A teacher's guide to best practice
Word Count: 11625
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
This guide was remixed using ISKME's OER Faculty Starter Guide found here: https://www.oercommons.org/courses/oer-online-learning-faculty-quick-start-guide/view
"This project was created to conjoin my two areas of study–a foreign language and media production. What inspired this project was my experience seeing other students struggle with the technological aspect of video editing, while also not enjoying the assignment overall. My aim was to address both of these issues to create fun, easy video project ideas for teachers to implement into the classroom."
- Sata Vanasouk
Fall 2019
This Remote Learning Plan was created by Rosa Zimmerman in collaboration with Nick Ziegler as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic. The attached Remote Learning Plan is designed for a grade 9-12 World Languages student. Students will: Learn the seasons and weather expressions for each season.
Labs component for Grade 2: Module 3 of the EL Education K-8 Language Arts Curriculum. Labs provide students with an hour of engaging, hands-on play to build habits of character, literacy skills, and module-related content understanding. Labs are directly connected to the content of this language arts module, The Secret World of Pollinators, and should be implemented alongside the module lessons. For more information on Labs, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.
I will explore the use of game-enhanced (not designed specifically for world language learning) vs. game-based (games specifically designed for world language classroom use) technology games. I used both in my classroom and surveyed students on effectiveness and usability. Games can be an area where we can really enhance student motivation and time-spent on world language learning outside the classroom. I will give examples of games that can be used and explain how I integrated them into class. I will also cover how I graded participation and show the benefits to students/teachers of using this approach.Terri Wright, Millard Public Schools, tlwright@mpsomaha.org
The goal of the Center for Applied Second Language Studies at the University of Oregon is to improve the teaching and learning of foreign languages. Similar to other language resource centers, CASLS creates language learning and teaching materials, offers professional development opportunities, and conducts research on foreign language learning.
Humans have the capacity to use complex language, far more than any other species on Earth. We cooperate with each other to use language for communication; language is often used to communicate about and even construct and maintain our social world. Language use and human sociality are inseparable parts of Homo sapiens as a biological species.
Conversation Activities | The Pathways Project
Short Description:
Let’s Chat! ASL features a collection of over 160 interpersonal activities for novice and intermediate learners. Touching on a range of thematic topics such as free time activities, resolving conflicts, daily routines, health, the environment, holidays and so much more, ASL teachers are sure to find an activity to use in their courses. These activities may be used as is or can easily be revised and remixed to fit the unique needs of individual classrooms.
Long Description:
Let’s Chat! ASL features a collection of over 160 interpersonal activities for novice and intermediate learners. Touching on a range of thematic topics such as free time activities, resolving conflicts, daily routines, health, the environment, holidays and so much more, ASL teachers are sure to find an activity to use in their courses. These activities may be used as is or can easily be revised and remixed to fit the unique needs of individual classrooms.
Are you a language instructor using Pathways Project Activities? We would love to hear from you. CLICK HERE to provide your feedback and share back activities you revised with the Pathways Community.
The Pathways Project, an initiative from the Department of World Languages at Boise State University, is a collaborative network of open educational resources (OER) including instructional language teaching materials and professional development created by and uniquely for Idaho’s K-16 language teachers and students.
Teachers and students participating in the Pathways Project come from different fields of study and schools across Idaho to create open (i.e., free), digital activities that support the teaching and learning of foreign languages and promote intercultural competence. We hope to impact the opportunities learners have to connect to the global world!
Visit the Pathways Project Website to learn more.
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(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Did you ever play "pretend" as a kid, like pretend you went to the store to "play restaurant," or "play doctor?" As fun as these games were, they also served valuable educational purposes, teaching us how to act and interact in the real world (like the grown-ups do!) and use appropriate language. Applying this same "play" activity in a world language classroom (of all ages!) gives students the opportunity to not only practice their language skills in a real world scenario, but also engage in culturally appropriate interactions, apply knowledge from different subject matters, and make connections to the world outside of the classroom.Danielle Fulcher, Lincoln Northwest High, dfulcher@lps.org
Students will learn which languages are spoken in which countries as well as be able to recognize Spanish accents from around the world. Students will learn more about accents from different Spanish-speaking countries by recognizing the differences in played recordings.
This lesson asks students to analyze the features of a poet's work then create their own poems based on the original model.
This Remote Learning Plan was created by Kelly Garcia in collaboration with Nick Ziegler as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic. The attached Remote Learning Plan is designed for a grade 9-12 World Languages student. Students will: talk about healthy/unhealthy lifestyles/habits.
The mission of the Center for Advanced Research on Language Aquisition (CARLA) is to study multilingualism and multiculturalism, to develop knowledge of second language acquisition, and to advance the quality of second language teaching, learning, and assessment. Some of the ways in which the center aims to achieve this mission is by conducting research and action projects in order to share research-based forms of knowledge.
The National Foreign Language Resource Center (NFLRC) at the University of Hawai'i is one of the fifteen National Foreign Language Resource Centers established under Title VI of the U.S. Department of Education. NFLRC focuses on the less commonly taught languages of Asia and the Pacific, including Arabic. The website offers publications available for sale and frequently hosts conferences and workshops.
CARLA's Social Justice in Language Education project is creating instructional materials that address a wide range of social justice topics in ten languages. Grounded in multiliteracies pedagogy, these materials will improve students' language abilities, intercultural understanding, and career competencies through critical engagement with target language texts.
The Social Justice in Language Education website currently includes the following:
--Social Justice Bibliography: provides a curated list of resources in three main categories--general social justice resources; social justice and language education; and language-specific resources.
--Social Justice and Language Education Presentations: includes recordings of a webinar highlighting the intersection of language and social justice and another webinar that describes the process of developing research-based curricular unit and lesson plan templates that support language instructors in the teaching of social justice themes.
The mission of the National African Language Resource Center (NALRC) at the University of Indiana is to serve the entire community of African language educators and learners in the United States by sponsoring a wide range of educational and professional activities. The intent is to improve the accessibility and quality of African language instruction in the United States.
This Remote Learning Plan was created by Rosa Zimmerman in collaboration with Nick Ziegler as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic. The attached Remote Learning Plan is designed for a grade 9-12 World Languages student. Students will: learn the parts of the house and create their "Dream House" as a "mini project.
This Remote Learning Plan was created by Kelly Garcia in collaboration with Nick Ziegler as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic. The attached Remote Learning Plan is designed for a grade 9-12 World Languages student. Students will: discuss / share healthy habits in Spanish.
Sign Language Interpretation Internship I:The Introspective Intern and Collective Digital Diary
ITP 283
Internship I
Description
Applies interpreting skills in college classrooms and community settings to gain practical experience as an interpreter under the supervision and guidance of professional interpreters