Podcasts about second language acquisition

In this in-studio episode of Smooth Brain Society, Sahir and Neil are joined by Dr. Kate Messenger as they explore the fascinating world of language acquisition. They discuss why children seem to pick up languages effortlessly, the challenges adults face when learning new languages, and even how bilingual brains store and mix languages. Expect a lively discussion about the theories behind language learning, including the critical period hypothesis and the role of environmental input, along with humorous takeaways about accents, passive constructions, and the everyday struggles of translating between languages. Tune in for a blend of scientific insight and casual banter that's as entertaining as it is enlightening. Apologies for the audio quality, there were issues with the original file.Dr. Kate Messenger's profile: https://www.lancaster.ac.uk/psychology/about-us/people/katherine-messengerSupport the showSupport us and reach out!https://smoothbrainsociety.comhttps://www.patreon.com/SmoothBrainSocietyInstagram: @thesmoothbrainsocietyTikTok: @thesmoothbrainsocietyTwitter/X: @SmoothBrainSocFacebook: @thesmoothbrainsocietyMerch and all other links: Linktreeemail: thesmoothbrainsociety@gmail.com

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I'm joined on this episode by none other than bona fide polyglot (i.e. speaker of many languages) and master language teacher Luca Lampariello - founder of the SMART Language Learning Academy and speaker of 15 languages (10 of them at a fluent level).  In this episode Luca and I talk about:  Luca's origin story and early struggles with language learning The differences between acquiring a language vs. learning a language The importance of comprehensible, interesting, and acquisition-rich input for language learning Avoiding the "grammar trap" and focusing on communication over performance Developing the right mindset, skillset, and organization for effective language learning Luca's language learning academy and its approach to teaching languages The challenges of learning "dead" languages like Latin and ancient Greek Luca's experience learning difficult languages like Japanese The role of flexibility and trial-and-error in language learning Be sure to check him out online at https://www.lucalampariello.com/  On that note, if you like training that: · Gives you more strength than it takes from you · Improves your stamina and resilience simultaneously · Powers-up every nook, cranny, crevice, and corner of your Soft Machine Then you just might like my 9-Minute Kettlebell and Bodyweight Challenge. As the name indicates, it's just 9 minutes long, and it's designed to be done WITH your current workouts – NOT instead of them. Even cooler: Many find that it actually amplifies their strength in their favorite kettlebell and bodyweight moves, like presses, squats, pullups, and more. And best of all, it's free. How free? I'm talkin' freer than the 4th of July, my friend. Get thee thine own copy here:  http://www.9MinuteChallenge.com  Have fun and happy training! Aleks Salkin

Join us to hear Oshin Danish, a lecturer at Al Yamamah University, Saudi Arabia, as she describes how to turn input from the teacher into intake by the students. She gives some ideas about how to lower students' affective filters in the classroom so that they enjoy learning English and can more effectively ‘intake' English. Listen to hear more! --- Support this podcast: https://podcasters.spotify.com/pod/show/ttelt/support

This week we had the wonderful opportunity to talk with Sara Garfield - a true expert in communicating about science in English as a non-native language. Sara is a dedicated educator with a diverse academic and teaching background that spans multiple countries and disciplines. Raised in Italy speaking English at home, her early fascination with languages and literature has paved the way for her academic interests and teaching career. Her undergraduate studies led her to earn a Bachelor's Degree in Modern Languages and Literature from Università Cà Foscari Venezia in Venice, Italy. During this time, she specialised in English and French languages and literature. Throughout her studies, she worked as an English private tutor, proof-reader and translator. Her true passion, though, has always been teaching and language learning. That is what drove her to train as an English language teacher in London, UK. Seeking to deepen her understanding of language acquisition and pedagogy, she pursued a Master of Science degree in Applied Linguistics and Second Language Acquisition at Worcester College, University of Oxford, UK. Currently, she holds a permanent position as an English language instructor and course coordinator in the Department of Languages and Communication at the College of Science and Technology, University of Bordeaux. With a diverse teaching background, she has taught English for Specific Purposes and English for Science and Technology at both the undergraduate and graduate levels. Her teaching philosophy emphasises active pedagogy, student-led learning, and the integration of digital tools for enhanced engagement. Among her research interests are topics linked to science communication using English as a lingua franca in international settings, teaching methodologies, intercultural communication, and the relationship between language and thought. Her approach is interdisciplinary and dedicated to fostering students' linguistic, intercultural and communication competencies. You can follow Sara and learn more about her work here: www.linkedin.com/in/sara-garfield-816569b9 Transcript: https://go.unimelb.edu.au/skb8

Send us a Text Message.Are you feeling excited yet overwhelmed about shifting to comprehension-based instruction? If so, you're not alone. Understanding SLA (Second Language Acquisition) research highlights that this shift is not just an option but a necessity. So, how can we make it happen without burning out? We dive into these questions with our amazing guests, Jason Fritze and Bertha Delgadillo, on today's episode.Key Points Discussed:Students Don't Listen:How to engage students who seem unresponsive.Strategies to make lessons fun and communicative, including using music, games, and performances.Building effective classroom routines that keep students involved and interested.I Have a Curriculum:Leveraging your agency to create an authentic, communicative curriculum.Understanding how languages are acquired by following SLA research.Embracing core practices that enhance language proficiency and understanding.I Am Alone:Finding and connecting with a supportive community of educators.The importance of professional development and sharing your practice.Embracing the mindset that you are enough and transmitting that energy to your students.Join us for this insightful discussion and gain valuable perspectives on overcoming common obstacles in your journey to comprehension-based teaching. You'll leave feeling empowered and connected to a community dedicated to enhancing language acquisition and cultural competence in the classroom.Resources mentioned:

Everyone agrees—biblical language students need to prioritize learning vocabulary. This video discusses important considerations for acquiring vocabulary. The links below offer helpful options for assistance in vocabulary acquisition: APPS Ceregohttps://courses.biblemesh.com/hebrew/hebrew-vocabularyhttps://courses.biblemesh.com/greek/greek-vocabulary Ankihttps://apps.ankiweb.net/ Memrisehttps://www.memrise.com/ Quizlethttps://quizlet.com/ Bible Software STEPBible.orghttps://www.stepbible.org/?q=version%3DOHB Accordance https://forums.accordancebible.com/topic/30453-create-a-user-lexicon-or-vocabulary-list/ Logos https://support.logos.com/hc/en-us/articles/360016747331-Word-List FLASHCARDS Premadehttps://zondervanacademic.com/products/old-testament-hebrew-vocabulary-cards1 https://zondervanacademic.com/products/basics-of-biblical-greek-vocabulary-cards1 https://bhacademic.bhpublishinggroup.com/product/beginning-with-new-testament-greek-vocabulary-and-paradigm-cards/ https://glossahouse.com/products/picture-hebrew-flashcard-app-3rd-edition BOOKS William R. Osborne and Russell L. Meek, A Book-by-Book Guide to Biblical Hebrew Vocabulary https://www.hendricksonrose.com/p/a-book-by-book-guide-to-biblical-hebrew-vocabulary/9781683070863 Gregory R. Lanier and William A. Ross, A Book-by-Book Guide to Septuagint Vocabulary https://www.christianbook.com/book-by-book-guide-septuagint-vocabulary/gregory-lanier/9781683071969/pd/071969 Christopher J. Fresch, A Book-by-Book Guide to New Testament Greek Vocabulary https://www.christianbook.com/book-guide-new-testament-greek-vocabulary/christopher-fresch/9781683071587/pd/071587 https://glossahouse.com/products/according-to-their-kinds-a-biblical-hebrew-picture-dictionary PEDAGOGY RESOURCES: Jennifer E. Noonan, "Vocabulary Acquisition," Chapter 10 A Handbook of Second Language Acquisition for Biblical Studies https://glossahouse.com/products/a-handbook-of-sla-for-biblical-studies Jeremy P. Thompson, "Word-List Size and Biblical Hebrew Vocabulary Learning," Hebrew Higher Education 14 (2012): 47–61. https://www.dropbox.com/s/z95b2gds5unzizh/HHE%202012.pdf?dl=0 ✏️ ***Sign up for classes with GlossaHouse U - https://glossahouse.com/pages/classes

Questions? Comments? Send me a message!Imagine having your students acquire 0.20 words per minute! That's 1,200 words per 100 hours of instruction.

Questions? Comments? Send me a message!¿Te gustaría saber cómo construir un currículo que no solo facilite la adquisición de una segunda lengua, sino que también cumpla con los exigentes requisitos de tus clases incluyendo tus clases de AP e IB? En este episodio, comparto el modelo clave que he desarrollado para lograrlo en todas mis clases. Descubre cómo puedes aplicar estas estrategias en tu aula:Superando Desafíos Comunes:  Descrube cuales fueron los cuatro grandes obstáculos que enfrenté al incorporar los principios de adquisición de segunda lengua en mis clases especialemnte de AP e IB, y cómo los superé.Observaciones Transformadoras: Conoce las observaciones clave en mis clases que llevaron a la creación de este modelo curricular efectivo.Guía Paso a Paso: Sigue los pasos específicos que utilicé para desarrollar este modelo que facilita tanto la adquisición de lenguas como el cumplimiento de los requisitos curriculares.Narrativas en Acción: Descubre cómo combinar el aprendizaje basado en contenidos con narrativas para mejorar la comprensión y el compromiso de los estudiantes, logrando así un aprendizaje más significativo y efectivo.Recursos y Enlaces Mencionados en el Episodio:Enlace a mi página web: Growing With ProficiencyGuía de Principios de Adquisición de Segunda Lengua: Descargar PDFFrom Research to the Classroom FREE Video Training: Accede al Entrenamiento GratisGrowing With Proficiency The Spanish Teacher Academy: Únete a la lista de esperaEpisodios Relacionados del Podcast:Episodio 52: "Estrategias de Enseñanza Efectiva para AP"Episodio 68: "La Narrativa en el Aula de Idiomas"No te pierdas este episodio lleno de ideas prácticas y estrategias efectivas para transformar tu enseñanza y cumplir con las exigencias curriculares sin sacrificar los principios de adquisición de lengua.Are you a Spanish teacher looking for clarity on Second Language Acquisition + engagement? Join my free 3-part video training, "From Research to the Classroom." You'll gain clarity on second language acquisition, discover successful strategies for incorporating comprehensible input + communication, and learn the framework I use to align my curriculum. Sign up

Questions? Comments? Send me a message!Welcome to a milestone episode of Growing with Proficiency!

In the episodes of 'Studying the Biblical Languages', Dr. Douglas Smith ( @studyingthebiblicallanguages ) aims to encourage and equip people on the journey to learn the languages of the Bible: Hebrew, Aramaic, and Greek. In this particular episode, Dr. Smith interviews Sawyer Moranville. Tune in to learn more! https://sites.google.com/view/studyingthebiblicallanguages Key resources referenced: • Aleph with Beth (Biblical Hebrew): https://freehebrew.online/ • Alpha with Angela (Biblical Greek): https://freegreek.online/ • Biblingo (Hebrew and Greek): https://biblingo.org/ • Biblical Language Center (Hebrew and Greek): https://www.biblicallanguagecenter.com/ • copy.church • Duolinguo Modern Hebrew • McQuinn, Scott. M.A. Thesis, "Toward a Principled Communicative Methodology for Teaching the Biblical Languages": https://www.academia.edu/90538213/Tow... • Moranville, Sawyer. In the Beginning: A Child's Beginner Book of Biblical Hebrew: https://www.academia.edu/90538213/Toward_a_Principled_Communicative_Methodology_for_Teaching_the_Biblical_Languages_McQuinn_2017_ • Moranville, Sawyer. Jonah: A Visual Reader: https://www.linguadeogloria.com/jonah • Noonan, Jennifer E., A Handbook of Second Language Acquisition for Biblical Studies https://glossahouse.com/products/a-handbook-of-sla-for-biblical-studies ***GlossaHouse resources are available at our website! - https://glossahouse.com/ ✏️ ***Sign up for classes with GlossaHouse U - https://glossahouse.com/pages/classes

In this episode of Growing with Proficiency, we welcome back Dr. Karen Lichtman for a great conversation on TPRS (Teaching Proficiency through Reading and Storytelling). Dr. Karen Lichtman, an expert in the field and the author of the book Teaching Proficiency Through Reading and Storytelling (TPRS), explains the three core steps of TPRS: establishing meaning, asking a story, and reading. She highlights the importance of co-constructing stories with students to make language learning both engaging and effective.Listeners will learn about the power of questioning, and the benefits but also the limitations of  "circling," to reinforce language structures and ensure comprehension. Claudia and Karen discuss the benefits of either/or questions in reducing student anxiety and increasing engagement.The conversation also touches on strategies for integrating grammar into TPRS, with a brief exploration of TPRS 2.0. Claudia shares her experiences with pop-up grammar and co-writing stories, emphasizing the natural curiosity and learning that emerge during these activities.Throughout the episode, the importance of cultural integration in language teaching is underscored. Claudia and Karen discuss how incorporating cultural content and real-life narratives can enrich the learning experience and make it more relevant for students.Finally, the episode wraps up with practical tips on lesson planning and maintaining a balanced approach in language classes. Claudia and Karen agree that mixing various strategies, such as special person interviews and calendar talks, can create a dynamic and effective learning environment.Join Claudia and Dr. Karen Lichtman for this episode, packed with valuable takeaways for language teachers seeking to enhance their practice with TPRS.Key Points:Introduction to TPRS and its principlesImportance of comprehensible input and communication in language teachingTechniques for effective questioning and student engagementStrategies for integrating grammar into TPRSThe role of cultural content in enriching language educationPractical tips for lesson planning and creating a balanced curriculumResources:Our guest: Dr. Karen Lichtman https://www.karenlichtman.com/Episode 38 with Dr. Karen Lichtman

Join our free support group for teachers building their business.  Grammar instruction or grammar learning? We dive into this with today's guests.  Tania Ionin is a Professor of Linguistics and Director of Graduate Studies in Linguistics at the University of Illinois at Urbana-Champaign. Her areas of expertise include second language acquisition and experimental semantics, with a focus on the nominal domain. Silvina Montrul is Marjorie Roberts Professor of Liberal Arts and Sciences, Professor in the Department of Spanish and Portuguese and Professor in the Department of Linguistics at the University of Illinois at Urbana-Champaign. She is the director of the Second Language Acquisition and Bilingualism Lab, founder and director of the University Language Academy for Children, and former director of the Doctoral Program in Second Language Acquisition and Teacher Education (SLATE). Together, they have written and published the book "Second Language Acquisition: Introducing Intervention Research."  In this episode, they discuss:   grammatical knowledge in the context of language acquisition what intervention research is why we expect too much of adult learners  how instruction contributes or doesn't contribute to grammar acquisition efficacious conditions for grammar instruction  how educators can influence the learning of grammar why studying monolinguals helps to understand L2 acquisition literate vs illiterate native speakers for a study on grammatical knowledge  For more on today's guests: 1. Get their book "SLA: Introducing Intervention Research" 2. Silvina's website 3. Tania's website Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com  Ways we can help you right now: 1. Book a free 1:1 chat to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our support group.  4. Download our free guides for teacherpreneurs. 

In this episode of Growing with Proficiency, the podcast, I sit down with Hélène Colinet to discuss why and how we need to break the myth of grammar teaching and the importance of leading our classes with comprehensible input. Originally from France and now residing in Spain, Hélène is an extraordinary language educator and trainer who has guided over 2,000 teachers towards more effective teaching methods.We dive deep into:Breaking the Grammar Myth: Why traditional grammar instruction often fails and how to shift towards a more natural language acquisition process.Communication Over Rules: The importance of meaningful communication and using language in context.Frequent and Relevant Vocabulary: How focusing on high-frequency vocabulary can build a strong linguistic foundation.Implementing Comprehensible Input: Practical strategies for incorporating comprehensible input and personalized questions and answers (PQA) into your lessons.Join us for a conversation filled with practical insights and strategies you can bring into your classroom right away. Click play and happy listeningResources Mentioned:Our guest: elenecolinet.com / @helene_colinet_profesora

Dr. Ben Schilaty is a professor of social work at Utah Valley University. He also works as a therapist specializing in working with LGBTQ clients and their families. He holds three degrees from Brigham Young University: a bachelor's degree in Latin American studies, a master's in Hispanic linguistics and a master's in Social Work; he also earned a PhD in Second Language Acquisition and Teaching from the University of Arizona. He is the author of A Walk In My Shoes: Questions I am Often Asked as a Gay Latter Day Saint and cohosts the podcast "Questions from the Closet" with his friend Charlie Bird. He is on the planning committee for the Gather conference and is passionate about about building community with LGBTQ Latter-day Saints and those who love them.  Pride is the Opposite of Shame blog post Connect with Ben on Instagram: www.instagram.com/benschilaty ___________________________________ The ⁠⁠⁠⁠⁠Beyond the Shadow of Doubt™ podcast is a proud member of the Dialogue Podcast Network found at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠DialogueJournal.com/podcasts⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. Part of the Dialogue Journal, the Dialogue Podcast Network was founded by Eugene England, a Mormon writer, teacher and scholar. “My faith encourages my curiosity and awe,” Gene wrote in the very first issue of the journal. “It thrusts me out into relationship with all creation” and “encourages me to enter into dialogue.” My hope is that this podcast is an extension of his vision. Determine Your Values free guide StoryMapping™ Session (use promo code PRIDE2024 through the month of June) Join First Fridays Free Coaching ⁠ (or go here: ⁠https://app.paperbell.com/checkout/packages/71129)! Connect with me at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠meaganskidmorecoaching.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠; click "Work with Me" to subscribe to get my free Pronouns 101 guide & download my free 20+ page LGBTQ+ Resource Guide for families. Schedule a complimentary chat with me here: https://app.paperbell.com/checkout/packages?provider_id=17026. Hopeful Spaces is a ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Dallas Hope Charities⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ component of Hopeful Discussions, which is sponsored by Mercedes-Benz Financial Services USA. Hopeful Spaces is a monthly parent support group facilitated by Meagan Skidmore Coaching. To join Hopeful Spaces send an email to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠chc@dallashopecharities.org⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.  Please help the podcast grow by following, leaving a 5 star review on Spotify or Apple podcasts and sharing with friends.

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#140Have you heard of the term “Translanguaging?” In this episode, we are going to explore this emerging concept in language teaching with Dr. Uju Ayna,  an Associate Professor of Second Language Acquisition at Carnegie Mellon University. She helps us to understand exactly what Translanguaging is and how beneficial it can be in the process of acquiring language.Topics include:what translanguaging is and how it is not synonymous with translation benefits of translanguaging for teachers and learners envisioning translanguaging in our language classrooms examples of how teachers can effectively incorporate translanguaging techniques to enhance language acquisition goalsDr. Anya's article on Critical Race Pedagogy for More Effective and Inclusive World Language Teaching in Applied Linguistics, Volume 42, Issue 6, December 2021 Connect with Dr. Uju Anya:Twitter/X: @UjuAnyaConnect with Joshua and the World Language Classroom Community: wlclassrom.comX (aka Twitter):  @wlclassroomThreads: @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group__________________________Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.______________________________Sign up for Talking Points to get  tips, tools and resources for your language teaching.______________________________Join Joshua as a guest on the podcast.______________________________Join Joshua for a Leveling Up Coaching Episode  on the podcast.  

In this episode, we talk to Dr. Jennifer Noonan about her book "A Handbook of Second Language Acquisition for Biblical Studies." She talks about the relationship between explicit and implicit language knowledge, the raw materials of language acquisition, the importance of reading fluency, and the nature of vocabulary acquisition. Jennifer Noonan grew up on a small farm in northern Ohio. She completed her BA at Malone College (Canton, OH) and MA at Ashland Theological Seminary (Ashland, OH). She received her PhD in Old Testament and Semitic Languages from Hebrew Union College (Cincinnati, OH), which is where she met her husband, who teaches Old Testament and Biblical Hebrew for the Columbia Bible Seminary of CIU. They have an 11-year-old daughter, who is the extrovert of the family. In addition to teaching Hebrew and Old Testament part-time for CIU, Jennifer also leads a Bible study for the CIU seminary women, gives piano lessons, and teaches online courses for Liberty University. Jennifer also enjoys cooking, photography, needlework, and traveling. As always, this episode is brought to you by Biblingo, the premier solution for learning, maintaining, and enjoying the biblical languages. Visit ⁠biblingo.org⁠ to learn more and start your 10-day free trial. If you enjoy this episode, be sure to subscribe on your favorite podcast app and leave us a review. You can also follow Biblingo on social media @biblingoapp to discuss the episode with us and other listeners.

Join us in this powerful conversation with Dr. Stephen Krashen, a renowned expert in the field of Second Language Acquisition. In this episode, Dr. Krashen shares his invaluable insights on the critical role of reading in language learning, the importance of compelling input, and the often-overlooked distinction between acquisition and learning.Main Highlights:The Role of Grammar: Discover Dr. Krashen's perspective on how grammar fits into the language acquisition puzzle and why it's not the answer we're looking for.Compelling Input: Learn what makes input compelling and why it's a game-changer in language acquisition.Acquisition vs. Learning: Uncover why the concept of acquisition and learning is still widely misunderstood and how this impacts language education.The Power of Reading: Find out why Dr. Krashen believes reading is the key to advancing in language acquisition, even more so than conversation.Click play, grab your favorite drink (even better if it's coffee), and enjoy this captivating conversation that might just redefine your approach to language acquisition.Resources and Links Mentioned:Dr. Stephen Krashen's WebsiteArticle: The Power of Reading (PDF)More resources.How to Teacher Guide: How to Shift to A Comprehensible and Communicative Teaching ApproachGrowing With Proficiency The BlogGrowing With Proficiency The Spanish Teacher Academy WaitlistGrowing With Proficiency TPT StoreJoin my Free FB Community: Growing With CIConnect with me in IG: Claudia @‌IGRemember to subscribe to our podcast for more insightful episodes on language learning and teaching. If you found this episode valuable, please leave us a review and share it with your fellow language enthusiasts!You're invited to CI Mitten on April 19th-20th, 2024. Mitten CI will be held at Saline High School on Friday, April 19th from 4:30-7:00 and Saturday, April 20th from 7:30 A.M.-5:30 P.M. Registration includes sessions on Friday and Saturday, appetizers and beverages on Friday, light breakfast, snack, lunch, and beverages on Saturday.Register today Here

Did you take a Second Language Teaching Methods class? I did. However, in that class, I didn't learn about comprehensible input or the nature of language, which are the essential foundations in Second Language Acquisition. That's why this episode is a must-listen.In this episode, I sit down with Elicia Cárdenas, the Director of Training at the Comprehensible Classroom, to talk about the essential principles of language acquisition that we should all know. Elicia talks about the fundamental nature of language, the complexities of teaching grammar in second language acquisition, and the significance of providing students with comprehensible input. She shares her journey of implementing acquisition-driven instruction in her class, leading to remarkable transformations in her students' language proficiency and engagement.Highlights>Understanding the essential foundations of second language acquisition.The importance of comprehensible input in language learning.Navigating the complexities of teaching grammar in second language acquisition.Empowering teachers to implement acquisition-driven instruction.Join us in this conversation as we navigate through the intricacies of language acquisition, explore the importance of empowering teachers, and uncover the need for proactive communication in education. Ready? Click play and happy listening!Resources:Teacher Guide: How to Shift to A Comprehensible and Communicative Teaching Approach >>> https://growingwithproficiency.com/teacherguideGrowing With Proficiency The BlogGrowing With Proficiency The Spanish Teacher Academy WaitlistGrowing With Proficiency TPT StoreJoin my Free FB Community: Growing With CIConnect with me in IG: Claudia @‌IG_________________Elicia Cárdenas' BioElicia Cárdenas is a former middle school Spanish teacher with extensive experience teaching a variety of levels, ages, and subjects. Her experience includes working with preservice teachers at Westminster College, and as a teaching assistant for MIT Teaching Systems Lab. Although she was trained as an elementary teacher, she shifted her focus to understanding of second language acquisition and its application to classroom instruction in a world language classroom. She presents regularly at national, regional, and state conferences and for school districts all over the USA. Her areas of expertise include assessment with an equity lens and working to make sure all students are successful at acquiring another language. She is the Director of Training for The Comprehensible Classroom and is the founder of the blog Deskless Classroom.More resources by our guest:The Deskless Classroom Blog: https://www.desklessclassroom.com/The Comprehensible Classroom: https://comprehensibleclassroom.com

Welcome to another episode of The ESL Teaching Podcast! In today's episode, I dive into the fascinating world of second language acquisition stages and how they impact teaching English learners. With a focus on the five stages of second language acquisition, I want to shed light on the importance of understanding this process for educators. From the cooing stage to advanced fluency, I outline the timeline and key milestones in language development, offering valuable insights for teachers working with EL students. What you will hear about in this episode:First language acquisition stagesSecond language acquisition stagesImportance of understanding where students are on the language acquisition timelineStrategies for teaching newcomers in the silent phaseAdjusting lessons for students at different language proficiency levelsShow Notes:Episode 97 - How Teachers Can Harness the Power of Second Language Acquisition Stages when working with ELsSimply Ieva Offers:Free Audio Training - 3 Mindset Shifts for Instilling and Living Out a Belief that All Teachers are Teachers of Language.Book a Free Consult Call - Lead ELs to Progress without Overwhelm1:1 ESL Teacher Coaching Session The ESL Teaching Roadmap – membership community for middle and high school ESL/ELL teachers. As a thank you for listening, use code ESLPODCAST for 10% off when you join. My TpT storeRelated/Previous Episodes:What does it take to acquire a language and why all teacher should know this - episode 87Connect with Ieva:Instagram - @simplyievaeslWebsite - www.simplyieva.comJoin the  - Simply Ieva Facebook Group Hey, educators! Have you ever dreamt of uncovering the secret to reaching ELs without the struggle of thinking you need to plan multiple lessons but just can't seem to wrap your head around how to effectively do so? This free audio training "3 Mindset Shifts for Instilling and Living Out a Belief that All Teachers are Teachers of Language" is exactly what so many teachers need!Support the show

Since the beginning of human existence, we have had a relationship with the afterlife and those who reportedly inhabit it. We tell stories of those spirits who aren't able to transition into the next life, spending their time tied to this one, haunting the people who remain, but there is an important role that telling ghost stories has on the psyche of humans. Could the paranormal and supernatural give us perspective on our place in the universe?  Subscribe to Mamamia GET IN TOUCH Feedback? We're listening! Call the pod phone on 02 8999 9386 or email us at podcast@mamamia.com.au CONTACT US Got a topic you'd like us to cover? Send us an email at thequicky@mamamia.com.au CREDITS  Host: Claire Murphy With thanks to:  Eddy White - Associate Professor of Practice, Graduate Interdisciplinary Program in Second Language Acquisition & Teaching Humanities at the University of Arizona Producer: Claire Murphy Executive Producer: Kally Borg Audio Producer: Jacob RoundBecome a Mamamia subscriber: https://www.mamamia.com.au/subscribeSee omnystudio.com/listener for privacy information.

We help teachers start their own business for free. Click here to join in. Geoff Jordan is a teacher, trainer, academic, and author. Geoff has a Ph.D. in Second Language Acquisition, has worked at ESADE, Barcelona for 28 years, and recently co-authored a book with the late Mike Long called "ELT Now and How It Could Be."His main academic interests are: theories of SLA, psycholinguistics, teaching practice and computational linguistics. Specifically, Geoff touches on: his beginnings in the ELT industry working alongside Mike Long, Peter Skehan and Henry Widdowson in the early days his new book "ELT Now and How It Could Be," co-written with the late Mike Long how commercialization has hurt the language industry why students should be angry after 300 hours of study when they still can't "go to the pub in London" why task-based learning is the only way to go why "presenting" language is inefficacious  how the future of the industry is in niche courses advising students to be more resourceful in their learning  listener questions More on Geoff: 1. Follow him on Twitter/X 2. Check out his website As always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com  Ways we can help you right now: 1. Sandbox your own course ideas in our free support community for teacherpreneurs.  2. Map your first course in 60 minutes or less - your free guide here 3. See our free guides for teachers starting their own business  4. Try our TAP program free for 7 days 5. CPD: Teaching Listening Made Easy 6. Follow us on IG: @learnyourenglish

Warning: GEEKY CONTENTHosting solo in this week's episode, David takes a geeky deep dive into the digital revolution in Chinese language learning in conversation with Chinese language pedagogy expert Matt Coss. The Sisyphean task of learning to write hundreds of Chinese characters has long been the bête noire of Chinese language students. The explosion of digital devices and apps for processing Chinese characters is giving rise to a radical rethinking (no pun intended) of the handwriting and dictation components of Chinese language curricula. Matt Coss is on the front line of a new generation of Chinese language educators who advocate a drastic reduction, if not outright elimination, of the handwriting requirement for Chinese language learners. Topics covered include the disturbing drop in the number of American students studying Mandarin, the implications of AI tools such as ChatGPT for Chinese language learning, and the escalating problem of native Chinese speakers forgetting how to write common characters (“character amnesia” tíbǐ wàngzì提笔忘字).Matt Coss holds a BA in Hispanic Linguistics and Asian Studies (Chinese) and an MA in Second Language Acquisition from the University of Maryland College Park. Matt has taught Chinese classes at George Washington University and Georgetown University and has worked as a Second Language Acquisition Specialist on the STARTALK project at the National Foreign Language Center. He is currently a PhD Student in Second Language Studies (Michigan State University)Mentioned in the podcast:Transforming L2 Hanzi Teaching & Learning in the Age of Digital Writing: Theory and Pedagogy (《电写时代汉字教学的理论与实践》) published by Routledge 2023https://scholarworks.brandeis.edu/esploro/outputs/bookChapter/Save-Your-Strokes-Further-Studies-on/9924210987301921L1: First language (i.e., native language)L2: Second language  “The New Paperless Revolution in Chinese Reading.” Olle Linge's Hacking Chinese Site. https://www.hackingchinese.com/the-new-paperless-revolution-in-chinese-reading/“Character Amnesia Yet Again” Victor Mair, Language Log, April 28, 2022. https://languagelog.ldc.upenn.edu/nll/?p=54465Hanzi Yingxiong 《汉字英雄》 “Chinese Character Heroes” https://www.youtube.com/watch?v=FaoxdiwKaHo&t=337sZhongguo Hanzi tingxie dahui《中国汉字听写大会》”Chinese Character Dictation Competition.”https://www.youtube.com/watch?v=insD5qbJw2g&list=PL0eGJygpmOH4xEZ7Gu2IluCL07GYcHiZu

In this episode, Dr. Jennifer E. Noonan continues her deep dive into Second Language Acquisition and the ins and outs of Language Proficiency. Tune in! #language #linguistics #sla #acquisition #proficiency #secondlanguage Language, Linguistics, SLA, Acquisition, Proficiency, Second Language, --- Send in a voice message: https://podcasters.spotify.com/pod/show/glossahouse/message

In this episode, I talk with Andrew Morehouse. Andrew's a high school Latin and Ancient Greek teacher. He's also one of the founders of Latinitas Animi Causa, a site offering resources as well as classes in Ancient Greek and Latin. Tune in for a great conversation about his Greek journey. We also talked about about how Second Language Acquisition research affects how we approach learning Greek, the need for compelling input, shadowing, using resources for all their worth, and Loki even makes an appearance. Andrew is also one of the hosts of the Ἑλληνιζώμεθα podcast alongside of Seumas Macdonnald. Latinitas Animi Causa: https://www.habesnelac.com/ Ἑλληνιζώμεθα https://rephonic.com/podcasts/ellenizometha-ellenizometha Social platforms and contact info: https://linktr.ee/latinitasanimicausa

In this episode, we continue our conversation with Dr. Florencia Henshaw, diving deeper into the world of language acquisition and the role of input. Join us as Florencia sheds light on the concept of processing instruction, unraveling its significance in helping students establish form-meaning connections. Discover how these principles can be effectively applied to design-structured input activities that enhance language learning outcomes in the classroom.However, the conversation doesn't stop there. In the latter part of our discussion, Florencia emphasizes the vital importance of having assessment policies in our classes that align with the principles of language acquisition.Get ready to be inspired and gain valuable insights from this enlightening episode. Hit that play button and let's start. And remember, there may not be a magic formula for language acquisition, but these principles and strategies can guide us in making informed decisions in our classrooms.If you've enjoyed our podcast, you can support us by leaving a review. Your feedback will make a world of difference and help other language educators discover our podcast. Happy listening!

Happy beginning of summer! ChatGPT isn't even a year old and we have seen the number of tools relying on AI grow exponentially since its inception. Is there something you want to try out before starting back in the fall? Here's what we have for you! In this episode Brent and Ixchell give you twelve AI tools to explore this summer at your leisure. Show Notes: www.DIESOL.org/87 Want to support the show? Leave us a review right here in your podcatcher! Subscribe on Patreon  or Buy us a Coffee Thank you!!

Are you ready for an AMAZING episode? In this first part of a two-part episode,  I had the honor to talk to Dr. Florencia Henshaw who shared her insights not only about the role of input for language acquisition but also how our students need to interact with that input and practical strategies for all teachers to compel students to not only listen but make form-meaning connections with the input.  You will be blown away by everything Dr. Henshaw had to share.Whether you are a grammar lover or not, Dr. Florencia Henshaw's views regarding how we acquire “grammar” will serve you to make important decisions for your classes and your learners.  And if you are interested in adding more tools to your belt regarding this aspect of our classes, make sure to listen to the second part of this episode where Dr. Henshows explores the concept of structured input activities and processing instruction.Ready? Click play and happy listening.Enjoyed our podcast? Help other language educators find us by leaving a review! Your feedback makes a world of difference. ⭐️Dr. Florencia Henshaw has a Ph.D. in Second Language Acquisition and Teacher Education from the University of Illinois, Urbana-Champaign, where she is now the Director of Advanced Spanish. She is an award-winning educator who has published and presented nationally and internationally on technology integration and research-based pedagogical practices. Dr. Henshaw is as passionate about helping students develop communicative ability in the target language as she is about helping teachers make the connection between what we know and what we do. To that end, she launched a YouTube channel called "Unpacking Language Pedagogy," where she summarizes and discusses research articles, activities, terms, and various topics related to language teaching. Her co-authored book, Common Ground: Second Language Acquisition Theory Goes to the Classroom, also aims to help educators visualize how to put principles into action.Links & ResourcesGrowing With CI FB CommunityBlogGrowing With Proficiency Framework and PillarsIG & Twitter: @claudiamelliottGrowing With Proficiency The Podcast Summer 23 Curated playlistTeacher Pay Teachers StoreGWP Spanish Teacher Academy Waiting ListCommon Ground Second Language Acquisition Theory Goes to the ClassroomDr. Florencia Henshaw Maris HawkinsDr. Florencia Henshaw

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

Rajiv Ranjan discusses his second language acquisition journey, open educational resources, and teaching philosophy. You can study with him at Yogic Studies.  Rajiv Ranjan is an Assistant Professor in the Department of Linguistics, Languages, and Cultures at Michigan State University (MSU). At MSU, Rajiv is associated with the Asian Studies Program and Master of Arts in Foreign Language Teaching (MAFLT) Program. He is also the mentor for the Fulbright Language Teaching Assistants (FLTAs). Before joining MSU, Rajiv Ranjan taught as a graduate teaching assistant at The University of Iowa, Iowa City (2010-2015) where he received his PhD in Second Language Acquisition in 2015. Learning resources:  Hindi-Urdu Basic Hindi Basic Urdu Raj Balkaran is a scholar of Sanskrit narrative texts. He teaches at the Oxford Centre for Hindu Studies and at his own virtual School of Indian Wisdom. For information see rajbalkaran.com. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/indian-religions

Today's Frequently Asked Question is: What are the stages of second language acquisition? I'm back with another Frequently Asked Questions episode - a quick, bite-sized episode focusing on one frequently asked question about language acquisition, Montessori language development principles, or multilingualism. I alternate these episodes with the longer-form interviews parents, educators and experts in their fields on topics relating to Montessori and multilingualism that you're already familiar with. If you have a question about anything related to Montessori and multilingualism that you'd like me to answer on one of these episodes, you can send me a message on Instagram or email me. You can also submit a voice message, and you might hear your voice on a future episode! Follow Multilingual Montessori: Website Instagram Consultations Patreon

Your lesson, should you choose to accept it, is to connect Second Language Acquisition theories with practical classroom applications. The special agents assigned to help you with this task are Florencia Henshaw and Maris Hawkins, authors of "Common Ground: Second Language Acquisition Theory Goes to the Classroom".   In our conversation we discuss: 1️⃣ Some SLA theories that refuse to die 2️⃣ Their favorite activities to use 3️⃣ The importance of both content and purpose   Click here for links and resources mentioned in the episode or more information about the podcast. Click here for Lesson: Impossible's language teaching blog.   If you liked this episode you might want to check out: Ep. 18: Agent Rebecca Blouwolff (Teaching Language Authentically) Ep. 27: Agent Laurent Porosoff (Meaningful Curriculum) Ep. 72: Agent Julia Spiegelman (Challenging Language Textbooks)

#59In this episode we look at the guiding principles and fundamentals of language acquisition and how they should influence our teaching.  This is the second episode dedicated to the book Common Ground: Second Language Acquisition Theory Goes to the Classroom by Florencia Henshaw and Maris Hawkins.  They are very effective at laying out the fundamentals of SLA, and it is essential that we understand these foundations before taking on topics such as goals, assessment, input and output, which will be the focus of the next 2 episodes. Topics in the episode:what it means to acquire languagewhen and how acquisition happenswhat communication is and is notthe importance of communication in acquiring language  the teacher's role (hint: it's not to explain grammar)Making the discussion interactive on Twitter with Joshua (@wlcalssoom), Florencia Henshaw (@Prof_F_Henshaw) and Maris Hawkins (@Marishawkins).Get your own copy of Common Ground.  Hackett Publishing is generously offering a 25% discount when you use the code WLC2022.**The 25% off discount code can be used for any book through the end of December, 2022.  Hackett publishes several intermediate language-learning textbooks in Spanish, French, German, Italian, Portuguese, Latin, and Classical Greek. New releases include Cinema for French Conversation, Cinema for Spanish Conversation, and Les Français.______________________________Work with Joshua either in person or remotely.______________________________Sign up for Talking Points for tips, tools and resources for language teaching.______________________________Let's connect!wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group______________________________Teachers want to hear from you and what you are proud of in your classroom.Join me on the podcast.  We record conversations remotely, so you can be anywhere.

If you're like a lot of language teachers today, you're trying to shift learning objectives from a hyper focus on grammatical accuracy to a more holistic communicative competence. And that's no easy task! In this episode, our host Emily Sabo (linguist, PhD) sits down with Georgetown University linguist and Second Language Acquisition researcher Dr. Lara Bryfonski to discuss one of the best solutions out there right now: Task-Based Language Teaching (TBLT). Listen to find out what TBLT is and how you can use it in your classroom!To download your free TBLT resources, click here: https://info.mangolanguages.com/hubfs/Downloadable/How%20Language%20Works%20Gated%20Content/WhatIsTBLT_GatedContent.pdfWant to listen to more? Check out our episode on Individual Differences here: https://www.buzzsprout.com/1818324/10868335You can connect with Dr. Lara Bryfonski at larabryfonski.com or on Twitter @lbryfo. If you enjoyed the episode, subscribe to the podcast or leave us a review! #languageteaching #worldlanguages #mangolanguages

Dr. Abby Bajuniemi holds a PhD in applied linguistics from Minnesota University and is currently a user researcher in industry. We talk about language, design research and researcher self-care. Listen to learn about: How language and linguistics affect design The interaction of society and language Trauma-informed user research Researcher self-care The importance of asking for help Language and technology Being mindful about the language used in design Our Guest  Abby is the manager of UX Research and Content at Calendly. She holds a PhD in Hispanic and Lusophone Literatures, Cultures, and Linguistics with specialization in Second Language Acquisition and Sociolinguistics. She loves to nerd out with people about language and research methods, either together or separately. She loves the Oxford comma, but will never correct your grammar Show Highlights [00:57] How and why Abby moved from linguistics to user research. [02:06] The importance of taking the time to think about language as a designer. [03:30] Audience design. [04:15] Aspects of linguistics that are helpful for designers and researchers. [04:45] Being mindful of the language choices you're making. [05”07] Abby talks about the tone of language/voice. [06:14] Abby's “superpower.” [07:00] How people understand and use language. [10:03] Abby talks about what happens when stakeholders don't follow the user research recommendations. [11:22] You have to be a good storyteller for your stakeholders. [12:16] Ways Abby has seen her work come to fruition. [15:14] User research can be revelatory for organizations that have never used it before. [17:06] Trauma-informed research and researcher self-care. [18:03] User research can be intense and emotional. [20:05] Dawan and Abby talk about the importance of asking for help. [22:35] Asking for help is part of what collaboration is. [24:15] Asking for help is working smarter. [25:27] Abby talks about the book she's writing. [25:56] Cognitive language models. [26:42] Voice-activated assistants. [28:07] Language and chatbot design. [29:34] Thinking about the future of language design. [33:01] Books and resources for researchers and those wanting to learn more about language. [36:52] The way language can play into stigma. [39:39] Abby talks about an example of purposeful language design done at the 18F agency.  Links Abby on LinkedIn Abby on Medium Abby's website Abby on Women Talk Design On the Dangers of Stochastic Parrots: Can Language Models Be Too Big?, by Emily Bender, Timnit Gebru, Angelina McMillan-Major 18F Book Recommendations  Universal Methods of Design, Expanded and Revised: 125 Ways to Research Complex Problems, Develop Innovative Ideas, and Design Effective Solutions, by Bruce Hanington and Bella Martin Measuring the User Experience: Collecting, Analyzing, and Presenting Usability Metrics, by Bill Albert and Tom Tullis Thinking Through Methods: A Social Science Primer, by John Levi Martin The Black Experience in Design: Identity, Expression & Reflection, By Anne Berry, Kareem Collie, Penina Acayo Laker, Lesley-Ann Noel, Jennifer Rittner, and Kelly Waters Your Computer Is on Fire, by Thomas Mullaney, Benjamin Peters, Mar Hicks, and Kavita Philip Mixed Methods: A short guide to applied mixed methods research, by Sam Ladner Algorithms of Oppression: How Search Engines Reinforce Racism, by Safiya Umoja Noble You Can Do Anything, Magic Skeleton!: Monster Motivations to Move Your Butt and Get You to Do the Thing, by Chuck Wendig and Natalie Metzger Language And Power, by Norman Fairclough Discourse and Social Change, by Norman Fairclough   Other Design Thinking 101 Episodes You Might Like User Research + Asking Better Questions with Michele Ronsen — DT101 E88 Teaching Yourself Design Thinking + Innovating in Government with Amy J. Wilson — DT101 E19 Design Thinking + Learning Science with Adam Royalty — DT101 E18

Attitudes can determine how you respond to the demands of language learning. What attitudes help? What attitudeshinder? Guest: Karen Griffith, former Director of Second Language Acquisition at the Center for Intercultural Training

Looking to improve your students' long-term retention of the language content you teach? Look no further than Spaced Repetition! In our last podcast, we covered what Spaced Repetition is and why it matters to language learning. In this episode, your language guide Emily (linguist, PhD) shares 5 practical tips for how you can apply Spaced Repetition to your classroom! Didn't catch our last podcast on the Spacing Effect? Listen here: https://www.buzzsprout.com/1818324/9526122Looking to download our Setting Good Goals PDF we mentioned in this episode? Click here to access: https://info.mangolanguages.com/glc-signupIf you'd like the blog article that accompanies this podcast, click here: https://blog.mangolanguages.com/5-easy-fun-ways-to-use-spaced-repetition-language-teacher-tipsWe also invite you to check out our website at https://mangolanguages.com/ and follow us on social media @MangoLanguages. Wondering what languages were used in today's episode? Ukranian | Доброго дня. Як справи? (Dobroho dnya. Yak spraveh?) is ‘Hello! How are you?' (lit. ‘Good afternoon! How are things?) and До побачення (doh pobachenya) is ‘Goodbye!'Japanese | 前置きはさておき (maeoki-wa sate oki) is ‘Without further ado' (lit. ‘Setting aside introductory remarks')Interested in learning English, Ukranian, Japanese, or one of the other 70+ languages that the Mango app offers? Click here to learn more! https://mangolanguages.com/appWant to explore more of the research underlying this episode? Ullman, M. T., & Lovelett, J. T. (2018). Implications of the declarative/procedural model for improving second language learning: The role of memory enhancement techniques. Second language research, 34(1), 39-65. | This is a scholarly article with a helpful overview into the research on how Spaced Repetition affects Second Language Acquisition. Carey, B. (2015). How we learn: The surprising truth about when, where, and why it happens. Random House Trade Paperbacks. | Check out Chapter 4, titled “Spacing Out: The Advantage of Breaking Up Study Time.” Meet your guide Emily! Emily Sabo (PhD, University of Michigan) is a linguist at Mango Languages. A Pittsburgh native, her areas of specialization are the social and cognitive factors that impact bilingual language processing and production. Having studied 7 languages and lived in various countries abroad, she sees multilingualism -- and the cultural diversity that accompanies it -- as the coolest of superpowers. Complementary to her work at Mango, Emily is a Lecturer of Spanish at the University of Tennessee, a Producer of the “We Are What We Speak' docuseries, and get this...a storytelling standup comedian!#teachingtips #spacedrepetition #teachinghacks

As a language teacher, you want your students to remember the language long after they leave class. Of course, that doesn't always happen, but what if there was a way for you to help them retain the language longer? That's where the Spacing Effect comes in! In this podcast, your language guide Emily (teacher, PhD) is talking about the Spacing Effect, which is one of the most well-researched, yet under-utilized learning principles. What is it, why does it matter to language learning, and what do you need to know about it to improve your students' long-term retention of the language?Looking to download our Setting Good Goals PDF we mentioned in this podcast? Click here to access: https://info.mangolanguages.com/glc-signupIf you'd like the blog article that accompanies this episode, click here: https://blog.mangolanguages.com/what-is-the-spacing-effect-and-why-you-should-be-using-itWe also invite you to check out our website at https://mangolanguages.com/ and follow us on social media @MangoLanguages. Wondering what languages were used in today's episode? Dutch | Hallo! Hoe gaat het? is ‘Hello! How are you? (lit. ‘Hello! How goes it?) and Dáág is ‘Goodbye!'Brazilian Portuguese | Sem mais demora is ‘without further ado' (lit. ‘without more delay')Interested in learning English, Dutch, Portuguese, or one of the other 70+ languages that the Mango app offers? Click here to learn more! https://mangolanguages.com/appWant to explore more of the research underlying this episode? Ullman, M. T., & Lovelett, J. T. (2018). Implications of the declarative/procedural model for improving second language learning: The role of memory enhancement techniques. Second language research, 34(1), 39-65. | This is a scholarly article with a helpful overview into the research on how Spaced Repetition affects Second Language Acquisition. Carey, B. (2015). How we learn: The surprising truth about when, where, and why it happens. Random House Trade Paperbacks. | Check out Chapter 4, titled “Spacing Out: The Advantage of Breaking Up Study Time.” Meet your guide Emily! Emily Sabo (PhD, University of Michigan) is a linguist at Mango Languages. A Pittsburgh native, her areas of specialization are the social and cognitive factors that impact bilingual language processing and production. Having studied 7 languages and lived in various countries abroad, she sees multilingualism -- and the cultural diversity that accompanies it -- as the coolest of superpowers. Complementary to her work at Mango, Emily is a Lecturer of Spanish at the University of Tennessee, a Producer of the “We Are What We Speak' docuseries, and get this...a storytelling standup comedian!#teachingtips #spacedrepetition #forgettingcurve

Some people quickly become fluent in their second languages, while others struggle to get past even basic conversation. Yet everyone seems to learn their first language with ease. In this podcast, your guide Kaitlyn Tagarelli (Linguist, PhD) dives into the differences between first and second language learning. In particular, 4 key factors that help explain why learning outcomes are so much more variable in second language learning.To download all the available language learning content we mentioned in this podcast, or if you'd like the blog article that accompanies this episode, click here: https://blog.mangolanguages.com/4-key-differences-between-first-and-second-language-learningCheck out our video on The 9 Essential Terms of Second Language Acquisition, full of vocabulary and details about SLA: https://youtu.be/C-cNQMMXoTcWe also invite you to check out our website at: https://mangolanguages.com/ and follow us on social media @MangoLanguages. And remember – language is an adventure. Enjoy the ride!Wondering what languages were used in today's episode? Malayalam | ഹലോ (hahlO) and പിന്നെ കാണാം (PINnay kaaNAAM) mean “hello” and “goodbye” Icelandic | Sæll (Sightl) and Vertu blessaður (Vair tuh blessothur) mean “hello” and “goodbye”Interested in learning Malayalam, Icelandic, or one of the other 70+ languages that the Mango app offers? Click here to start learning! https://mangolanguages.com/appWant to know more about the research consulted for this episode?Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House Publishers. Hartshorne, J. K., Tenenbaum, J. B., & Pinker, S. (2018). A critical period for second language acquisition: Evidence from 2/3 million English speakers. Cognition, 177, 263-277.Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21(1), 60–99.Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon. (Updated online version on Dr. Krashen's website.)Segalowitz, N., Freed, B., Collentine, J., Lafford, B., Lazar, N., & Díaz-Campos, M. (2004). A Comparison of Spanish Second Language Acquisition in Two Different Learning Contexts: Study Abroad and the Domestic Classroom. Frontiers: The Interdisciplinary Journal of Study Abroad, 10(1), 1-18.Webb, S. & Peters, E. (2020). Watching foreign-language TV during the coronavirus pandemic can help you learn a new language. The Conversation.Kaitlyn Tagarelli (PhD, Georgetown University) is a Linguist and the Head of Research at Mango Languages. She holds a Ph.D. in Linguistics from Georgetown University, specializing in how the mind and brain learn languages. Aside from geeking out about all things neuroscience and linguistics, she loves hanging out with her family at their Connecticut home, trying to convince them to speak French with her.#languagelearning #multilingualism #SLA

My own summary and views on a study by María José de la Fuente & Carola Goldenberg (2020), "Understanding the role of the first language (L1) in instructed second language acquisition: Effects of using a principled approach to L1 in the beginner foreign language classroom." Should we strive to use the target language exclusively in class? Link to the article: https://doi.org/10.1177/1362168820921882

The key to making target language grammar feel effortless for your students is (drum roll please…) intuition building! In this podcast, your guide Emily (educator, PhD) talks more about the importance of implicit learning activities, and shares 4 fun and easy tips for building your students' intuition for target language grammar.Looking to download our White Paper or Setting Good Goals PDF we mentioned in this episode? Click here to access: https://info.mangolanguages.com/glc-signupIf you'd like the blog article that accompanies this episode, click here: https://blog.mangolanguages.com/how-can-teachers-help-students-develop-an-intuition-for-target-language-grammar-4-easy-tips-for-acquiring-a-feel-for-grammarWe also invite you to check out our website at https://mangolanguages.com/ and follow us on social media @MangoLanguages. Wondering what languages were used in today's episode? Tagalog | Kamusta kayo? is ‘how are you?'' and paalam is ‘goodbye' Brazilian Portuguese | Sem mais demora means ‘without further ado' Interested in learning English, Tagalog, Brazilian Portuguese, or one of the other 70+ languages that the Mango app offers? Click here to learn more! https://mangolanguages.com/appWant to explore more of the research underlying this podcast episode? Check out Chapter 9 of Benedict Carey's 2016 "How We Learn." (p.175-194). It's a great read with a nice meta-review of “intuition builders” (A.K.A. Perceptual Learning Modules). For more on the implicit-explicit instruction continuum, consider the following three articles:Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-analysis. Language Learning , 50 (3), 417–528. https://doi.org/10.1111/0023-8333.00136Hulstijn, J. H. (2005). Theoretical and empirical issues in the study of implicit and explicit second-language learning: Introduction. Studies in Second Language Acquisition , 27 (2), 129–140. https://doi.org/10.1017/S0272263105050084Hulstijn, J. H. (2007). Psycholinguistic perspectives on language and its acquisition. In J. Cummins & C. Davison (Eds.), International Handbook of English Language Teaching (pp. 783–795).New York: Springer.Meet your guide Emily! Emily Sabo (PhD, University of Michigan) is a linguist at Mango Languages. A Pittsburgh native, her areas of specialization are the social and cognitive factors that impact bilingual language processing and production. Having studied 7 languages and lived in various countries abroad, she sees multilingualism -- and the cultural diversity that accompanies it -- as the coolest of superpowers. Complementary to her work at Mango, Emily is a Lecturer of Spanish at the University of Tennessee, a Producer of the “We Are What We Speak' docuseries, and get this...a storytelling standup comedian!#teachingtips #implicitlearning #grammar

Looking forward to more adventures in Second Language Acquisition (SLA), but don't quite know where to start? Have no fear! In this podcast, your guide Kaitlyn Tagarelli (Linguist, PhD), will walk you through the 9 essential terms that you'll need to take with you on your journey into the world of SLA. Some of these terms might not be new to you, but we suspect that the way linguists use them, might be!To download our slide deck and printable flashcards we mentioned in this episode, or if you'd like the blog article that accompanies this episode, click here: https://blog.mangolanguages.com/the-9-essential-terms-to-pack-on-your-journey-into-the-world-of-second-language-acquisitionIf you liked this episode, please let us know by subscribing to our podcast! We also invite you to check out our website at: https://mangolanguages.com/ and follow us on social media @MangoLanguages. And remember – language is an adventure. Enjoy the ride!Wondering what languages were used in today's episode? Italian | Ciao can mean both “hello” and “goodbye” Japanese | こんにちは (konnichiwa) and じゃあ、また (jaa, mata) mean “hello” and “see you later”Interested in learning Italian or Japanese, or one of the other 70+ languages that the Mango app offers? Click here to learn more! https://mangolanguages.com/appKaitlyn Tagarelli (PhD, Georgetown University) is a Linguist and the Head of Research at Mango Languages. She holds a Ph.D. in Linguistics from Georgetown University, specializing in how the mind and brain learn languages. Aside from geeking out about all things neuroscience and linguistics, she loves hanging out with her family at their Connecticut home, trying to convince them to speak French with her.#languagelearning #bilingual #SLA

In this episode we speak to the inspirational Dr. Florencia Henshaw about Second Language Acquisition theory, recent research in the area and how we can bring the classroom practice and the academic research together in a way that benefits all students. Dr. Henshaw shares her top tips for language acquisition teachers that stem directly from her research and are related to her forthcoming book entitled "Common Ground: Second Language Acquisition Theory goes to the Classroom". Keep in touch and share widely! Full programme notes are available on www.liamprinter.com/podcast. Follow The Motivated Classroom on Instagram @themotivatedclassroom, Twitter @motclasspodcast and Facebook @themotivatedclassroom. I'd love to know what you think, please get in touch! Join the conversation with the hashtag #MotivatedClassroom. Enjoying the podcast? Leave a review on Apple Podcasts or Facebook. Become a Patron of The Motivated Classroom podcast on patreon.com.

Want to learn more about how people learn new languages? Maybe you're a language teacher looking for ways to better help struggling students, or a learner looking to use the power of your brain to master multiple languages. Perhaps you just can't get enough of languages and linguistics! If any of those sound like you, get excited, because this is the first podcast in our new series on the Science Behind Language Learning. Join Kaitlyn Tagarelli (Linguist, PhD), as we take you on a tour of the exciting field of Second Language Acquisition. In this first episode, we'll start with the basics by answering 2 fundamental questions about language learning: What is Second Language Acquisition — and why does it matter?To download all the available language learning content we mentioned in this podcast, or if you'd like the blog article that accompanies this episode, click here: https://blog.mangolanguages.com/what-is-second-language-acquisitionand-why-does-it-matterIf you liked this episode, please let us know by subscribing to our podcast! We also invite you to check out our website at: https://mangolanguages.com/ and follow us on social media @MangoLanguages. And remember – language is an adventure. Enjoy the ride!Wondering what languages were used in today's episode? French | Bonjour and Au Revoir et à bientôt mean “hello” and “goodbye and see you soon”Hawaiian | Aloha means both “hello” and “goodbye”Interested in learning French, Hawaiian, or one of the other 70+ languages that the Mango app offers? Click here to learn more! https://mangolanguages.com/appKaitlyn Tagarelli (PhD, Georgetown University) is a Linguist and the Head of Research at Mango Languages. She holds a Ph.D. in Linguistics from Georgetown University, specializing in how the mind and brain learn languages. Aside from geeking out about all things neuroscience and linguistics, she loves hanging out with her family at their Connecticut home, trying to convince them to speak French with her.#languagelearning #languagelover #SLA

What do pop quizzes, cognitive science, and Francis Bacon have in common? It's all about the Fluency Illusion! Whether or not you've heard of the term - we guarantee you're familiar with the phenomenon. In short, the Fluency Illusion is the cognitive process that can lead learners to overestimate how much of the learning material they truly understand. It's a problem for language learning because it leads students to believe they can actively produce something in the target language just because they can passively understand it during comprehension. The solution to overcoming this problem lies in active learning strategies. If that's what you came for, then keep listening! In this episode of Adventures in Language, we will be dropping some knowledge about the Fluency Illusion and how teachers can help their learners overcome the it. Looking for some more information about how the Mango app helps learners sidestep the Fluency illusion? Sign up to download our (free) worksheet on Setting Good Language Learning Goals, and we'll send along a bonus whitepaper: Mango Languages and Our Approach to Second Language Acquisition! Click here: https://info.mangolanguages.com/glc-signupIf you enjoyed this podcast, please let us know by following our channel! We appreciate you. You also invite you to check out our website at https://mangolanguages.com/ and follow us on social media @MangoLanguages.Emily Sabo (PhD, University of Michigan) is a linguist at Mango Languages. A Pittsburgh native, her areas of specialization are the social and cognitive factors that impact bilingual language processing and production. Having studied 7 languages and lived in various countries abroad, she sees multilingualism -- and the cultural diversity that accompanies it -- as the coolest of superpowers. Complementary to her work at Mango, Emily is a Lecturer of Spanish at the University of Tennessee, a Producer of the “We Are What We Speak' docuseries, and get this...a storytelling standup comedian!Wondering what languages were used in this episode? ‘হ্যালো' (ha-LOO) and ‘বিদায়' (BEE-die) are the words for ‘hello' and ‘goodbye' in Bengali (a language spoken primarily in Bangladesh and surrounding areas). ‘Ahoj' and ‘dovidenia' are ‘hello' and ‘goodbye' in Slovak (also sometimes called Slovakian; the national language of Slovakia). Interested in learning Bengali, Slovak, Brazilian Portuguese or one of the other 70+ languages that the Mango app offers? Visit: https://mangolanguages.com/appWant to know more about the scientific research underlying this episode? For a fun, easy read that summarizes the takeaways of how we learn - check out Ben Carey's 2015 book entitled How we learn: The surprising truth about when, where, and why it happens. Chapter 5 (titled The Hidden Value of Ignorance: the Many Dimensions of Testing) is of particular relevance to this episode. We highly recommend this read because Carey writes in a way that's clearly well-researched but accessible and free of jargon. He does a great job of sprinkling in engaging reviews of the experiments that laid the foundation for how we know what we know about how learning happens in the brain. A good paper to share with your students that illustrates the “testing effect” is Roediger III, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on psychological science, 1(3), 181-210.

Special Extended Episode! To mark episode 50 of The #MotivatedClassroom we have a special extended episode with Dr. Karen Lichtman and Dr. Bill VanPatten who discuss their research peer reviewed publication on 40 years of Second Language Acquisition research. This podcast was first aired as a livestream for the #CIreboot conference in June 2021. An absolute must-listen for all #worldlanguages and #mfl teachers! Full programme notes are available on www.liamprinter.com/podcast. Follow The Motivated Classroom on Instagram @themotivatedclassroom, Twitter @motclasspodcast and Facebook @themotivatedclassroom. Join the conversation with the hashtag #MotivatedClassroom. I'd love to know what you think, please get in touch or leave a review on Apple Podcasts or Facebook.

Intermediate fluency. This is an exciting stage, especially for adults because you're able to absorb things that are not only comprehensible but they are also interesting. At this stage, there's less need for gestures, visual aides and context clues. The level of comprehension is much higher and the quality of the conversations is much deeper. A challenge that many of our parents face during this stage is the fact that their children's ability begins to surpass their own.It is at this stage that parents may wish to have meaningful conversations with other native speakers, read books about things that interest them and/or find a community of like minded parents who want to raise bilingual children and have conversations that are at a more challenging level. While comprehension during this stage is excellent, it is important to note that you will still make grammatical mistakes and the best way to really understand the rules of grammar is to simply surround yourself with even more input, even more conversations in the second language.Mastery of grammar is not achieved by memorizing rules and conjugating verbs, but rather by the constant usage of the language and through real and meaningful interactions which your brain can tie those rules to. The more real and meaningful interactions you have in the second language, the more the grammar structures will become second nature to you.** ApplicationTell stories of your childhood. - Ask more in depth questions:- What would happen if?- Why do you think?Advanced fluency. Congratulations you're bilingual... for now. As you may have noticed we use the phrase language learning journey often throughout the book and there is a valuable reason for this. Being bilingual is not a final destination. It truly is a journey and once you stop using the language, you will stop being bilingual. For this reason it is crucial that you continue having real and meaningful relationships with people who speak the second language.It is also important to note that while you may be bilingual in many areas of your life, you may not be bilingual in all areas of your life. Here are a couple examples to illustrate this. Daniela's father in law. Woo was born and raised in Korea. He moved to the United States when he was 8 and when he came to the United States was encourage to mainly speak in English. His 2 younger brothers were born and raised in the United States and therefore only spoke English and all his new friends were English speakers. He quickly started losing his Korean. The last person that he had a real and meaningful relationship with who only spoke Korean was his grandma and once his grandma passed away he no longer had a need to speak Korean and he has now completely lost his Korean language.Example 2. Not bilingual in all subject areas. Daniela's example. While I am bilingual and have been told I have a native fluency in both English and Spanish, I went to college in US and all the vocabulary around child development came me in English. I was very surprised when I went to talk to one of my teachers about fine motor skills in Spanish and I was stuck, I was stuck because I couldn't think of the right terminology in Spanish. I had to, of course I was still able to communicate because I could say small muscles, the children can use small muscles and then she went on to tell me the right terminology in Spanish for fine motor skills.This is a perfect example of why it is so important to have different conversations about different topics so that you can expand the different topics that you are bilingual in.** Application- Ask your child to retell stories or jokes.- Take turns making up silly stories.- Have your child teach you how to do something in the target language.

We know how challenging parenting can be... add raising a bilingual child to the equation... Wow. That's a lot! but we can do it. Together, we're creating a community of bilingual families!This is a really fun stage, because in most cases there's a one day turn around where all these words seem to click and your child or you start producing full sentences in Spanish. Again, it's important to note that the phrases that start being produced during this period come directly from all the input or all the language that has been absorbed during the last two stages. In order to help your child produce sentences during this stage, ask why questions. Make sure that the questions that you ask have a response that requires words your child is familiar with. In other words, don't ask, "Why did world war II happen," if you've never talked about anything related to World War II. You can ask why questions about your daily routines or why questions about the game you're playing, and perhaps you've played this Lego game multiple times and they have enough vocabulary in their bank account again to produce those responses.During this stage, because the responses are a little bit more elaborate, it's very possible that your child will make grammatical mistakes and it is crucial not to correct these mistakes. If you remember when you were a child you made plenty of mistakes and it was only through listening to the correct way of saying these sentences or the correct way of conjugating verbs that you were able to eventually use the correct form. Here's a way to correct without correcting. Example, your child says, "I no like ice cream." Instead of saying, "No, it's don't, I don't like ice cream," instead of saying that, you can say, "Oh, I know, I don't like ice cream either." You're basically giving them the correct way of saying it in your communication without correcting what it is they're saying. You're simply giving them the right way of saying it within your own phrases.** Application- Ask questions which require a simple sentence response - Why?- How?- Explain?