sticky notes for more resources!
  • annalisaandre on 25 Jul 15
     
    Great resource for using Spanish language music videos and silent videos in the classroom for interpretive activities with Twitter and eduCanon.
  • elenistef7 on 25 Jul 15
     
    I like the idea of using Simon Cat videos. Another option: Charlie Chaplin films
Marcie Pratt

Social-networking sites in foreign language classes: Opportunities for re-creation | Ka... - 4 views

www.academia.edu/..._Opportunities_for_re-creation

carlatech13 week3 foreign language

shared by Marcie Pratt on 28 Jul 13 - No Cached
  •   38   SOCiaL-NetwOrKiNg SiteS 2001). This difference in ‘lifestyle’ gives educators reason to believe we shouldincorporate SNS usage into our class-related activities, to capture these students’imaginations and t their thought patterns and socializing habits (Godwin-Jones,2008; Winke & Goertler, 2008).However, although technology is an integral part of neomillennial students’lives, they often do not know how to use technology in ways that would benet them in computer-assisted language learning (CALL) (Dieu & Stevens, 2007;Kolaitis, Mahoney, Pomann, & Hubbard, 2006; Winke & Goertler, 2008). Suc - cessful CALL activities, then, often require a substantial training period at theoutset (Jones & Bissoonauth-Bedford, 2008; Kolaitis et al., 2006), and studentsmay be less enthusiastic about a class’s language and culture projects if the formof computer-mediated communication ( CMC) employed is not the type they areaccustomed to using (McBride & Wildner-Bassett, 2008; Thorne, 2003). A usefulresponse may be to craft CALL activities more to the practices that our studentsare familiar with (Winke & Goertler, 2008). SNSs are an obvious possibility to consider, given their tremendous popularity.If we can get our F
  • we can get our FL students to interact socially on SNSs, then they may beengaged in more authentic social and communicative behavior than typically hap-pens in classrooms, because “instead of merely simulating other modes of interac-tion, technology mediated communication is, in and of itself, the real thing
  •   40   SOCiaL-NetwOrKiNg SiteS and sites like it, knowing, socially and technically, how to re-use media in thisparticular way has become foundational for communication and creative expres- sion over the Web” (Perkel, 2008, p. 218). We can call this activity of writing/remixing the self through the manipulationof text and media ‘ self-authorship.’ Within the framework of CALL, this term refers to students authoring their own materials which can then serve as the basisfor learning and lessons. Using student-created materials as the center of a lesson ts with a student-centered pedagogy (Dieu, Campbell, & Ammann, 2006). Self-authorship activities can increase interest and time on task, and they put students in a more active role in their own learning process (Kramsch, A’Ness, & Lam,2000; Nikolova, 2002).Students must take an active role in their learning. They cannot simply be handed knowledge from an expert because understanding is the result of a cre- ative process one must work through over time with other people (Bereiter, 2002). Learning
  • ...3 more annotations...
  • Such use could instantiate the primary condition that research has shown to encourage L2 acquisition: timespent on meaningfully embedded interaction and negotiation with others
  • Students must take an active role in their learning. They cannot simply be handed knowledge from an expert because understanding is the result of a cre- ative process one must work through over time with other people (Bereiter, 2002). Learning and language develop through interaction with others, by means of in- ternalizing problem-solving patterns that are rst experienced in dialogue withothers (Vygotsky, 1978). SNSs therefore are a promising tool for FL education intheir capacity to be used by learners as L2 practice in a way similar to how they are used by the majority of young people in our society.
    • Marcie Pratt
      Marcie Pratt on 28 Jul 13
       
      I did not mean to highlight so much. Can't find the "undo" highlight. I believe the paragraph starting with "If we can get our FL students..." is important because as FL teachers we are always working towards getting out students to speak in the target langauge and with as much authenticity as possible. By working with an SNS then they might be more apt to use their L2 skills in a more authentic way outside of the classroom as mentioned in the paragraph.
    • MariaEmicle Lopez
      MariaEmicle Lopez on 28 Jul 13
       
      Great comment! SNS are a way to help students connect class with the real world and someone besides peers and instructors. Interaction through SNS is practice in the target language with speakers of that language, helpful for when they study abroad, for when they graduate and find a job where they interact with Spanish speakers in the case of my students population. These kinds of interactions build on confidence and improvement of speaking skills.
Susan Wicht

EUROCALL: European Association for Computer-Assisted Language Learning - 0 views

www.eurocall-languages.org/

education CARLA technology GroupC language learning e-learning

shared by Susan Wicht on 08 Aug 13 - Cached
  • Susan Wicht on 08 Aug 13
     
    "the European Association for Computer Assisted Language Learning. EUROCALL aims to provide a European focus for the promulgation of innovative research, development and practice relating to the use of technologies for language learning."
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