Podcasts about Ell

In Episode 219 of the Equipping ELLs podcast, Beth Vaucher opens with something most professional development on co-teaching never acknowledges: the textbook version of co-teaching rarely matches the reality of ELL classrooms. No shared planning time. No clear role definition. Walking into lessons you did not design and trying to support students in real time. If you have been an ELL teacher for more than a few months, you already know this. Today's episode names it directly — and then gives you a practical, honest framework for making co-teaching work regardless of where you are starting from.Beth opens by naming the three things that make co-teaching feel hard. Role clarity — most ELL teachers who push in have never had an explicit conversation with the homeroom teacher about what their role actually is during instruction. Planning time — or the complete lack of it. Real co-teaching requires co-planning, but most ELL teachers are spread across five, six, or eight classrooms with zero shared planning time with any of those teachers. And different priorities — a fourth-grade science teacher's priority is fourth-grade science, and an ELL teacher's priority is language acquisition. Those goals support each other beautifully when aligned, but when no one has had the conversation about how they align, they feel like competing interests in the same room.The most important insight of the episode comes before the models: before thinking about co-teaching structures or lesson plans or instructional strategies, think about the relationship. The ELL teachers who build the most effective co-teaching partnerships are not the ones with the most resources or the most knowledge. They are the ones who showed up consistently, were easy to work with, made the homeroom teacher's job slightly easier, and over time became someone that teacher genuinely wanted in the classroom. One teacher. One relationship. One small thing you can offer. That is where it starts.Beth then introduces three realistic co-teaching models — not the official district training models, but the ones that actually operate in real schools with real constraints.The Resource Bridge is the model most ELL teachers are already in, whether or not they have named it. You are not in the room co-instructing, but you know what is being taught, you prepare one or two scaffolded supports — a sentence frame, a vocabulary visual, a graphic organizer from Scaffolds in a Snap — and you deliver them to the teacher at the start of the week. Imperfect co-teaching, but your students have a scaffold in their hands during instruction even when you are not there.The Parallel Partner puts you in the room but not co-instructing the whole class. The homeroom teacher leads the lesson and you work with your ELL students in a parallel structure — same content, same concept, same objective, different access point. This model requires almost no joint planning and immediately signals to the homeroom teacher that you are a specialist, not an aide.The Active Partnership is what the training describes — co-planned, co-taught, each teacher taking a role and a group. But Beth is clear: you do not get here by demanding it. You earn it through consistency in Models 1 and 2. When a homeroom teacher has seen that working with you makes their classroom better, they invite the partnership.The one practical tool that works across all three models: walk into any classroom this week with one page in your hand — one scaffold for whatever that class is teaching. Say to the teacher: I made this for my ELL students. Can I leave a few copies for any students who might benefit? That single action demonstrates expertise, makes your presence purposeful, gives the teacher something useful without asking anything of them, and puts scaffolded support in your students' hands regardless of how the lesson goes.Beth also provides specific conversation starters that build the co-teaching relationship without creating resistance — not "I need us to co-plan" but "I noticed your students are working on explaining their thinking. I have something that might help. Can I bring it tomorrow?"The episode closes with an honest word for teachers for whom co-teaching is simply not happening — no push-in time, unresponsive colleagues. You can still be a bridge. Pre-teach in pull-out the vocabulary your students will need for the science lesson that afternoon. Practice the language function they will need for the social studies task this week. That bridge is invisible to the homeroom teacher but profoundly visible to your students.FREE TRIAL: equippingells.com/trial — Scaffolds in a Snap, sentence frames, vocabulary organizers, all the resources that make you the go-to person in your building.

In Episode 218 of the Equipping ELLs podcast, Beth Vaucher picks up where Episode 206 left off — but this time leaves the theory behind and goes completely practical. Teachers who listened to the comprehensible input theory episode came back with one question: what does this actually look like on a Tuesday afternoon with 25 students at four different language levels? This episode answers that question with ten specific, concrete, immediately usable strategies.Beth opens with the anchor thought that runs through the whole episode: comprehensible input is not about making things easier. It is about removing the language barrier so students can get to the thinking. ELL students are intellectually capable of engaging with grade-level content. The challenge is the language used to deliver it — and every strategy in this episode is designed to take that barrier down enough that students can access the idea.Strategy one addresses rate of speech — something most teachers dramatically underestimate. Native English speakers speak at approximately 150 words per minute, which is overwhelming for a student actively decoding a new language. Beth recommends recording yourself teaching for three minutes and playing it back. Most teachers are genuinely surprised by what they hear. The pause, she notes, is not a break from learning — it is where comprehension happens.Strategy two connects pre-teaching vocabulary to comprehensible input. When a student encounters an unknown word mid-lesson, their brain stops and the next three sentences are lost. Pre-teaching five to eight essential words before the lesson — with visuals, student-friendly definitions, and a personal connection where possible — means those words are already in the brain when the lesson begins.Strategy three draws a sharp distinction between visuals that decorate and visuals that carry meaning. A labeled diagram of an ecosystem is comprehensible input. A stock photo of the ocean on an ecosystems slide is decoration. For newcomers and Stage 1 and 2 students, visuals are the primary access point — not a supplement.Strategy four addresses the long instructional block problem. By minute eight of a twenty-minute explanation, most ELL students have stopped comprehending. Chunking instruction into two to three minute segments with thirty seconds of processing time in between — whisper to a partner, jot a phrase — gives the brain time to connect new input to what it already knows.Strategy five covers gestures and physical demonstrations including Total Physical Response, noting that students can demonstrate comprehension through gesture long before they can demonstrate it through language. Consistent gestures paired with specific vocabulary build a physical vocabulary bank.Strategy six returns to modeling — the most underused strategy Beth has encountered in ELL classrooms. When teachers model by thinking out loud, making mistakes on purpose, and narrating self-correction, they provide comprehensible input for the task itself. Students hear academic language used purposefully in context rather than abstractly.Strategy seven addresses strategic partner pairing. Free conversation between a Level 2 and Level 4 student results in the Level 4 student doing most of the talking. Structured partner talk with a prompt and a sentence frame creates the conditions where the less proficient student receives comprehensible input from a peer at just one level above — i plus one in the most natural possible context.Strategy eight offers a fresh reframe: sentence frames as comprehensible input, not just scaffolded output. When a student sees a frame on the board they are receiving a model of how academic English organizes an idea — cause and effect, comparison, justification. The frame makes the language structure visible and comprehensible before students ever have to produce it.Strategy nine connects comprehensible input to background knowledge and translanguaging — asking a student what they know about ecosystems in Spanish, having them draw what they understand about the water cycle before it is taught in English. Schema is schema. Knowledge is knowledge. When students connect new content to what they already know in any language, the comprehensibility of the new input increases dramatically.Strategy ten addresses video and audio clips — genuinely powerful multi-channel input when used purposefully. The structure Beth recommends: preview two to three key words, give students one specific thing to listen or watch for, then respond with a sentence frame after the clip. Without that structure, a video clip is entertainment. With it, it is comprehensible input.FREE TRIAL: equippingells.com/trial — speaking and writing cards, close reading passages, tiered sentence frames, and scaffolds organized around comprehensible input, all ready to pull on Monday morning.

In Episode 217 of the Equipping ELLs podcast, Beth Vaucher delivers exactly what every ELL teacher needs in the first weeks of school — a clear, focused, week-by-week guide for moving from reactive teaching to a system that actually runs. Not a perfect classroom. Not a flawless first month. A grounded, intentional system that carries both teacher and students through the rest of the year.Beth opens by naming the mistake she made herself for years — trying to do everything at once in the first week of school. Getting to know students AND assessing levels AND launching the first unit AND setting up routines AND connecting with homeroom teachers all simultaneously. The result: everything done halfway, nothing done well. The framework she offers instead is built on a simple principle she names early: sequence equals success. One focus per week. One question to answer by Friday.Week one is entirely about knowing students before teaching them. Beth gives permission to skip the full instructional launch and invest in relationship building first — because students who feel known acquire language faster, and that is not just her experience but research. For newcomers specifically she is direct and clear: your first job is not instruction. It is belonging. She walks through what Week 1 actually looks like — getting to know you activities, speaking routines established from Day 1 using topics students actually care about, and observation with a general lens. Crucially, Beth frames this through an assets approach rather than a deficit one, asking teachers to focus first on what students can already do rather than immediately cataloguing gaps.Week two shifts from general watching to intentional informal assessment — one domain per day across the week. Monday speaking, Tuesday listening, Wednesday and Thursday reading and writing. Beth cautions against redundancy with classroom assessments already happening and encourages ELL teachers to use existing data rather than adding more assessment burden. By Friday teachers should have three clearly formed groups and have made one specific connection with one homeroom teacher — one observation, one resource, one relationship started.Week three is about launching and running. Beth connects directly back to the previous episode's unit planning framework and also offers a simpler entry point for teachers who are not ready for a full unit: DM the word ROUTINES on Instagram for five simple classroom routines that create the structure without requiring a fully designed unit. The key deliverables are baseline writing samples, speaking recordings, and any documentation system that teachers will actually maintain through the year.Week four is adjust and accelerate — looking at what the system is showing and responding. Moving students between groups, adjusting scaffold complexity, identifying students who need more targeted support than the group structure provides. Beth specifically names SLIFE students and long-term ELLs as the populations most likely to surface at this point — and frames the data collected in weeks one through three as preparation for the harder conversations with admin and colleagues that will happen in October and November.The episode closes with an honest and warm invitation to the free week trial of the Equipping ELLs membership — framed not as a sales pitch but as a direct response to the moment when the framework is clear but the resources are not yet there.FREE TRIAL: equippingells.com/trial — full access for one week, no credit card required.MEMBERSHIP CODE: TAKE20OFF — 20% off Tier 3 yearly for podcast listeners.FREE ROUTINES: DM ROUTINES to @EquippingELLs on Instagram.

Dr. Remco Breuker, one of the world's leading scholars of pre-modern Korea, joins us to explore the Samguk Yusa, a treasure trove of Korean myth, history, and folklore. We dive into the kingdom of Goryeo, its ruling elites, the position of women, the reality of slavery in old Korea, and why this period remains so misunderstood today. From women tigers to creation myths, from royal power struggles to the everyday lives of commoners, and court poets who drink too much, there should be something in here for everyone. Find Remco and his work online Vestiges of the Three Kingdoms of Ancient Korea: A Translation of the Samguk yusa : https://uhpress.hawaii.edu/title/vestiges-of-the-three-kingdoms-of-ancient-korea-a-translation-of-the-samguk-yusa/ Yi Kyubo: https://uhpress.hawaii.edu/title/not-everything-unfolds-as-anticipated-selections-from-yi-kyubos-tongguk-yi-sangguk-chip/ https://www.universiteitleiden.nl/en/humanities/institute-for-area-studies/korean-studies Discussion Outline 0:00 The Samguk Yusa 5:20 The Monk Iryeon 2:20 The Language of Goryeo 18:18 Buddhism, Confucianism, and Taoism 31:34 The Ruling Family of Goryeo 38:30 The Position of Women 42:10 Slavery in Old Korea 46:50 Translating the Samguk Yusa 1:01:52 The Stories of Samguk Yusa 1:10:45 Yi Gyu-bo 1:15:10 Recommendations A huge thanks to Patreon members: Bhavya, Roxanne Murrell, Sara B Cooper, Anne Brennels, Ell, Johnathan Filbert, Daniela Körppen, Cody Schuman, Christopher Futter, Andreas Wendtland. You are stars!! Join Our Patreon Community Here: https://www.patreon.com/c/user?u=62047873 David A. Tizzard has a PhD in Korean Studies and lectures at Seoul Women's University and Hanyang University. He writes a weekly column in the Korea Times, is a social-cultural commentator, and a musician who has lived in Korea for nearly two decades. He can be reached at datizzard@swu.ac.kr. ▶ David's Insta: @datizzard ▶ KD Insta: @koreadeconstructed These podcasts are recorded live in Seoul. Big thanks to the studio owner and my friend 한정철: https://www.instagram.com/the_story_from_you/ 

In Episode 216 of the Equipping ELLs podcast, Beth Vaucher addresses the Sunday evening reality most ELL teachers know well — sitting in front of a blank document with a roster of students at different levels and absolutely no idea where to begin. Most teachers default to collecting disconnected resources that feel productive in the moment but produce no lasting language growth because nothing builds on anything else. This episode offers a completely different approach.Beth opens by naming the core problem with how most ELL lesson planning happens: horizontal planning. One skill per day, one topic per week, one vocabulary set that disappears as soon as the next one arrives. Language does not build that way. Language is acquired through repeated, varied exposure to the same vocabulary and structures in meaningful context over time — and horizontal planning produces the opposite of that.The framework Beth introduces has four stages that work together to create connected, purposeful instruction across two to four weeks. Stage one is knowing your students — not through test scores from months ago but through real-time observation. Beth simplifies this to three questions: what language stage is each group at, which domain shows the biggest gap, and what language function are students struggling with most. She names the language function question as the one most commonly missing from ELL planning — not what vocabulary students are missing but what they cannot yet do with language. Describe but not explain. Answer but not compare. Tell what happened but not why.Stage two is setting the two to four week focus — and making just two decisions. First, which language function will you develop? One, not three. Every lesson for the next several weeks builds toward students using that function more independently. Second, what is the vocabulary thread — the eight to ten words that will appear in speaking, in reading, and in writing repeatedly across the entire unit until students stop thinking about them and simply use them. Beth reflects honestly on her own early teaching practice of introducing words once in a matching activity and moving on, and names what real vocabulary acquisition requires: the same words encountered in a picture prompt, a close reading passage, a sentence frame, and a writing task over multiple weeks.Stage three is threading skills across every lesson rather than teaching each in isolation. Beth walks through a specific lesson structure that hits all four domains in thirty minutes: a five-minute speaking routine with a picture prompt and tiered frames, a fifteen to twenty minute close reading activity with vocabulary from the thread embedded in the text, a ten-minute writing output using the language function frame, and a two-minute closing share-out that brings the lesson back to speaking. Same topic. Same vocabulary. Every domain. Every lesson. Nothing wasted.Stage four is increasing complexity week by week. Week one is heavy lifting — complete frames, lots of modeling, visual supports everywhere. Week two is guided practice — partial frames, shared modeling. Week three is connection — students attempt higher-order functions like comparing and justifying with minimal scaffolding. Week four is application — independent production that demonstrates what students could not do four weeks earlier. Each Monday asks one question: what did my students show me last week, and what is one step harder this week?The episode closes with three planning questions — vocabulary thread, language function, progression — and an invitation to the free live challenge starting soon.FREE CHALLENGE: equippingells.com/challenge or DM CHALLENGE to @EquippingELLs. Challenge 4 starts Monday August 10. Includes speaking frames, close reading passages, writing scaffolds, and over $100 in free resources.

Notes Com bé diu el convidat d'avui en aquesta entrevista, "amb prou gent motivada al teu voltant, es poden fer coses molt grans". No sabem si això que estem fent és gran o no, però sí que podem dir que comptem amb gent prou motivada per tirar endavant el projecte. I quina gran sort! En aquest episodi parlem amb el Jack, membre de l'equip des de l'inici del projecte. Som-hi! Vídeo "8 dades curioses sobre el català" Encarrega calçots des de l'estranger amb Hortànic Casal Català de Regensburg @casal.catala.regensburg (Instagram) L'expressió de la setmana "fa un fred que mata conills" ('fa molt de fred') Bonus El Jack comparteix un parell més d'expressions i també dona un parell de consells per a persones que, com ell, volen mantenir el contacte amb el català i seguir aprenent-lo des de l'estranger. Transcripció interactiva i vocabulari Fes-te membre d'Easy Catalan i tindràs accés a l'ajuda de vocabulari, la transcripció interactiva i el bonus de cada episodi: easycatalan.org/membership Transcripció Andreu: [0:15] Hola a tothom! Als oients nous, benvinguts, i als no tan nous, bentornats. Aquesta setmana toca entrevista, així que no sentireu les veus habituals del pòdcast, o no totes, sinó una veu nova. Ja sabeu com va: a vegades és un membre de l'equip; d'altres, algú de la comunitat, algú que té un projecte interessant entre mans, ara un nadiu, ara un aprenent, i així anem fent. El convidat d'avui compleix diversos d'aquests perfils. És voluntari de l'equip des del començament del projecte, no és nadiu, però gaire bé, i recentment s'ha unit també a la comunitat de Discord. Ell és el Jack, és del Regne Unit, va viure un any a Tarragona i ara fa temps que viu a Alemanya. Des d'allà, no només ha mantingut el contacte amb el català, sinó que ha continuat l'activisme per la llengua i la cultura catalanes. Si li voleu posar cara, podeu anar al nostre canal de YouTube i mirar el primer vídeo que vam publicar, sobre 8 dades curioses del català. Us el deixo enllaçat a la descripció. No us en explico res més perquè ara de seguida el coneixereu. Per cert, aquesta entrevista la vam gravar fa molt poc, l'últim dia del Campus d'Estiu, ja que va venir, el Jack, com a voluntari per ajudar-nos. Parlant del Campus, la setmana que ve publicarem l'episodi que vam gravar amb públic. El podreu escoltar, com sempre, des de l'aplicació que feu servir, però en aquest cas també el podreu mirar, ja que el vam gravar en vídeo. Per fer-ho, simplement, aneu al canal de YouTube del pòdcast. I, per últim, deixeu-me afegir que, per fer aquest episodi d'avui, hem comptat amb el suport de l'Ajuntament de Barcelona, així que, moltíssimes gràcies al Consistori de la ciutat per aquesta ajuda. Ara sí, us deixo amb l'entrevista. Som-hi! Andreu: [1:59] Jack, benvingut al pòdcast. Jack: [2:01] Hola, Andreu. Andreu: [2:02] Com estàs? Jack: [2:03] Molt bé, gràcies per convidar-me. Andreu: [2:05] Un plaer. A veure, estem en un lloc molt especial. Pots explicar a l'audiència on som? Jack: [2:10] Sí, som al Born. És una antiga sala de mercat, però abans, no sé, hi ha moltes ruïnes aquí, de l'antiga Barcelona. No sé si són ruïnes medievals, no? Andreu: [2:27] Del 1700. Jack: [2:28] De 1700. I es pot caminar a la vora d'aquesta sala i mirar les ruïnes, que són bastant ben conservades, no? Andreu: [2:40] Hi havies estat aquí, abans? Jack: [2:42] Un cop, sí, un cop. Andreu: [2:44] D'acord. Doncs sí, som al Mercat del Born, que actualment no és un mercat pròpiament, sinó que és un memorial. Jack: [2:49] Però es veu molt clar que abans era un espai de mercat, no? Andreu: [2:55] Sí. D'acord, però no som aquí per parlar del Mercat del Born, sinó per coneixe't a tu una mica més, perquè has vingut a la quarta edició del Campus d'Estiu. La setmana que ve sortirà l'episodi, si tot va bé, l'episodi que vam gravar a la llibreria Ona, però ara, de moment, aprofitem que has vingut per entrevistar-te al pòdcast, perquè clar, potser ara molts oients no saben qui ets, però és que tu ets el primer voluntari, la primera persona que va contactar amb nosaltres i va oferir-se per col·laborar amb el projecte.

És habitual sentir algú que es declara innocent dient: «No he fet mai mal a ningú». Una cosa que és segura és que aquesta persona no para atenció a les seves paraules quan ho diu. La realitat és que les nostres paraules tenen poder, tant per al bé com per al mal... per a beneir i per a maleir... per a edificar i per a enderrocar. La pitjor notícia és que les nostres paraules revelen el que hi ha de veritat en els nostres cors. L'única esperança per a nosaltres és córrer cap a Crist, que és la Paraula de Déu que expressa el cor de Déu sufrint i morint per aquells que no s'ho mereixen. Ell ens restaura i ens enforteix.Ciutat Nova és una església per a la ciutat de Barcelona i una comunitat de persones normals i imperfectes que volem aprendre a viure segons la voluntat de Déu. Si vols saber més sobre la nostra església i ministeri: http://bcn.ciutatnova.cat/visitaEstiu 2026Predicador: JJ

In this episode, Mark talks with Aaron Mueller about his experiences with modeling instruction. They talk about getting students to think like scientists, questioning one another, and using both inductive and deductive reasoning. They talk about the connection between NGSS and modeling instruction and about some of Aaron's tips for new teachers and book recommendations. Guest Aaron Mueller Aaron Mueller is a 7th grade Science Teacher in Naperville, Illinois. He has been teaching for 26 years and began Modeling in 2012-13. Through his career, he has taught middle and high school science. Aaron has experience with modeling workshops in Biology, Mechanics, and Middle School. Highlights [5:19] Aaron: "So students that are, ELL to having a 504 IEP, gifted even, their sets of languages are so different. However, modeling can bring them together really easily through observation, inferencing, gathering evidence, explaining the evidence, drawing." [17:10] Aaron: "I feel like a way to describe NGSS is like that framework or backbone and modeling to me is that key to turn it on and let it go." Resources Download Transcript Ep 83 Transcript Links [Book] Science Blind by Andrew Shtulman [Book] Science in the City by Bryan A. Brown [Book] Ambitious Science Teaching by Jessica Jane Thompson, Mark Windschitl, and Melissa Braaten [Book] Questions, Claims, and Evidence: The Important Place of Argument in Children's Science Writing [Video] Dr. Brian Hand - Science Writing Heuristic

In Episode 215 of the Equipping ELLs podcast, Beth Vaucher delivers the insight that sits underneath every scaffolding strategy she has ever shared — the one that makes differentiated support actually manageable in a real mixed-level ELL classroom. And she leads with it right from the start: the secret to scaffolding for multiple levels is not having more scaffolds. It is having the right scaffold at multiple levels of complexity.Beth opens by naming the assumption most teachers carry: that different language levels require different types of scaffolds. A word wall for Level 2. A sentence frame for Level 3. A graphic organizer for Level 4. And so the teacher ends up managing five different support systems simultaneously, preparing multiple types of resources, and running a lesson where five different things are happening at once. That is unsustainable — and it is not actually how effective multi-level scaffolding works.The reframe is elegant. Instead of different scaffold types for different students, use the same scaffold type at different levels of complexity. A sentence frame is a sentence frame whether it is complete or partial or just a sentence starter. A graphic organizer is a graphic organizer whether it is fully labeled with examples or completely blank. The type stays consistent. The complexity level adjusts. Beth calls this the dial — and instead of managing five different systems, teachers manage one system they can turn up or down based on what each student shows them.She then walks through four scaffold types with concrete tiered examples. Tiered sentence frames use the same task — explaining a character's decision — with a simple frame for Level 1, a more structured frame for Level 2, a complex frame with inferential language for Level 3, and a sentence starter only for Level 4. Tiered graphic organizers move from fully structured with labeled categories and visual examples at Level 1 to categories only at Level 2, blank boxes and arrows at Level 3, and no organizer at Level 4 for students who have internalized the organizational structure. Tiered vocabulary support ranges from picture plus word plus definition plus example sentence at Level 1 all the way to word in context only at Level 4 where students use strategies to determine meaning independently. And tiered modeling — the most underutilized scaffold Beth has ever seen — moves from a full out-loud think-aloud with every step at Levels 1 and 2 to a partial model at Level 3, a completed example at Level 4, and no model at all for Level 5 students who attempt the task independently.The episode's guiding principle for placing students on the scaffold dial: every student should feel slightly challenged. Coasting means the scaffold is too low — it is carrying rather than building. Shutting down means the scaffold is too high — the affective filter goes up and acquisition stops. The sweet spot is productive struggle: hard but doable. When teachers observe these two signals during a lesson, the tiered scaffold system makes adjustment fast because the teacher is not rebuilding the scaffold from scratch — they are just moving the dial.Beth addresses the planning time concern directly with three practical responses. First, tiered scaffolds are one resource with iterations, not four separate resources — and AI makes generating four levels of a sentence frame from a single content objective a matter of seconds. Second, tiered scaffolds are reusable across content areas, units, and the school year — teachers are building a resource bank, not reinventing weekly. Third, it is not necessary to tier every scaffold in every lesson — start with the one that matters most, usually the sentence frame or graphic organizer central to the task.The episode closes with a full concrete lesson walkthrough — a third grade social studies lesson on how communities meet people's needs — with all four scaffold types tiered across four levels for a single lesson, and an invitation to the last free summer challenge.FREE CHALLENGE: equippingells.com/challenge or DM CHALLENGE to @EquippingELLs. Challenge 4 starts August 10. Includes scaffolding templates, sentence frame banks, tiered planning tools.

Agradece a este podcast tantas horas de entretenimiento y disfruta de episodios exclusivos como éste. ¡Apóyale en iVoox! L'any 490 aC, a la platja de Marató, un ancià desembarca d'un vaixell persa per guiar un exèrcit invasor cap al cor de l'Àtica. No és cap mercenari, és l'antic tirà d'Atenes, que torna a casa després de gairebé vint anys d'exili, escortat pel poder militar més gran del món conegut. Ell mateix ha triat aquesta platja. Es diu Híppies, i els atenencs temen el retorn del seu propi tirà, disposat a recuperar el poder gràcies a les espases perses. Avui repassem la vida de l'últim governant dels Pisistràtides: un home que va passar de l'aclamació popular a convertir-se, per a la tradició grega, en l'arquetip del traïdor que va portar l'enemic fins a la porta de casa.Escucha este episodio completo y accede a todo el contenido exclusivo de A les Portes de Troia. Descubre antes que nadie los nuevos episodios, y participa en la comunidad exclusiva de oyentes en https://go.ivoox.com/sq/86177

Arnny Montana ha complert un somni en actuar a l'escenari principal del Festival Zevra, un dels més prestigiosos de tot l'estat espanyol. Ell mateix assegura que ha estat un plaer poder actuar-hi i n'està molt orgullós. “Fa 20 anys, quan vaig començar amb tot això, somiava en estar en escenaris com aquest i ara, després de molt d’esforç, he tingut l'oportunitat de participar en aquest escenari privilegiat, somiat i únic”Arnny Montana El discjòquei compara la participació en aquest festival amb jugar un partit al Camp Nou. “Actuar davant de 40-50.000 persones és una passada. Hi ha camps de futbol de primera divisió que tenen menys aforament que el que teníem en aquest festival! Al Camp Nou de la música nacional, hi hem tocat”Arnny Montana Arnny Montana fa més de dues dècades que es dedica a la música comercial electrònica i considera que el secret de l'èxit són, sobretot, la perseverança i la confiança. “Perseverar, insistir, continuar, seguir creient-m'ho… Són molts anys sumant, molts anys treballant i superant molts dies en els quals, a vegades, evidentment, penses que no arriba o que costa una mica més, però al final continuar i creure-t'ho et dona aquest petit plus”, apunta el dj. “Cal donar-li una oportunitat més cada dia, perquè al final no és una oportunitat a llarg termini, sinó de cada dia, donar-te una oportunitat més crec que et fa aconseguir-ho”Arnny Montana Malgrat actuar davant de prop de 50.000 persones, el lloretenc assegura que no es va posar nerviós, sinó que sentia unes ganes immenses de començar i gaudir molt. “En cap moment em poso nerviós en un escenari així, porto molts anys fent-ho i la veritat és que vaig sentir confiança, excitació, ganes de començar, de sentir que interactuava i de gaudir-ho”Arnny Montana Tot i actuar a altes hores de la matinada, Arrny Montana va oferir un xou molt enèrgic. I és que assegura que així són els seus espectacles. “Els meus espectacles són amb molta energia, jo soc una persona energètica de base, creatiu, dinàmic, m’agrada molt interactuar amb el públic, interactuar amb el micro i participar d’alguna altra manera”Arnny Montana Un altre dels secrets del seu èxit és l'aparador que té l'artista lloretenc cada hivern a Marchica Formigal. “Tinc la sort de tenir un aparador molt bo a Formigal, a l’hivern, que em permet ensenyar la meva feina, em dona la possibilitat cada setmana de tenir un aparador espectacular i la feina més un bon aparador és el millor combo per poder-te fer un petit nom”Arnny Montana Tot plegat, li ha permès fer-se un nom com a discjòquei i, conseqüentment, cada estiu pot escollir on accepta actuar. En aquest sentit, abans que una gran quantitat de xous, prefereix qualitat i molt de gaudi. La propera cita que té apuntada a l'agenda és al Medusa Festival, que també se celebra a la platja valenciana de Cullera. Serà diumenge, 16 d'agost.

Boletín de noticias 27/07/26: Irán señala que integridad de El Líbano depende del fin de la guerra con Estados Unidos; Premier de Victoria, Jacinta Allan, dice que no renunciará a su cargo a pesar de falta de apoyo de su partido; crecen las tensiones diplomáticas entre Brasil y Argentina tras comentarios de Javier Milei.Escucha SBS Spanish / Australia en español:Por radio o Internet 7 días a la semana de 1:00 a 2:pm (AEST)Escucha también por Apple Podcasts, Spotify y YouTubeExplora nuestra extensa colección de podcasts haciendo clic aquíEn redes: síguenos en Facebook e Instagram.

L'escriptor lloretenc Jordi Soliguer presentarà aquest dimarts al vespre la biografia de Valentí Soliguer Pujol, titulada “El mestre d'obres de Sant Pere del Bosc”. L'acte es farà a les vuit del vespre al Pati de l'Erol, al costat de la parròquia de Sant Romà. El llibre recupera la figura del seu besavi, d'un personatge vinculat a la construcció i a la història de Sant Pere del Bosc. Jordi Soliguer, explica que ha volgut dedicar-li aquesta biografia al seu besavi, després d’adonar-se per casualitat, que va ser una figura molt important per Lloret de Mar i que moltes de les seves obres van ser atribuïdes a altres persones, com ara el seu propi pare. «Valentí Soliguer va ser el meu besavi i també va ser un gran mestre d’obres d’aquella època. Va fer una sèrie de construccions importantíssimes a Lloret, que van deixar empremta».Jordi Soliguer Va ser en l’època que els indians invertien aquí i en què els senyors feien les seves cases per venir a estiuejar, explica Soliguer. Una època florent de la construcció que l’autor del llibre considerava important que quedés immortalitzada. «Ell va fer moltes obres, unes d’elles va ser Villa Loreto, un edifici davant del mar ubicat cap a Ponent que va ser enderrocat als anys seixanta».Jordi Soliguer Valentí Soliguer, també va ser el constructor de la cúpula de la Capella del Santíssim, que forma part de l’Església de Sant Romà. «Va construir també la Capella del Santíssim, una obra que va pagant gelats i que encara podem admirar».Jordi Soliguer Tanmateix, també va fer Sant Pere del Bosc, d’aquí el títol del llibre. «Ell va ser l’home de confiança de Nicolau Font i va fer-li totes les obres des de la caseta del capellà, fins a muntar l’àngel». Jordi Soliguer L'autor també avança com serà la presentació, que pretén ser un acte obert a tothom, i què hi trobaran els assistents. «El llibre és magnífic. He intentat posar totes les obres que va fer, els plànols, els dibuixos de les façanes, totes les dades que he anat trobant i també anècdotes.»Jordi Soliguer El llibre es podrà adquirir durant la presentació de demà dimarts a les vuit del vespre al pati de l’Erol.

Robert Taavon Helgakoiraa puri kyykäärme poskesta. Elläinlääkäri kuvvaa kessää, oonko heile tullu paljon elläimiä sisälle jokka kyykäärme oon purru ? Evelina Estola pitkästä pahan voimisesta raskhauen aikana- aivan ko pitkä vattatauti hään sannoo. Lyssna på alla avsnitt i Sveriges Radios app.

UNITED SOUNDS at Beaverworks, Leeds Saturday 5th September 6pm-2am 3 ROOMS. 1 NIGHT. MULTI GENRE EVENT!

In Episode 214 of the Equipping ELLs podcast, Beth Vaucher tackles the question she gets asked more than almost any other — by ELL teachers, homeroom teachers, and anyone who has ever stared at a mixed-level group and wondered how they are supposed to plan something that reaches everyone. The answer, she promises from the opening minutes, is going to feel like relief.Beth opens by naming the myth at the root of ELL differentiation burnout: that differentiation means different content, different tasks, different worksheets, and different everything for different students. If that is the working definition, burnout is inevitable — because that version of differentiation is not a teaching practice, it is an impossible workload. The reframe she offers is the conceptual shift the entire episode is built on: differentiation for ELL students does not mean different content. It means different access.Students at every language level can engage with the same concept, the same text, the same mathematical idea. Their intellectual capacity is not in question. What differs is the language they need to access that content and the language they are able to produce to demonstrate they understood it. When you differentiate access rather than content, you plan one lesson with multiple entry points — and that is achievable.The practical framework has three components. The first is the scaffold — sentence frame, graphic organizer, visual support, and modeling level — all adjusted by language stage while the task and content remain constant. A Level 2 student gets a complete frame. A Level 3 student gets a partial frame. A Level 4 student gets a complex frame that pushes academic language. The second component is the language objective — what students will do with language to demonstrate understanding adjusts by level while the content objective is identical across the group. A Level 2 language objective uses sequence words. A Level 3 uses cause and effect. A Level 4 uses comparative academic language. The third component is the output — how students demonstrate understanding. Level 1 students may draw or gesture. Level 2 completes a frame orally. Level 3 writes a short paragraph. Level 4 produces a comparative written response.Beth walks through a complete concrete example: a fifth grade science lesson on decomposers. Same content standard for all three groups. Group A — Level 1 and 2 — labels a diagram and completes a simple oral frame with a partner. Group B — Level 3 — produces a two to three sentence written response using a cause-effect frame. Group C — Level 4 and 5 — writes a paragraph with claim, evidence, and explanation using a complex sentence starter. One lesson. Three differentiated entry points. No separate lesson plans.The episode's most powerful section names what teachers should never differentiate: the content, the expectation for thinking, and the sense of belonging. ELL students at every level can perform every cognitive task in Bloom's Taxonomy. The support is for language, not thinking. And when students receive a visibly watered-down version of the lesson — especially older students — the affective filter rises and the safety that drives acquisition disappears.Beth closes with three planning questions — what is the language function, what scaffold does each group need, what does the output look like — and an invitation to the free Go-To Guide for Teaching ELLs.FREE RESOURCE: DM the word GUIDE to @EquippingELLs on Instagram for the free Go-To Guide for Teaching ELLs — practical differentiation tips and tools for every level.

South Korea's first presidents are often remembered as either heroes or villains. But history is rarely that simple. Historian Jihoon Suk joins Korea Deconstructed to explore the country's first five leaders, the social and cultural times they inhabited, and how their legacies continue to shape Korea today. Jihoon Suk is a historian and PhD candidate at Yonsei University specializing in modern Korean history. His research focuses on Korea's colonial period, particularly how film, radio, and recorded sound shaped Korean culture and ideas of tradition. He has worked with institutions including the Korean Film Archive, the National Museum of Contemporary Korean History, the Seoul Museum of History, and the National Gugak Center. Find Jihoon and his work online Insta: https://www.instagram.com/idea0853 Facebook: https://www.facebook.com/jihoon.suk.1 This is his second time on the podcast. Find the first conversation here: https://youtu.be/fjIUd-PiMQI?si=Q6cZUu4oictfmlyb Discussion Outline 0:00 Introduction 3:27 Syngman Rhee (이승만) 16:00 Francesca Donner 25:22 Park Chung-hee (박정희) 44:30 Yun Poson (윤보선) 51:20 Government Atrocities 54:30 Sasanggye and Chang Chun-ha 1:06:44 Choi Kyu-ha (최규하) 1:12:33 Chun Doo-hwan (전두환) 1:21:00 Purification of Society (사회정화) 1:25:43 Gwangju (광주) 1:33:50 History Deconstructed A huge thanks to Patreon members: Bhavya, Roxanne Murrell, Sara B Cooper, Anne Brennels, Ell, Johnathan Filbert, Daniela Körppen, Cody Schuman, Christopher Futter, Andreas Wendtland. You are stars!! Join Our Patreon Community Here: https://www.patreon.com/c/user?u=62047873 David A. Tizzard has a PhD in Korean Studies and lectures at Seoul Women's University and Hanyang University. He writes a weekly column in the Korea Times, is a social-cultural commentator, and a musician who has lived in Korea for nearly two decades. He can be reached at datizzard@swu.ac.kr. ▶ David's Insta: @datizzard ▶ KD Insta: @koreadeconstructed These podcasts are recorded live in Seoul. Big thanks to the studio owner and my friend 한정철: https://www.instagram.com/the_story_from_you/ 

La saviesa bíblica no és acumular coneixement, sinó viure en el temor de Déu. Proverbis 8 presenta la Saviesa com una veu que crida tothom a escollir-la a ella abans que els bens materials. En Crist, aquesta saviesa es fa persona: Ell és la saviesa de Déu. No busquis només ser més llest; busca Jesús, i aprendràs a viure amb veritable saviesa.Ciutat Nova és una església per a la ciutat de Barcelona i una comunitat de persones normals i imperfectes que volem aprendre a viure segons la voluntat de Déu. Si vols saber més sobre la nostra església i ministeri: http://bcn.ciutatnova.cat/visitaEstiu 2026Predicador: Rubèn

In Episode 213 of the Equipping ELLs podcast, Beth Vaucher goes deep on the one scaffold that makes almost every speaking and writing activity she has ever shared actually work: sentence frames. Most ELL teachers use them in some form, but there is a significant gap between having frames in a classroom and using them intentionally — knowing how to write them, how to differentiate them by level, and how to phase them out so they produce real language acquisition rather than just getting students through an activity.Beth opens by clarifying something most teachers have never had clearly defined for them: the difference between a sentence frame, a sentence starter, and a word bank. A sentence frame provides grammatical structure and key academic language with the content left for the student to fill in. A sentence starter gives only the opening. A word bank gives vocabulary without structure. All three have their place — but sentence frames are the most powerful scaffold for students who have ideas but not yet the language to express them in academic English. They are also, Beth notes, no-prep — one of the most immediately deployable tools in any ELL teacher's toolkit.The research connection is direct and well-grounded. Krashen's i-plus-one principle — comprehensible output just one step beyond the student's current level — is exactly what a well-designed sentence frame provides. Without the frame, a task may be so far above a student's production level that they shut down. With it, the brain engages and acquisition begins. The affective filter connection matters equally: when students know they have a language structure ready, anxiety drops and acquisition accelerates.The episode's most important insight is about language functions — and why sentence frames tied to language functions are worth ten vocabulary lists. Beth draws on Jim Cummins' BICS and CALP research to explain that conversational language cannot carry the academic demands students face every day. What they need is not more vocabulary but the ability to use language for specific purposes: explaining, comparing, justifying, evaluating, predicting. When a sentence frame is tied to one of these functions, students are not just filling in blanks — they are practicing an academic language move that internalizes over time until the frame is no longer needed.Beth then covers what makes a strong frame versus a weak one — tied to a function, using lesson vocabulary, slightly beyond what the student can produce independently — and walks through a detailed example of differentiating the same frame across four language levels for a single task: explaining a character's decision in a text. Same prompt. Same learning objective. Four different entry points, each one matched to a specific language stage.She addresses frames across all three domains: in speaking they reduce cognitive load so students can focus on the idea rather than the language structure; in writing they provide a model that students eventually internalize and produce independently; in reading they scaffold comprehension responses so students can show what they actually understood. She closes with the phase-out progression — complete frame to partial frame to prompt word to nothing — and a practical week-by-week picture of what consistent sentence frame use looks like in a real classroom, including the honest warning that the first weeks will be messy and students will push back, and the encouragement to push through.FREE RESOURCE: Comment the word FRAMES on the Episode 213 post at @EquippingELLs on Instagram for the free scaffolded language frame templates — organized by language function and editable for any content area or grade level.

Aquest capítol dels Proverbis ens anima a buscar la saviesa com si fos un tresor amagat. Però, com ho fem? Ho fem perseguint Déu en la persona de Crist. La saviesa veritable prové de Déu i ens condueix a una relació més profunda amb Ell, que al seu torn ens transforma en persones sàvies. Per tant, busquem la saviesa perseguint Crist.Ciutat Nova és una església per a la ciutat de Barcelona i una comunitat de persones normals i imperfectes que volem aprendre a viure segons la voluntat de Déu. Si vols saber més sobre la nostra església i ministeri: http://bcn.ciutatnova.cat/visitaEstiu 2026Predicador: JJ

In Episode 212 of the Equipping ELLs podcast, Beth Vaucher opens the practical application series with the domain she believes has the single biggest impact on language acquisition — and the one most ELL classrooms are still not doing enough of. Not speaking in general. Not asking a question and hoping someone answers. Structured, intentional, daily speaking practice designed to work for every student at every language level in the room.Beth opens with something every ELL teacher will recognize — the moment you build speaking time into a lesson, give students a prompt, say "talk to your partner," and watch higher-level students carry the conversation while lower-level students nod along or wait for it to be over. She names the actual problem clearly: it was not the speaking practice that failed. It was the structure. And she lays down the foundational principle that runs through the entire episode: structure is not a limitation on speaking. It is the condition for speaking.For ELL students at Stages 1 through 3, the reason they do not speak is almost never that they have nothing to say. It is that they do not yet have the language to say it. Sentence frames, conversation cards, and talk moves give students the bridge from their idea to the English words to express it. That bridge — not the idea itself — is what structured speaking activities provide.Beth walks through five activities in depth. Sentence frame partner talk is the most versatile entry point — a four-step protocol that takes three to four minutes, can be used at any point in a lesson, and reaches every level through tiered frames. Beth adds two specific techniques that dramatically increase quality: whisper time before partner time, and deliberately varying partners rather than defaulting to whoever is sitting nearby.Think-pair-share with the ELL upgrade goes beyond the standard protocol by adding a sentence starter for the share-out — "My partner said blank and I agreed because" or "My partner said blank and I had a different idea because." This elevates the linguistic demand from repetition to paraphrasing and synthesizing, which is some of the most important academic language development possible.Numbered Heads Together — a Kagan cooperative learning structure — solves the accountability problem in partner and group talk. Every student gets a number, every student must be ready to share, and the discussion within the group prepares ELL students to share out with confidence rather than being cold-called. Paired with a share-out sentence frame it gives lower-level students the exact structure they need to participate in front of the class.Academic conversation cards shift speaking from answering questions to genuinely engaging with another person's ideas — building on, respectfully disagreeing, asking for clarification. Beth identifies this as one of the most overlooked and most important language functions for academic language development, noting that even adult learners need explicit structures to do this well.The five-minute daily speaking routine is Beth's highest-impact recommendation — not a specific activity but a consistent daily structure that starts every session the same way. A picture prompt on the board, a sentence frame, thirty seconds of whisper time, partner talk, and a brief share-out. Members of Equipping ELLs consistently report this routine as one of the biggest drivers of language growth because consistency compounds over time. Routine beats variety for language acquisition.FREE CHALLENGE: equippingells.com/challenge or DM CHALLENGE to @EquippingELLs. Includes speaking activity templates and over $100 in free resources.

In Episode 211 of the Equipping ELLs podcast, Beth Vaucher brings the entire ELL Success Cycle together — WHO, WHAT, HOW, and WHEN — and shows listeners exactly what it looks and feels like when all four pieces are working in the same classroom at the same time. This is the synthesis episode that makes everything from the previous nine episodes click into place.Beth opens by reframing the title directly. A classroom that runs itself does not mean a classroom without problems or hard days. It means a classroom where the teacher is not the only thing holding everything together — where there is a framework underneath every decision, where students know what to expect, and where the teacher's knowledge is so grounded and current that planning feels purposeful rather than desperate.Walking through each framework piece, Beth paints a vivid, practical picture of what each element looks like when it is functioning. In a classroom with a strong WHO, the teacher knows every student's language stage not from a test score but from daily observation — and when a new student arrives, she does not panic. She starts observing immediately, using resources she already has, because she knows the first steps a newcomer needs. When a homeroom teacher asks why a student is not participating, she has a specific, research-backed, confident answer ready. The WHO means never planning in the dark.The WHAT in a classroom that runs itself means the teacher has stopped waiting for anyone else to tell her what to teach. She is not waiting for ACCESS scores, not waiting for the next curriculum adoption. She observes every day, translates those observations into instructional decisions, and starts her planning from her students — not from a textbook page or a random worksheet. Her lessons have a clarity and a purpose that students can feel, because each one builds on the last.The HOW in a classroom that runs itself is intentional and evolving. Scaffolds are not static habits — they are responsive decisions. Sentence frames push complexity instead of just filling a need. Modeling is consistent. Interaction is structured and expected because the classroom is safe. And the teacher's role extends beyond her own classroom — she is the expert in the building, equipping homeroom teachers with the knowledge and tools to shelter instruction for every ELL student even when she is not in the room.The WHEN closes the cycle. In a classroom that runs itself the teacher is never lost between test cycles. She observes, reflects, and decides consistently — using rubrics and quick assessments with confidence. Each lesson builds on the last. Students feel momentum. And the teacher's instructional decisions compound over time into real, visible language growth.Beth then invites listeners into a specific moment — 7:45 on a Tuesday morning, walking into a classroom where you know your students, your scaffolds are intentional, your objectives are posted, and you are not in survival mode. You are ready. That feeling, she says, is what is possible. And it is not magic — it is a learnable, buildable framework.The episode closes with a direct and heartfelt membership invitation, a special podcast listener discount code (TAKE20OFF for 20% off the Tier 3 yearly price), information about the school partnerships program, and a free quiz to help teachers identify which part of the framework to focus on first — available by DMing the word QUIZ to @EquippingELLs on Instagram.MEMBERSHIP: equippingells.com or DM MEMBERSHIP to @EquippingELLsDISCOUNT CODE: TAKE20OFF — 20% off Tier 3 yearly priceFREE QUIZ: DM QUIZ to @EquippingELLs on InstagramSCHOOL PARTNERSHIPS: equippingells.com/school-partnershipsQuestions: hello@equippingells.com

Carles de Andrés fa mitja vida que cobreix el ciclisme i el Tour com a periodista de TVE. Ell és la veu que acompanya les llargues transmissions, al costat de Pedro Delgado, d'un esdeveniment que amb l'excusa d'espectacle esportiu permet viatjar cada tarda de juliol per indrets i paisatges francesos. De Andrés ens recomana que, en tant que espectadors en directe, ens prenguem el pas del Tour d'aquest diumenge com una festa, des de la caravana publicitària fins els vehicles d'equips, ja que el moment estricte dels ciclistes és de pocs segons. Carles de Andrés passa tot l'any preparant el Tour i especiament la Vuelta, de la que a més han de dissenyar la producció del senyal internacional. L'entrada El periodista Carles de Andrés recomana viure el pas del Tour com una festa ha aparegut primer a Radio Maricel.

When we think of Confucianism in the West, we often box it into a category alongside world religions like Christianity or Buddhism: a neat, systematic philosophy created by a single figure. But as I've learned through my time in Korea and my own deep dives into the tradition, this is a fundamental misnomer that actually obscures the truth. In this episode, we strip away the Western labels to look at what Confucianism—or as it's known in the East, Rujia or Yugyo—actually is. It isn't a religion of divine revelation; it is a scholarly tradition, a social ethic, and a political ideology that prioritizes the lived reality of human relationships. Confucius wasn't a prophet; he was a teacher of humanity who believed that by mastering the art of being human, we don't just improve our own lives, we manifest heaven on earth. In this episode: - Why Confucianism doesn't fit the Western "religion" box - The difference between Rujia, Yugyo, and "Confucianism" - How Confucian thought shapes Korean society today - What it means to "master the art of being human" David A. Tizzard has a PhD in Korean Studies and lectures at Seoul Women's University and Hanyang University. He writes a weekly column in the Korea Times, is a social-cultural commentator, and a musician who has lived in Korea for nearly two decades. He can be reached at datizzard@swu.ac.kr. ▶ David's Insta: @datizzard ▶ KD Insta: @koreadeconstructed Thanks to Patreon members: Bhavya, Roxanne Murrell, Sara B Cooper, Anne Brennels, Ell, Johnathan Filbert, Daniela Körppen, Cody Join Patreon: https://www.patreon.com/c/user?u=62047873  

Venezuela sufre dos fortísimos terremotos de magnitud 7.5 y 7.1, causando derrumbes, cortes eléctricos y devastación. La presidenta Delcy Rodríguez declara el estado de emergencia y pide ayuda sanitaria. México y Estados Unidos muestran solidaridad, y México activa una alerta de tsunami por réplicas. La administración Trump restringe el acceso a modelos avanzados de inteligencia artificial de Antropic para no estadounidenses, alegando seguridad nacional y la competencia con China. El CEO de Antropic, Darío Amodei, advierte sobre el riesgo de que la IA se vuelva consciente y aboga por su regulación, destacando también sus beneficios en biomedicina y asistencia. El programa explora enigmas ocultos en museos de Madrid. En el Prado, se mencionan las Pinturas Negras de Goya y el talismán de "Las Meninas". El Museo Arqueológico Nacional exhibe momias egipcias y las Damas de Elche y Baza. El Lázaro Galdiano muestra obras de Goya sobre brujería. El Museo de Cera, según el autor Álvaro Martín, ...

Notes Poder viatjar en el temps, teletransportar-te, ser invisible, tenir la capacitat de volar... Quin superpoder t'agradaria tenir, i per què? En aquest episodi, el Joan i l'Andreu parlen d'allò que els surt naturalment bé i també d'aquelles habilitats sobrehumanes que els encantaria tenir. Troba el teu professor ideal de català a italki!

In Episode 209 of the Equipping ELLs podcast, Beth Vaucher tackles one of the most widely trained-on and least consistently implemented concepts in ELL education: sheltered instruction. Most ELL teachers — and many homeroom teachers — have heard the term, sat through the professional development, maybe even have the SIOP books on their shelves. But there is a significant gap between schools that claim to implement sheltered instruction and classrooms where ELL students are actually accessing grade-level content the way the framework was designed to make possible. This episode closes that gap.Beth opens with a scene every ELL teacher will recognize — a fifth grade science lesson on ecosystems where the teacher has a word wall, speaks slowly, uses images on slides, and gives students a graphic organizer. All good things. And yet at the end of the lesson her ELL students still do not know what an ecosystem is or what a food chain does. The teacher would say she used sheltered instruction. And she is not wrong — she used some sheltered techniques. But what she delivered was not truly sheltered instruction. That distinction, Beth explains, is exactly what this episode is about.Sheltered instruction is not one technique. It is not a word wall or a graphic organizer or slowing down your rate of speech. It is a comprehensive set of intentional practices that work together across every part of a lesson — from planning to opening to content delivery to interaction to assessment. The most widely researched framework is the SIOP model, developed by Jana Echevarria, MaryEllen Vogt, and Deborah Short, and Beth encourages teachers to go deeper with their books and trainings. But today the focus is on the components most commonly missing in real classrooms.Component one is content objectives and language objectives — the single most impactful and most commonly skipped element. Beth shares her own experience of dreading the question from her principal about language objectives and explains why that discomfort was actually pointing to a gap that matters enormously. A content objective tells students what they will learn. A language objective tells students how they will use language to demonstrate that learning. Without a language objective, ELL students have no vehicle into the lesson — no specific words, structures, or academic phrases to practice using. With one, every student knows not just the destination but the road. Beth also notes that AI tools now make writing differentiated language objectives far more accessible than they were even a few years ago.Component two is building background knowledge — a step that gets skipped most often when time is short. Beth pushes back on the assumption that ELL students are blank slates and makes the case that they come with rich knowledge from their home cultures and languages that teachers can activate and connect to new content. A lesson about the American Revolution might connect to a war in a student's home country. A lesson about ecosystems might connect to a student's experience of nature in a different context. That activation — in any language — reduces cognitive load and opens the door to learning.Component three is comprehensible input in every lesson. Building on the second language acquisition theory from Episode 206, Beth explains that this goes far beyond speaking slowly. It means visuals that carry meaning rather than just decorate, graphic organizers that structure thinking without removing it, chunked instruction with processing time at each step, and intentional vocabulary selection — teaching students how to solve unknown words rather than just covering a weekly list.Component four is meaningful interaction — the component Beth identifies as most commonly missing from lessons that technically include sheltered techniques. Sheltered instruction is not a passive experience. ELL students acquire language and content through actually using language — in pairs, in small groups, in structured protocols like think-pair-share and numbered heads. The key word is structured. Not just talk to your partner but use the sentence frame, use the vocabulary, make a claim and support it with evidence.Beth closes with a seven-question self-audit — honest, compassionate, and actionable — and a direct call to ELL teachers to be the expert who spreads this knowledge to homeroom teachers, not through correction but through modeling, co-teaching, and sharing resources.FREE CHALLENGE: Join the live five-day ELL challenge at equippingells.com/challenge or DM the word CHALLENGE to @EquippingELLs on Instagram. Starts next week — includes sheltered instruction implementation and over $100 in free resources.Links: Challenge Sign-Up: EquippingellsChallenge Opt In May 2026 DM CHALLENGE on Instagram: @EquippingELLs Join the Membership: [INSERT LINK] Follow: @EquippingELLs

In Episode 208 of the Equipping ELLs podcast, Beth Vaucher tackles one of the most widely discussed and most misunderstood concepts in ELL instruction: scaffolding. Every ELL teacher has heard the word, most can name a few strategies, and most genuinely believe they are scaffolding for their students. But when Beth observes teachers using these tools, she consistently finds the same problem — scaffolds are being used inconsistently, without clear purpose, and without any plan to eventually remove them. And when scaffolding never gets phased out, it stops being a scaffold entirely.Beth begins with the definition most teacher training programs get wrong. Scaffolding comes from the construction metaphor — a temporary structure built alongside a building while it is going up. The key word is temporary. The whole point of a scaffold is that it eventually comes down. In teaching, scaffolding is any temporary support that allows a student to access content they cannot access independently yet. That word yet is everything. Scaffolding is always pointed toward independence — always building toward the moment when the support is no longer needed. This is what makes scaffolding fundamentally different from accommodation, which is a permanent adjustment. Both have their place, but treating them as interchangeable is one of the most common mistakes in ELL classrooms — one Beth admits she was guilty of early in her own teaching career.The most common scaffolding mistake, Beth explains, is keeping the same scaffold long after it has stopped helping students grow. She uses sentence frames as the example most teachers will recognize: a teacher introduces frames for writing, students use them, lessons go better, and the teacher keeps using the same frames week after week. Students get comfortable. They rely on them completely. The teacher feels good because language is being produced. But completing a frame is not the same as internalizing a structure. Students can fill in the same sentence frame for six months without ever acquiring the academic language it contains. The scaffold has stopped building — it is only carrying.The fix is gradual release, not sudden removal. Beth walks through the progression: I do it, we do it together, you do it with support, you do it alone. Each step is a little more independent than the last. That progression is what turns a scaffold into real acquisition.The heart of the episode is a walkthrough of five scaffolding strategies that consistently make the biggest difference for ELL students. Sentence frames and sentence starters are the most versatile and highest-impact tools in the toolkit — but their power depends entirely on whether complexity is increasing over time. Beth walks through how to move from a complete frame to a partial frame to a prompt word to a word bank to nothing at all. Graphic organizers make thinking visible and are especially powerful for writing and reading comprehension — Beth recommends picking one organizer to master deeply before introducing others, and phasing out from fully structured to blank to student-created. Visual supports are not decoration — every image in a sheltered classroom should carry meaning, and Beth addresses how to move students toward generating their own visual connections over time. Pre-teaching vocabulary is the most commonly skipped scaffold and the one that makes the single biggest difference — five to eight essential words introduced before the lesson begins, not during and not at the end, with context, visuals, and multiple exposures. And modeling through think-alouds is the most underused scaffold of all, one that costs nothing — doing the task yourself out loud in front of students before asking them to attempt it, including making mistakes visibly so students see that confusion and self-correction are part of the process.Beth closes with the reminder that scaffolding is not one size fits all — the right scaffold always depends on the student's language stage and the specific task. And she leaves teachers with one question to ask before every lesson about every scaffold they plan to use: am I using this because my students need it to access the content right now, or am I using it because it makes the lesson feel smoother and I am not sure what else to do? FREE RESOURCE: DM the word SCAFFOLD to @EquippingELLs on Instagram for the free ELL Scaffolding Strategy Guide — scaffolding strategies organized by proficiency level with examples from Level 1 through Level 5.

In Episode 207 of the Equipping ELLs podcast, Beth Vaucher makes a case that most ELL teachers need to hear: you already have more data about your students' language development than any standardized test will ever give you. The question is not whether the data exists — it absolutely does. The question is whether you are collecting it intentionally and using it to drive your instruction.Beth opens with one of the most common ways ELL teachers accidentally limit their own effectiveness: waiting. Waiting for ACCESS scores. Waiting for a language proficiency report. Waiting for a scope and sequence the school never provides. Waiting for official data to tell them what their students need. And the problem with that approach, she explains, is simple — those scores were collected in January or February, and by the time you receive them, your student has been acquiring language every single day. The score is a photograph of someone who has already grown. Waiting for ACCESS scores to plan instruction, she says, is like driving while only looking in the rearview mirror.The heart of the episode is a practical, domain-by-domain framework for intentional observation that teachers can start using immediately. Beth begins with listening — a domain she identifies as the most powerful predictor of success across all other domains and one that is often skipped because it feels harder to observe. She gives concrete signals to watch for: whether a student can follow multi-step directions without looking at a peer, whether they can respond accurately to comprehension questions, whether they laugh at jokes and understand social context, whether they can follow a lesson without visuals. She also introduces a practical tool that many teachers overlook — the three-sentence dictation — which simultaneously reveals listening comprehension, sound-letter connections from reading instruction, and writing development in one simple activity.Speaking observation is about more than whether a student talks. Beth walks through specific indicators: Are they using complete sentences or single words? Spontaneous language or only when asked? Can they explain their thinking or only describe what they see? Are they using academic vocabulary or only conversational language? Are they self-correcting or attempting complex structures? Each indicator maps directly to a specific instructional response.Reading observation, Beth emphasizes, must go beyond decoding. A student who can read fluently but cannot tell you what the text was about is not a proficient reader — they are a decoder. She has seen this frequently with multilingual learners and stresses the importance of observing comprehension separately from fluency, because the instruction needed is completely different.Writing gives teachers the most permanent record of language development. Beth guides teachers through what to look for: sentence completeness, punctuation, academic versus conversational vocabulary, paragraph organization, planning and graphic organizer use, sentence variety, and whether errors are consistent or random. Consistent errors — like missing articles — are actually good news. They show exactly what the student is working on acquiring and tell you precisely what to address next.The episode then addresses the practical reality of observing 30 students across four domains. Beth's solution is elegant: pick one domain per week. Focus your observation lens entirely on that domain for all your students, then shift the following week. Over four weeks you have current data across all four domains for every student — far more useful, specific, and actionable than any annual test score. She also gives practical note-taking suggestions: a folder for sticky notes, a notebook, a phone notes app, or a Google Form that organizes data automatically.The episode closes with the language domain rubrics — a free resource that transforms vague observation into a precise, repeatable system by giving teachers specific, research-backed indicators for what language development looks like at each proficiency level in each domain.FREE RESOURCE: DM the word RUBRICS to @EquippingELLs on Instagram for the free language domain rubrics — ready to use in your classroom right away.

Dr. Minsoo Kang is a historian and writer. Currently, he is an associate professor of European intellectual history in the Department of History at the University of Missouri–St. Louis. Find Minsoo and his work online Against Han: https://aeon.co/essays/against-han-or-why-koreans-are-not-defined-by-sadness The Story of Hong Gildong: https://www.amazon.com/Story-Hong-Gildong-Penguin-Classics/dp/0143107690 The Melancholy of Untold History: https://www.amazon.com/Melancholy-Untold-History-Novel/dp/0063337509 Wikipedia: https://en.wikipedia.org/wiki/Minsoo_Kang This is his second time on the podcast. Find the first conversation here https://www.youtube.com/watch?v=queE_0_mWeo Discussion Outline 0:00 Introduction 2:35 The Story of Tangun 8:31 The Truth of Tangun 16:00 Important Korean Myths 19:40 The King From Elsewhere 25:08 5,000 Years of Korean Dynasty 32:00 Chinese Influence on Korea 36:19 Confucianism in East Asia 42:05 Asadal 47:30 Wi Man 52:50 Kim Bu Sik 59:16 Korea-China Relations 1:05:20 When Did Koreannes Begin? 1:16:30 Korean Ethnonationalism 1:32:56 North Korea 1:48:05 National Foundation Day and Daejonggyo 1:54:05 The King's Warden Analysis Timeline of Korean History Gojoseon 2333 to 108 BCE Goguryeo 37 BCE to 668 CE Baekje 18 BCE to 660 CE Silla 57 BCE to 935 CE (unified the peninsula in 668) Balhae 668 to 935 CE Goryeo 918 to 1392 CE Joseon 1392 to 1897 CE Korean Empire 1897 to 1910 CE ROK 1948 – present Thanks to Patreon members: Bhavya, Roxanne Murrell, Sara B Cooper, Anne Brennels, Ell, Johnathan Filbert, Daniela Körppen, Cody Join Patreon: https://www.patreon.com/c/user?u=62047873 David A. Tizzard has a PhD in Korean Studies and lectures at Seoul Women's University and Hanyang University. He writes a weekly column in the Korea Times, is a social-cultural commentator, and a musician who has lived in Korea for nearly two decades. He can be reached at datizzard@swu.ac.kr. ▶ David's Insta: @datizzard ▶ KD Insta: @koreadeconstructed Listen to Korea Deconstructed ▶ Listen on iTunes: https://podcasts.apple.com/kr/podcast/korea-deconstructed/id1587269128 ▶Listen on Spotify: https://open.spotify.com/show/5zdXkG0aAAHnDwOvd0jXEE ▶ Listen on podcasts: https://koreadeconstructed.libsyn.com

In Episode 206 of the Equipping ELLs podcast, Beth Vaucher goes one level deeper into the WHO of the ELL Success Cycle — moving from knowing where students are (the five stages from last week) to understanding how language is actually acquired. This episode is built around one of the most influential bodies of research in language education: the work of Stephen Krashen. By the end of the episode, listeners will understand their classroom environment in a completely new way — not as a soft, feel-good addition to instruction, but as a direct lever on language acquisition itself.Beth opens with a scenario every ELL teacher has experienced: a student who seemed to be making progress and then suddenly stalled. They went quiet, stopped taking risks, started shutting down. The answer, Beth explains, often lies in something called the affective filter — and understanding it changes how you read every student in your room.Before getting to the affective filter, Beth lays the foundational distinction that Krashen identified between language acquisition and language learning. Language learning is conscious and explicit — memorizing grammar rules, studying vocabulary lists, conjugating verbs. Beth shares her own experience learning Spanish, where she could conjugate verbs perfectly on paper but completely fell apart in actual conversation. That gap between learned knowledge and natural use is exactly what Krashen's research addresses. Language acquisition, by contrast, is subconscious — the same process a child uses to acquire their first language. It happens through immersion, meaning-making, and internalization, not deliberate study. Krashen's key finding is that what we ultimately want for our students is acquisition, not just learning, because only acquired language can be accessed automatically in real conversation, spontaneous writing, and academic work.The first condition for acquisition is what Krashen called comprehensible input — language that is just one step beyond the student's current level. Not way above, not at their current level, but i plus one. When input is comprehensible, the brain processes it and acquisition begins. When it is incomprehensible — too far above the student's level — it is essentially noise. Beth makes the connection direct and practical: assigning a grade-level text to a developing student without scaffolding is not instruction, it is noise. Using visuals, gestures, simplified language, and context clues to make content accessible is comprehensible input. This, Beth explains, is exactly why sheltered instruction matters and why scaffolding is not lowering expectations — it is creating the conditions for acquisition.The second condition is the affective filter — the wall that goes up when a student feels anxious, self-conscious, afraid of making mistakes, or unsafe. When the filter is high, even comprehensible input cannot get through. The language is there but the brain blocks it from being processed. When the filter is low — when a student feels safe, relaxed, motivated, and supported — comprehensible input flows directly into acquisition. Beth gives a vivid example: the difference between how students perform in her pull-out classroom versus when they return to a homeroom classroom where they feel less safe. The affective filter explains that difference completely.Beth closes with four concrete classroom applications — audit your input, lower the filter intentionally, create meaningful interaction, and be patient — and introduces the free comprehensible input classroom checklist available by DMing the word INPUT to @EquippingELLs on Instagram.FREE RESOURCE: DM the word INPUT to @EquippingELLs on Instagram for the free comprehensible input classroom checklist. Evaluate your current classroom environment in minutes.

Amazon lance en France Alexa+, une nouvelle génération de son assistant vocal dopée à l'intelligence artificielle générative. Plus conversationnel, plus contextuel et connecté à de nombreux services, Alexa veut devenir un véritable assistant personnel pour la maison connectée.Amazon franchit une nouvelle étape, ce mardi 26 mai 2026, avec le lancement en France d'Alexa+, la version enrichie de son assistant vocal basée sur l'intelligence artificielle générative. Déjà disponible aux États-Unis depuis plus d'un an, cette nouvelle mouture transforme profondément l'expérience utilisateur en rapprochant Alexa des assistants IA conversationnels comme ChatGPT, Gemini ou Claude.Une conversation beaucoup plus naturelleGrâce aux grands modèles de langage (LLM), Alexa+ comprend désormais des requêtes formulées naturellement, sans nécessiter de commandes précises ou de mots-clés spécifiques. L'utilisateur peut interrompre l'assistant, enchaîner plusieurs demandes dans une même phrase et obtenir des réponses contextualisées. Amazon explique qu'Alexa+ s'appuie sur plusieurs dizaines de modèles spécialisés, notamment les modèles Nova développés par Amazon ainsi que des modèles de Mistral AI pour améliorer la compréhension linguistique en Europe et en français. L'objectif est de retrouver, dans l'univers de la maison connectée, la fluidité des conversations vocales que l'on connaît déjà avec les IA génératives.Musique, domotique et services connectésAlexa+ conserve évidemment ses fonctions classiques : musique, météo, contrôle des appareils connectés ou réponses aux questions simples. Mais Amazon veut aller beaucoup plus loin. Il devient par exemple possible de demander une playlist correspondant à une ambiance, un souvenir ou un style musical, sans connaître précisément le titre recherché. La gestion de la maison connectée gagne également en simplicité. Des routines complexes peuvent être créées à la voix, comme l'extinction des lumières, la fermeture des volets ou l'activation d'alarmes à certaines heures. Amazon mise aussi sur l'intégration native des enceintes Echo comme hubs domotiques compatibles Zigbee et Matter afin de limiter le recours à des box supplémentaires.Alexa peut désormais agir dans le monde réelL'une des grandes nouveautés concerne l'ouverture vers des services tiers. Aux États-Unis, Alexa+ est déjà capable de réserver des restaurants ou d'interagir avec divers services du quotidien. Ces fonctions arrivent progressivement en France avec des partenariats annoncés notamment avec ReFork pour la réservation de restaurants, MesDépanneurs pour organiser une intervention à domicile, Tripadvisor pour préparer des voyages ou Fever pour réserver des concerts. Ces interactions nécessiteront l'autorisation explicite des utilisateurs via leurs comptes personnels.La caméra devient un nouveau capteur intelligentAlexa+ ne se limite plus à la voix. Les appareils Echo Show équipés d'une caméra peuvent désormais analyser l'environnement visuel de l'utilisateur. Amazon a notamment présenté une fonction permettant à Alexa de commenter une tenue vestimentaire en fonction de la météo du jour. L'assistant peut suggérer d'enlever une veste, de prendre un manteau ou d'adapter sa tenue selon les conditions climatiques. Cette technologie repose sur des fonctions multimodales capables d'exploiter simultanément la voix, les images et d'autres capteurs intégrés aux appareils. Selon Amazon, cette fonction est issue à l'origine d'outils développés pour l'accessibilité des personnes malvoyantes.Alexa+ gratuit pour les abonnés PrimeAlexa+ sera compatible avec 95 % des appareils Echo actuellement utilisés en France via une mise à jour logicielle. Pour les utilisateurs hors écosystème Amazon, l'abonnement sera facturé 22,99 € par mois. En revanche, Alexa+ sera inclus sans surcoût pour les abonnés Amazon Prime. Avec cette évolution, Amazon entend clairement se repositionner dans la bataille des assistants IA. Son principal atout reste sa présence historique dans la maison connectée, même si la concurrence des assistants intégrés aux smartphones et ordinateurs demeure très forte.Hébergé par Audiomeans. Visitez audiomeans.fr/politique-de-confidentialite pour plus d'informations.

Who was Ahn Chang-ho, and what is the real legacy of one of Korea's most revered independence activists? In this episode of Korea Deconstructed, we sit down with his grandson, Philip Ahn Cuddy, to explore the human story, the fight against Japanese colonization, and the enduring impact of the Dosan legacy. Philip Ahn Cuddy served as the founding director of the Korean American Museum in LA and is the administrator of the Dosan Ahn Chang-ho · Susan Ahn Cuddy Archives. Learn more about the archives and legacy: https://www.dosan.org/ Discussion Outline 0:00 Introduction 2:25 The Lineage 6:50 Dosan Ahn Chang Ho 22:20 The Colonization of Korea 32:00 Journey to America 42:11 The Provisional Government 52:45 The Challenge of Unity 1:15:03 Park Chung Hee 1:17:50 Meeting Korean Presidents 1:20:50 North Korea Thanks to Patreon members: Bhavya, Roxanne Murrell, Sara B Cooper, Anne Brennels, Ell, Johnathan Filbert, Daniela Körppen, Cody Join Patreon: https://www.patreon.com/c/user?u=62047873 David A. Tizzard has a PhD in Korean Studies and lectures at Seoul Women's University and Hanyang University. He writes a weekly column in the Korea Times, is a social-cultural commentator, and a musician who has lived in Korea for nearly two decades. He can be reached at datizzard@swu.ac.kr. ▶ David's Insta: @datizzard ▶ KD Insta: @koreadeconstructed

In Episode 205 of the Equipping ELLs podcast, host Beth Vaucher dives deep into one of the most foundational topics in ELL education — the five stages of language acquisition — and breaks them down in the most practical, classroom-ready way possible. This is not a repeat of what you heard in your credential program. This is a real-classroom guide to what each stage looks and sounds like on a Tuesday afternoon, what students need at each stage, and — just as importantly — what teachers should stop doing that is quietly slowing language growth.Beth begins the episode by addressing why knowing the stage names is not enough. Most ELL teachers can name the stages, but truly understanding what they look like in a real classroom is a completely different skill. When teachers do not have a clear picture of each stage, they misread their students, plan for the wrong things, and struggle to advocate confidently when homeroom teachers or admin question why a student is not producing grade-level work.The episode opens with Stage 1 Pre-Production — the silent period — and immediately reframes silence as a stage to honor rather than a problem to fix. Beth explains that a student in pre-production is taking in enormous amounts of language even without producing a single word, and that the most damaging thing a teacher can do at this stage is call on the student in front of the class. She also introduces a critical and often overlooked point: the rate of speech. As native speakers, teachers naturally speak faster than they realize, and for a student whose entire day is spent listening, a slower rate of speech directly increases vocabulary growth and listening comprehension.Stage 2 Early Production captures the joy of the first output — single words, familiar phrases, yes and no responses — and Beth shares the delight she personally feels watching newcomer students take those first steps. She emphasizes the role of sentence frames, predictable questions, and low-stakes speaking opportunities in supporting this stage, and cautions against correcting every error or demanding extended responses.Stage 3 Speech Emergence is where Beth identifies the most common teaching mistake: pulling scaffolding too soon. Because students at this stage are speaking more confidently and vocabulary is growing rapidly, it can appear that support is no longer needed. But social language and academic language develop on completely different timelines, and writing — the last language domain to develop — is just beginning to emerge. Beth explains that what these students need is not less support but different support: extended sentence frames that push complexity, academic language scaffolding, and structured writing supports like graphic organizers and mentor texts.Stage 4 Intermediate Fluency addresses the students who look almost fluent — and often exit ELL services around this level in many states. Beth makes a direct case for why homeroom teachers need to understand this stage: these students are still making significant errors, still developing academic language, and still building the deep proficiency needed for complex academic tasks. Losing support at this stage can cause students to flounder quietly, losing confidence and momentum.Stage 5 Advanced Fluency closes with Beth's reminder that language learning is a lifelong journey, and that even near-native proficiency students benefit from encouragement, celebration of wins, and continued academic vocabulary development.The episode closes with a practical three-part framework for using this information: identify your students' stages through observation, plan one lesson with multiple entry points for all stages, and communicate what you know to advocate confidently for every student in your care.Beth then invites listeners to join the free live five-day ELL challenge starting Monday May 25 — five days of step-by-step setup for next school year, over $100 in free resources, and the confidence to walk into the fall feeling ready.FREE CHALLENGE: Sign up at equippingells.com/challenge or DM the word CHALLENGE to @EquippingELLs on Instagram. Challenge starts Monday May 25.

This edWeb podcast is sponsored by Triple C Writing.The edLeader Panel recording can be accessed here.This dynamic edWeb podcast builds on part one of the Enhancing Writing and Communication Through Sentence Building series. Educators are empowered to transform grammar instruction from abstract rules into meaningful, practical writing skills. After a brief review of core concepts from part one, the panelists show how students can enhance their writing with more complex sentence structures and dialogue.Designed for immediate classroom use, this session provides clear models and practical strategies that build directly on part one, supporting students as they move from basic sentence construction to more structured, expressive, and precise writing.By the end of this edWeb podcast, educators are able to:Distinguish between traditional grammar instruction and applied grammar strategies that are presented in authentic context and scaffolded using a logical language-based approachImplement effective techniques that support students as they learn to vary sentencesEvaluate and apply instructional tools that support varied sentence construction across multiple age groups and grade levelsDesign inclusive writing lessons tailored to general education, special education, and ESL/ELL/ENL/ML learnersUtilize practical resources that encourage spiralized writing practice, reinforcement, and skill transferThis edWeb podcast is of interest to elementary through middle school teachers, ESL and special education teachers, school leaders, and district leaders.View part one: Enhancing Writing and Communication Through Sentence Building: A Pedagogical ApproachTriple C WritingA More Practical Approach to Teaching Grammar & Writing SkillsDisclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Have you ever watched another ELL teacher and thought — how does she make it look so easy? In Episode 203 of the Equipping ELLs podcast, Beth Vaucher pulls back the curtain on what confident ELL teachers actually do differently — and the answer has nothing to do with easier students, a smaller caseload, or more years of experience. The difference comes down to something far more learnable: having a clear framework underneath every decision you make.Beth introduces the ELL Success Cycle — a four-part framework built around WHO, WHAT, HOW, and WHEN — and walks through exactly what each piece looks like in a real classroom. Drawing on the research of John Hattie, she explains why teacher confidence isn't just good for you — it's one of the most powerful predictors of student success. And here's what matters most: that confidence is not a personality trait. It is built.The WHO piece is about knowing your students deeply before you plan anything — not just names and grade levels, but where each student actually is in their language development across speaking, listening, reading, and writing. The WHAT piece is about knowing what language growth actually looks like at different proficiency levels so you can recognize progress even when it's slow and messy. The HOW piece is about building consistent routines that free up your mental energy so you can be fully present with your students. And the WHEN piece is about having a process for knowing what to do next — without guessing or pulling random worksheets off Google.One of the most powerful messages in this episode: the worst thing you can do is try to work on all four pieces at once. Pick the one area where you have the most room to grow. Start there. Build that foundation. The other pieces will follow. This episode also introduces a free two-minute quiz that identifies exactly which piece of the ELL Success Cycle is holding you back — and gives you a personalized action plan.FREE RESOURCE: DM the word QUIZ to @EquippingELLs on Instagram — find out which part of your ELL framework needs the most attention and get a personalized action plan in 2 minutes.

Homework is just the worst! Jonny and Aileen discuss the Mexican horror short, El Lápiz. Sometimes you do homework alone at home. And sometimes you realize you are NOT alone. And all because of a pencil. Jonny and Aileen also talk about director Raul Bribiesca and actress Carina Pámanes. Remember to subscribe, rate and review! Follow our redes sociales: BlueSky: @uyquehorror.bsky.social TikTok: @uyquehorror Insta: @uyquehorror Twitter: @Uy_Que_Horror Find all the películas we cover on our LinkTree. Join our Patreon!

If you have ever sat in a data review meeting and heard someone ask why your ELL students aren't making progress — this episode is going to change how you walk into that room forever. In Episode 203 of the Equipping ELLs podcast, Beth Vaucher addresses one of the most painful and persistent experiences ELL teachers face: being held accountable for outcomes built on a fundamental misunderstanding of how language actually develops. The problem isn't you. The problem isn't your students. The problem is that the expectations were never realistic to begin with.Beth walks through the critical research behind second language acquisition, including Jim Cummins' landmark distinction between BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency). Conversational language takes one to three years to develop. Academic language proficiency — the kind students need to read complex texts, write arguments, and access grade-level content — takes five to seven years even under ideal conditions. When schools measure ELL students annually and expect grade-level movement each year, they are measuring the wrong thing on the wrong timeline.This episode also takes an honest look at the limits of standardized language proficiency testing. Tests like ACCESS measure a single snapshot in time — one moment, one format, one set of tasks — and they cannot see the growth that ELL teachers observe every single day. A student moving from silence to attempting sentences. A student whose writing shifts from copied phrases to original ideas. A student self-correcting mid-conversation for the first time. These moments are real data. They just don't show up in a spreadsheet.Beth also addresses the unique pressure ELL teachers absorb from every direction — admins, homeroom teachers, families, district accountability systems — and gives a direct, compassionate message: that pressure is not yours to carry. And yet the teachers who carry it most lightly are the ones equipped to walk into data meetings as the expert — not defensively, but with clarity, confidence, and the right tools.The episode closes with three things every ELL teacher can control: knowing students deeply, tracking visible growth consistently, and proactively educating the people around them. Beth also introduces a free resource — language domain rubrics covering speaking, listening, reading, and writing — that give ELL teachers a clear observational framework to know exactly where each student is and what they need next.Whether you are a newer ELL teacher still finding your footing or a veteran who is exhausted from being questioned about outcomes you cannot fully control, this episode will leave you feeling validated, equipped, and ready to advocate for your students with confidence.

In episode 241, Doug Ell challenges us to find God through science, not in spite of it. An MIT grad who was a firm atheist, Doug found himself on a decades-long journey where science went from disproving God to making Him more real than Doug could imagine, and he now shares that joy with others. If you have felt science and faith are incompatible, this conversation may encourage you.How has God met you through science?Discover more from Doug:⁠⁠⁠https://countingtogod.com/https://www.linkedin.com/in/douglas-ell-b35405b/https://www.youtube.com/watch?v=qVK1L-bXr1Q&t=13shttps://www.facebook.com/Douglas.Ell.Author~Paul creates this as part of his full-time volunteer ministry. If you appreciate what God is doing through this podcast, you can help keep it going through financial support. Gifts can be processed at  ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://worldoutreach.org/707 ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠~"Something in the Froth" is available for pre-order:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.wheredidyouseeGod.com/something-in-the-froth⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠The "Year of Books":⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.wheredidyouseeGod.com/year-of-books⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠~Have a story to share? Hard questions to process? A desire for authentic, accessible space? You can leave a brief message at (804) 372-3836, or schedule a conversation (with a twist!) at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.wheredidyouseegod.com/conversation-with-a-twist⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠~Check out our website: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠www.WhereDidYouSeeGod.com ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠~One of these books will be relevant to your life right now:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://amazon.com/author/paulgranger⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠~Wear an amazing conversation-starter!⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.bonfire.com/store/where-did-you-see-god/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠~The music in this episode is "You'll walk, you'll run" by Urban Doxology, from their amazing album "Bread for the Journey."~Learn more about how God's calling us:Pray: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠tinyurl.com/GrangerPray⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Follow: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠tinyurl.com/GrangerList⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Give: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠worldoutreach.org/707⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠~#authenticspace #dialogue #Godstillspeaks #WDYSG #conversation #invitation #Riversidefm #PodMatch #faith #stories #calling #invitation #faithfulness #ministry

Colin Marshall is a Seoul-based essayist, broadcaster, and public speaker focusing on cities, language, and culture. Through his Substack newsletter, Books on Cities, he writes long-form essay-reviews exploring those very themes. He is the author of the Korean essay collection "한국 요약 금지" (No Summarizing Korea) and "Korean Newtro: Where Youth Meets Tradition". Additionally, he recently contributed a story to the Seoul-set mystery anthology "그날, 서울에서는 무슨 일이." He currently writes a column for the Korean newspaper 동아일보. His essays have appeared in a wide range of outlets, including The New Yorker, Guardian Cities, Open Culture, the Times Literary Supplement, and the Los Angeles Review of Books (where he authored the Korea Blog for six years). Find Him Online Email: colinjmarshall@gmail.com Twitter: https://x.com/colinmarshall Korean Newtro: https://www.amazon.com/Korean-Newtro-Where-Youth-Tradition/dp/156591533X No Summarizing Korea: https://product.kyobobook.co.kr/detail/S000212263515 Discussion Outline 0:00 Introduction 5:30 Writing in Korean for Koreans 13:05 The Korean Language 17:25 Korean Language and Translation 24:30 Park Chan-wook and Spacelessness 34:35 Korean Newtro Book 46:00 Seeing Korean 촌스러워 56:25 The Dabang 1:05:20 Korean Social Taboos 1:19:10 Consumption of Culture 1:25:45 Advice for Korea Thanks to Patreon members: Bhavya, Roxanne Murrell, Sara B Cooper, Anne Brennels, Ell, Johnathan Filbert, Daniela Körppen, Cody Join Patreon: https://www.patreon.com/c/user?u=62047873 David A. Tizzard has a PhD in Korean Studies and lectures at Seoul Women's University and Hanyang University. He writes a weekly column in the Korea Times, is a social-cultural commentator, and a musician who has lived in Korea for nearly two decades. He can be reached at datizzard@swu.ac.kr. ▶ David's Insta: @datizzard ▶ KD Insta: @koreadeconstructed 

One of the most common dilemmas in ELL and ESL classrooms today is the question of translation — specifically, when does letting your English language learners use Google Translate actually help them, and when does it quietly start holding them back? In Episode 202 of the Equipping ELLs podcast, Beth Vaucher tackles this exact question with a story from a real professional development session that stopped her in her tracks. A middle school math teacher raised her hand and asked something deeply honest: "I know I'm not supposed to let my students translate everything — but right now it's the only bridge I have. Is that bad?"If you've ever felt that tension as an ELL teacher, this episode is for you. Beth walks through what the research actually says about home language support and ELL student language acquisition, including Jim Cummins' Interdependence Hypothesis — the idea that concepts learned in a student's home language transfer to English, making strategic home language use a form of smart scaffolding, not a shortcut. This episode validates the complexity every ESL teacher navigates daily while giving them a clear, practical framework to make better decisions in the moment.The core of this episode is a three-question decision framework for ELL translation strategies that teachers can use at any grade level. The first question asks whether the task is a comprehension task or a production task — because home language support is appropriate for getting content in, but English output is where language acquisition actually happens. The second question asks whether the student is stuck on the language or stuck on the concept — two completely different problems that require two completely different responses. The third question asks whether the support has an exit plan — because good scaffolding phases out, and if it doesn't, it stops being a scaffold and becomes a ceiling.Beth also breaks down what intentional translation use looks like in both elementary and secondary settings — covering bilingual word walls, the Preview-Review strategy, sentence frames, the "English first, check second" protocol, and the 50/50 rule for writing tasks. Whether you're an elementary ESL teacher, a secondary content teacher, or an instructional coach supporting a multilingual learner program, this episode gives you the language and the framework to make confident, research-backed decisions about translation in your classroom.

El sistema democrático nos coloca en situación de elegir entre una oferta acotada cada cierto periodoECDQEMSD podcast episodio 6292 La Democracia Puede FallarConducen: El Pirata y El Sr. Lagartija https://canaltrans.comNoticias del Mundo: China y Rusia ayudan a Irán - Israel ataca El Líbano - La CIA fuera de la ley - Atentado en Irlanda y Colombia - El juez y ChatGPT - El Rey de Inglaterra en el Capitolio - Delcy viaja - Tiroteos sin Donald - Reseña de la biopic de Michael Jackson - La live action de Mario BrosHistorias Desintegradas: Ir a votar - Elegir al candidato - Segunda vuelta - En el cuarto oscuro - La señora del celular - Mala alumna - La vieja confiable - Recuerdos musicales - La bicicleta de moda - Los borrachos de Tarija - Saber beber - Reptiles con patitas - Seguridad y salud laboral - Bacteriología - Laboratorista clínico y más...En Caso De Que El Mundo Se Desintegre - Podcast no tiene publicidad, sponsors ni organizaciones que aporten para mantenerlo al aire. Solo el sistema cooperativo de los que aportan a través de las suscripciones hacen posible que todo esto siga siendo una realidad. Gracias Dragones Dorados!!NO AI: ECDQEMSD Podcast no utiliza ninguna inteligencia artificial de manera directa para su realización. Diseño, guionado, música, edición y voces son de  nuestra completa intervención humana.

This week on the KORE Women podcast, Dr. Summer Watson is joined by Ell Graniel, who is a neuroscience-based strategist, author, and founder of Truespeak, who brings a powerful and practical perspective on how our brains shape the way we think, decide, and show up in the world. In this conversation, we talk about why we second-guess ourselves, how our internal language influences our outcomes, and why the idea that we all have the same 24 hours in a day may not be true. Ell shares how understanding the brain at a deeper level can help us move out of overthinking, release unnecessary pressure, and create new patterns that lead to clarity and action. If you've ever felt stuck in indecision, overwhelmed by time, or frustrated by your own thinking patterns, this episode will give you a completely different lens. You can connect with Ell Graniel on LinkedIn, on YouTube at: TrueSpeak featuring Ell Graniel, on Instagram at: TrueSpeak.US and at: EllGraniel.com Thank you for taking the time to listen to the KORE Women podcast and being a part of the KORE Women experience. You can listen to The KORE Women podcast on your favorite podcast directory - Pandora, iHeartRadio, Apple Podcast, Google Podcast, YouTube, Spotify, Stitcher, Podbean, JioSaavn, Amazon and at: www.KOREWomen.com/podcast.  Please leave your comments and reviews about the podcast and check out KORE Women on Instagram, Twitter, and Facebook.  You can also learn more about Dr. Summer Watson, MHS, PhD, KORE Women, LLC, the KORE Women podcast, KORE Business Solutions (a Virtual Assistant service) and Cross-Generational Consultation Services by going to: www.korewomen.com. Thank you for listening! Please share this podcast with your family and friends. Disclaimer: Each guest shares their own experiences and perspectives and is responsible for the accuracy of the statements they make, whether in the episode or in related content. #TheKOREWomenPodcast #Neuroscience #BrainBasedLeadership #Neuroplasticity

How do dragons affect Korean culture, philosophy, and cosmology? I brought my friend Professor David Mason back into the studio to explore the differences between Asian and Western dragons. The "Dragon King's" role in Buddhism, Shamanism, and Taoism. Why East Asian cosmology views the world without a concept of absolute evil. And how these ancient symbols can still offer solutions to modern life. Learn about history, pansori, Korean temples, and the hidden "Tao" behind it all. The Guest David A. Mason recently retired as a Professor of Korean Cultural Tourism at Kyung Hee & Sejong Universities for 17 years, and is a longtime researcher on the deep religious characteristics of Korea's mountains. Prior to this, he served as a consultant for the national Ministry of Culture and Tourism for five years. Mason earned a Masters' Degree in the History of Korean Religions from Yonsei University in 1997, and was appointed the national Honorary Ambassador of the Baekdu-daegan Ranges in 2011. He has authored and edited ten books on Korean culture and tourism. He is now a tour-guide and public-speaker, based in Seoul. A native of the USA, he has been living in South Korea for 40 years now. For tours and books, find him online: mtnwolf@gmail.com sanshinseon.com mntnwolf@facebook Discussion Outline 0:00 Introduction 2:25 Asian Dragons & Western Dragons 8:31 Do Dragons Exist? 17:30 Dragons in Korean Culture 27:40 The Animals of the Zodiac 33:10 The Dragon King in China and Korea 38:44 Dragons in Buddhism and Shamanism 42:05 The Dragon King in Pansori 54:43 No Evil in East Asian Cosmology 57:15 Taoism 1:06:30 Dragons in the Modern World 1:10:55 Life Advice Thanks to Patreon members: Bhavya, Roxanne Murrell, Sara B Cooper, Anne Brennels, Ell, Johnathan Filbert, Daniela Körppen, Cody Join Patreon: https://www.patreon.com/c/user?u=62047873 David A. Tizzard has a PhD in Korean Studies and lectures at Seoul Women's University and Hanyang University. He writes a weekly column in the Korea Times, is a social-cultural commentator, and a musician who has lived in Korea for nearly two decades. He can be reached at datizzard@swu.ac.kr. ▶ David's Insta: @datizzard ▶ KD Insta: @koreadeconstructed ▶ Listen on iTunes: https://podcasts.apple.com/kr/podcast/korea-deconstructed/id1587269128 ▶Listen on Spotify: https://open.spotify.com/show/5zdXkG0aAAHnDwOvd0jXEE ▶ Listen on podcasts: https://koreadeconstructed.libsyn.com 

Cette période qui, chez la femme, peut durer une dizaine d'année, et signifie la fin de leurs règles, a charrié, au cours des siècles, bien des idées reçues, suscité des fantasmes et produits de violents traitements. Avec la journaliste Élise Thiabaut, qui vient de consacrer à cette histoire un roman graphique, Chaudes, la folle histoire de la ménopause, (dessins de Elléa Bird), revenons sur cet état, qui n'est pas une maladie, mais qui en dit long sur le corps des femmes, et son contrôle par la société. Sujets traités : ménopause, Élise Thiabaut, femmes, corps, Merci pour votre écoute Un Jour dans l'Histoire, c'est également en direct tous les jours de la semaine de 13h15 à 14h30 sur www.rtbf.be/lapremiere Retrouvez tous les épisodes d'Un Jour dans l'Histoire sur notre plateforme Auvio.be :https://auvio.rtbf.be/emission/5936 Intéressés par l'histoire ? Vous pourriez également aimer nos autres podcasts : L'Histoire Continue: https://audmns.com/kSbpELwL'heure H : https://audmns.com/YagLLiKEt sa version à écouter en famille : La Mini Heure H https://audmns.com/YagLLiKAinsi que nos séries historiques :Chili, le Pays de mes Histoires : https://audmns.com/XHbnevhD-Day : https://audmns.com/JWRdPYIJoséphine Baker : https://audmns.com/wCfhoEwLa folle histoire de l'aviation : https://audmns.com/xAWjyWCLes Jeux Olympiques, l'étonnant miroir de notre Histoire : https://audmns.com/ZEIihzZMarguerite, la Voix d'une Résistante : https://audmns.com/zFDehnENapoléon, le crépuscule de l'Aigle : https://audmns.com/DcdnIUnUn Jour dans le Sport : https://audmns.com/xXlkHMHSous le sable des Pyramides : https://audmns.com/rXfVppvN'oubliez pas de vous y abonner pour ne rien manquer.Et si vous avez apprécié ce podcast, n'hésitez pas à nous donner des étoiles ou des commentaires, cela nous aide à le faire connaître plus largement. Hébergé par Audiomeans. Visitez audiomeans.fr/politique-de-confidentialite pour plus d'informations.

Boletín de noticias viernes 17/04/2026: El exsoldado australiano Ben Roberts-Smith, acusado de crímenes de guerra, obtiene la libertad bajo fianza. El alto el fuego en El Líbano genera esperanzas de aliviar la crisis del combustible.

Join Micah, Ell, Rev. Ronnie, and Pastor Sarah as we explore the genital emissions for the first of two episodes in Leviticus 15.What does “unclean” mean in the text and how has Christian culture changed it? How did these laws affect how open women could be about their cycles? And what's the “mensies” tent? Find out some perspectives on these questions and more on this episode of The Word in Black and Red!Are you still not in a union? After Ell specifically asked you to?Rev. Ronnie can be found where they want to be discovered (mostly TikTok) @geekalogian.Pastor Sarah can be found on TikTok and Instagram @disorganized.religionthewordinblackandred.com You can find the show, more episodes, and other means of listening at thewordinblackandred.com. Hosted on Acast. See acast.com/privacy for more information.

Send us Fan MailBrandon Cardet-Hernandez is the Founder and CEO of Medley Learning, a platform building AI-powered scaffolding tools for multilingual learners. A former multilingual learner himself, Brandon has served as a teacher, turnaround principal, Boston School Committee member, NYC education advisor, and edtech leader. His work focuses on closing the access gap, not lowering expectations.

When you live and work in Korea, it's hard to escape talk around BTS. Their comeback concert in Gwanghwamun generated a huge amount of media attention, both positive and negative. Moreover, the use of traditional elements such as Arirang and Gyeongbuk Palace generated both national pride and a sense of domestic fatigue. I got a group of young adults who have grown up with BTS to talk about their reactions to the showcase, the album, the psychological pressure the group face, and the practice of streaming and fandom in K-pop culture. I am joined by two young Korean adults, Esha and Namu, as well as two international students living and studying here in Korea, Violet and Alina. Discussion Outline 0:00 Reacting to the Album 13:48 No. 29 and Korean Philosophy 23:56 The Comeback Concert 46:00 The Psychological Pressure of Being an Idol 55:15 Fan Labour and Streaming 1:07:30 Korean Nationalism and Culture Thanks to Patreon members: Bhavya, Roxanne Murrell, Sara B Cooper, Anne Brennels, Ell, Johnathan Filbert, Daniela Körppen Join Patreon: https://www.patreon.com/c/user?u=62047873 David A. Tizzard has a PhD in Korean Studies and lectures at Seoul Women's University and Hanyang University. He writes a weekly column in the Korea Times, is a social-cultural commentator, and a musician who has lived in Korea for nearly two decades. He can be reached at datizzard@swu.ac.kr. ▶ David's Insta: @datizzard ▶ KD Insta: @koreadeconstructed ▶ Listen on iTunes: https://podcasts.apple.com/kr/podcast/korea-deconstructed/id1587269128 ▶Listen on Spotify: https://open.spotify.com/show/5zdXkG0aAAHnDwOvd0jXEE ▶ Listen on podcasts: https://koreadeconstructed.libsyn.com 

Llamadas que no llegan a donde deben, mensajes nunca recibidos, números equivocadosECDQEMSD podcast episodio 6268 Teléfono EquivocadoConducen: El Pirata y El Sr. Lagartija https://canaltrans.comNoticias Del Mundo: China abre sus puertas - La purga constante - A cincuenta años del Golpe en Argentina - Israel avanza sobre El Líbano - Base en la Luna - Cosas del Mundial - Las repescas - La rodilla de Mbappé.Historias Desintegradas: Con quién desea hablar? - Llamo para cambiar el turno - Medico pizzero - Aquí merendando - Un matambre por favor - Elige tu jugador de fútbol - La Tremenda Corte - Parte de la historia de la Radio - De Cuba al mundo - La bien coronada - Ser o estar - A comer waffles - Leyendo a Tolkien - El Señor de los Anillos y más...En Caso De Que El Mundo Se Desintegre - Podcast no tiene publicidad, sponsors ni organizaciones que aporten para mantenerlo al aire. Solo el sistema cooperativo de los que aportan a través de las suscripciones hacen posible que todo esto siga siendo una realidad. Gracias Dragones Dorados!!NO AI: ECDQEMSD Podcast no utiliza ninguna inteligencia artificial de manera directa para su realización. Diseño, guionado, música, edición y voces son de  nuestra completa intervención humana.