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  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

have used Twitter to facilitate class discussion and to gauge and deepen students’ interest and level of understanding.

raising awareness of personal branding. “I think it’s really important for students to think about the content of their accounts and the pictures they use,” which form part of a lasting “digital footprint,” she says. Faculty members often must remind students of the permanence of the Internet and its long-term effect on their professional image.

We make applications that

change the way people learn

languages.

May 20th, pronounced in Chinese as “wǔ èr líng” 五二零 is supposed to sound like “wǒ ài nǐ” 我爱你 (“I love you”).

May 20th, pronounced in Chinese as “wǔ èr líng” 五二零 is supposed to sound like “wǒ ài nǐ” 我爱你 (“I love you”).

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

#2 Bring in American/English TV Shows

Also, you can discuss why certain companies make different products for different countries.  I saw one commercial for a lemonade made by 7-Up.  It is always fascinating the different flavors that each company makes worldwide.

But, she said, she and fellow members of the Teachers of Color group have called for VIPKid to act "proactively" by teaching the company's parent customers about diversity in America, involving teachers of color in the construction of the curriculum, featuring teachers of color in advertisements in China, and releasing a statement to the company's Chinese customers explicitly supporting teachers of color.

Essentially, the teacher narrates a video that is projected for the class to see.

it links meaning between the language used by the teacher to the images on the screen.

music videos

“instrumental empathy” (sometimes known as “impact anthropology”) can go a long way.

“instrumental empathy” (sometimes known as “impact anthropology”) can go a long way.

ambitious imagination