Podcasts about Ell

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.

El canvi climàtic fomenta que hi hagi incendis forestals més extrems i, tot i que a Lloret ja s'hi està treballant, és urgent millorar la gestió forestal i conscienciar molt a la població per reduir al màxim el risc de focs. Així ho remarca el president de l'ADF a Lloret, Jordi Martínez. Segons ha explicat, el fet que hi hagués molta pluja la primavera passada va afavorir que cresqués molt la vegetació. Tot i que l'aigua va tenir efectes clarament positius, ara tota aquella vegetació s'ha assecat i és material inflamable a les zones boscoses. Per això és tan necessària la neteja de tots els nostres boscos. Jordi Martínez apunta que a Lloret de Mar fa quatre anys es va impulsar el Pla Forestal i va ser el segon municipi de Catalunya a tenir-lo, aprovat per la Generalitat. Per això assegura que es fa molta feina de gestió forestal al municipi, malgrat que també reconeix que caldria fer més inversions en aquesta línia. A més, cal tenir en compte que la zones naturals s'han transformat molt les últimes dècades i això també va afavoreix els incendis. “Hem perdut pagesos, hem perdut masies, hem perdut ramats… amb la qual cosa el bosc ha anat creixent i aquesta transformació ha fet que el risc augmenti moltíssim”Jordi Martínez Jordi Martínez té una àmplia experiència en l'extinció d'incendis, ja que, entre altres coses, va ser el cap del grup de bombers voluntaris a Lloret de Mar i també director general de Prevenció, Extinció d’Incendis i Salvaments de la Generalitat de Catalunya. Ell mateix va viure des de primera línia l'incendi de la urbanització Els Pinars l'any 79. Una tragèdia que recorda amb tot detall i lamenta que actualment es podria repetir un foc d'aquella virulència al municipi. «Malauradament es pot repetir un incendi com el dels Pinars; és veritat que els mitjans eren molt més limitats i la formació dels voluntaris ens l’havíem anat fent nosaltres mateixos, però malauradament es pot repetir i l’exemple de les Gavarres n’és la clara demostració» Jordi Martínez Tal com ha explicat Jordi Martínez, respecte a fa unes dècades enrere, hi ha aspectes que han millorat, però altres que han empitjorat la situació. En aquest sentit, sí que hi ha més coneixement, formació i mitjans per a l'extinció dels incendis, però els focs cada vegada són més virulents, com a conseqüència del canvi climàtic. «Amb el canvi climàtic i la major quantitat de residus forestals al bosc, es provoquen incendis de 6a generació, amb unes condicions dins del mateix incendi que fa molt difícil l’actuació dels bombers», ha comentat Martínez. «Els incendis de 6a generació són terrorífics, els bombers i tots els que ens dediquem a l’extinció els temem perquè és la plaga que tenim en aquest segle XXI» Jordi Martínez A Lloret de Mar, Protecció Civil ha activat el nivell 3 del Pla Alfa, que implica que el risc d'incendi és molt elevat. Per això Jordi Martínez demana a la població que eviti qualsevol activitat que pugui provocar guspires, fins i tot les barbacoes malgrat estiguin legalitzades. «Evitem qualsevol maquinària que sigui capaç de fabricar espurnes, com ara les barbacoes, que malgrat estiguin declarades jo demanaria que no les fem servir»Jordi Martínez En cas d'incendi, remarca que cal seguir sempre les instruccions dels bombers i les autoritats pertinents.

Entre Hopper i Doisneau és el projecte fotogràfic que han impulsat un grup de lloretencs amb la voluntat de reivindicar l'autenticitat fotogràfica amb persones reals i denunciar la invasió de la intel·ligència artificial. Es tracta d'un projecte sense ànim de lucre, impulsat pel fotògraf Òscar Rodbag, que n'és el director. Admirador de les obres del pintor nord-americà Edward Hopper, en destaca el tractament de la llum, les figures solitàries i el misteri de les seves escenes. “Hopper va captar una mica l’estat anímic d’una societat nord-americana afectada per la Segona Guerra Mundial: diuen que per això pintava la gent solitària, amb posat trist o pensatiu, i quan hi havia més d’un personatge a l’escena, no tenien contacte visual entre elles”, comenta Rodbag. Unes obres que vincula a la societat actual, amb la irrupció de les xarxes socials i la IA. “He volgut buscar un cert paral·lelisme entre els personatges solitaris de les obres de Hooper i la societat actual, cada cop més fragmentada i menys empàtica per les xarxes socials i, sobretot, la forta irrupció de la intel·ligència artificial en tots els àmbits”Òscar Rodbag Pel que fa a l'altre artista que inspira el projecte, és el fotògraf francès Robert Doisneau, mestre de l'anomenada “realitat inventada”, que són escenes capturades de la vida quotidiana, però que en realitat estan acuradament preparades. Un aspecte que també està molt vinculat a la falsa realitat que mostra la gent avui en dia a les seves xarxes socials. “Ell va pensar allò que cada vegada és més habitual a les xarxes, inventar una realitat que no és certa o està clarament esbiaixada, on els protagonistes exhibeixen una vida perfecta i feliç, quan en realitat se senten soles i tristes. Si es tracta d’art, no hi ha cap problema, però si això es trasllada a la nostra manera de donar-nos a conèixer pot arribar a comportar una veritable frustració o desconfiança social entre nosaltres”, afegeix el fotògraf. “Amb les imatges de Doisneau, com passa amb la comunicació actual a les xarxes, es premia o valora com a art, el fet de semblar espontani allò que està construït”Òscar Rodbag Per tant, el projecte combina la il·luminació o l'atmosfera de Cooper amb la tècnica de la realitat inventada de Doisneau “per descriure, si res canvia, a una societat abocada a l'aïllament social”. Tot plegat, ambientat a Lloret de Mar. “Penso que Lloret té un potencial molt important a nivell de raconets pocs coneguts o llocs que hi hem passat un munt de vegades i no hi prenem atenció. I vaig pensar: ‘Per què no creem un projecte creant imatges en aquests llocs, per reivindicar-los o no?'”, matisa. “Estem creant això amb un objectiu conjunt de crear art a Lloret i per reivindicar una mica Lloret de Mar és molt més que un destí turístic”Òscar Rodbag La proposta consisteix en crear un total de 17 fotografies i, de moment, en duen 9, amb la intenció d'acabar entre setembre i octubre. I la idea és crear una exposició itinerant, amb la col·laboració de l'Ajuntament. I també crear un calendari benèfic de cara al 2027. Per al projecte, Òscar Rodbag compta amb la col·laboració de Joan Romà Ortiz com a director artístic, Natàlia Romero com a estilista de vestuari, Pere Cabañas per fer el making off de les fotos per documentar que no estan fetes amb IA, Ruth Seguel com a perruquera, Anna Pujol de modista, Toni Sendra per a la pintura, l'ambientació i la preproducció i Jan Rodbag de tècnic d'il·luminació. A més, hi ha un grup de voluntaris que s'encarrega d'aconseguir l'atrezzo i, el que no troben, ho compren amb el finançament d'empreses col·laboradores que fan una aportació de 350 euros. Tota la informació es pot consultar a la pàgina web projectelloret.com.

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

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

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

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

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

Martes 16 de junio: En Evian, Francia, el presidente Donald Trump parece haber cedido a la presión israelí y ha afirmado que la guerra en El Líbano, que se entendía comprendida en el alto el fuego y en el acuerdo para 60 días de conversaciones, es un conflicto menor y que no afecta el acuerdo con Irán. También ha dicho que Siria debe hacerse cargo de Hezbolá.

El Departamento de Guerra de los Estados Unidos tiene una url para ovnis: war.gov/UFO. Un autónomo que regenta un escape room en California lleva 41 años canalizando a un ser pandimensional cuya ocupación es introducirte a la comunidad de vecinos interestelar. Y ambos, por separado, señalan al mismo año. Mr. Zyloric trae al Lágrimas a Darryl Anka y a Bashar, la entidad que canaliza: un híbrido de una realidad paralela a quinientos años luz que lleva cuatro décadas avisando de que este es el año del disclosure y el que viene el del primer contacto. El Departamento de Guerra ha desclasificado dos partidas de documentos con vídeos de objetos con aceleraciones inexplicables y giros que desafían las leyes de la física. No estáis escuchando Cuarto Milenio. El Lágrimas se la juega y dice, antes que nadie, que esto ya está pasando. Lord Sartán, el ayatolá de la miseria y personal shopper de Donald Trump, nos lleva a Long Haotian, 龙浩天, el bailarín de Chongqing que ha colonizado el algoritmo de TikTok occidental. Un fenómeno de live streaming donde los zombies de la dopamina vacían su cartera en emolumentos virtuales a cambio de ver bailar a desconocidos en tiempo real. Con un detalle que lo convierte en miseria pura: la bailarina del show no es una IA. Es una chica que se hace pasar por una. Alguien cobrado por fingir que no existe. El Dr. Civeta, curador de datos de mierda y cuatro honoris causa en miseria por las universidades más prestigiosas del ramo, nos trae los pequeños errores que generan consecuencias más que decuplicadas. El aleteo de mariposa en su versión más calamitosa. Una ración de miseria para hacerte trascender. Miseria destilada. Para miserieris exigentes. Si has llegado hasta aquí y eres de los/las que quieren miseria 24/7: Aquí tienes miseria en forma de links: https://linktr.ee/lagrimasenlalluvia ¿Quieres recibir los avisos de todos los programas? : https://t.me/lamiseriameencanta ¿Te sientes miserier y quieres conocer a otros carnales? https://t.me/lamiseriameencantabidireccional ¿Te apetece inmortalizar tus miserias? lamiseriameencanta@gmail.com twitter @lagrimas_lluvia twitch: https://www.twitch.tv/lagrimasenlalluvia

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.

Découvrez les masterclass de "La psychologie pour tous" réalisées avec des psychologues cliniciennes, psychothérapeutes et formatrices:"Guérir ses blessures d'attachement : Transformer ses relations pour trouver l'amour authentique et l'apaisement avec ses proches" avec Gwenaëlle Persiaux : https://lapsychologiepourtous.com/masterclass-blessures-dattachement/"Épreuves de vie, stress chronique, traumas : retrouver sérénité et confiance en soi" avec Yoanna Micoud : https://lapsychologiepourtous.com/masterclass-psychotrauma/"Secret professionnel et Obligations légales : comprendre et signaler pour protéger efficacement" avec Céline Stoppa : https://lapsychologiepourtous.learnybox.com/presentation-de-la-masterclass/Caroline Depuydt est psychiatre depuis plus de 20 ans et autrice d'ouvrages, dont : « La promesse des psychédéliques, révolutionner la psychothérapie » aux éditions Kennes. Ell a par ailleurs la particularité d'être formée à la thérapie assistée par psychédéliques et d'avoir expérimenté elle-même deux séances dans ce cadre.Dans cet entretien elle nous explique ce que les études montrent du pouvoir des psychédéliques en thérapies, notamment sur les dépressions résistantes, le stress post traumatique, les troubles du comportement alimentaire, les douleurs chroniques, le burn out ou encore les addictions, en activant la neuroplasticité du cerveau. Elle nous parle également de la recherche et de ce que l'on peut espérer quant à une légalisation de ces thérapies en France et dans les pays francophones (Suisse, Belgique).Les questions de cette interview :01:29 Pour commencer, pouvez-vous nous définir ce que sont les psychédéliques comment ils agissent sur le cerveau 04:15 quelles sont les fausses croyances à leur sujet ?11:54 Qu'est ce qui a suscité votre intérêt dans les thérapies assistées par psychédéliques ?20:51 Vous expliquez dans votre livre que le cerveau est paresseux par nécessité et qu'il est prédictif, ce qui nous empêche de changer nos croyances facilement et de voir la réalité telle qu'elle est vraiment. Pouvez-vous développer ?24:28 Comment la souffrance et les épreuves que nous vivons transforment notre cerveau en réduisant ses capacités et provoquant une psychorigidité?28:02 Revenons sur les psychédéliques. Pouvez-vous nous détailler les différents psychédéliques, comment ils agissent et s'ils ont chacun des indications spécifiques ?33:13 Avec la thérapie assistée par psychédéliques, vous parlez des moments Eureka. Qu'est-ce que c'est ? 37:49 Que sont les bad trip et sait-on dans quel contexte ils se produisent ? 44:32 La période qui suit la prise de psychédélique avec supervision d'un thérapeute s'appelle l'intégration. Que se passe-t-il pendant cette période et combien de temps dure-t-elle ?57:25 Il existe également le micro-dosage. Pouvez-vous nous en parler et quels sont ses effets ?59:27 Pourriez-vous nous livrer un retour d'expérience suite à la prise de psychédéliques qui vous a particulièrement touchée ?01:03:47 Enfin, ou en est la recherche en France et que peut-on espérer quant à l'autorisation de la thérapie assistée par psychédéliques ?Pour découvrir les Masterclass La psychologie pour tous Pour découvrir la chaine Youtube : Pour découvrir le site de La psychologie pour tous Hébergé par Acast. Visitez acast.com/privacy pour plus d'informations.

El nostre convidat d'avui té un costum una mica estrany: mirar la gent. Però no d'aquella manera inquietant i sospitosa, en pla psicòpata denunciable, que et fa canviar de vorera quan el veus venir. No. Ell es fixa en com parlem, com caminem, com gesticulem i en totes aquelles petites manies que ens fan únics. Potser per això ha pogut dedicar més de trenta anys a fer una mica de tot: actor, humorista, imitador, locutor, doblador, director, presentador, home de teatre i fins i tot professor de com parlar en públic. Dit d'una altra manera: si hi ha un escenari, un micròfon o una càmera a prop, és molt probable que ell hi hagi acabat treballant. Avui intentarem descobrir com és la persona que s'amaga darrere de tants personatges, tantes veus i tantes històries. I si durant l'entrevista de cop canvia de veu, de gestos o de personalitat... no truqueu a ningú. És completament normal. Benvingut a Raülin amb Salsa... Fermí Fernández! podcast recorded with enacast.com

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Las dos semanas de alto el fuego acordadas entre Estados Unidos, Israel e Irán parecen difuminarse después de las últimas horas. La fragilidad de esta tregua temporal se evidencia en El Líbano: un país que según los mediadores forma parte del acuerdo, pero que sigue siendo un objetivo bélico para Benjamin Netanyahu. Hoy se retoma el juicio por el caso Mascarillas. Ayer fue el turno de Claudia Montes, ex miss Asturias, y otra de las personas que, según la acusación, José Luis Ábalos colocó en una empresa pública. Ese testimonio volvió a dejar en situación comprometida al exministro junto al de un alto cargo de Adif que reforzó la idea de que Ábalos se preocupaba de cuidar mucho a Jessica Rodríguez, también presunta enchufada. Además, en el duelo español de Champions, el Atlético gana por 0-2 al Barcelona, que jugó con 10 la segunda parte y reclamó un penalti.

La situación es tan precaria que el propio Donald Trump -que sólo se mueve por puro interés económico- ha obligado a Israel a sentarse a negociar con El Líbano. El secretario general de la OTAN, Mark Rutte, sigue haciendo equilibrios para contentar a Donald Trump y ayer dejó la puerta abierta a que la OTAN colabore en la reapertura del estrecho de Ormuz. Ayer la portavoz del PP, Ester Muñoz, minimizó el incidente con el soldado español -un casco azul- que fue retenido ilegalmente durante una hora por Israel en el Líbano. Le ha contestado la ministra Robles que por respeto al militar "uno debería callarse" y que no es necesario opinar de lo que no se sabe. Gabriel Rufián e Irene Montero agitaron ayer la idea de la movilización conjunta en el espacio a la izquierda del PSOE para hacer frente al auge de la ultraderecha. De su encuentro en Barcelona no salió ninguna concreción de cómo llevarlo a cabo, pero sí la voluntad. El portavoz de Esquerra en el Congreso aprovechó para exigirle a su partido, a Esquerra, que se ponga al frente de este proyecto. 

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

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

Why do people join cults? The reality is seemingly very complex. In this episode of Korea Deconstructed, I sit down with Peter Daley, a long-term resident of Korea and someone who has spent decades observing and documenting the world of fringe religious movements and cultic groups. Peter Daley is an Australian who has lived in Korea since 2002. He worked at Keimyung University in Daegu for eight years, teaching English for six years and spending two years working in Keimyung's Office of International Affairs. He has been teaching English at Sookmyung Women's University since 2012. Find him online: https://peterdaley.net/strangerthings/ https://internationalculticstudies.org/ (ICSA) Discussion Outline 0:00 Introduction to Cults 7:00 The Unification Church (통일교) 13:00 Church or Cult? 20:00 Who Do Cults Approach? 23:56 Shincheonji 29:00 Christianity 37:20 Influence in Korean Society 40:55 Aum Shinrikyo 46:50 Former Members of Cults 56:30 Scientology 1:06:00 The Necessity of Empathy 1:11:20 Getting People Out of Cults 1:17:02 Are Cults Getting Bigger or Smaller in Korea? 1:20:10 How to Spot Cults? 1:25:55 Mass Weddings Thanks to Patreon members: Bhavya, Roxanne Murrell, Sara B Cooper, Anne Brennels, Ell, Johnathan Filbert, Daniela Körppen Join Patreon: https://www.patreon.com/c/user?u=62047873 David A. Tizzard has a PhD in Korean Studies and lectures at Seoul Women's University and Hanyang University. He writes a weekly column in the Korea Times, is a social-cultural commentator, and a musician who has lived in Korea for nearly two decades. He can be reached at datizzard@swu.ac.kr. ▶ David's Insta: @datizzard ▶ KD Insta: @koreadeconstructed  ▶ Listen on iTunes: https://podcasts.apple.com/kr/podcast/korea-deconstructed/id1587269128 ▶Listen on Spotify: https://open.spotify.com/show/5zdXkG0aAAHnDwOvd0jXEE ▶ Listen on podcasts: https://koreadeconstructed.libsyn.com 

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

In this episode, we engage with Gillian Ober, the 2026 New Jersey Teacher of the Year, as she shares her inspiring journey from undecided college student to passionate educator. We delve into her experiences teaching abroad in Spain and Thailand, which ignited her commitment to education and shaped her teaching philosophy, particularly concerning multilingual learners. Jillian discusses the complexities of teaching English Language Learners (ELLs) and the importance of changing mindsets among educators to recognize the strengths ELL students bring. She highlights her advocacy work with the New Jersey Department of Education, focusing on supporting multilingual learners and the need for professional development across all teaching staff. The conversation blends serious educational insights with light-hearted anecdotes, culminating in Gillian's vision for a more inclusive educational landscape that honors the diversity within our classrooms. Season 3 is brought to you by our principal sponsor, Teachers' Insurance Plan. Check out their website below for more information and to get a quote. http://bit.ly/4mQC27G⁠ Teachers' Insurance Plan: auto insurance that brings exclusive educator savings and exceptional customer care to New Jersey and Pennsylvania educational employees. Select Episodes from Season 3 sponsored by: For more information about NJSchoolJobs.com check out their website for up-to-date job postings for teaching, admin, support staff and coaching opportunities. Interested in Giving Lesson Launchpad a try?  Don't forget to use our code “Balance” for $5 off a yearly subscription.  Lesson Launchpad - Plan. Present. Automate.  www.lessonlaunchpad.com We want to hear from you! Shoot over an email and say hi: podthebalancingact@gmail.com Don't forget to subscribe! Leave us a comment!    Follow  Facebook - podbalact JoeandJamie Instagram - @podthebalancingact TikTok - @thebalancingactpodcast Twitter - @podbalact Youtube Channel - The Balancing Act - YouTube Part of the Human Content Podcast Network Learn more about your ad choices. Visit megaphone.fm/adchoices

For Episode 198, we're wrapping up Cross Season 2 with our sister in pod, Helaine from Talkin Ish: A Podcast Amongst Friends, she joined us for our Season 1 review, so we had to bring her back to close out Season 2.Since we've been covering the series weekly during our Side Quest Reviews, this episode focuses on the finale, what we might see in Season 3, and getting Helaine's take on some of the conversations happening on social media about the show.Will Alex and Ell rekindle their love affair? Can we get more Bobby Trey? And did the pacing in the final episode feel rushed? We make sure to spotlight how this season provided a lot of, “Art imitating Life” storylines and of course, Was It Good Though?

Join Micah, Ell, and Ronnie as we explore the rules about menstruation and childbirth in Leviticus 12. How was childbirth different when this text was written? Are these rules for birth-givers meant to oppress or to give them a break? And how dangerously close are women to being gods? Find out some perspectives on these questions and more on this episode of The Word in Black and Red! Ell wants you to join a union at iww.org. Ronnie wants you to find a place where you can feel whole. You can also follow them on BlueSky and Tiktok at @geekalogian.thewordinblackandred.comYou can find the show, more episodes, and other means of listening at thewordinblackandred.com. Hosted on Acast. See acast.com/privacy for more information.

How was North Korea, a state that famously mandates atheism, built on a foundation of Christian fervor? In this episode, I sit down with Jonathan Cheng, the Wall Street Journal's China Bureau Chief, to discuss his new book, Korean Messiah: Kim Il Sung and the Christian Roots of North Korea's Personality Cult. We trace the journey of Pyongyang from the "Jerusalem of the East" to the center of the world's most rigid cult of personality. From the collapse of the Joseon Dynasty's caste system and the arrival of missionaries like Samuel Moffett to Kim Il Sung's own Christian upbringing, we explore how the linguistic and structural tools of the church were co-opted to create a "God on Earth." We cover the Pyongyang Revival and the "Mystical" texts of early Korean Christianity. How the oppression of the Joseon era made the peninsula fertile ground for a new faith. The "Exodus South" and the influential figures like Cho Man-sik. Why Kim Il Sung remains the most pivotal—and misunderstood—figure in modern Korean history.   The Book: https://koreanmessiah.com/ Find Jonathan onlie Twitter: @jchengwsj LinkedIn: https://www.linkedin.com/in/jonathan-cheng-546b703/   Discussion Outline 0:00 Introduction 5:15 The Joseon Dynasty 11:25 The Erasure of Kija 14:45 Christianity's Arrival in Korea 19:25 Samuel Moffett and the Jerusalem of the East 30:00 The Figures of Pyongyang's Church 37:15 Jeonggamnok (정감록, 鄭鑑錄) 43:50 Kim Il Sung's Christian Upbringing 50:00 Cho Man Sik (조만식) - the Gandhi of Korea 56:00 The Legend of Kim Il Sung 59:40 The Christian Exodus South 1:04:25 Cults in Modern Korea 1:16:25 Recommendations Thanks to Patreon members: Bhavya, Roxanne Murrell, Sara B Cooper, Anne Brennels, Ell, Johnathan Filbert, Daniela Körppen Join Patreon: https://www.patreon.com/c/user?u=62047873 David A. Tizzard has a PhD in Korean Studies and lectures at Seoul Women's University and Hanyang University. He writes a weekly column in the Korea Times, is a social-cultural commentator, and a musician who has lived in Korea for nearly two decades. He can be reached at datizzard@swu.ac.kr. ▶ David's Insta: @datizzard ▶ KD Insta: @koreadeconstructed  ▶ Listen on iTunes: https://podcasts.apple.com/kr/podcast/korea-deconstructed/id1587269128 ▶Listen on Spotify: https://open.spotify.com/show/5zdXkG0aAAHnDwOvd0jXEE ▶ Listen on podcasts: https://koreadeconstructed.libsyn.com 

Le monde de l'intelligence artificielle vient de connaître un séisme financier et technologique. Yann LeCun, l'un des « parrains » français du deep learning et lauréat du prix Turing, a officialisé le lancement de sa start-up, Advanced Machine Intelligence (AMI Labs), avec une levée de fonds record de 1,03 milliard de dollars. Ce tour de table, l'un des plus importants jamais réalisés en phase d'amorçage en Europe, propulse immédiatement la jeune pousse parisienne au rang de licorne.Rupture avec les modèles de langage (LLM)Cette annonce marque un tournant philosophique majeur. Jusqu'à présent, le secteur était dominé par les grands modèles de langage (LLM) comme ChatGPT. Cependant, Yann LeCun ne cache plus ses divergences avec l'approche actuelle, qu'il juge limitée. Selon lui, les LLM ne font que prédire le mot suivant sans véritable compréhension du réel. Ils sont incapables de raisonner, de planifier ou d'appréhender les lois physiques élémentaires.Pour dépasser ces limites, AMI Labs mise sur les « World Models » (modèles de monde). L'idée est de créer une IA capable d'apprendre de manière autonome en observant le monde, à l'instar d'un enfant qui comprend la gravité en voyant un objet tomber. Ces systèmes s'appuient sur l'architecture JEPA (Joint Embedding Predictive Architecture) pour modéliser les interactions physiques et logiques, permettant ainsi à l'IA d'anticiper les conséquences d'une action dans un environnement complexe et multidimensionnel.Un soutien massif et stratégiqueLe prestige du fondateur a attiré un casting d'investisseurs exceptionnel. Le tour de table a été co-dirigé par des fonds comme Bezos Expeditions (Jeff Bezos) et Cathay Innovation, avec la participation de géants industriels tels que Nvidia, Samsung et Toyota. La France est également en première ligne avec le soutien de Bpifrance et de grandes fortunes comme Xavier Niel (Iliad), la famille Mulliez ou le groupe Dassault.L'avenir de l'IA ancré dans le réelL'objectif à court terme n'est pas de sortir un produit de consommation immédiat, mais de bâtir une infrastructure scientifique solide. Les fonds serviront principalement à acquérir une puissance de calcul colossale (GPU) et à recruter les meilleurs chercheurs mondiaux à Paris, New York et Montréal.À terme, ces « World Models » pourraient révolutionner la robotique domestique, l'industrie automobile et l'automatisation complexe. En apprenant à comprendre le monde physique plutôt que de simplement manipuler le langage, AMI Labs ambitionne de donner naissance à une intelligence artificielle véritablement autonome et dotée de « bon sens ». Hébergé par Acast. Visitez acast.com/privacy pour plus d'informations.

What happens when you take the wrong camera to a Day6 K-pop concert? In this episode of Korea Deconstructed, we explore the recent "SEAbling War". Discussing viral memes to deeply uncomfortable conversations about race and history, our four guests demonstrate why this is about much more than just social media comments. For them, it's also a lived experience and connected to their own identity as individuals bridging multiple cultures. The Guests 1) Gabby https://www.instagram.com/gabrielaimanuels/ 2) Yelynn 3) Dabin https://www.instagram.com/dabinnjung 4) Nuri https://www.instagram.com/nurichoii/ Discussion Outline 0:00 Introduction 3:25 What Happened at the Day6 Concert? 7:30 The SEAblings Internet War Begins 11:27 Nouveau-riche Nationalism 15:30 Lived Experience in Korea 19:15 The Influence of Media: Racket Boys (라켓소년단) 23:50 Online Behavior 33:58 Indonesian Culture in Korea 53:50 Looking Forward Thanks to Patreon members: Bhavya, Roxanne Murrell, Sara B Cooper, Anne Brennels, Ell, Johnathan Filbert, Daniela Körppen Join Patreon: https://www.patreon.com/c/user?u=62047873 David A. Tizzard has a PhD in Korean Studies and lectures at Seoul Women's University and Hanyang University. He writes a weekly column in the Korea Times, is a social-cultural commentator, and a musician who has lived in Korea for nearly two decades. He can be reached at datizzard@swu.ac.kr. Connect with us: ▶ Get in touch: 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

What does it mean to be queer in a society often defined by its rigid traditions, colonial scars, and rapid neoliberal transformation? In this episode of Korea Deconstructed, we sit down with Dr. Samuel Perry from Brown University to challenge the common misconception that LGBT issues are a "new" or "Western" import to the Korean peninsula. Through his new anthology, A Century of Queer Korean Fiction, Dr. Perry reveals a long-standing tradition of diverse sexualities and gender expressions that have navigated censorship, war, and dictatorship for over a hundred years. We explore the coding of literature during oppressive eras, the dangers of using Western yardsticks to measure Korean resistance, and how the rise of neoliberalism has impacted social visibility versus true acceptance. From figures like Yi Gwangsu to the gritty, three-dimensional characters of modern writers like Sang Young Park, we explore a literary history that is as complex but, at the same time, beautiful. About the Guest: Samuel Perry is an Associate Professor of East Asian Studies at Brown University. A specialist in Japanese and Korean history, culture, and literature, he is the author of Recasting Red Culture in Proletarian Japan: Childhood, Korea, and the Historical Avant-garde. His most recent work includes the dual-language anthologies A Century of Queer Korean Fiction and 한국의 퀴어 문학: 한 세기 (2023).   Public Profiles  Instagram: https://www.instagram.com/emersonius/ Publications: https://sites.brown.edu/samuelperry/publications/ Brown Profile: https://vivo.brown.edu/display/sperry   Discussion Outline  0:00 Introduction 7:00 Queer Issues are Not Modern 13:30 Yi Kwangsu and Colonial Queerness 18:30 Does Modernity Oppress Queerness? 25:00 What is Korean Literature? 31:00 Sang Young Park 44:00 Yi Seoyoung 48:00 Changing Language 54:00 The Future of Queer Literature   Thanks to Patreon members: Bhavya, Roxanne Murrell, Sara B Cooper, Anne Brennels, Ell, Johnathan Filbert  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 two decades. He can be reached at datizzard@swu.ac.kr. ▶ Get in touch: datizzard@swu.ac.kr ▶ David's Insta: @datizzard ▶ KD Insta: @koreadeconstructed ▶ Listen on iTunes: https://podcasts.apple.com/kr/podcast/korea-deconstructed/id1587269128 ▶Listen on Spotify: https://open.spotify.com/show/5zdXkG0aAAHnDwOvd0jXEE ▶ Listen on podcasts: https://koreadeconstructed.libsyn.com 

What happens when a democracy is pushed to the brink? In this episode, we are joined by Dr. Ben Engel to explore the outrageous martial law declaration, the impeachment of President Yoon Suk Yeol, the life sentence, and the rise of the far-right in South Korea. We also explore the powerful concept of Min-sim (민심) and how ethno-nationalism is reshaping the country's democratic future. About the Guest: Benjamin Engel is an assistant professor of Korean Studies at Dankook University. He received his Ph.D. and Master's in International Studies from the Graduate School of International Studies, Seoul National University. He previously worked as a research professor at the Institute of International Affairs at Seoul National University and as a researcher at the Institute of Peace and Unification Studies and at the East Asia Institute. His recent academic publications include "Koreagate Revisited: ROK Government Lobbying on the Human Rights Issue" in Cold War History (2024) and "Making Amends: U.S. Public Diplomacy Efforts in the late 1980s to Address the Gwangju Democracy Movement" in Korea Journal (2024). Additionally, he has written several articles linking history to current affairs and analyses of US-ROK relations in various publications including East Asia Forum, The Diplomat, and Korea Pro and has been quoted in various media outlets including the Washington Post, Financial Times, and Korean Herald. Originally from United States and a graduate of the University of Missouri, he has been living and researching in South Korea since 2010. Public Profiles https://www.linkedin.com/in/benjamin-engel-73178443/  https://bsky.app/profile/benjaminaengel.bsky.social Discussion Outline 0:00 Explaining What Happened 5:00 How Dangerous Was It? 7:10 Why Did Yoon Do It? 11:40 Sentencing the President 16:40 Explaining Minsim 23:10 Ideology in Korea 27:25 Ethnonationalism in Korea 33:00 Gender and Demographics 37:00 Assessing Lee Jae Myung 43:00 Democratic Lessons for the US 47:15 Korean Culture 51:40 How Did Korea Become Democratic? 58:15 Recommendations   Thanks to Patreon members: Bhavya, Roxanne Murrell, Sara B Cooper, Anne Brennels, Ell, Johnathan Filbert 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. Connect with us: ▶ Get in touch: 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 this episode of the Reading Teacher's Lounge, hosts Mary and Shannon welcome expert Sara Lee to discuss best practices for teaching grammar and syntax. They dive into how understanding sentence structure, grammatical functions, and modifiers can elevate both reading comprehension and writing skills for students of all ages. Sara emphasizes the importance of embedding grammar instruction within reading and writing activities, and provides practical strategies for making grammar engaging and relevant. Specific strategies, such as focusing on sentence nuclei, harnessing descriptive modifiers, and being mindful of students' language acquisition backgrounds, are discussed. Additionally, Sara emphasizes the importance of providing meaningful practice opportunities and underscores the value of understanding grammar as the structure of language. The episode is rich with actionable insights and resources to help teachers better support their students.00:00 Welcome to the Reading Teacher Lounge00:40 Shannon's Green Chef Experience01:38 Introducing Our Special Guest: Sara Lee02:31 Diving into Grammar and Syntax05:33 Understanding Grammatical Functions07:55 Challenges and Resources for Teaching Grammar10:04 Practical Applications and Student Engagement12:41 The Importance of Sentence Structure25:05 Using AI to Enhance Grammar Lessons32:23 Supporting Multi-Language Learners35:22 Challenges in Teaching Writing36:38 Tips for Enhancing Writing Skills39:34 Using Sentence Nucleus for Creativity41:28 Grammar in Reading and Writing Instruction44:30 Engaging Students in Grammar48:41 Resources for Teaching Grammar01:02:02 Making Grammar Fun and Approachable01:03:18 Conclusion and Final ThoughtsRECOMMENDED RESOURCES RELEVANT TO THE EPISODE:The Literacy DoctorSentence Composing (Don Killgallon)Grammar for Middle School: A Sentence Composing Approach by Don and Jenny Killgallon *Amazon affiliate linkThe Death of Practice (Sara's blog post)GrammarismLinguistics GirlWord HippoVideo from Dr. Bowers and Marie Foley (Nested Combinatorial Structure)Timothy Shanahan's blog post:   Comprehension Instruction that Really Helps-Teaching CohesionEvan Moor Daily Paragraph Editing book *Amazon affiliate linkSupport the show Get Literacy Support through our Patreon Bonus Episodes access through your podcast app Bonus episodes access through Patreon Buy us a coffee Get a FREE Green Chef box using our link