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"The purpose of this activity is to encourage students to learn and practice a thinking routine that they can use inside and outside of the classroom. The thinking routine is: Observe. analyze. Extend. This routine promotes a contextualized approach to meaning making. Practicing this routine will help students wade deeper into self-directed participation with the target language and culture. It provides a reliable sequence of actions which can be easily adapted to structure participation in new and uncertain citations. "

Good discussion of "authenticity" -- what makes a text authentic or not?

"Authentic" AppeArs to meAn: nAturAlly produced by Authentic source for communicAtion in A nAtive setting. WhAt concerns me is thAt the cAll for "Authentic" dAtes bAck to perhAps 20 yeArs Ago? We Are still clAiming it is importAnt, yet we scAffold Authentic text often to the point thAt they loose their intrinsic chAllenge.

This list is amazing. It has even a list of apps and pages that work very well with Facebook.

This is a great list! I never used facebook for teaching but I learned many facebook apps for instructional purpose! Thank you for posting!

Thanks for sharing. This is related to work we did this week.

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.

This is about a science class, but take a look for student attitudes towards this delivery - and see what we can take from it for language lesson flipping.

Hi Anne! I Also like to use infogrAphics with my students even for me. I leArn much better when I see imAges And grAphics. I guess I Am A visuAl leArner And I AlwAys present content through imAges And chArts of informAtion.

An Article by Julie Meloni, published on the Chronicle of Higher EducAtion's (now defunct) "ProfHAcker" blog. Meloni offers A quick overview of the distinction between synchronous And Asynchronous communicAtion, And suggests wAys to mAke use of both in the clAssroom.

Unfortunately, this article has been removed. But I like Jennifer's comment: "Just because a tool is new and shiny doesn't mean it will help your students. Careful planning and a sound pedagogical rationale will, though."

This is a great interpersonal activity, although I would imagine student reactions to it may vary. For instance, some students (like me) may find it stressful not to write things down. On the other hand, not writing things down takes the pressure off for being "perfect" and puts the attention on the spontaneous nature of the interpersonal mode.

There are a number of National Foreign Language Center videos on YouTube. The NFLC videos (most are closed captions) are helpful for any language teachers. It offers different activities and ideas to get the students involved online/hybrid etc.

Thanks for sharing! I love her comment "The digital native is a myth." This is exactly what my colleagues and I have been noticing as our school went 1:1. Students understand how to use tech for social media and gaming but not as a tool for school.

Looks like the perfect video to watch as a prelude to doing the hard work of shifting a course to online format. The essential reminder for me: "Pick a few tools and use them over and over again." Better for students, better for us....

I have no annotation because I exceeded my limit :-( But here is the gist: This is a report from a design experiment using synchronous online communication for learning French. The problem: Canada' Core Language program for learning French as a second language resulted in a great number of students with "minimal abilities" to communicate in French. In search of a solution: to use synchronous online communication. Quoting White 2003:"the benefits of using web‐based, real‐time (synchronous) interaction and communication as follows: it is spontaneous; it motivates learners who develop a sense of community and gain energy from the group; it offers opportunities for peer feedback; and it supports the development of interactive competence. "

Mentioned in Edutopia article - "With a native speaker in your ear, you can study a language and be transported at a time when we all need an escape."

There is no one-size-fits-all answer to this question, as the best way to buy a verified Cashapp account will vary depending on your specific needs and preferences. However, some tips on how to buy verified Cashapp accounts include: doing your research ahead of time, finding a reputable seller, and being prepared to pay a bit more for a verified account. With that said, following these tips should help you find and purchase a verified Cash app account without any major issues.

Input data with a Gform, then take that data from a Google Sheet spreadsheet and merge it into a Google Docs template automatically.

How to incorporate technology into station learning.

Hi Diane: I am wondering, does your school support iPads for students in your class? or, is it required that they purchase their own. Is this an online class or a face-face class?

We have a classroom set of iPads that are available. Students don't purchase them, the school got them through a grant.

A flipped clAssroom is A clAssroom thAt swAps the ArrAngement of knowledge impArting And knowledge internAlizAtion compAring to trAditionAl clAssroom.In the flipped clAssroom,the roles of teAchers And students hAve been chAnged And the clAss time should hAve A new plAn.InformAtion technology And Activity leArning construct An individuAtion And cooperAtive leArning environment for leArners to creAte new leArning culture.BAsed on the AnAlysis of literAture of flipped clAssroom And some typicAl cAses,we summArize A flipped clAssroom teAching model.We Also describe the chAllenges in the implementAtion of the flipped clAssroom teAching.The pAper provides An innovAtive wAy to reform teAching in Chinese schools.

This article is on the subject of the flipped classroom applied to Chinese language.

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.

If you are really into Twitter, here is a site that investigates a number of tools that will help you use Twitter in different ways.

Wow, this just seems like an awesome idea. I've been toying with the idea of getting an iPad, just for fun, and this makes me want to get one and play around with it before the next school year starts.

I really like this idea! The teacher can give a much more detailed commentary on the assessment and with that the student may come away with a better understanding of necessary improvements.

This is a great idea and I like that there are other gadgets that can be used in conjunction. However I assume this would only be useful if you are a f2f teacher. In Blackboard we have wimba voice authoring which allows us to give audio feedback. I use this tool a lot and I feel that those who actually listen to my feedback profit from it.