Podcasts about Ell

Kevin Stoller sits down with Dr. George Hummer, Superintendent of Frederick County Public Schools, to explore his journey from special education aide to school district leader, and the district's ongoing effort to build its fourth high school. Dr. Hummer shares how his mother's career as a special education teacher and his own experience working with students with disabilities shaped his empathy-driven leadership style. The conversation dives deep into the mechanics of planning new school construction — including the critical difference between "design capacity" and "program capacity," how Frederick County builds community trust through transparent data, and why involving every stakeholder voice (parents, teachers, students, county officials) is essential to a successful bond and building process. Dr. Hummer also reflects on team-building, situational leadership drawn from his coaching background, and why investing in students must remain the non-negotiable priority behind every facilities decision. Takeaways: Program capacity vs. design capacity — A room's legal occupancy limit isn't the same as how many students it can actually serve well; specialized programs (special ed, ELL, CTE, kindergarten) mean real capacity is often much lower than code allows. Run schools at 85–90% capacity, not 100% — Like redlining a car engine, operating school buildings at full capacity year-round accelerates wear and leaves no room for enrollment shifts or new programs. There's no such thing as too many voices — Successful school construction requires input from county officials, principals, teachers, parents, and even students — genuine inclusion builds long-term community trust. Seek out your critics, not just your supporters — Dr. Hummer's willingness to sit down with a skeptical taxpayer and address misinformation directly turned an opponent into an advocate for the new high school. Situational leadership matters — Knowing when to encourage versus when to push for improvement (borrowed from his coaching background) is key to building strong, resilient teams.   About Dr. George Hummer: Dr. George C. Hummer began serving as Frederick County's Superintendent of Schools on January 30, 2023. He is a native of New Jersey who moved to Virginia in 1994. He graduated from Chancellor High School in Fredericksburg and received a bachelor of arts degree from Radford University in 2005. Dr. Hummer also holds a master's degree in educational leadership and special education from the University of Mary Washington as well as a doctorate in educational leadership from Virginia Commonwealth University. Dr. Hummer credits his mother, who was a lifelong special education teacher, with inspiring him to pursue a career in education. He began his career as a special education teacher, athletic director, and football and basketball coach at Battlefield Middle School in Fredericksburg. After serving in those roles from 2005 to 2012, Dr. Hummer was named assistant principal at Rodney Thompson Middle School in Stafford and served in that capacity for three years. In 2015, Dr. Hummer was named the Supervisor of Student Services and Special Education for Stafford County Public Schools. Four years later, he became Stafford County Public Schools' Executive Director of Student Services and Special Education. In 2022, he was named that school division's Chief Student Support Services Officer. As a teacher, Dr. Hummer was recognized with a Teacher of the Year Award and for improving the performance of his students. As a central office administrator, Dr. Hummer has spent countless hours supporting students, families and staff while working to develop better procedures to help bridge the achievement gap for all students. In 2021, the Virginia Council of Administrators of Special Education recognized Dr. Hummer with the Mary Lou Wall Award for Early Special Education Leadership. The award recognizes individuals who are in their first three years of leading a school division's special education services and exemplify five values: (1) Heart- the passion to serve, nurture and care; (2) Leadership by example; (3) Honesty; (4) Creative thinking; and (5) Collaboration. From 2018 to 2023, Dr. Hummer served as an adjunct professor of educational leadership and education at the University of Mary Washington. He has also been a featured speaker at several state meetings for the Virginia Department of Education. Dr. Hummer is proud to remain actively engaged in the Frederick County and Northern Shenandoah Valley communities. He currently serves on the boards of the Valley Health Foundation, United Way of Northern Shenandoah Valley, Grafton School Foundation, and Frederick County Education Foundation. He is also an active member of the Rotary Club of Frederick County. Through these meaningful partnerships, Dr. Hummer enthusiastically supportsefforts that strengthen our students, education, health, opportunity, and overall community well-being throughout the region. Dr. Hummer, his wife, Charnell, and his step-daughter, Madison, live in Frederick County.   Episode 354 of the Better Learning Podcast For more information on our partners: Association for Learning Environments (A4LE) - https://www.a4le.org/ Education Leaders' Organization - https://www.ed-leaders.org/ Second Class Foundation - https://secondclassfoundation.org/ EDmarket - https://www.edmarket.org/ Catapult @ Penn GSE - https://catapult.gse.upenn.edu/ Want to be a Guest Speaker? Request on our website

In the latest episode of the Fairy Whispering Podcast, I welcome my guest, Ell, for a captivating journey into fairy genealogy. Elle's connection to fairies began in childhood and grew into a lifelong exploration of fairy folklore, astrology and cosmology. He introduces me to celestialography, his unique practice that brings celestial wisdom and fairy genealogy together, and he reveals why Venus shines as a guiding light in his work. Our conversation ventures through fairy domains and courts, explores the powerful relationship between creativity and fairy energy, and uncovers the threads linking fairies with the cosmos. Elle's insights invite us to open our hearts and minds to the possibility of magical ancestry and discover our own connection to the fairy realm. This conversation was illuminating, uplifting and full of wonder. Join us and discover the fairy magic within you and the stars above!Podcast Blog:www.thefairywhsiperingway.comClaire's Pixie BooksGuest Links⁠https://fairygenealogy.substack.com/⁠https://www.instagram.com/9iksi3Tuatha Dé DanannDr. Angana Moitra – Fairy Genealogy in Tudor England Venus in mythology - https://sirauysal.com/en/tools/planet-mythology/venus/#d=aphroditeFairy Congress - https://fairycongress.com/Jeremy Garner - https://skygalactic.space/

On this episode, Glenn, Cat & Amy & talk about our best in years!

On this episode, Glenn, Cat & Amy & talk about our best in years!

Avui conversem amb un company d'aquesta casa, el delegat al Conflent, Enric Balaguer. Ell ens defensa que Prada podria dedicar un carrer a Charles Romeu, veguer d'Andorra i impulsor de l'arribada del telègraf al país dels Pirineus i de la carretera al Pas de la Casa. Romeu està enterrat al cementiri de Prada. 

Six weeks in. You're tired — the real kind. And you end some lessons wondering whether anything actually landed.That feeling doesn't mean you're failing. It means you're paying attention.In this episode:What a disjointed lesson actually feels like, and why it happensWhy flow is a structure, not a talentThe warm-up that anchors everything — and why you should run the same one for two to three weeksHow to pick a core activity that responds to what students showed you last weekHow to assess three or four students in ninety seconds without adding to your plateWhat shifts by week three or four of running this consistentlyFor the ELL teacher whose lessons have good pieces that don't quite connect yet.GRAB THE WARM-UPS: ELL Warm-Ups & Bell Ringers for Grades 3–5 — speaking, vocabulary, and writing prompts your students can start the second they walk in. Step 1, already built.→ https://www.teacherspayteachers.com/Product/ELL-Warm-Ups-Bell-Ringers-ESL-Speaking-Vocabulary-Writing-Grades-3-5-17483353Mentioned in the episode: DM the word RUBRICS to @EquippingELLs on Instagram for the free language domain rubrics.Full show notes + transcript:

Notes En aquest pòdcast estem acostumats a sentir el català central de la Sílvia i el català nord-occidental de l'Andreu, però en l'episodi d'avui sentireu una varietat dialectal molt característica: el mallorquí. Conversem amb el Francesc, un membre de l'equip de professors que col·laboren amb Easy Catalan, i amb ell gaudirem d'una miniclasse de català baleàric. Som-hi! Cançó "Wa Yeah" d'Antònia Font versionada per Maria Hein Cursos i classes Aquesta és l'última setmana per apuntar-se als pròxims cursos i grups de conversa, que comencen el 28 i 29 de setembre. Corre, abans no et quedis sense plaça! Els membres de la comunitat tenen un 10% en tota l'oferta de cursos. Ves a classes.easycatalan.org per consultar nivells i horaris. Taller de llengua El Francesc ens explica alguns trets bàsics del mallorquí per identificar clarament aquest dialecte, com ara els articles salats i la terminació dels verbs en present d'indicatiu. L'expressió de la setmana "des collons d'un en poden penjar s'altre" ('són iguals, tenen el mateix defecte') Bonus Continuem la conversa xerrant sobre altres expressions mallorquines, però també sobre el club de lectura queer que dinamitza en Francesc i alguns altres aspectes més personals. 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] Bon dia a tothom! Ara feia dies que no portàvem cap convidat, així que avui sentireu una veu nova d'un membre de l'equip, concretament de l'equip de professors de català que tenim a Easy Catalan. Ell és el Francesc, és de Mallorca, però actualment viu molt lluny d'aquí, a Califòrnia, on ensenya català en una universitat molt reconeguda. En aquesta conversa podreu sentir una varietat del català que no esteu acostumats a sentir com a mínim aquí al pòdcast, que és el mallorquí. A més, el Francesc ens farà una miniclasse sobre algunes característiques essencials d'aquesta varietat dialectal, perquè sigueu capaços d'identificar-la i distingir-la ràpidament d'altres dialectes del català. Andreu: [1:00] Potser alguns de vosaltres ja coneixeu el Francesc, ja sigui perquè l'heu tingut com a professor a la universitat o amb nosaltres, a Easy Catalan, i ja el coneixeu i ja sabeu com és, però si el voleu conèixer una mica més encara, us animo a fer-vos membres de la comunitat i escoltar el bonus, en què parlem del club de lectura que dinamitza, dels estudis de lingüística que va fer, de com gestionava la seva mallorquinitat quan vivia a Barcelona i dels seus plans de futur. A més, com a membres de la comunitat, tindreu un 10% de descompte en tota l'oferta de cursos i classes de català. I aquí he de recordar que aquesta és l'última setmana per fer la inscripció, així que no us despisteu. Teniu els enllaços per fer-la a la descripció. I ara sí, passem a l'entrevista. Som-hi! Entrevista Andreu: [1:54] Bon dia, Francesc, i benvingut! Francesc: [1:56] Hola, bon dia, moltes gracis! Andreu: [1:59] Com estàs? Francesc: [2:00] Bé, molt bé. Beníssim, aquí són les 9 des dematí, o sigui que es meu dia ja... bé, començant es dia. Andreu: [2:09] Just acaba de començar, molt bé. Primera pregunta, Francesc o Cesc? Com t'hem de dir? Què prefereixes? Francesc: [2:17] Mira, es tema des nom és una cosa que m'ha acompanyat tota sa vida. Per qualcunes persones som Francesc, per altres som Xesc… Ara aquí, en ets Estats Units, som Xesco… Tot canvia, però a dia d'avui m'estim més Francesc, en general. Andreu: [2:40] Francesc, d'acord. Molt bé, doncs potser alguns dels que ens escolten ja et coneixen perquè han fet classes amb tu, ja sigui allà, als Estats Units, o en línia, amb nosaltres. I si algú ha entrat a la pàgina web classes.easycatalan.org i ha anat a la secció de "Coneix els nostres professors", haurà trobat una foto teva i un text que diu: "En Francesc va estudiar Lingüística a la Universitat de Barcelona. Després de treballar com a professor de secundària a Mallorca durant tres anys, es va traslladar a Los Angeles per ensenyar català a la Universitat de Califòrnia, UCLA. També dinamitza un club de lectura queer i gaudeix molt de jugar a bàsquet amb els seus amics a la lliga del barri". Aleshores, jo ara tinc moltes preguntes al cap. Què et va portar a Los Angeles? Special Guest: Convidat.

Az Orbán-kormány egyetlen cégre bízta az összes magyar kórház takarítását és üzemeltetését. Ez a cég a B+N – újabb nevén Liwo FM Zrt. –, ami az elmúlt években több száz milliárdos tendereket nyert, és most is szerződésben áll a Közbeszerzési és Ellátási Főigazgatósággal.Hegedűs Zsolt egészségügyi miniszter nyáron azt mondta, sajnálatos a helyzet, de ezt örökölték, és nem tudott biztosat mondani, mikor lehet kiiktatni a NER-esnek elkönyvelt céget. Közben mára az állam nem, vagy alig hajlandó pénzt tenni a monopolisztikus rendszerbe, amiből az alvállalkozók szerint már több mint 100 milliárd forint hiányzik.A B+N a karbantartást és egy sor más feladatot alvállalkozókkal végeztet, azok pedig gyakran további alvállalkozókat bíznak meg. A lánc végén álló, a karbantartást ténylegesen végző cégek a kifizetetlen számláik miatt a leállást fontolgatják. A megoldatlan műszaki problémák miatt bajba kerülhetnek a kórházak, és mivel az Orbán-kormány idején kötött szerződések még hosszú hónapokig érvényben vannak, egyelőre nem is látszik, mi lenne a megoldás.Erről beszélgettünk vendégeinkkel, akik alvállalkozóként közelről ismerik a korábbi rendszert.Stáblistahost: Szurovecz Illésszerkesztő: Miklósi Gáborélővágó: Gerendás Bálintvideotechnikus: Stollmayer Balázsgrafikus: Hajdu Botondkommunikáció: Gál Borbálagyártásvezető: Kátai Orsolya0:00 - Visszaszámláló3:32 - Bevezetés4:45 - Mi történt ma a parlamentben?13:27 - Bajba kerülhetnek a kórházakLegyél rendszeres támogató! https://cause.lundadonate.org/partizan/adomanyKi a Faluba!: https://keletipartizan.hu/Partizán webshop:https://shop.partizan.hu/Turné Lakner Zoltánnal | Szeged: https://partizan.funcode.hu/events/177841—Írj nekünk!Ha van egy sztorid, tipped vagy ötleted:szerkesztoseg@partizan.huBizalmas információ esetén:partizanbudapest@protonmail.com(Ahhoz, hogy titkosított módon tudj írni, regisztrálj te is egy protonmail-es címet.)Támogatások, események, webshop, egyéb ügyek:info@partizan.hu—Csatlakozz a Partizán közösségéhez, értesülj elsőként eseményeinkről, akcióinkról!https://csapat.partizanmedia.hu/forms/maradjunk-kapcsolatban—Iratkozz fel a Szignálra: https://csapat.partizanmedia.hu/forms/iratkozz-fel-a-szignalra-a-partizan-kulpolitikai-hirlevelere/Iratkozz fel a Partizán Szerkesztőségi Hírlevelére!https://csapat.partizanmedia.hu/forms/iratkozz-fel-a-partizan-szerkesztoinek-hirlevelere

Hernando Gómez Buendía es autor de La verdadera historia de Colombia y director de Razón Pública. Con el patrocinio de Grupo Argos (https://www.grupoargos.com/)Libros mencionados:Cuando Colombia se desangró - James Henderson Juan de la Cruz Varela: sociedad y política en la región del Sumapaz - Rocio LondonoLa revolución en marcha - Alvaro Tirado MejiaEl presidente que no fue - Olga Lucia Gonzalez Capítulos:00:00 intro00:59 El siglo XIX y las transformaciones políticas en Colombia 15:39 La violencia temprana en El Líbano, Tolima 16:34 ¿Hubo periodos reales de paz en Colombia? 22:37 La Ley Heroica y el control social 25:55 Fin de la hegemonía conservadora y el origen de la violencia bipartidista 41:52 El conflicto de la tierra en la década de 1930 59:45 ¿Hubo ceguera estatal ante el problema agrario en Colombia? 01:09:45 El problema real de las tierras en Colombia explicado 01:12:11 El origen de los grupos al margen de la ley: Laureano Gómez y Alfonso López 01:32:11 El segundo gobierno de Alfonso López Pumarejo 01:50:02 Las elecciones de 1946 y el ascenso de Jorge Eliécer Gaitán 02:01:28 La violencia chulavita en el campo colombiano 02:02:53 Colombia, una nación construida desde la división 02:04:02 El 9 de abril y El Bogotazo: El estallido del sistema político 02:13:20 La bonanza cafetera y la violencia socioeconómica 02:29:12 El Frente Nacional y la consolidación del clientelismo

Join Micah, Ell, Josh Wise, and Margaret Killjoy as we explore the complex set of laws on Leviticus 19. How do ancient Israel's laws and public health codes compare to our own standards of morality? How can a house have a skin disease? And in a broader sense, why do we spend so much time thinking about such a morally complicated text? Find out some perspectives on these questions and more on this episode of The Word in Black and Red!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.

In Episode 222 of the Equipping ELLs podcast, Beth Vaucher opens with a moment almost every ELL teacher has experienced — a decision gets made about one of your students, a placement, a schedule, a support — and nobody asked you. Not because the decision-makers are bad people or do not care. But because it did not occur to anyone that you were the person who should be at the table. That moment stings. And today's episode is about changing it.Beth opens with a reframe that runs through the entire episode: the difference between being the ELL teacher in a building and being the ELL expert. It is not about credentials or years of experience. It is about positioning. The ELL teacher advocates from need — my students need more support, my students are not getting what they need. All of those things may be true. But when you lead from what is missing, you position yourself as the person who brings problems. And people avoid the person who brings problems. The ELL expert advocates from knowledge — here is what I know about language acquisition that changes how we should think about this student, here is what I observed this week, here is a resource any teacher in the building can use tomorrow. Same information. Completely different position. And experts get invited to the table.Beth is honest about why ELL expertise is often invisible. A math teacher looks at student work and can point to exactly what the student understands. A reading specialist hears a student read and identifies the decoding gap in thirty seconds. Their expertise is visible in real time because the people around them share enough background knowledge to recognize what they are seeing. Language acquisition is different. The stages of language development, the affective filter, the difference between social and academic language, why a student fluent in the hallway falls apart on a writing task — these are not things most educators understand. And what people do not understand they undervalue, not from malice but from ignorance. The ELL expert's job is not to be frustrated that people do not already understand — it is to make expertise visible, consistently, proactively, in ways that are useful to the people around them.Three things experts do that advocates often do not. First: share knowledge before there is a problem. Show up in August with information that prevents the crisis, not after the crisis has started. Send a homeroom teacher a two-sentence explanation of the silent period not because there is a concern but because understanding it changes how that teacher sees that student. Second: make other people's jobs easier. Expertise that creates more work gets deprioritized. Expertise that reduces work gets sought out. The question to ask about every resource you share is: does this make this teacher's life easier or harder? And — importantly — avoid becoming the dumping ground. Beth shares a story of a co-teacher who was constantly asked to do the differentiation work for everyone else. The goal is not to do it for them. It is to equip them to do it — modeling, walking through, then gradually releasing, just like with students. Third: always have a resource ready. One page. One scaffold. Something a homeroom teacher can actually use tomorrow. Not a lecture. Not a PD referral. Something specific and immediately useful that positions you as the go-to person.The common mistake: starting with the hardest person to reach. Beth shares a story of her own first year working with a group of sixth-grade teachers who were clearly resistant and uninterested. She eventually reached them by year's end — but not by pushing harder. By building relationships where she could, finding teachers who were curious, and letting visible success speak for itself. Start with open doors. Build one visible success story. Let that success story spread.For teachers in genuinely resistant buildings — Beth is honest that not everything changes immediately and not everything is within your control. But building culture changes through consistent, visible, high-quality work over time. Students whose growth is documented and undeniable. Classroom practices that other teachers can see working. A teacher who shows up every day knowing what she is doing and why. Some of what you plant this year will be harvested by whoever comes after you. The knowledge that the work matters regardless is what sustains you. And so is community.The episode closes with what Beth calls the heaviest part of ELL teaching — the isolation. The only ELL teacher in the building. Decisions without colleagues who understand your field. Wins that nobody around you fully gets. That isolation is real. And the Equipping ELLs membership community — over 2,500 educators around the world — is the answer to it.FREE TRIAL: equippingells.com/trial — full access to resources, coaching, and a community of ELL teachers who get it.

Nathalie Marver-Kwon is a visiting researcher at Hankuk University of Foreign Studies who studies inbound immigration from the Korean diaspora. Nathalie's substack: https://nathaliemk.substack.com/ Discussion Outline 0:00 Introduction 2:13 The History of Koryo Saram 14:03 Koryo Saram in Central Asia 20:55 Koryo Saram, the Church, and South Korea 28:20 The Overseas Koreans Act 37:50 Koryo Saram Communities in Korea 40:55 What Does it Mean to Be Korean? 47:00 Koryo Saram and Korean Politics 51:05 Advocacy and Improvements Find my other conversation with Koryo Saram in Episode 66: https://www.youtube.com/watch?v=Yt_vJxn8K-k 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 T hese podcasts are recorded live in Seoul. Big thanks to the studio owner and my friend 한정철: https://www.instagram.com/the_story_from_you/ 

E este es el último episodio de la temporada 10 dedicado a una obra u obras de Tolkien. Ell programa de hoy está dedicado a "Árbol y Hoja" de J.R.R. Tolkien. Episodio en el que además aprovechamos para hacer algunas recomendaciones de libros inesperadas como la fiesta de Bilbo Bolsón con los enanos en "El Hobbit". Junto a este contenido como siempre el resto del contenido habitual. LOCUTOR: Miguel A. Mateos Carreira GUION: Miguel A. Mateos Carreira REVISION: Club Tratar de Galicia tras petición de Juan Ruíz. MUSICA: GarageBand

A few weeks into the school year most ELL teachers hit the same moment. A student is participating, completing tasks, sitting through the lesson — and you genuinely do not know if anything is landing. Today's episode gives you a clear, practical framework for finding out — and five strategies that take five minutes or less.In this episode you will learn:The two opposite assessment mistakes ELL teachers make — and why both lead to the same problemThe two-lens framework: why content understanding and language production must be assessed separatelyWhy the same student needs completely different instruction depending on which lens reveals the gapFive formative assessment strategies that work for every language levelHow to turn partner talk into real-time data collection at zero extra costThe mid-lesson one-sentence writing check that changes what you do in the next five minutes — not next weekHow to separate language ability from content understanding with one simple adjustmentFree resource: Language Domain Rubrics — clear observable indicators for what language development looks like at every proficiency level across all four domains — Click here and grab your free copy today! Is your school looking for ELL professional development and support? Learn about our school partnerships program at equippingells.com/school-partnershipsSubscribe wherever you listen so you never miss an episode. If this podcast has helped you, leaving a review takes 30 seconds and helps more ELL teachers find us.

Els cristians pertanyen a dues cultures... la cultura on viuen i la cultura del Regne de Crist. Som cridats a viure en la nostra cultura mundana mentre representem la cultura de Crist. Com és la cultura de Crist? L'apòstol Pau ens dona set valors o característiques: cors compassius, bondat, humilitat, mansuetud, paciència, perdó i amor. Creixem en la cultura de Crist rebent aquestes coses d'Ell i després compartint-les amb tothom que ens envolta tant a l'església com a casa i a la feina.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: J. J. 

Korea is a country of skyscrapers and semiconductors, but if you go south, far south, you find a different version of the country. you find Jeju Island and the Haenyeo (해녀). They are women who have outlasted empires, Japanese occupation, and the modern world's desperate attempt to turn them into a souvenir. Kylie Genter decided to join them and now shares stories about the realities, the community, the humor, and the people. Together, we give these ladies their flowers and, most importantly, see them as human beings. Find Kylie Online Kylie's Instagram: instagram.com/migookhaenyeo Haenyeo Hangout Podcast Instagram: https://www.instagram.com/haenyeohangout Haenyeo Hangout YouTube: youtube.com/@HaenyeoHangout Discussion Outline 0:00 Introduction to Jeju Island 8:30 The Haenyeo (해녀) 22:15 An American Haenyeo 28:40 A Day in the life of a Haenyeo 38:00 The Rules of the Sea 54:30 Haenyeo Etiquette 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=6204... 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/ Listen to Korea Deconstructed ▶ Listen on iTunes: https://podcasts.apple.com/kr/podcast... ▶Listen on Spotify: https://open.spotify.com/show/5zdXkG0... ▶ Listen on podcasts: https://koreadeconstructed.libsyn.com

In Episode 220 of the Equipping ELLs podcast, Beth Vaucher opens with a scene that shifts everything — an invitation to imagine being an ELL parent walking into a parent-teacher conference in a language you do not speak, catching only a few words, and leaving without knowing whether your child is okay or what you were supposed to do differently. That scene, she says, changes everything about how you approach parent communication. Today's episode is about building real trust with ELL families — across language, culture, and all the complexity that comes with it.Beth opens by naming the three layers of complexity that make ELL parent communication uniquely different. Language is the most obvious — what takes two minutes with a fluent family might take twenty minutes or simply not happen at all. But culture shapes how families understand the teacher's role and the parent's role in education, and those norms vary enormously. In some cultures a parent questioning a teacher is disrespectful. In others, parents expect deep involvement and feel hurt when it is not happening. And then there is trust — families who have very good reasons to be cautious about institutions because of immigration status, past trauma, or difficult experiences with authority. A parent who does not respond to outreach is not necessarily disengaged. They may be working three jobs, afraid, or simply unable to navigate the system.Cultural humility is the mindset Beth names before any practical strategy. Cultural humility is different from cultural competence. Cultural competence suggests you can learn enough to be proficient in another culture. Cultural humility says: I do not know everything about this family's experience and I come to this relationship as a learner as much as an expert. Beth shares her own early assumptions about parents who did not show up and how they shifted when she began getting curious — asking, listening, learning — and especially after living in Panama where she saw firsthand how different education looks in other countries and how much grace ELL families deserve for navigating systems nothing in their background prepared them for.The episode's core message: stop waiting for parents to come to you. Start going to them. Five proactive strategies follow. Learn a few words in the family's home language — even an imperfect attempt communicates something a formal letter cannot. Use translation apps like TalkingPoints as a bridge for casual warm frequent check-ins, not just formal communication — a voice message saying your son tried something new today and I was proud of him crosses the language barrier in seconds. Send visible artifacts before written communication — photos of students working, writing samples from September next to December, things parents can see without needing an interpreter to feel proud. Introduce yourself before anything is expected of a family — be a person first, not a form requirer. And lower the threshold for connection — a wave at drop-off, a thumbs up through the classroom window, a sticky note in a folder. Small consistent signals that say this child is welcome here build trust that a formal conference alone never could.Three practical communication modes are covered: written translation tools for routine communication like TalkingPoints or Google Translate, with the important note that anything related to special education, legal rights, or discipline should always be reviewed by a qualified bilingual person before going home. Interpreter-supported conversations for any meaningful discussion — and a direct and firm statement that students should never be used as interpreters for conversations about themselves. And the informal check-in — the most casual and sometimes most powerful mode.The episode closes with the research on home language as an asset: students with a strong foundation in their home language acquire English faster. When parents ask whether to stop speaking their language at home, the answer is an unqualified no. Keep it alive. That is not competing with English acquisition — it is accelerating it. And the free Canva About Me template available by DM-ing FAMILY to @EquippingELLs.FREE RESOURCE: DM FAMILY to @EquippingELLs on Instagram → free editable About Me template in Canva, translatable into any language, ready to send home in the first week of school.

A dos quarts de set del matí a Cal Ferrer ja està tot a punt per a servir esmorzars de forquilla. A la tarda, tot a punt per a que les senyores de Borredà prenguin el cafè i els senyors juguin a la butifarra. I tot plegat en un entorn de poble petit o, si voleu, de família gran, perquè en Paco Melgarejo, la Lucia Gritcenko i les seves dues nenes -la darrera nascuda el 21 d'agost- se senten borredanesos perquè el poble els ha acollit amb els braços oberts des del primer dia. La parella va decidir apostar per un canvi de vida. Aterraren a Sitges el 2013. Ell era cuiner al Cable i ella treballava en una empresa de lloguer de cotxes a l'aeroport de Barcelona, quan va aparèixer l'oportunitat d'assumir les regnes de Cal Ferrer, un restaurant, bar, colmado, quiosc i, en definitiva, un punt de trobada pels veïns. Aquesta és la història feliç d'una família convençuda d'haver pres la millor decisió de les seves vides, perquè la vida a Borredà és...una altra forma de viure. L'entrada De Sitges a Borredà, amb una lliçó de vida. Aquesta és la història d’en Paco, la Lucia i el restaurant i la botiga de Cal Ferrer ha aparegut primer a Radio Maricel.

Laimi gesels met The ELL'S oor hul splinternuwe album, “Salt, Wind & Fire”, wat nou amptelik uit is! Ontdek meer oor die album, die musiek en dalk selfs jou nuwe gunstelingliedjie. Luister saam na die gesprek en vier nuwe Namibiese musiek.

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.

Dr. Alexander Douglas serves as a Senior Lecturer in Philosophy at the University of St. Andrews. His work navigates Eastern and Western thought, focusing on the philosophy of religion, Spinoza, and early Daoism. In his latest book, Against Identity: The Wisdom of Escaping the Self, he draws a line between the Zhuangzi, Spinoza, and René Girard to argue that our obsession with a fixed self is the root of social pathology, and that liberation lies in embracing uncertainty and ambiguity. Find Alex and his work online Against Identity (book): https://www.penguin.co.uk/books/456203/against-identity-by-douglas-alexander/9781802063318 Alex's Substack: https://axdouglas.substack.com/ Discussion Outline 0:00 The Story of Hundum 4:52 The Zhuangzi 11:30 The Self and Identity in Modernity 21:15 Confucius and Zhuangzi 26:00 Explaining the Tao 33:30 Rejecting Identity 37:50 Are We Gods? 41:10 Rene Girard and Mimetic Desire 49:15 A Brave New World 59:35 Living without Identity 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 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.

La saviesa d'Agur comença amb humilitat: reconèixer els nostres límits i confiar en la Paraula de Déu. Fugir de l'orgull, la cobdícia i la discòrdia, i aprendre a viure amb el que Déu ens dona. I aquesta saviesa té un nom: Crist, en qui estan amagats tots els tresors de la saviesa. Ell és el Rei que serveix i dona la seva vida.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 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

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.

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

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  

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.

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.

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.