Podcasts about actfl

Send us a textDo your assessments reflect the full journey your students have taken with you this year?In this episode, I reflect on how end-of-year assessments can do more.  They can be an opportunity to celebrate all the meaningful interactions, cultural insights, and personal growth that have happened in our classrooms.Inspired by a powerful quote from Dr. Beniko Mason—“Assessments are more for me as a teacher than for my students”—I'm sharing three practical ideas to help you create assessments that honor what really matters in your class.Plus, I'll walk you through:Why we need to revisit the World-Readiness Standards for Learning LanguagesWhat happens when students don't see relevance in assessmentsHow reflection questions, gallery walks, and personal prompts bring connection backThe importance of creating tasks aligned with ACTFL proficiency levelsAnd don't miss the free end-of-year survey resource I use with my own students!

The Advanced Placement exams represent some of the most challenging subject-specific standardized tests a high schooler might ever take, and the various AP World Language and Culture exams are no exception. Amy and Mike believe that every test warrants smart, serious preparation, so we invited educator Milton Alan Turner to share valuable strategies, insights, and resources for getting ready for AP World Language exams. What are five things you will learn in this episode? What is tested on AP World Language and Culture exams? How do students score points on AP Language exams? What are the highest priority topics on AP Language exams? How should students prepare for AP Language exams? What are the best prep materials for AP Language exams? MEET OUR GUEST Milton Alan Turner has taught French, Spanish, and now AP African American Studies at Saint Ignatius High School since 1987. He earned a Bachelor of Science degree in French and Linguistics from Georgetown University and master's degrees from Cleveland State University in Educational Technology and in Global Interactions.   Alan currently serves on the Board of Directors at ACTFL as its President, on the Shaker Heights Public Library Board of Trustees, on the AATF Commission on Diversity, Equity & Inclusion, is a member of La Maison Française de Cleveland's Board of Directors and is an NAACP Silver Life member. He has participated in two Fulbright-Hays Summer Seminars Abroad in Morocco & Tunisia and Thailand & Vietnam and in three National Endowment for the Humanities (NEH) Summer Seminars and Institutes studying world literature, Arabic language & culture, and US foreign policy.   Alan has served as a Reader, Table Leader, and Question Leader at the AP French Reading and is an AP Workshop consultant. He has been a member of the SAT French Development Committee, the AATF Standards Task Force, the Ohio Seal of Biliteracy Expert Advisory Group, co-chair of the Ohio World Languages Standards Revision Advisory Committee, and president of the Ohio Foreign Language Association.  He was awarded a 2000 MBNA Excellence in Education Grant, named a 2011 Microsoft US Innovative Educator, chosen the 2014 Ohio World Language Teacher of the Year, listed in the 2017 Who's Who in Black Cleveland, and won the Saint Ignatius High School Trailblazer Award in 2020. This summer, he will be one of 14 educators selected to participate in the AATF Fulbright-Hays Group Project Abroad to Côte d'Ivoire to study West African storytelling traditions.  Since 2021, Alan has hosted the podcast Milton Alan Turner: Worldviews. Find Milton at maturner@me.com. LINKS AP French Language and Culture AP German Language and Culture AP Italian Language and Culture AP Spanish Language and Culture RELATED EPISODES Big Changes to AP Tests in 2025 Getting Ready For The AP Literature Exam Getting Ready For The AP Language Exam ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page. ABOUT YOUR HOSTS Mike Bergin is the president of Chariot Learning and founder of TestBright. Amy Seeley is the president of Seeley Test Pros and LEAP. If you're interested in working with Mike and/or Amy for test preparation, training, or consulting, feel free to get in touch through our contact page.

Send us a textLast week in Episode 139, I shared the 4 biggest takeaways from SCOLT — and today, I'm showing you how those ideas come to life with 4 powerful classroom strategies grounded in Second Language Acquisition (SLA) research.

Send us a textSeeking ways to encourage student talking and boost engagement in the target language, without forcing output? If you're wondering, 'How can I get my students talking more in class in a natural and engaging way?' then this episode is a must-listen for you.Join me for a powerful conversation with Erica Peplinski-Burge and Justin Slocum Bailey. In this episode, we delve into the delicate balance of nurturing student communication in the target language. We're not talking about forcing output, but rather creating an environment where students feel inspired and motivated to talk.Discover strategies backed by brain research that reveal how to enhance student engagement and encourage voluntary, natural use of the target language in your classroom. These techniques are not just about getting students to talk more; they're about transforming the way they interact with the language and each other.Are you ready to discover new ways to encourage your students to communicate more freely and effectively in the target language? Want to know the secrets to creating a classroom atmosphere that naturally promotes student talking and engagement?Click and join us in this episode.Highlights of the episode:Utilizing rejoinders and gesturesCreating a safe and trusting environment for language LearnersReflecting on brain research and students' motivation to talkDiscussing the effects of feedback when students are talkingDisconnecting speaking from being gradedThe power of narrationEnhancing student motivation through small speaking successes__________________________________________Our guest experts:Justin Slocum Bailey: A longtime language, music, and martial arts teacher from Vienna, Austria, Justin has trained teachers in 37 U.S. states and given workshops, courses, and keynotes in Mexico, Spain, France, Italy, the Netherlands, and China. Justin has also published several articles and book chapters on language teaching. The many glowing testimonials of his work include “If everyone taught language like Justin Slocum Bailey, we would have a world of self-directed polyglots” and “The kind of teacher I'd like to have a beer with.” Justin is unwavering in his belief that all humans can learn another language and that good teaching consists of identifiable, learnable skills. He can't wait to help you master these!Erica Peplinski-Burge: A neuroscience-loving Spanish teacher with a passion for sharing knowledge and 18 years of teaching experience from Kindergarten to 8th grade, Erica was the MIWLA 2020 Teacher of the Year. Erica is a regular presenter at some of the biggest conferences in the industry, including iFLT, ACTFL, Central States, and many state-sponsored conferences. She also co-founded and presents at MittenCI. Erica is a published author, having coauthored a chapter on how the brain acquires language, and has consulted for Encyclopedia Britannica and various language curriculums. Erica also plans Voces' PD events and specialized training for teachers. She loves helping teachers find brain-friendly ways to help students acquire languages joyfully!Resources mentioned and more:Free training videos by Justin and Erica:  https://vocesdigital.com/training.php?tgt=av-hubGrowing With Proficiency The BlogGrowing With Proficiency The Spanish Teacher AcademyGrowing With Proficiency TPT Store

#186How do we ensure our students know exactly what they're working toward in their language learning journey? In this episode, we're diving into Writing Can Do Statements—how to make them concrete, student-friendly, and aligned with proficiency levels and ACTFL's communication modes. We'll explore both yearly and unit-specific Can Do Statements, their role in guiding instruction and assessment, and practical strategies for crafting effective statements that support student growth.Get the Bloom's Taxonomy verb list to use in your Can Do StatementsTopics in this Episode:understanding exactly what Can Do Statements are and how to use them effectively in the classroomusing Success Criteria to write Can Do Statementsusing Bloom's Taxonomy to write Can Do Statementsyearly Can Do Statementsunit-specific Can Do Statementsexamples of effective Can Do Statementstips for writing effective Can Do StatementsGet the Bloom's Taxonomy verb list to use in your Can Do StatementsConnect with Joshua and the World Language Classroom Community: wlclassrom.comX (aka Twitter):  @wlclassroomThreads: @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group__________________________Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.______________________________Sign up for Talking Points to get  tips, tools and resources for your language teaching.______________________________Join Joshua as a guest on the podcast.______________________________Join Joshua for a Leveling Up Coaching Episode  on the podcast.  Send me a text and let me know your thoughts on this episode or the podcast.

Send us a textIn this episode of Growing With Proficiency: The Podcast, I'm joined by the amazing Cécile Lainé to explore how to build cultural and intercultural competence in language classrooms—especially at the novice level. Together, we discuss practical strategies to move beyond surface-level cultural facts and create meaningful, authentic opportunities for students to connect with the world around them.We dive into actionable ideas like using special person interviews, calendar talk, and holiday explorations to help students develop empathy and curiosity. Cécile also shares her insights on integrating marginalized voices into the curriculum, starting with the communities in your classroom, and facilitating deeper cultural connections through people-centered learning.What You'll Learn in This Episode:What culture and intercultural competence isWhy culture isn't just about facts—it's about empathy, connection, and understanding perspectives.The importance of ACTFL's 5 C's: communication, connection, comparison, cultures, and communities.Four beginner-friendly strategies to explore culture in your classroom, including:Special person interviews to highlight student backgrounds.Calendar talk to uncover cultural gems and celebrations.Using authentic resources and picture talks to explore people, practices, and perspectives.Facilitating discussions about holidays in meaningful and approachable ways.Why starting with self-reflection as a teacher is key to transforming your practice.Connect with me:Growing With CI FB CommunityGWP BlogGWP Teacher Pay Teachers StoreGWP Spanish Teacher Academy Waiting ListResources Mentioned:Culturally Responsive Teaching and the Brain by Zaretta Hammond: Amazon LinkACTFL's 5 C's Framework: ACTFL WebsiteConnect with Cécile Lainé:Website: towardproficiency.comInstagram: @towardproficiencyFacebook: Toward ProficiencyIf this episode resonated with you, please share it with a fellow teacher and leave a review on your favorite podcast platform! Don't forget to connect with Cécile through the links above for more resources to support cultural exploration and connection in your classroom.This teacher guide, available in English and Spanish, will give you clarity about how our students acquire the language and develop proficiency and the shifts I made to move from a traditional approach to a more comprehensible and communicative teaching approach.Click here to download now https://growing-with-proficiency.mykajabi.com/teacherguide

Hoc in colloquio, de urbe nomine Philadelphia loquimur, ubi conventum "ACTFL" modo habebatur.

Send us a textIn this episode of Growing With Proficiency The Podcast, I sit down with the incredible Maris Hawkins to unpack the 2024 ACTFL Proficiency Guidelines. These updated guidelines offer teachers a clearer and more actionable framework to understand and support students' language development. From the introduction of the FACT framework to the inclusion of sociocultural awareness and performance descriptor tables, we explore what's new, why it matters, and how it can transform your classroom.Takeaways from the Episode:The FACT FrameworkLearn how Functions&Tasks, Context/Content, Text Type, and Accuracy help define proficiency levels and provide teachers with clear criteria to align lessons, assessments, and feedback.Performance TablesDiscover how these tables bridge the gap between proficiency and performance, offering strategies students can use to communicate at different levels and helping teachers set realistic goals.Communication Strategies and Sociocultural AwarenessExplore the emphasis on communication strategies and integrating social-cultural awareness can help teachers design their lessons and provide feedback. .Shifting TerminologyUnderstand the move from "memorized" to "rehearsed" language and why high-frequency vocabulary is critical for student success.Practical Tips for TeachersFind out how to use these updates to design assessments, scaffold activities, and provide meaningful feedback that empowers students.Resources Mentioned:Access the 2024 ACTFL Proficiency Guidelines here.Explore Maris Hawkins' blog for more teaching insights: marishawkins.com.Growing With CI FB Community GWP BlogGWP Teacher Pay Teachers StoreJoin the Conversation!Let me know your thoughts and questions about the new guidelines! Find me on Instagram and Facebook @ClaudiamElliott or join my Facebook community, Growing with CI. Nos vemos pronto—ciao ciao!

Send us a textHow can we ensure that students not only talk but also listen to each other in group and pair activities, fostering a vibrant classroom discourse community? In this episode, we talk about a crucial aspect of building a classroom discourse community — not just encouraging students to speak but also to listen attentively to one another during group and pair work.While our last episode focused on engaging students in talking, here, we spotlight the other side of oral communication: listening. We discuss practical strategies to enhance listening skills among students, ensuring that everyone is heard and that discussions are meaningful and inclusive.Highlights:The Importance of Listening: Understanding why listening is as critical as speaking for a productive classroom discourse community.4 Key Strategies: Unpacking strategies to improve student listening in interactive settings, extending beyond the teacher-student dynamic to include peer-to-peer listening.Modeling listening behaviors through body language and expressions.Encouraging students to build on each other's answers to foster deeper conversations.Practicing asking follow-up questions to keep the discussion flowing.Teaching the skill of negotiating meaning to enhance understanding.Giving students compelling reasons to listen, such as finding similarities/differences or agreeing/disagreeing to spark interest and engagement.Practical Tools and Activities like the dice activity for small groups.Reflective Practice: Incorporating reflection through exit tickets that prompt students to consider their peers' contributions, reinforcing the value of listening.Assessment Insights: Discussing assessment strategies inspired by Donato's "TALK" model from "The Keys To Planning for Learning" by ACTFLListening is the silent half of oral communication, vital for a strong classroom discourse community.  You will discover many strategies to promote listening.  Click play and happy listening.Resources Mentioned:Ep. 5: How to Make them Listen: 5 Strategies to Get Students ListeningEp. 73: Engaging Students and Encouraging Talking in the Target Langauge with Erica Peplinski-Burge and Justin Slocum BaileyEp. 22: Empowering Conversations: 5 Interpersonal Activities to Build Communicatie Skills with Bethanie DrewEp. 10: How to Encourage Students To Speak in the Target Language with Christina Margiore"The Keys To Planning for Learning" by ACTFL, specifically Donato's "TALK" model for assessing communication skills.If your dream for this year is to have a class full of engaged students without having to learn brand-new strategies or start from scratch, I've got an exciting invitation for you!

I am so grateful for you! I am so grateful for this community! This is my third and final ACTFL reflection! Links mentioned:Who is it!? jueves - with La Maestra LocaWinter Brain Break - Snowball, Polar Bear, Penguin!La Familia Loca PLCIf you're looking for something LOW LIFT to use before winter break, I've got the perfect resource for you! It is a Snowman Glyph! It includes two different versions of the student worksheet AND slides if you want to use them to guide students through the activity! The best part!? It is full of high frequency language and it is in English, Spanish, and French! Check them out here!Let's Connect! My BlogMy YouTubeMy InstagramMy WebsiteMy TPT storeJoin La Familia Loca PLC

Welcome to part two of my three part reflection on ACTFL 2024 in Philly this year. This episode covers the takeaways from various sessions that I was able to attend while at ACTFL.Links and people mentioned in this episode:Dr. Uju AnyaBen TinsleyDorie PeruginiJunko YamamotoPublished paper: World Languages for Black Linguistic ReparationsBertha DelgadilloMaribel GómezPaul AslesonI am SO excited to bring you this new YouTube series where I interview EXCELLENT educators with 11 carefully curated questions to bring you inspiration, ideas, tips and tricks in SHORT, FUNNY, relatable videos! Click here to tune in and hear from educators like Adriana Ramírez, John Sifert, Darcy Pippins, and more! Let's Connect! My BlogMy YouTubeMy InstagramMy WebsiteMy TPT storeJoin La Familia Loca PLC

I knew within the first ten minutes of ACTFL that I wouldn't be able to encapsulate all of my takeaways in one episode. So, here's the first of THREE episodes to share my greatest takeaways from this year's National Conference in Philly. Links mentioned:Who is it!? jueves - my new series... you're going to LOVE this!Rocio Jacoby, go learn from her!Episode 5 Listen to your GutSheryl Lee Ralph's book Diva 2.0I am SO excited to bring you this new YouTube series where I interview EXCELLENT educators with 11 carefully curated questions to bring you inspiration, ideas, tips and tricks in SHORT, FUNNY, relatable videos! Click here to tune in and hear from educators like Adriana Ramírez, John Sifert, Darcy Pippins, and more! Let's Connect! My BlogMy YouTubeMy InstagramMy WebsiteMy TPT storeJoin La Familia Loca PLC

#173This is an exciting episode that I recorded live at the 2024 ACTFL Convention and Language Expo in Philadelphia! This year's ACTFL theme, “Connect for the Love of Languages!”, highlights the importance of building meaningful connections in every aspect of language teaching. In this episode, you'll hear from inspiring educators and leaders who share strategies for connecting with students, fostering cultural understanding, and growing professional networks. These conversations, that we had at the Klett World Languages booth in the exhibit hall, capture the energy and passion of language educators united by their love of teaching and learning.Teachers and leaders who join me for this conversation:Caroline Schlegel, Spanish teacher at Frederick County Public Schools (MD)Aubrey Swisher, Spanish teacher at Washington County Public Schools (MD)Sara Stefanich, Professional Development Coordinator at Klett World LanguagesMaria Carreira, Executive Director of AATSPPatrick Wallace, Program Specialist for World Languages and Global Workforce Initiatives (GA); Strategic Relationship Specialist at Klett World LanguagesTopics in this Episode:The Importance of Connection in Language LearningStrategies for Connecting with StudentsBuilding Cultural Connections Professional Connections and Teacher CommunityThe Love of Language TeachingConnect with Joshua and the World Language Classroom Community: wlclassrom.comX (aka Twitter):  @wlclassroomThreads: @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group__________________________Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.______________________________Sign up for Talking Points to get  tips, tools and resources for your language teaching.______________________________Join Joshua as a guest on the podcast.______________________________Join Joshua for a Leveling Up Coaching Episode  on the podcast.  Send me a text and let me know your thoughts on this episode or the podcast.

Cum Philadelphiae sum versatus, multa hercle beneficia accepi quorum summum fuit studium renovatum. ----- Support us on Patreon for as low as $3 a month; Your support means the world to us!: patreon.com/habesnelac ----Want to improve your Latin or get some free resources? Check out our website: habesnelac.com ----- Follow us on TikTok, YouTube, Instagram, and more by checking out the links on our LinkTree: https://linktr.ee/latinitasanimicausa -----Join our Twitch Community to chat with us directly tantum Latine! twitch.tv/latinitasanimicausa -----Also check out our new Bio Site to learn more about us! https://bio.site/latinitas -----Have a topic you want us to cover on Rem Tene? Let us know in the comments or here: habesnelac.com/contact ----- Follow our podcast for beginner learners, Rem Tene!, here: https://podcasts.apple.com/us/podcast... ----- Follow our flagship podcast for intermediate/advanced learners, Latinitas Animi Causa, here (or wherever you get your resources): https://podcasts.apple.com/us/podcast... ----- Want to let us know something else? Contact us here: habesnelac.com/contact Ut semper, gratias quam maximas patronis nostris sine quibus haec omnia facere haud possemus agimus!!! --- Support this podcast: https://podcasters.spotify.com/pod/show/latinitas-animi-causa/support

In this episode I share suggestions for making the most of ACTFL 24 in Philly, even for those teachers who can't attend this year!Links mentioned:Conferencing Intentionally pagesCCLT SIG SessionsLa Familia Loca PLC will meet up on FriYAY- check the FB group for infoLet's Connect! My BlogMy YouTubeMy InstagramMy WebsiteMy TPT storeJoin La Familia Loca PLC

Send us a textIn this episode of Growing With Proficiency, The Podcast, we're diving into the essentials of comprehensible input (CI) for intermediate and upper-level Spanish learners. Teaching these levels can feel overwhelming when expectations are high, proficiency levels vary, and the curriculum demands keep piling up! But, as always, no estamos solos – we're in this together!In this first part of our three-part series on CI in the upper levels, I'm tackling two major challenges:Realistic Expectations: Language acquisition takes time, and today we're talking about what it means to set achievable goals based on ACTFL guidelines, focusing on how much exposure our students realistically get.Scaffolding for Mixed Levels: In any upper-level class, student proficiency can vary widely. We'll look at strategies to scaffold input and make CI accessible to everyone, from novice-high to intermediate-mid students.Stay tuned for Part 2, where we'll discuss the impact of curriculum overload and the challenges of messy student output. Plus, in our upcoming Spanish episode, we'll be joined by a special guest to talk about CI strategies for AP classes! I'd love to hear your questions for Part 3 of this series. Email me at claudia@growingwithproficiency.com or message me on Instagram at @claudiamelliott or in our free Facebook group, Growing with CI.Mentioned Links:Leyendas Reading Resource: growingwithproficiency.com/leyendasMascotas Reading Resource: growingwithproficiency.com/mascotasPanorama Cultural (TPT Store): Search Claudia Elliott Growing With Proficiency or visit my TPT store for cultural resources perfect for your Spanish class.ACTFL Performance Descriptors: Check the ACTFL guidelines for deeper insights on language acquisition timing and expectations.GWP Spanish Teacher Academy Waiting ListGrowing With CI FB CommunityBlog

Summary Jennifer Dobberfuhl Quinlan, Associate Director of Assessment Product Management at Language Testing International (LTI) discusses the growing importance of multilingualism in the workforce and how world language educators can advocate for their programs amidst budget cuts by highlighting the economic and cultural benefits of language skills. She emphasizes the role of language assessment in validating students' progress and proficiency, noting that fluctuations in test scores can be part of normal developmental processes. Quinlan also addresses the need for equitable access to language testing and the importance of considering diverse language needs in educational assessments. The conversation also focuses on how official language certifications, like those from ACTFL, are becoming increasingly valuable in connecting classroom learning with real-world opportunities. Chapters 00:00 Introduction 01:27 Importance of Multilingual Workers 03:56 Advocating for World Language Programs 07:48 The Benefits of Language Learning for Students 11:10 The Role of Language Testing 15:25 Understanding U-Shaped Learning Patterns 22:30 Impact of the Revised ACTFL Proficiency Guidelines 27:17 Equitable Access in Language Testing 34:42 The Future of Language Education and Assessments 36:50 Conclusion and Final Thoughts Episode Resources Vista's The Language Imperative Podcast

Send us a textIntermediate Low is the most misunderstood proficiency level. Let's dive in with a teacher-friendly description of what your intermediate lows can actually do with language. We'll also talk about how to adapt your curriculum to better serve your novice highs to transition into intermediate low.The new ACTFL Proficiency guidelines for 2024 are HERE! This final episode in the ACTFL levels series comes from a common listener question - what level should my students be in and how do I know that?  Let's talk about what Intermediate Low actually looks like and what it means for your world language program. Check the ACTFL 2024 Proficiency Guidelines here Let's connect: Get the Free World Language Teacher ToolkitGet the Free Roadmap to ProficiencyWebsiteTPTInstagramYoutubeFacebook

Send us a textJoin host Claudia Elliott in this insightful episode of 'Growing with Proficiency, the podcast,' as she delves into the importance of listening comprehension and skills in world language education with special guest, Marta Yedinek.Discover innovative strategies and the story behind the renowned podcast 'Cuéntame,' designed to aid Spanish learners. Claudia and Marta discuss methods to prepare students before, during, and after listening activities, offering practical advice for language teachers to implement in their classrooms.Learn about Marta's hands-on experience in adapting her podcast to meet the varying needs of her students and takeaway actionable tips to enhance your teaching approach. Don't miss out on this engaging conversation that promises to inspire and support language educators in cultivating proficient and culturally competent learners.00:00 Introduction to Growing with Proficiency01:09 Meet Your Host: Claudia Elliott01:45 Special Guest: Martha Yedinek01:50 The Importance of Listening Skills03:11 Creating the Cuéntame Podcast05:46 Strategies for Effective Listening08:05 Using Podcasts in the Classroom11:21 Practical Tips for Teachers13:16 Engaging Students with Listening Activities23:16 Reflection and Continuous Improvement30:09 Final Thoughts and ResourcesMeet our guest:Marta Ruiz Yedinak is a National Board Certified Spanish teacher, Kohl Fellow, and a WAFLT New Teacher Award recipient. She is a passionate provider of comprehensible input and a firm believer of teaching students, not curriculum. She loves sharing with other teachers by presenting at various language conferences such as ACTFL, WAFLT, CSCTFL, FLAND, MittenCI, iFLT, and CIMW, a conference that she co-directs. Marta works for the Ripon Area School District. She is the author of “La princesa y el guerrero”, published by Wayside, and the producer of ¡Cuéntame!, a podcast for Spanish acquisition.Resources mentioned in the podcast: Cuéntame Podcast List of all the episodes of Cuéntame Facebook community of CuéntameMore resources:Back to School Bundle for Spanish ClassesGWP Spanish Teacher Academy Waiting ListGrowing With CI FB CommunityBlogTeacher Pay Teachers StoreI'm excited to share that the 2024 Klett World Languages Back 2 School Conference is now open, and the best part? It's asynchronous, so you can dive in at your own pace! I'll be there as one of the keynote speakers alongside the amazing Joe Dale, and we're joined by an incredible lineup of experts.Use code CLAUDIA for 30% off. Click here to get your ticket.

STaRLT, pronounced Star Light, is the brain child of Shannon Borum. Born of her frustration as a small town rural language teacher, this group has blossomed into an amazing support group for teachers in Georgia. It's a place to learn, to grow and belong. Join Shannon and host, Michelle Olah, as they discuss the origins, benefits and future of this unique and valuable community of teachers. Bio Shannon Borum is a high school French teacher in Jackson, Georgia and a doctoral candidate in Instructional Technology. She loves talking about language teaching and learning for those around her. She's also passionate about connecting and supporting WL teachers in rural areas Producer's Notes Visit the Language Lounge on Twitter - https://twitter.com/langloungepod Connect with Michelle - https://twitter.com/michelleolah Have a comment or question? Leave a voicemail at (207) 888-9819 or email podcast@waysidepublishing.com Produced by Wayside Publishing - https://waysidepublishing.com Social Media Shannon Borum https://x.com/madameborum https://x.com/starltg FLAG Foreign Language Association of Georgia http://www.flageorgia.net/ ACTFL https://www.actfl.org/convention-and-expo STaRLT Georgia https://starltgeorgia.weebly.com/ SCOLT Southern Conference on Language Teaching https://www.scolt.org/ NNELL National Network for Early Language Learning https://nnell.org/ Rich Madel @SrMadel

I am so grateful for this woman and this important conversation! Bertha Delgadillo joins me for this episode and together we share our journeys with our late in life diagnosis of ADHD and how we're working to understand our Brains and unleash our superpowers! We hope to see you at our session at ACTFL this year in Philadelphia!The following are the various links mentioned in this episode!Get on Bertha's email list! XOXO, Your Tough Love Coach PodcastI have ADHD PodcastDr. HallowellADHD 2.0Futureadhd.comACTFL 2024Join the waitlist for La Familia Loca PLCLet's Connect!My BlogMy YouTubeMy InstagramMy WebsiteMy TPT store

Is our assessment and grading system aligned with how we teach?  We're opening the episode with this important question.Join me in this conversation with Michelle Olah while we discuss aligning grading practices with actual language proficiency. We discuss the disconnect between traditional grading systems and what we do in class, discussing the need for a shift towards proficiency-based assessments.We also explore the implications of such a shift, including the philosophical and logistical changes required to implement grading practices that genuinely reflect students' abilities to communicate and understand the language.Throughout the discussion, we provide insights into transitioning from a traditional grading system, which often emphasizes rote memorization and penalizes mistakes, to a more dynamic, proficiency-based approach that celebrates communicative competence and real-world language use. The episode also highlights practical strategies for developing rubrics aligned with proficiency standards, engaging with students and parents about the changes, and ensuring grading practices promote equity and motivation.Key Highlights:Understanding Proficiency-Based Grading.Practical Tips on Implementing Changes.RubricsReflections on Equity in Grading.Resources Mentioned:ACTFL Proficiency GuidelinesClaudia's community on Facebook: Growing with CIFollow Claudia on Instagram: @ClaudiaMElliottFollow Michelle on Instagram: @WorldLangCoachComprehensible & Communicative Langauge Teaching Teacher GuideWaitlist GWP The Spanish Teacher AcademyGrowing with Proficiency BlogBio:Michelle Olah is a world language leader, podcaster, facilitator, and instructional coach. As the Professional Development Manager at Wayside Publishing, she empowers World Language educators by providing coaching and professional development in proficiency-based teaching. With over 17 years of experience, Michelle has conducted workshops on standards-based instruction, ACTFL's core practices, leadership, target language use, assessment and more. Michelle is also a dedicated advocate for early language learners, serving as Past President and board member of NNELL (National Network for Early Language Learning), collaborating to support language educators and students. Michelle's mission is to equip educators with the tools for engaging, effective, and meaningful language learning experiences.

Send us a Text Message.We're continuing this series on the new 2024 ACTFL guidelines. This answers a common question I get - what level should my students be in and how do I know that?  Let's talk about what Novice Mid actually looks like and what it means for your world language program. Check the ACTFL 2024 Proficiency Guidelines here Let's connect: Get the Free World Language Teacher ToolkitGet the Free Roadmap to ProficiencyWebsiteTPTInstagramYoutubeFacebook

The ACTFL Proficiency Guidelines have been revised. How are they same? How are they different? Language Lounge host, Michelle Olah and Dr. Meg Malone, Director of Assessment and Research at ACTFL discuss the changes. Bio Margaret E. (Meg) Malone (Ph.D., Georgetown University) is Director of Assessment and Research at ACTFL. She has published extensively on language assessment, standards and language assessment literacy. Her current research focuses on language assessment literacy, language program evaluation, oral proficiency assessment, the influences of the Seal of Biliteracy on language teaching and learning, and the development of short-cut measures of proficiency. Producer's Notes Visit the Language Lounge on Twitter - https://twitter.com/langloungepod Connect with Michelle - https://twitter.com/michelleolah Have a comment or question? Leave a voicemail at (207) 888-9819 or email podcast@waysidepublishing.com Produced by Wayside Publishing - https://waysidepublishing.com Watch this episode on YouTube - https://www.youtube.com/wayside Social Media https://twitter.com/mmaloactfl Mentions Timothy Boals https://wida.wisc.edu/about/teams/staff/timothy-boals ACTFL OPI https://www.actfl.org/assessments/postsecondary-assessments/opi Interagency Language Roundtable https://www.govtilr.org/ APPLE https://www.actfl.org/assessments/k-12-assessments/aappl NCSSFL https://ncssfl.org/ ACTFL https://www.actfl.org/

Send us a Text Message.The new ACTFL Proficiency guidelines for 2024 are HERE! Our new series comes from a common listener question - what level should my students be in and how do I know that?  Let's talk about what Novice Low actually looks like and what it means for your world language program. Check the ACTFL 2024 Proficiency Guidelines here Let's connect: Get the Free World Language Teacher ToolkitGet the Free Roadmap to ProficiencyWebsiteTPTInstagramYoutubeFacebook

Have you ever thought about presenting at a conference but just don't know how to get started? It's conference proposal submission season and your state and regional organizations want to hear from you. No really, they do. Guest Albert Fernandez and host Michelle Olah discuss everything you need to know about presenting from soup to nuts. Listen, get inspired and get cracking on YOUR presentation. Bio Albert is an elementary and middle school Spanish teacher in Orlando, FL. Producer's Notes Visit the Language Lounge on Twitter - https://twitter.com/langloungepod Connect with Michelle - https://twitter.com/michelleolah Have a comment or question? Leave a voicemail at (207) 888-9819 or email podcast@waysidepublishing.com Produced by Wayside Publishing - https://waysidepublishing.com Social Media @mr_fernie on Twitter Mentions SCOLT https://www.scolt.org/ ACTFL https://www.actfl.org/ FFLA https://www.ffla.us/ TPRS https://www.tprsbooks.com/what-is-tprs/ Thomas Sauer https://nflc.umd.edu/people/thomas-sauer Greta Lundgaard https://www.linkedin.com/in/greta-lundgaard-tx/ Paul Sandrock https://www.linkedin.com/in/paulsandrock/

Dr. Celia Chomón Zamora, CAE currently serves as ACTFL's Director of Professional Learning and Certification. Dr. Zamora has served the language education community since 2005, where she has worked as a K-12 language teacher and administrator in public and private school settings, a postsecondary language program instructor, assistant director, Quality Assurance Senior Manager, and researcher. The daughter of first-generation immigrants from Venezuela and Cuba, Dr. Zamora is a passionate advocate of heritage language learners. She currently serves as a scholar for the Diversity Executive Leadership Program (DELP), a Chairwoman for the Events and Relationship Committee of Association Latinos, a member of ASAE's Research Foundation Committee and the Chairwoman of the CAE Registered Provider Committee and was recently recognized as one of the Top 30 Rising Latinos by Latino Professionals, as well as Association Forum's 40 Under 40. Dr. Zamora completed her doctoral degree in Spanish Applied Linguistics from Georgetown University, where she was awarded the Harold N. Glassman Distinguished Dissertation Award in the social sciences. At ACTFL, she is currently focusing on providing a platform to amplify the voices of underrepresented language learning communities, developing resources and communities of support for less commonly taught and Indigenous languages, and continuing to advocate and support heritage language learners and teachers.   www.actfl.org https://www.languageconnectsfoundation.org/about-us     Thank you for listening to the A+ Parents podcast. If you love the show, don't forget to subscribe, share and leave us a review. Also, follow us online at www.aplusparents.com  www.mrdmath.com or on our social channels @MrDMathlive @aplusparentspodcast   Also, host Dennis DiNoia has a new book out NOW called “Teach: Becoming Independently Responsible Learners. Order your copy: https://aplusparents.com/teach   OR on Amazon   https://www.amazon.com/dp/B09X2B3MG8/ref=cm_sw_r_sms_api_i_DDH16A3BD5X79CSFSQXB   To learn more about Mr.D Math Live Homeschool classes, visit:   https://mrdmath.edu20.org/visitor_class_catalog?affiliate=10252228

How can we ensure that students not only talk but also listen to each other in group and pair activities, fostering a vibrant classroom discourse community? In this episode, we talk about a crucial aspect of building a classroom discourse community — not just encouraging students to speak but also to listen attentively to one another during group and pair work.While our last episode focused on engaging students in talking, here, we spotlight the other side of oral communication: listening. We discuss practical strategies to enhance listening skills among students, ensuring that everyone is heard and that discussions are meaningful and inclusive.Highlights:The Importance of Listening: Understanding why listening is as critical as speaking for a productive classroom discourse community.4 Key Strategies: Unpacking strategies to improve student listening in interactive settings, extending beyond the teacher-student dynamic to include peer-to-peer listening.Modeling listening behaviors through body language and expressions.Encouraging students to build on each other's answers to foster deeper conversations.Practicing asking follow-up questions to keep the discussion flowing.Teaching the skill of negotiating meaning to enhance understanding.Giving students compelling reasons to listen, such as finding similarities/differences or agreeing/disagreeing to spark interest and engagement.Practical Tools and Activities like the dice activity for small groups.Reflective Practice: Incorporating reflection through exit tickets that prompt students to consider their peers' contributions, reinforcing the value of listening.Assessment Insights: Discussing assessment strategies inspired by Donato's "TALK" model from "The Keys To Planning for Learning" by ACTFLListening is the silent half of oral communication, vital for a strong classroom discourse community.  You will discover many strategies to promote listening.  Click play and happy listening.Resources Mentioned:Ep. 5: How to Make them Listen: 5 Strategies to Get Students ListeningEp. 73: Engaging Students and Encouraging Talking in the Target Langauge with Erica Peplinski-Burge and Justin Slocum BaileyEp. 22: Empowering Conversations: 5 Interpersonal Activities to Build Communicatie Skills with Bethanie DrewEp. 10: How to Encourage Students To Speak in the Target Language with Christina Margiore"The Keys To Planning for Learning" by ACTFL, specifically Donato's "TALK" model for assessing communication skills.Dice activity for facilitating interactive language discussions among students..GWP links:The BlogThe Spanish Teacher AcademyTPT StoreFree FB Community: Growing With CIClaudia @‌IG

Whether you are advocating for special education students to be included in world language classrooms or not, chances are they are already there. Dr. Danja Mahoney returns to the Language Lounge to discuss strategies teachers can use to help these students be successful in the world language classroom. Bio Dr. Danja Mahoney is a language educator with more than 25 years experience teaching in public and independent schools. Her experience teaching Latin, French, Spanish, English, and ESL informs her understanding of diverse pedagogies and supporting all learners in language acquisition. Her doctoral research focused on the intersection of second language learning and learning disabilities, with particular attention to the attitudes and needs of educators in supporting all learners in the classroom. She has presented at numerous conferences, including MAFLA, ACTFL, CAM, CANE, and Learning Disabilities Worldwide. She is a member of the MAFLA Board of Directors and currently serves as the Board Clerk. She is the World Language Department Chair at Reading Memorial High School in Reading, Massachusetts. Visit the Language Lounge on Twitter - https://twitter.com/langloungepod Connect with Michelle - https://twitter.com/michelleolah Have a comment or question? Leave a voicemail at (207) 888-9819 or email podcast@waysidepublishing.com Produced by Wayside Publishing - https://waysidepublishing.com Mentions MaFLA - Massachusetts Foreign Language Association Orton-Gillingham Approach https://www.ortonacademy.org/resources/what-is-the-orton-gillingham-approach/ Delaware's document: https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/139/WL_Learning_All_Delaware_Students.pdf  Virginia (2017): https://www.doe.virginia.gov/home/showpublisheddocument/32907/638047361553670000  Virginia - Teacher Toolkit (2020) https://www.doe.virginia.gov/home/showpublisheddocument/32905/638047361548070000  Ohio - Basics of UDL for WL teachers https://docs.google.com/document/d/1_U-XevDBaz-kcLjGJzgf9xSBgjQSIdeLSWeU8Lh1OAQ/edit  This is a document I shared with my workshop at the MAFLA conference this year: https://docs.google.com/document/d/1iqnMwYewFW0rCKn-xioQluN-JtwieLvuHkkI7--9m7g/edit?usp=sharing

Seeking ways to encourage student talking and boost engagement in the target language, without forcing output? If you're wondering, 'How can I get my students talking more in class in a natural and engaging way?' then this episode is a must-listen for you.Join me for a powerful conversation with Erica Peplinski-Burge and Justin Slocum Bailey. In this episode, we delve into the delicate balance of nurturing student communication in the target language. We're not talking about forcing output, but rather creating an environment where students feel inspired and motivated to talk.Discover strategies backed by brain research that reveal how to enhance student engagement and encourage voluntary, natural use of the target language in your classroom. These techniques are not just about getting students to talk more; they're about transforming the way they interact with the language and each other.Are you ready to discover new ways to encourage your students to communicate more freely and effectively in the target language? Want to know the secrets to creating a classroom atmosphere that naturally promotes student talking and engagement?Click and join us in this episode.Highlights of the episode:Utilizing rejoinders and gesturesCreating a safe and trusting environment for language LearnersReflecting on brain research and students' motivation to talkDiscussing the effects of feedback when students are talkingDisconnecting speaking from being gradedThe power of narrationEnhancing student motivation through small speaking successes__________________________________________Our guest experts:Justin Slocum Bailey: A longtime language, music, and martial arts teacher from Vienna, Austria, Justin has trained teachers in 37 U.S. states and given workshops, courses, and keynotes in Mexico, Spain, France, Italy, the Netherlands, and China. Justin has also published several articles and book chapters on language teaching. The many glowing testimonials of his work include “If everyone taught language like Justin Slocum Bailey, we would have a world of self-directed polyglots” and “The kind of teacher I'd like to have a beer with.” Justin is unwavering in his belief that all humans can learn another language and that good teaching consists of identifiable, learnable skills. He can't wait to help you master these!Erica Peplinski-Burge: A neuroscience-loving Spanish teacher with a passion for sharing knowledge and 18 years of teaching experience from Kindergarten to 8th grade, Erica was the MIWLA 2020 Teacher of the Year. Erica is a regular presenter at some of the biggest conferences in the industry, including iFLT, ACTFL, Central States, and many state-sponsored conferences. She also co-founded and presents at MittenCI. Erica is a published author, having coauthored a chapter on how the brain acquires language, and has consulted for Encyclopedia Britannica and various language curriculums. Erica also plans Voces' PD events and specialized training for teachers. She loves helping teachers find brain-friendly ways to help students acquire languages joyfully!Resources mentioned and more:Free training videos by Justin and Erica:  https://vocesdigital.com/training.php?tgt=av-hubGrowing With Proficiency The BlogGrowing With Proficiency The Spanish Teacher AcademyGrowing With Proficiency TPT StoreFree FB Community: Growing With CIClaudia @‌IG

According to UNESCO, learning a second language is human right but too often special education students are left out of world language classrooms. In part one of this two part series, Danja Mahoney explains why special education students need to be in world language classrooms and how to advocate to get them there and how proficiency-based instruction is opening new doors for all students. Bio Dr. Danja Mahoney is a language educator with more than 25 years experience teaching in public and independent schools. Her experience teaching Latin, French, Spanish, English, and ESL informs her understanding of diverse pedagogies and supporting all learners in language acquisition. Her doctoral research focused on the intersection of second language learning and learning disabilities, with particular attention to the attitudes and needs of educators in supporting all learners in the classroom. She has presented at numerous conferences, including MAFLA, ACTFL, CAM, CANE, and Learning Disabilities Worldwide. She is a member of the MAFLA Board of Directors and currently serves as the Board Clerk. She is the World Language Department Chair at Reading Memorial High School in Reading, Massachusetts. Visit the Language Lounge on Twitter - https://twitter.com/langloungepod Connect with Michelle - https://twitter.com/michelleolah Have a comment or question? Leave a voicemail at (207) 888-9819 or email podcast@waysidepublishing.com Produced by Wayside Publishing - https://waysidepublishing.com Mentions   Common Ground: Second Language Acquisition Theory Goes to the Classroom by Florencia Henshaw and Maris D. Hawkins  Language Acquisition in a Nutshell by Bill VanPatten and Russell Simonsen  Differentiation and the Brain by David A Sousa and Carol Ann Tomlinson  Understanding by Design by Grant Wiggins and Jay McTighe  MAFLA Massachusetts  Foreign Language Association  ACTFL American Council on the Teaching of Foreign Languages   NECTFL Northeast Conference on the Teaching of Foreign Languages   Delaware's document: https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/139/WL_Learning_All_Delaware_Students.pdf   Virginia (2017):  https://www.doe.virginia.gov/home/showpublisheddocument/32907/638047361553670000   Virginia - Teacher Toolkit (2020)  https://www.doe.virginia.gov/home/showpublisheddocument/32905/638047361548070000   Ohio - Basics of UDL for WL teachers  https://docs.google.com/document/d/1_U-XevDBaz-kcLjGJzgf9xSBgjQSIdeLSWeU8Lh1OAQ/edit   This is a document I shared with my workshop at the MAFLA conference this year:  https://docs.google.com/document/d/1iqnMwYewFW0rCKn-xioQluN-JtwieLvuHkkI7--9m7g/edit?usp=sharing 

Welcome to a special episode of our podcast! Today, I'm thrilled to chat with Leandra Rodríguez and Angelica Ruiz, two exceptional Spanish teachers and members of GWP, the Spanish Teacher Academy. We'll dive into our most significant takeaways from the ACTFL 2023 conference.In This Session, We'll Cover:The Magic of Reading: We'll explore specific strategies for reading, including the co-creation of texts, level-appropriate readings, and engaging with tic-tac-toe reading questions.Critical Lens on Text Selection: Understanding the importance of identifying stereotypes when selecting texts. We'll discuss a fantastic tool developed by Adriana Ramirez: "Leyendo con Lupa" (Reading with a Magnifying Glass).Innovative Classroom Jobs: Insights on how classroom jobs can enhance the learning environment.Revolutionizing Writing: I'll share insights about the effectiveness of the 'one draft, feedback, and final draft' approach versus prolonged writing assignments supported by reading and ongoing feedback.This episode has invaluable insights for every language educator. Don't miss it. Click now to tune in!Resources & LinksLeyendo con lupa by Adriana RamirezTeacher Guide: How to Shift to a Comprehensible and Communicative Language Teaching ApproachFB Community Growing With CIGrowing With Proficiency THe Spanish Teacher AcademyGrowing With Proficiency BlogTeacher Pay Teachers Growing With Proficiency StoreFind all episodes of Growing with Proficiency The Podcast here. 

Restorative circles can be a powerful tool for setting classroom norms, building community, addressing behaviors that are impeding teaching and learning or a way to gather feedback about how students are feeling about learning. In this episode of the Language Lounge, guest Mike Farkas discusses the importance of restorative circles in his teaching and gives tips on how you can get started. Bio Michael Farkas is a Spanish teacher at Canton High School in Canton, MA. Since 2019, Mike has been a member of the MAFLA Board of Directors. Most recently during his tenure, Mike has co-designed and co-implemented an additional MAFLA offering called MAFLA Meets, which aims to connect MAFLA members and create a social space for fellow world language educators to connect and collaborate. In addition, Mike is an ACTFL LILL (Leadership Initiative for Language Learning) Advocate from Cohort 4. Mike has presented on topics pertaining to social-emotional learning, unit design, and personalized learning in the WL classroom at MAFLA, NHWALT, and ACTFL. Mike is passionate about creating a classroom environment where all learners feel a sense of belonging, empowerment, and a capacity to communicate with others in Spanish. Visit the Language Lounge on Twitter - https://twitter.com/langloungepod Connect with Michelle - https://twitter.com/michelleolah Have a comment or question? Leave a voicemail at (207) 888-9819 or email podcast@waysidepublishing.com Produced by Wayside Publishing - https://waysidepublishing.com https://twitter.com/mike_farkas Mentions   Think:Kids Mass General Hospital https://www.massgeneral.org/psychiatry/treatments-and-services/think-kids  Circle Forward, Building a Restorative School Community by Carolyn Boyes-Watson and Kay Pranis  

Abelardo Almazan Vazquez is passionate about gender neutral language, gender inclusivity and asking questions around gender roles, consent, respect and how cultures can perpetuate stereotypes or be changed to make everyone feel seen, heard and valued. It's a beautiful and uplifting conversation about the impact that our words and actions have on others and creating more empathetic humans. Bio Over the years, I've enjoyed teaching intermediate and advanced Spanish classes, coaching an all-gender soccer team, and sharing my expertise in Latin dance as an evening activity. I hold a Licenciatura in Teaching Spanish as a Second Language from Universidad Internacional UNINTER in Morelos México and a Master's in Latin American Studies from Cleveland State University. As an immigrant with 20 years of experience, I proudly represent the lively city of Cuernavaca, México. My unique contributions, learnings, and unlearnings at the Putney School have invited me to present at renowned World Languages conferences, including the distinguished Massachusetts Foreign Language Association 2018's "Best Workshop of State Conference." I am a co-founder of the influential Minnesota Council on Teaching Languages and Cultures 2020 "BIPOC/Immigrant World Language Educators strand" and a sought-after featured speaker at The Northeast Conference on the Teaching of Foreign Languages 2021 in NYC. My classroom insights have had a lasting impact, and my testimonies and experiences led me to serve as the keynote speaker at the Greater Washington DC Association of Teachers of Foreign Language 2021 Spring Conference, the 2023 Vermont Foreign Language Association Spring Conference, and the Keynote Speaker for the Western Massachusetts Seal of Biliteracy Awards 2023 Ceremony at UMass Amherst. Producer's Notes Visit the Language Lounge on Twitter - https://twitter.com/langloungepod Connect with Michelle - https://twitter.com/michelleolah Have a comment or question? Leave a voicemail at (207) 888-9819 or email podcast@waysidepublishing.com Produced by Wayside Publishing - https://waysidepublishing.com Social Media Twitter @AbelardoAlmazan Insta @abelardoalmazanv LinkedIn: Abelardo Almazán-Vázquez Mentions Paulo Freire, Freire Institute, https://freire.org/paulo-freire bell hooks -https://en.wikipedia.org/wiki/Bell_hooks John Dewey https://en.wikipedia.org/wiki/John_Dewey MAFL https://mafla.org/ NECTFL https://www.nectfl.org/ ACTFL https://www.actfl.org/ SCOLT https://www.scolt.org/ Meredith White @techMEWithyou Claudia Elliot @claudiamelliott Berta Delgadillo https://profesoradelgadillo.com/ MAFLA https://mafla.org/

Guest Marnina Falk guides us through getting the year started using Target Language, what to plan, how to plan, and planning your back up plan so that you are ready for every contingency. Marnina and Langauge Lounge host Michelle Olah offer practical tips and encouragement of how to get to 90%+ target language use and create a strong sense of community in our classrooms. Bio Marnina Falk taught Spanish for 9 years at Foreign Language Immersion and Culture Studies, a Detroit Public School. In Detroit, she helped write the Spanish I and II curriculum. She also led training for the district language department. Prior to Detroit public schools, she taught English in Costa Rica for 2 years, where she developed English programs for children and adults. She also discovered her passion for Latin dance. In 2018, Marnina participated in a Fulbright Hays summer seminar in Brazil, where she returned as a Language Curriculum Coordinator for another cohort in 2022. In 2019, Marnina was a Fund for Teachers Fellow in Cuba. Expanding on her experiences in Costa Rica, Brazil, and Cuba, she has created materials about Afro-Latin culture and heritage. She has also continued to practice Spanish and study Brazilian Portuguese whenever possible. Producer's Notes Visit the Language Lounge on Twitter - https://twitter.com/langloungepod Connect with Michelle - https://twitter.com/michelleolah Have a comment or question? Leave a voicemail at (207) 888-9819 or email podcast@waysidepublishing.com Produced by Wayside Publishing - https://waysidepublishing.com Don't miss the debut of Wayside Publishing's 2023-2024 professional development series, Teaching with Target Language in Mind: Starting the School Year with Purposeful Language Use. Set the stage for optimal target language use as you welcome your students back for the new school year. The Professional Learning Team will help you keep purposeful target language use for you and your students at the heart of learning. Join us as we share ideas, tips and resources to help you establish class norms, set learning expectations, discuss the importance of staying in the target language, and help students co-construct their understanding of what language looks like along the proficiency continuum. Register here: https://us06web.zoom.us/meeting/register/tZAuduugrzIrHd0j1s1C71EX1qlObYAgk8kA Mentions Special Person from Bryce Hedstrom https://www.brycehedstrom.com/free-stuff/special-person-interviews/ Slides used students for the special person interviews https://docs.google.com/presentation/d/17RjQymWtc4lPgNGnyDnod6xxlCsHuJOp_-68nXHkT4c/edit?usp=sharing Unit plan for special person interviews: https://docs.google.com/document/d/1WKwZ2wbL9krs_bfm3b4yLGI3vE1kcF0SjjsDHw42NWk/edit?usp=sharing Student note sheet https://docs.google.com/document/d/1QUdlgzinkHrdEPAWDNEfT3566YZWn0UX/edit?usp=sharing&ouid=105928918383629260776&rtpof=true&sd=true Final project https://docs.google.com/document/d/1sPPxKU-nGj_6tzPxZin6MrAvRD9pAnv7TlQIYFwj6r0/edit?usp=sharing Student Interest Survey https://docs.google.com/forms/d/1xyQGTdI43MACR9tyfmRa2_27acE3a7RwIemb-NBH7w8/copy @LangChat Increasing Your Target Language Use in the Classroom https://calicospanish.com/increasing-your-target-language-use-in-the-classroom/ Kagan Cooperative Learning Structures, Spencer Kagan Blog about Teacher Strategies to stay in the TL Carol Gaab @CarolGaab (Twitter) https://www.linkedin.com/in/carol-gaab-07516b11/ @MmeBlouwoff, https://www.linkedin.com/in/rebecca-b-83a86a4/ Claudia Elliot @claudiamelliott , FB: claudiaelliott21 ACTFL : Facilitate Target Language Use https://www.actfl.org/educator-resources/guiding-principles-for-language-learning/facilitate-target-language-use#:~:text=ACTFL%20recommends%20that%20learning%20take,NOT%20use%20the%20target%20language.

Join us on a transformative journey of language connection and empowerment, regardless of your role or work in life. This episode serves as an inspiring call to make meaningful connections and discover opportunities for positive impact. By seeking and sharing stories like these, you build a ladder to lift you out of despair, illuminating your path to your unique role to play in the world.

Grammar. How do you teach grammar as a concept and used in context like ACTFL tell us we should? Mike Travers knows. In this episode of the Language Lounge, Mike discusses the role of grammar in communicative classrooms and provides concrete examples of different techniques that he uses to teach grammar. Restock your teacher tool kit with these easy, low-prep, fun activities that engage students. Producer's Notes: Visit the Language Lounge on Twitter - https://twitter.com/langloungepod Connect with Michelle - https://twitter.com/michelleolah Have a comment or question? Leave a voicemail at (207) 888-9819 or email podcast@waysidepublishing.com Produced by Wayside Publishing - https://waysidepublishing.com Watch this episode on YouTube - https://www.youtube.com/wayside Social Media: @Travers_Tweets Bio: Mike is a Spanish teacher at Wellesley High School in Massachusetts and has taught learners both Spanish and French at the novice and intermediate levels. Mike is very active in professional learning communities through MAFLA, NECTFL, and ACTFL, where he presents, facilitates or participates in conferences and workshops to continue learning more about proficiency-based teaching. He has presented on the topics of grammar, curriculum writing and language learning and the brain. Apart from conferences, Mike was an interview panelist on the MA World Language Framework, MAFLA's Vice President and NECTFL advisory board and the winner of multiple awards for his presentations at MAFLA and NECTFL. Mentions: Dogfooding, Cult of Pedagogy https://www.cultofpedagogy.com/ What is Structured Input?, Video, Mike Travers https://www.youtube.com/watch?v=UQ7EF19Qods Input Processing and Grammar Instruction in Second Language Acquisition by Bill VanPatten Dictogloss: Teaching Grammar as a Concept in Context, Video Mike Travers https://www.youtube.com/watch?v=Scd2jUG7BcIhttps://www.youtube.com/watch?v=Scd2jUG7BcIDiaries Diaries of a Mad World Language Teacher (Blog) by Mike Travers https://madlanguageteacher.weebly.com/ Concept Attainment for Teaching Grammar by Mike Travers https://madlanguageteacher.weebly.com/teaching-grammar/concept-attainment-for-teaching-grammar PACE Model ACTFL: Teach Grammar as a Concept in Context https://www.actfl.org/educator-resources/guiding-principles-for-language-learning/teach-grammar-as-a-concept-in-context

Shababeek's experiential approach to learning Levantine Arabic is divided into 5 phases, with each phase having an estimated amount of time needed in Arabic learning sessions to be ready to move on to higher phases: Phase 1, "foundations", is roughly 100 hours. Phase 2, "visual story telling" is around 200 hours. Phase 3, "shared stories" is 300 hours. Phase 4, "deep understanding" is 500+ hours. Phase 5, "Arab discourse" is also 500+ hours. It's the "+" that comes after the 500 hours in phase 5 that Jenn addresses in this episode. *There are 2 acronyms that Jenn uses here, L1 and ACTFL. L1 is someone's first language, native language, or mother tongue. ACTFL is the American Council on the Teaching of Foreign Languages. ACTFL assessments are commonly used to assess a person's language proficiency in a second language. For a transcript of this episode, visit the podcast episode page on our website here. If you're interested in learning Levantine Arabic in Jordan or online from anywhere in the world, visit our website here: shababeekcenter.com.

Howie Berman, Executive Director of ACTFL, shares the fifty-year perspectives, experiences, and vision leading to the decision to partner with the new national philanthropic Language Connects Foundation. The Foundation's vision: preparation of a diverse, well-prepared, and highly skilled language educator workforce, with powerful outcomes for educators, students, and the nation. Hear how we all can benefit from and engage with this essential vision and mission.Read the accompanying blog article for this episode.

Kia London is passionate about ensuring that we, as educators are thinking about who is not being represented in our curriculum and how we can branch out and make sure that everyone in our classrooms sees themselves in the curriculum. In this episode of the Language Lounge, Kia talks about how she creates diversity, equity and inclusion through her lessons and gives tips and resources for getting started. Visit the Language Lounge on Twitter - https://twitter.com/langloungepod Connect with Michelle - https://twitter.com/michelleolah Have a comment or question? Leave a voicemail at (207) 888-9819 or email podcast@waysidepublishing.com Produced by Wayside Publishing - https://waysidepublishing.com Watch this episode on YouTube - https://www.youtube.com/wayside Kia is a passionate educator, writer, and advocate for equity by way of representation in the world language curriculum. She carries seventeen years of experience in the classroom, and has taught Spanish to second language learners, native, and heritage speakers, for all grade levels K-12. She currently teaches Spanish to 5th and 6th grade students, and works in an additional capacity as a DEI Coordinator in her school community. Through her brand, Trailblaze Into Language Learning, Kia has provided workshops and webinars focused on student representation, the African Diaspora, and intercultural competence. She has presented at local, state, and regional conferences, as well as the ACTFL conference. As a writer of comprehensible short stories and articles, she successfully designs a rich curriculum filled with victories and stories of African identities, DEI, and student representation. Mentions: Las Voces Diversas de la Diáspora magzine by Kia London and A.C. Quintero LLLAB - Language Learner Literature Advisory Board https://wearelllab.org/ Wildwood School Multicultural Leadership Institue l https://www.wildwood.org/diversity-equity-inclusion-and-belonging/deib-initiatives/multicultural-leadership-institute ICTFL -Illinois Council on the Teaching of Foreign Languages Kia London, Region 1 director Dr. Michael Ayala, President Affinity groups https://www.ictfl.org/ Culturally Diverse and Equitable Curriculum Design Group https://www.facebook.com/groups/culturallydiverseequitablecurriculum/Bit.ly/klondon ICTFL Spring Workshop Presented by Kia London, Latin School of Chicago - April 20, 2023 Making Consistent Steps to Centering Diversity, Equity and Inclusion in the World Language Classroom https://www.ictfl.org/2023-spring-workshop.html Trailblaze into Language Learning https://trailblazeintolanguagelearning.com/ Command Performance Books https://cpli.net/(a variety of class readers for language class including A.C. Quintero and I's magazine publication in Spanish– Las voces diversas de la diáspora) Webinar: Cultural and Linguistic Competence through Social Justice by LJ Randolph LJ Randolph -

Episode 90 | Connecting with William Lee, ACTFL Teacher of the Year 2023. William Lee Latin teacher at Clark High School (San Antonio) talks with Norah about providing opportunities and exuding passion for World Language education. "I want people to realize that we are part of the whole and we're all in it together. "

Andreas, solus fato dolendo, de conventiculo nomine ACTFL loquitur et multa pulchra quae vidit quaeque sibi placuit narrat. Nos invenire potestis apud: ⏩ Situm Nostrum (Our site): https://www.habesnelac.com/ ⏩ Prosopobiblion (Facebook): https://www.facebook.com/lacvolo ⏩ Pipiatorium (Twitter): https://twitter.com/lacvolo ⏩ Anchora (Anchor): https://anchor.fm/latinitas-animi-causa ⏩ Twitch: https://www.twitch.tv/latinitasanimicausa ⏩ YouTube: https://www.youtube.com/channel/UChSnGEw-_v57_ajRJkfojYg ⏩ Instagram: https://instagram.com/latinitas_animi_causa?utm_medium=copy_link ⏩ Patreon: https://www.patreon.com/habesnelac ⏩ TikTok https://www.tiktok.com/@latinitasanimicausa --- Send in a voice message: https://podcasters.spotify.com/pod/show/latinitas-animi-causa/message Support this podcast: https://podcasters.spotify.com/pod/show/latinitas-animi-causa/support

In a world obsessed with instant gratification and hurry up mentality, Stephany Sipes reminds us, "to go slow so we can go fast." As she begins her second year in a new district, Stephanie and host of the Language Lounge, Michelle Olah, discuss how she is bringing together and motivating the World Language teachers in her district. Drop everything, listen and dust off your resume. You're going to want to be a part of her team. Visit the Language Lounge on Twitter - https://twitter.com/langloungepod Connect with Michelle - https://twitter.com/michelleolah Have a comment or question? Leave a voicemail at (207) 888-9819 or email podcast@waysidepublishing.com Produced by Wayside Publishing - https://waysidepublishing.com Watch this episode on YouTube - https://www.youtube.com/wayside Bio: Stephany spent the past 17 years advocating for proficiency-focused and performance-based learning experiences for students as a former Spanish teacher, assistant principal, and World Languages coordinator.  She currently serves teachers and students as the Director of Language Programs in one of the fastest-growing school districts in Texas.  Stephany is a Cohort 2 member and Cohort 4 facilitator of ACTFL's Leadership Initiative for Language Learning (LILL) and has presented at various conferences including TFLA, SWCOLT, and ACTFL. Mentions Shelly Brown - Instructional Coaching Greta Lundgaard - Parking the Helicopter episode 7 of the Language Lounge https://podcasts.apple.com/us/podcast/7-parking-the-helicopter-with-greta-lundgaard/id1583241169?i=1000537984484 Betsy Gilliland - University of Hawaii at Manoa Common Ground - Second Language Acquisition Theory Goes to the Classroom by Florencia G. Henshaw and Maris D. Hawkins The Seven Steps to a Language -Rich Interactive Classroom by John Seidlitz and Bill Perryman ACTFL Guiding Principles https://www.actfl.org/resources/actfl-proficiency-guidelines-2012 Keys for Planning for Learning by Donna Clementi and Laura Terrill NADSFL National Association of District Supervisors of Foreign Language : Effective Principals Framework https://nadsfl.org/principles-of-effective-world-language-programs/ LILL- Leadership Initiative for Language Learning- ACTFL https://www.actfl.org/learn/leadership-initiative-language-learning

Have you ever been to the Annual Conference of ACTFL? This was my first one and it exceeded all my expectations.  I attended 11 sessions and ALL of them were incredible, but the best part was just meeting online friends in person and having great conversations with like-minded language educators.But these big conferences can also be very overwhelming and when we feel like that, we don't even know where to start.  That's why in this episode I'm going to share with you the 5 activities I am already incorporating in my class because they are SO good and the prep is very low.  Don't you love that combination, of powerful and low-prep?There were so many more ideas, strategies, and AHA moments I experienced during this conference but I cannot do it all.  I don't have the energy now, but I love to add something new to my class, so if you're ready, click play and let's start.Links MentionedJoin my Free FB Community Growing With CIGrowing With Proficiency Programs and Free Resources for this weekBlogJennifer DegenhardtSra. HastonBenjamin TinsleyBertha DelgadilloAnnabelle WilliamsonBethanie DrewLisa McH

Maris Hawkins speaks with Michelle about how to navigate conferences, why it's important to attend your local, state, regional and national conferences, how to choose which sessions to attend and the importance of attending pre-conference workshops. She also doles out tips on how to reach out to others, the magic of attending an unconference and how conference organizers can design conferences to foster connections. Visit the Language Lounge on Twitter - https://twitter.com/langloungepod Connect with Michelle - https://twitter.com/michelleolah Have a comment or question? Leave a voicemail at (207) 888-9819 or email podcast@waysidepublishing.com Produced by Wayside Publishing - https://waysidepublishing.com Watch this episode on YouTube - https://www.youtube.com/wayside Show Notes Mentions: GWATCFL - Greater Washington Association of Teachers of Foreign Language ACTFL - American Council on the Teaching of Foreign Languages AATSP - American Association of Teachers of Spanish and Portuguese NNELL - National Network for Early Language Learning NECTFL - Northeast Conference on Teaching Foreign Languages ATD and Training Magazine EDCamp- Unconference People: @MarisHawkins Samara Spielberg Thomas Sauer - TELL Collab Jim Ventosa Thomas Sauer and Alyssa Villlareal https://drive.google.com/open?id=1AjPPBbD8V9RQlaqeo0jNMIGEe50QAKF2 Bio: Maris is a lower and middle school Spanish teacher in Washington, DC. She is the co-author of the book, Common Ground: Second Language Acquisition Theory Goes to the Classroom. Maris has presented at various conferences including NECTFL, SCOLT and ACTFL and has facilitated various workshops through national organizations with school districts.

In this episode, our host Emily Sabo, PhD (linguist, Mango Languages) sits down with Eric Richards, a down-to-earth high school German teacher based out of St Louis, Missouri. A finalist for ACTFL's prestigious 2021 National Language Teacher of the Year award and recipient of Central States' 2020 Teacher of the Year award, Eric is well-known for his contributions in the field. Listen as Emily and Eric discuss several big topics that all boil down to one main thing: growing as a teacher. How do our connections with students evolve across our careers? Why do some teachers grow out of the profession? And how can we grow personally to address our own teacher burnout when it inevitably bubbles up? All of that and more in this episode of Teaching Languages Today!Teaching languages today is as exciting as it is challenging! That's why we here at Mango Languages created “Teaching Languages Today”, a conversational podcast for world language educators that gets to the bottom of what's working – and what's not. Listen in for the problems fellow teachers are facing, learn what solutions they've found – and get some much-needed self-care reminders of why you fell in love with language teaching to begin with. Your host for the show is language teacher and linguistics researcher Emily Sabo (PhD). In each episode, we'll learn to see World Language Ed through a new lens, by sitting down with an all-star lineup of teachers, administrators, and students. It's our hope that the stories you hear in “Teaching Languages Today” will get you thinking – and feeling – differently about what you do in the classroom.If you enjoyed the episode, subscribe to the podcast or leave us a review!#languageteaching #worldlanguages #mangolanguages #languagelearning

This episode of Not Invisible: Native Peoples on the Frontlines features a conversation with filmmaker, lecturer, artist and educator, Kahstoserakwathe Paulette Moore. Moore is Kanyen'kehà:ka (Mohawk) and an enrolled member of Six Nations of the Grand River territory where she is based.  Moore is a fluent (ACTFL intermediate-high) Kanyén'kéha speaker and recent graduate of Onkwawénna Kentsyóhkwa - an adult language immersion program at Six Nations. Moore is a 2022 recipient of the Banff Spark Accelerator Fellowship designed to address the systemic gap in gender equality and representation by providing essential opportunities and resources to help build significantly more Canadian women-owned businesses that excel both domestically and across the global media industry. Moore is a founding member of The Aunties Dandelion: a relationship-centered collective created in 2019. The Aunties Dandelion vision is to create an expansive human community informed by traditional Onkwehon:we (Indigenous) teachings with story sharing and healing narratives at the core. Key projects include The Aunties Dandelion monthly podcast (official 2021 selection of imagineNATIVE Film and Media Festival) and two speculative arts films. VeRONAka (2020) is a 10-minute fictionalized version of the true story that Kanyen'kehà:ka clan mothers gave Covid 19 a Mohawk name - so that we are able to respect the illness, understand why it is here and then invite it to leave. To listen to the complete conversation head on over to The Aunties Dandelion Podcast and be sure to follow The Aunties Dandelion on Instagram.This episode of Not Invisible: Native Peoples on the Frontlines was produced by Viktor Maco, Spirit Buffalo and J.B. Hart. Edited by Abbey Franz. Research by Sarah Rose Harper.Hosted by LeAndra Nephin.This season of Not Invisible: Native Peoples on the Frontlines is produced with support from Earth Rising Foundation, our Patreon producers, Reena Krishnan and Kathy Duerr.Additional support from our patrons at Patreon and Buy Me a Coffee.Would you like to be a guest on Not Invisible: Native Peoples on the Frontlines? Or know someone who would? Drop us an email at redhousetvseries@gmail.com.Like this episode? Then please be sure to leave us a 5 star review on Apple podcasts so others can enjoy it too!Support the show

An unmissable collection of eight unconventional and captivating short stories for young and adult learners of Japanese. Short Stories in Japanese for Intermediate Learners has been written especially for students from low-mid intermediate (ACTFL) level of Japanese. Mapped to B1 and approaching B2 on the Common European Framework of Reference, these eight captivating stories are designed to give you a sense of achievement and a feeling of progress when listening, and most importantly, enjoyment! What does this audiobook give you? Eight stories in a variety of exciting genres, from science fiction and crime to history and thriller - making reading fun, while you learn a wide range of new vocabulary. Controlled language at your level to help you progress confidently. Spoken dialogues in a range of polite and casual forms in real settings to help you to improve the flow and accuracy of your spoken Japanese. To help you advance your kanji recognition skills, furigana is used to support reading higher level or unusual kanji and for the first appearance for common kanji. Common vocabulary from levels four and five of the JLPT (Japanese Language Proficiency Test) along with vocabulary carefully chosen from the higher levels help you learn useful new expressions and progress through the intermediate reading levels. Accessible grammar so you learn new structures naturally, without feeling overwhelmed or frustrated. Practical tips help you to unlock the meaning of Japanese sentences and new kanji words successfully. Pleasure! Research shows that if you're enjoying reading in a foreign language, you won't experience the usual feelings of frustration - 'It's too hard!' 'I don't understand!' With intriguing plots that will spark your imagination and keep you listening, Short Stories in Japanese for Intermediate Learners will take your grasp of Japanese to the next level with key features to support and consolidate your progress, including: Full plot summary. A bilingual word list. Comprehension questions after each chapter. As a result, you will be able to focus on enjoying listening and reading, delighting in your improved range of vocabulary and grasp of the language, without ever feeling overwhelmed. From science fiction to fantasy, to crime and thrillers, Short Stories in Japanese for Intermediate Learners will accelerate you journey towards fluency.

In this episode I walk through the ACTFL Proficiency Levels and Performance Descriptors.[sign up for Talking Points]Topics:What they areHow  they are used in teaching and learningHow they are designedHow they are organizedWhat each proficiency level involvesBreakdown of Interpersonal Proficiency LevelsHow to use Proficiency Levels (Performance Descriptors) in the classroomBlog posts: wlclassroom.com/ican --  walks through writing I can statements that are truly communicative and there is a link to the ACTFL Performance Descriptorswlclassroom.com/levelup -- shows what language looks like at each proficiency level and what students can focus on (or do) to level up.Connect with Joshua and the World Language Classroom CommunitySign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

In this episode we talk about grammar.  This is always a hot topic in language teaching with lots of questions about how (or even if) we should do it.  [sign up for Talking Points]I am joined by Mike Travers, a teacher in Massachusetts, who has presented on this topic many times at teacher conferences, having been named "Best of Conference."  So, who better to help with this conversation?Mike speaks about...The role of grammar in communicative language teaching.ACTFL's Core Practice of Teaching Grammar as a Concept and in Context.Why is it essential and beneficial that language structures be taught in context.Procedures for teaching grammar in context and as a concept.Possible benefits of explicit grammar instruction.Connect with Mike Travers:Twitter: @Travers_TweetsBlog: Diaries Of A Mad World Language TeacherConnect with Joshua and the World Language Classroom CommunitySign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group