Welcome to Summer!

During the summer months, students have greater opportunities to play.  And play they might.  There are some apps and online games that will assist them in sharpening or honing in on language skills that can improve their language learning and acquisition.
Please take a moment to experience these helpful resources that can be used any time of the day.  Parents can join in on the learning fun too!

Duolingo

This interactive website can be obtained as a smartphone app and offers: Spanish, French, German, Italian, Portuguese, Dutch, Irish, Danish Swedish, Esperanto, Turkish, Norwegian, and Ukrainian, just to name some.  This company believes that everyone should have access to a free quality language education.  I use this only 5 minutes a day, but have seen great improvement in my own experience with Portuguese, a new one for me...

Transparent Language

This website is offered through my local library's website and has free resources, like newsletters, blogs and a word of the day,  They offer over 100 languages (too many to list here), but through your library or educational institutions, you should be able to access it.  I used my library card to open the account and it can be used at the library or from the privacy of my home.  They also have a mobile app.  Check this out!

Memrise

In my research, I discovered this site.  Before looking into it, I had not heard of Memrise, but I discovered that my daughter was using this app for reinforcement in Korean.  "It has topic words, but it isn't like what you think it is.  It is more like lessons, rather than a course," she said.  But it can be used to access more than 200 languages (also too many to list here). I'm definitely going to try this one out this summer.

Busuu

This app and website offers:  Chinese, English, French, German,  Italian, Japanese, Polish, Portuguese, Russian, Spanish and Turkish.  It also allows video/audio chats with native speakers and appears easy to use.  I have not tried this one, yet, but have seen that it received high ratings


                                                                                    LiveMocha

This online learning community connects people from around the globe to experience authentic interpersonal communication.  My eldest daughter used it to enhance her Spanish and Japanese, while helping others with English.  It is definitely one to try!

All of the images are copyrighted by their owners and can be found on their perspective websites.

Have a Safe and Happy Multilingual Summer!

Reflections (Spring 2014)

  

 Taking on the blog-job of "Embodying a Multilingual Perspective"

     When I take a moment to reflect on all that I have personally learned, I must say that this semester has been, by far the most challenging, yet the most rewarding task that I have had since returning to school in 2010. Life for me had been mostly about finishing my coursework with whatever it would take, but I have been challenged to think creatively and to apply what I have learned in a manner that goes beyond what I originally thought I could do. Thus, the blog-job of "Embodying a Multilingual Perspective," was conceived.

     I love languages ... I adore language-learning ... I am enthusiastically looking forward to language-teaching in grades K-12.  In the months (and years) to come, I hope that time will allow me to increase in knowledge and experience that will develop into applicable wisdom that I may become the dynamic instructor I aspire to be.  In the future, I will post on a monthly basis and hope to be able to embed videos, music, and other features that will enhance the blog experience.

Please share whatever you feel may be beneficial to other language educators.  Thank you in advance!


Image retrieved from http://steve-wheeler.blogspot.com/2009/07/blog-for-teacher.html

Digital Literacy (05/05/14)

Technology and Language Teaching

If there is one place to find acronyms, technology would be that place.  There are non-computer based and computer based technology that are beneficial in the language-learning environment.  By now you might know that a CD is a compact disc, and a DVD is a digital video disc or digital versatile disc.  Believe it or not, some of us still use audio- and videotapes, along with stand-alone overhead projectors.  Thanks to the evolution of technology and the constant development of new applications and devices, many of the things we have become comfortable in using are now, or soon will be obsolete.

With this in mind, Brown (2007) gives us some information about the practical applications of CALL - Computer-Assisted Language Learning.  CMC, or computer-mediated communication has become more widely accepted as an alternative phrase to CALL.  Technology-mediated language learning (TMLL) attempts to capture the essence of efforts to integrate technology into pedagogical theories, allowing for it to go beyond computer science.

In the classroom,  there are multiple uses of CALL:

* Collaborative projects

* Peer-editing of compositions

* E-mail

* Blogs

* Web-based discussion boards

* Web page design

* Videoconferencing

* Reinforced class materials

* Podcasting

* Games and Simulations

* Speech recognition software

* Word search - context and collocations

* Multimedia presentations

I have had the awesome opportunity to experience new advances in language technology. Last year, I conducted an interview with a Taiwanese English teacher and continue to use technology to maintain active communication.  At one point in life (as recent as last year, sadly), I could have been considered a Luddite (one who dislikes technology to the point of attempting to destroy it).  However, I have given in to the fact that new advances in communication and learning technology will make the task of language teaching an exciting and adventurous task.

Which of the above pictured tools have you been able to use in your language teaching?  Please share in the comments below.  Are there any that you did not see that you would be willing to share?  Thank you in advance!

Brown, H. D. (2007). Teaching by principles: An interactive approach to language 

             pedagogy (3^rd edition). White Plains, NY: Pearson Education.

Image retrieved from http://blogs.ihes.com/tech-elt/?p=1384 

Assessments - How to evaluate langauge skills (05/07/14)

Assessments help educators gauge their students prior to, during, and post learning concepts. Some accepted and not so revered standardized test acronyms are below.  Which one(s) are you familiar with?  I have heard of TOEFL, and believe I heard of CALP in the past, but was introduced to TOEIC and IELTS, this year.

TOEFL® -Test of English as a foreign language.

TOEIC®- Test of English for International Communication

IELTS™ - International English Language Testing System

CALP - Cognitive Academic Language Proficiency

Assessment is a continuous process that goes beyond simply testing students. A good teacher never ceases to evaluate students, whether those assessments are incidental (informal) or intentional (formal).  In the language classroom, the principles of assessment can serve as guidelines for the design of measuring tools that appraise the efficacy of an existing procedure.  These principles are:

• Practicality - a practical test is within the means of financial limitations, time constraints, ease of administration, and scoring and interpretation;
• Reliability- a reliable test is consistent and dependable;
• Validity - test validity is the degree to which it actually measures what it is intended to measure.
• content validity - the test actually samples the subject matter about which conclusions are to be drawn;
• face validity- convincing the learner that the test is indeed testing what it claims to test;
• construct validity- based on theoretical constructs (proficiency, communicative competence, self-esteem, etc.);
•  Authenticity - an authentic test has characteristics that correspond with the given language test task and the features of a target language task;
• Washback - feedback about student competence that is established by performance, but  based on useful diagnoses of strengths and weaknesses

There are numerous types of tests, but Brown (2007) highlights five types that can be found in the language curricula: Proficiency, Diagnostic, Placement, Achievement, and Aptitude.   Within each of the five categories (types) exists a variety of techniques and procedures that range from open-ended to structured response options and written to oral performance modes. Also mentioned are those that range from multiple-choice to fill-in-the-blank item design formats and objective to subjective scoring procedures.

In classroom-based assessments there are practical steps to test construction.  Brown suggests the following:

1. Test toward clear, unambiguous objectives.
2. Design test specifications based on your objectives.
3. Draft the test.
4. Make revisions to the test.
5. Final-edit, word-process, and print the test.
6. Utilize feedback after administering the test.
7. Provide ample washback.

What really piqued my interest was the section devoted to alternatives in assessment.  These alternatives emphasize the responsibility to apply all assessment principles to such options, and do not to treat them as strange deviations from normal assessment practices. This blog actually began as a creative alternative assessment and not because I could not do the original assignment, but because I desired to take the opportunity offered to do something creatively different. I am so grateful for this option to demonstrate that I have been actively engaged in my own learning process.  Additionally, I hope to maintain this blog as an educational professional for the benefit of pre-service and veteran teachers. 

Alternative Assessments, though, can be in several forms.  Those that are most common are:
Portfolios 
A purposeful collection of students' work that demonstrates efforts, progress, & achievements in given areas;

Journals 
Language learning-logs, responses to readings, and reflections on attitudes and feelings about oneself;

Conferences
Ungraded student-teacher meetings that produce dialogues to encourage student self-reflection;

Observations
Assessment done frequently and discreetly so that the naturalness of linguistic performance is maximized;

Self- and Peer-Assessments
Encourage autonomy and increased motivation because of self-involvement in the learning process;

Some other alternatives not listed above are works of fine art, websites or blogs, videos and video blogs, songs, poetry, and short story creation.  The list of alternatives could be endless, but the concern would be whether or not the alternatives will maximize practicality and reliability in the procedures, while focusing on the students' actual language performance.

I love the English language and believe that there are so many ways for students to experience success while learning it.  Assessments are an important part of helping students know where they are and determine what they may need in order to progress and reach their language goals.  Let's make sure we are fair when we consider what we teach and what we want students to learn.

Brown, H. D. (2007). Teaching by principles: An interactive approach to language 

             pedagogy (3^rd edition). White Plains, NY: Pearson Education

Image retrieved from http://www.behaviorbabe.com/assessments.htm

Teaching English Grammar and Vocabulary in ESOL (04/14/14)

Form-Focused Instruction within a communicative language framework can be very beneficial for L2 learners.  Ranging from explicit treatment of rules to noticing or consciousness-raising techniques, structured input for learners depends on the students, their purposes for learning the language and the context.

Brown (2007) explores "Grammar ... to teach or not to teach?" That is the question. Several variables affect the role of grammar in language teaching:

• Age
• Proficiency Level
• Educational Background
• Language Skills
• Style (learner's grammatical accuracy)
• Needs and Goals

The next question would be: "Exactly how should grammar be presented?"

Brown shares that an inductive approach is more appropriate for grammar instruction because it keeps with natural language acquisition, conforms more easily to interlanguage development, allows students to get a communicative feel and builds more intrinsic motivation, allowing students to discover rules rather than being told what they are.  Harmer (2007) might agree with Brown and add a little playtime in there, adapting games from TV and radio shows that encourage students to use target structures.

Language cannot be taught without some grammatical structures, and those cannot be discovered without vocabulary.  Once vocabulary is introduced, Harmer (2007) suggests that students practice the vocabulary and engage in games that reinforce the vocabulary learned.  The discussion about dictionaries as the greatest single resource for L2 learners, also revealed that  they are the least widely-used. Dictionaries contain information about vocabulary words, their uses, and how they operate.

In classical language instruction (from way back in the day), grammar and vocabulary were explicitly taught and drilled into students' heads.  When asked today what they may remember, many of them can only recall a few things.  (I personally polled people ages 50-70+). Students who have experienced grammar and vocabulary in interactive ways seem to have greater recall and express better sentiments to their language-learning experiences.  They are also considerably younger and have access to resources other than books.

Brown, H. D. (2007). Teaching by principles: An interactive approach to language 

             pedagogy (3^rd edition). White Plains, NY: Pearson Education.

Harmer, J. (2007). The practice of English language teaching. Harlow, England: Pearson
            Longman.

Image retrieved from http://www.aasd.k12.wi.us

Lesson Planning Techniques and Materials (03/24/14)

Lesson planning can appear to be one of the most daunting tasks an educator must face.  There are some plans that  are highly detailed and include scripts containing anticipated student interactions.  There are those that may appear to be bare bones, especially to new teachers, but the plans are power-packed and infused with enough academic ammunition to induce meaningful learning experiences.

Brown (2007) provides the format of a lesson plan in Chapter 10 of his book, Teaching by Principles, An Interactive Approach to Language Teaching. I have adapted his elements for this page.

1. Long- and short-term Goals -having the end in mind for the overall course
2. Objectives - Clearly stated & measurable milestones, stating what should be gained from the lesson.
3. Materials and equipment - From handouts to scissors and tape recorders, this list is invaluable.
4. Procedures- activities and the proportions of time devoted to those activities and closure
5. Assessment - a way to measure the success of student learning (w/the ability to make adjustments)
6. Extra-class work - (as opposed to homework) encourages learning beyond the class hour.

I have planned a few lessons and am excited to be sharing a few of them on this platform over time.  Although I will not be including any of my own in this post, I am suggesting a few sites you may use when looking for lesson plans that have already been used by teaching professionals.

Scholastic

Discovery Education

Brown, H. D. (2007). Teaching by principles: An interactive approach to language 

             pedagogy (3^rd edition). White Plains, NY: Pearson Education.

Image retrieved from http://www.chiasuanchong.com

Reading, Writing, Speaking, and Listening ... Oh My! (04/09/14)

Ideally, integrating the four skills of reading, writing, speaking, and listening encourages a whole language approach, which focuses on two or more interrelated skills.  Some may argue, according to Brown (2007), that integration diminishes the importance of the rules for listening, speaking, reading and writing that are unique to each individual skill.  Chapter 17 highlights the four skills and shares insight into teaching models of skills integration.

• Content-Based Instruction allows learners to acquire knowledge and skills beyond bits and pieces of language taught in a regular language classroom.

• Task-Based Language Teaching is a well-integrated approach to instruction in which users undertake practical real-world tasks to experience the functional purpose for language learning.

• Theme-Based Instruction is also considered "topic-based" teaching and can serve the multiple interests of students, offering a focus on content while adhering to  the curriculum standards.

•  Experiential Learning includes activities that involve both cerebral hemispheres, contextualize the language, integrate skills, and point toward authentic purposes for language outside of the classroom.

• The Series Method (based on the episode hypothesis) presents language in a format that is structured episodically (an easy to follow storyline) and is easier to reproduce, understand, and recall.

Other chapters are committed specifically to each of the skills.   Chapter 20 on teaching reading explores strategies for reading comprehension.  The use of prereading, during-reading and after-reading activities are encouraged as they cause students to be interactive with reading passages.

Chapter 21 is devoted to teaching writing and highlights the "process versus product" for this skill.  A few benefits to process approaches are: allowing students to discover their own voice, offering learners an opportunity to engage in meaningful writing; and providing a sense of audience and authentic tasks. Process is not the end; it is the means to the end (product).

Chapter19, which covers teaching Speaking, encourages a focus on both fluency and accuracy, which do not include activities like mindless, repetitious drills.

Chapter 18 is devoted to teaching listening, and sheds light on what makes listening difficult.  I would have to say that the rate of delivery may be the number one culprit. Nearly every language learner initially believes that native speakers talk too fast.

These brief snippets are nothing compared to the chapters themselves, which can be found in Teaching by Principles, An Interactive Approach to Language Pedagogy, by H. Douglas Brown.

Brown, H. D. (2007). Teaching by principles: An interactive approach to language

     pedagogy (3rd edition). White Plains, NY: Pearson Education.

Image retrieved from http://www.lonelyreload.com (an expired domain name).