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Don Doehla

Language Shift: From Learning to Acquisition | AIMing for Multiliteracy - 1 views

aimingformultiliteracy.wordpress.com/...t-from-learning-to-acquisition

language shift learning acquisition AimLang proficiency authentic resources storytelling education

shared by Don Doehla on 11 Aug 13 - No Cached
  • Don Doehla on 11 Aug 13
     
    How can language educators effectively transition students from language "learning" to language "acquisition"? This is a question to focus on as all language educators try to create classroom experiences that meet the American Council on the Teaching of Foreign Languages' (ACTFL) guidelines. ACTFL is calling for a shift in all language classes. Students and teachers need to use the second language (L2) at least 90% of the time. This amount of target language (TL) use will only create success for students if the teacher uses Comprehensible Input (CI). L2, TL and CI are three must-know acronyms for language educators today. Language "acquisition" is a key concept to our journey towards using research-based methods to update our language teaching practices.
Don Doehla

Common European Framework of Reference for Languages - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...ork_of_Reference_for_Languages

standards curriculum education European Common Framework significant content national standards framework language CEFR assessment levels languages

shared by Don Doehla on 11 Jul 13 - Cached
  • Don Doehla on 11 Jul 13
     
    "The Common European Framework of Reference for Languages: Learning, Teaching, Assessment,[1] abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe. In November 2001 a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The six reference levels (see below) are becoming widely accepted as the European standard for grading an individual's language proficiency."
Don Doehla

Acquisition Abounds: Action Research - Krashen's Hypotheses and AIM Language Learning - 0 views

acquisitionabounds.blogspot.com/...h-krashens-hypotheses-and.html

aim language learning acquisition action research AimLang

shared by Don Doehla on 21 Sep 14 - No Cached
  • Don Doehla on 21 Sep 14
     
    For the first thirteen years of my career, I did not know what the difference between language acquisition and language learning was. In fact, I'd dare say that I didn't really even know that there was a thing called "language acquisition" and I certainly had never heard of Dr. Stephen Krashen. I taught my students Spanish and French in a way where acquisition was unheard of. I used the textbook and taught long lists of thematic vocabulary. They were successful, yes. However, I'm afraid that most of them are destined to become one of those people who say "I forgot everything I learned in language class." I have heard this statement from dozens, possibly a hundred or more people who usually say this once they learn I'm a language teacher.
Don Doehla

A platform of resources - 0 views

www.coe.int/...LE_PlatformIntro_en.asp

standards curriculum education European Common Framework significant content national standards framework language resources

shared by Don Doehla on 11 Jul 13 - No Cached
  • Don Doehla on 11 Jul 13
     
    After producing reference documents such as the Common European Framework of Reference for Languages taught as "foreign" languages, the Council of Europe's Language Policy Unit proposes a new instrument, in the form of this Platform, enabling member states to benefit from the experience and expertise of other member states in formulating their programmes relating to languages of schooling and all language teaching.
Sharin Tebo

Using texts | frenchteacher.net - 0 views

www.frenchteacher.net/...using-film

reading texts sdwwl literacy disciplinaryliteracy

shared by Sharin Tebo on 07 Jun 15 - No Cached
  • Apart from being a source of reading, structures and vocabulary, the text is a starting point for grammar practice, listening work, pronunciation and intonation practice and discussion. If you accept that comprehension is the source of all real second language acquisition, then reading texts is fundamental.
  • Texts need not be completely authentic. After all, they are primarily a tool for teaching the language, so you may need to adapt the source text to suit the group in front of you
  • Texts which relate to students’ own experience (leisure, new technologies, television, internet, shopping, school, film etc) can be good as they may well encourage students to talk more.
  • ...32 more annotations...
  • What to do with texts Here is a check-list of ways you can exploit texts together with a justification or comment for each task. You could add to these with your own.
  • Prepare the ground. To prepare students for the text they are going to read it is a good idea to ask a few questions or give a brief introduction to the topic.
  • Skim reading. This helps students develop their skills of reading quickly for gist or specific details.
  • Read the text aloud or play a recording of the text. This allows students to hear correct pronunciation and encourages them to read slowly and carefully since they have to go at the pace of the reader.
  • Get students to read aloud.
  • Practising intonation. Reading aloud allows the teacher to work on stress and intonation.
  • Vocabulary brainstorming. This could be done before the text is read or, better, at a later stage.
  • Filling in tables. You can design a grid or table
  • Jigsaw reading
  • look for ones where there is a clear development from one point to the next and where there are clear links from paragraph to paragraph.
  • Match headlines to paragraphs. To show grasp of meaning and structure
  • Match summaries with paragraphs.
  • “Find the French/Spanish/German for”. This simple task, best done in the early stages of looking at a text, simply involves getting students to pick out vocabulary via translation. It can be done orally, or perhaps better in writing as then all students are definitely involved in the task.
  • Bilingual vocabulary list completion.
  • Finding cognates.
  • Underlining parts of speech.
  • Questions in the target language. This is the most traditional activity of all, but one which should not be underrated. Good questioning technique (oral and written) allows the teacher to practise grammar points, vocabulary, comprehension and speaking skills.
  • Defining words or phrases.
  • Making up questions in the target language.
  • Give the answer, they make up the question.
  • Questions in English. Although this has the disadvantage of moving away from the target language, it should not be ignored. It does focus entirely on meaning and with harder texts it can be a way of getting into the text before other tasks in the target language are carried out. It is also an entirely authentic real-life task.
  • Give false statements.
  • Matching tasks.
  • Completing sentences.
  • Multiple-choice. This is a good for allowing students to show a fine grasp of meaning. Multiple choice tasks should give at least three options and can take the form of a question with three answers or a sentence start with three different completions. These are quite fun to design and can be adapted to the level of the class.
  • Gap-filling. You can blank out words, phrases or whole sentences from the original text
  • Summarising from memory.
  • Written summary in the target language.
  • Changing the point of view.
  • Dictation. This is a high level activity, but is easily adaptable to different levels. It works best with French, where the sound to orthography relationship is more difficult than with Spanish or German
  • Paired dictation. For this you give students a series of sentences of different lengths. One student has to read the shortest sentence to their partner. The partner has to repeat the sentence precisely out loud.
  • Texts may be entered into an online tool such as Textivate, where students can do a variety of text manipulation exercises.
  • Sharin Tebo on 07 Jun 15
     
    How to use Texts in Language Teaching--Strategies for pre, during and post reading
Don Doehla

Found in Translation - 0 views

foundintranslation.berkeley.edu

Language Matters language linguistics culture communication

shared by Don Doehla on 17 Dec 13 - Cached
  • Don Doehla on 17 Dec 13
     
    Language life at UC Berkeley and beyond. Relfections on meaning, language use, cultural means of expression, status of languages, and more.
Don Doehla

A New Resource for World Language Teachers | Edutopia - 1 views

www.edutopia.org/...source-world-language-teachers

edutopia resource education

shared by Don Doehla on 15 Dec 14 - No Cached
  • Don Doehla on 15 Dec 14
     
    A new resource from the National Capital Language Resource Center - a must read for WL teachers who are seeking to implement a true standards-based, proficiency-oriented language program.
  • Don Doehla on 15 Dec 14
     
    A new resource from the National Capital Language Resource Center - a must read for WL teachers who are seeking to implement a true standards-based, proficiency-oriented language program.
Don Doehla

Johnson: Language networks: When bigger isn't better | The Economist - 0 views

www.economist.com/...johnson-language-networks

economist language research resources

shared by Don Doehla on 23 Jan 15 - No Cached
  • Don Doehla on 23 Jan 15
     
    HOW would you rank "important" languages? If asked to rattle them off, many people start with English, but after that are reluctant to go further. Important how, they ask. One approach would be to look at people and money: surely a language is important if it is spoken by lots of people, in countries with great wealth (and presumably, therefore, power).
Don Doehla

ECML/CELV > Home - 0 views

www.ecml.at

standards curriculum education national standards significant content European Common Framework framework language europe resources learning languages eu linguistics research

shared by Don Doehla on 11 Jul 13 - Cached
  • Don Doehla on 11 Jul 13
     
    "The ECML is a Council of Europe institution based in Graz, Austria. In cooperation with the Language Policy Division of the Council the Centre functions as a catalyst for reform in the teaching and learning of languages.  "
Don Doehla

The Science of Learning a New Language (and How to Use It) - 0 views

lifehacker.com/...+andyoooo

shared by Don Doehla on 25 Jun 14 - No Cached
  • Don Doehla on 25 Jun 14
     
    Learning new languages is a natural instinct for children, and yet it becomes more difficult as we age. We might be at a disadvantage as adults, but with a few learning methods, you can still give yourself the best chance for learning a new language.
Don Doehla

Use of the Target Language in the Classroom | American Council on The Teaching of Forei... - 1 views

www.actfl.org/...arget-language-the-classroom-0

target language classroom actfl teaching languages proficiency resources education

shared by Don Doehla on 26 Aug 13 - No Cached
  • Don Doehla on 26 Aug 13
     
    ACTFL's position statement on 90% rule
Sharin Tebo

Implementing Valid Standards-Based Grading - Calico Spanish - 0 views

blog.calicospanish.com/...d-standards-based-grading.html

WorldLanguages assessment proficiency SDWWL

shared by Sharin Tebo on 24 Apr 15 - No Cached
  • a standards-based curriculum focuses on the students’ abilities to demonstrate mastery of a skill, rather than scores on assessments. @emilybakerhanes further clarified standards-based grading for world language teachers. She said, “The standards are based on proficiency targets appropriate for their level.”
  • Some teachers base their proficiencies on the skills of reading, writing, listening and speaking, while others are using the ACTFL modes of learning: interpersonal, presentational, and interpretive. @cadamsf1 clarified how these overlap, “The skills really are included within the modes.
  • Create a system that works for you. It was clear from our participants that there are as many good ways to create a standards-based system as there are world language teachers.
  • ...3 more annotations...
  • “Demanding redos creates a class where success is not only possible but probable.” @cadamsf1 brought up the key problem with this system, though: time. She said, “It is still difficult for me to manage the redo retake, makeup and move on, but I must admit it does give powerful incentives and students will try.”
  • “Formative = for learning, shouldn’t be graded.”
  • “90% of my homework is formative, no grade. But at some point, you have to ask them to demonstrate learning from feedback provided from the homework.”
  • Sharin Tebo on 24 Apr 15
     
    Standards based grading for World Languages
Don Doehla

Why learn a foreign language? Benefits of bilingualism - Telegraph - 0 views

www.telegraph.co.uk/...-Benefits-of-bilingualism.html

foreign language language benefits proficiency authentic resources

shared by Don Doehla on 19 Jun 13 - No Cached
  • Don Doehla on 19 Jun 13
     
    Great article! We could share with students new to learning a WL!
Laura Sexton

Genius Hour - LiveBinder - 1 views

www.livebinders.com/...829279

geniushour

shared by Laura Sexton on 14 Jul 14 - No Cached
  • Laura Sexton on 14 Jul 14
     
    Look under Foreign/World Language for posts & pages from language teachers using Genius Hour in their classes!
Don Doehla

Results for : PBS LearningMedia - 0 views

iptv.pbslearningmedia.org/search

French Japanese Spanish language learning languages resources

shared by Don Doehla on 23 Jan 15 - No Cached
  • Don Doehla on 23 Jan 15
     
    Language learning resources
Don Doehla

Elevate and Empower: World Language Instructors as Key Players in the Shift to Competen... - 0 views

gettingsmart.com/...petency-based-blended-learning

infographic blended learning ressources edtech

shared by Don Doehla on 20 Nov 14 - No Cached
  • Don Doehla on 20 Nov 14
     
    Infographic | Elevate and Empower: World Language Instructors as Key Players in the Shift to Competency-Based, Blended Learning via Getting Smart
Don Doehla

Nine research facts about L2 phonology that every teacher should know | The Language Gym - 0 views

gianfrancoconti.wordpress.com/...that-every-teacher-should-know

research facts language ressources education resources

shared by Don Doehla on 23 Jan 16 - No Cached
  • Don Doehla on 23 Jan 16
     
    Good articles on language acquisition and phonological considerations for L2 courses.
Laura Sexton

The Keys to Assessing Language Performance | American Council on The Teaching of Foreig... - 0 views

www.actfl.org/...assessing-language-performance

SBL ACTFL performance

shared by Laura Sexton on 14 Jul 14 - No Cached
  • Laura Sexton on 14 Jul 14
     
    Suggested book by Paul Sandrock
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