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#language (160), the (125), students (98), and (89), speaking (66), modern (56), #mobile (41), world (39), for (35), spanish (33), can (33), have (32), learning (32), that (32), with (29), foreign (29), activities (28), their (28), technology (26), they (26), talk (25), assessment (25), spontaneous (25), pairs (24), what (23), are (23), questions (23), formative (22), http (22), how (20), from (20), use (19), question (19), not (18), conversation (18), about (18), teachers (18), more (17), 2012 (16), student (16), class (16), you (16), common (15), through (15), your (15), communicate (15), 2013 (14), classroom (14), new (14), culture (14), sentences (14), many (14), 2009 (13), them (13), partner (13), comment (12), education (12), october (12), may (12), september (12), 2007 (12), 2008 (12), 2010 (12), 2011 (12), each (12), such (12), asking (12), bit (12), ask (12), grammar (12), these (12), target (12), core (11), digital (11), teacher (11), speak (11), available (11), three (11), 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Text of the page (random words):
e no those teachers should not panic i have been in education for over 40 years i have seen many many movements and new approaches i have been in education long enough to see the same movement resurface with a new name with each new building principal came a new way of doing things with each new superintendent came the newest approach and with each new leader of state education or professional organization came a new vision usually the new approach especially the common core in modern language does not require multiple days of professional development even a half day most times modern language teachers can make the change within about an hour i have used a simple technique to change to any new approach i analyze the new approach thoroughly and then determine 1 what am i presently doing that directly fits in that approach 2 what am i doing that i can modify slightly to fit the approach sometimes it is as simple as a name change or where something goes in a lesson for example what is the new name for an anticipatory set i believe that common core english just uses different labels than we do in modern languages when we use the labels from actfl or state guidelines 3 what do i have to change completely or add to what i already do i am waiting for someone to develop the magic cheat sheet that converts the english language arts common core to modern language learning we already do them we just have to give our activities a new name or number i have attended two workshops on common core and modern languages and neither kept it simple in fact i walked out more confused than when i went in a modern language department could do a cc to ml conversion chart in about a fifty minute meeting if you know of anyone who has developed the magic conversion chart please let me know so i can share it with other modern language teachers i have developed many spanish activities that allow students to begin to express themselves and to begin to move toward spontaneous speaking as in a natural conversation my spanish spontaneous speaking activities 20 includes modified speed dating students ask a question from a card whole class structured speaking students substitute in or select words to communicate in pairs role playing students talk as people in pictures or drawing from 2 4 people and speaking mats can talk using a wide variety of nouns verbs and adjectives to express their ideas pairs or small group spontaneous speaking based on visuals or topics in pairs and grammar speaking games pairs or small group available for a nominal fee at teacherspayteachers http bit ly tpthtuttle my three formative assessment books http is gd tbook are modern language students real questions found in their textbook published september 20 2012 communicate conversation critical fl fluency foreign language modern language question target language textbook world language leave a comment tags communicate communicative conversation foreign language modern language oral questions second language speak target language textbook world language i recently asked my spanish college students to make a list of questions that they w0uld want to ask of a person whom they are meeting for the first time i was amazed at how uniform their answers were what is your name what is your phone number how old are you when is your birthday where are you from what are you like are you athletic where do you live how long have you lived here how are you what school college do you go to what is your major where do you work what do you do what do you like to do how many brothers sisters do you have what is your favorite music team color hobby tv show do you like a particular music group sport tv show my guess is that if we look at most modern language textbooks we will not find these questions in the first few chapters we may not find these critical question grouped together for example one textbook might not teach to live until the 4th chapter and the course only covers the first 5th chapters of the textbook i think that we can learn a great deal about what is important to our modern language students by asking them what they would want to say about a common topic found in the textbook does the language textbook reflects things that are of importance to students or does the textbook focus on its own grammar and vocabulary without focusing on what students their intended audience would normally want to say about a topic a communicative book focuses on what real people would ask answer about a topic in a normal conversation a grammar focused textbooks presents a very limited amount of questions but concentrates more on a specific grammar point that has been worked into the questions conversation i have put together numerous speaking mats that present students with a wide range of vocabulary for a given topic so that they can say and ask things that are important to them some speaking mats spanish activities sports spontaneous speaking mat small group spanish clothing spontaneous speaking mat partner talk spanish casa house spontaneous speaking mat partner talk i have many other activities where i supply the students with a wide range of possible answers such as spanish friend family member detailed description partner talk my spanish spontaneous speaking activities 20 includes modified speed dating students ask a question from a card whole class structured speaking students substitute in or select words to communicate in pairs role playing students talk as people in pictures or drawing from 2 4 people and speaking mats can talk using a wide variety of nouns verbs and adjectives to express their ideas pairs or small group spontaneous speaking based on visuals or topics in pairs and grammar speaking games pairs or small group available for a nominal fee at teacherspayteachers http bit ly tpthtuttle my three formative assessment books http is gd tbook students paired oral testing better than with examiner modern language published september 11 2012 achievement assess assessment communicate conversation fl fluency foreign language modern language oral pairs second language spanish speak test world language leave a comment tags foreign language interactions language learning modern language oral pairs proficiency second language spanish speak talk test world language based on brooks l 2009 interacting in pairs in a test of oral proficiency co constructing a better performance language testing 26 3 341 366 brooks research shows that students who are tested in pairs outperform students who are tested one on one with the examiner in addition the students interactions were more complex and revealed that students co constructed a more linguistically demanding performance in addition when students worked in pairs they more closely resembled the oral interactions typical of a real conversation in paired testing students demonstrated a wider range of interactions 17 to the individual format 10 the paired students mostly commonly had these interactions seeking confirmation asking a question asking for agreement clarification requests and prompting elaboration finishing sentences and referring to partner s ideas over half of all interactions in the one on one with the examiner was asking a question as modern language teachers we will want to encourage oral communication in the classroom we can have our students do more oral work in pairs we can structure students speaking from very basic conversations up to free flowing spontaneous conversations about common topics our scaffolding will allow our second language students to have more complex and personally meaningful conversations most of the spanish activities i have developed are for pairs a few of them are spanish tell me about yourself substitution sentences partners substitute in their own answers to tell abou t themselves spanish conversation questions spontaneous speaking partners partners ask basic questions and then variations on those questions spanish friend family member detailed description partner talk each partner talks about a family member using possible words my spanish spontaneous speaking activities 20 includes modified speed dating students ask a question from a card whole class structured speaking students substitute in or select words to communicate in pairs role playing students talk as people in pictures or drawing from 2 4 people and speaking mats can talk using a wide variety of nouns verbs and adjectives to express their ideas pairs or small group spontaneous speaking based on visuals or topics in pairs and grammar speaking games pairs or small group available for a nominal fee at teacherspayteachers http bit ly tpthtuttle my three formative assessment books http is gd tbook world language students scaffolded speaking output with substitutions published september 3 2012 communicate conversation foreign language input modern language scaffold spanish speaking talk target language world language leave a comment tags communicate fl foreign language input krashen modern language output scaffolding speak spontaneous speaking talk world language we teach world languages so that our students can speak it yet we do not teach them how to speak students identify speaking in the foreign language as creating the most anxiety in language learning young d 1990 an investigation of students perspective on anxiety and speaking foreign language annals 23 539 553 krashen explained the importance of input students listening to us as we speak the target language however he stressed that comprehensible output is the goal of language acquisition krashen s 2003 explorations in language acquisition and use portsmouth heinemann the world language teachers overemphasis on input their talking in the classroom creates a myth of promoting student speaking i watched many olympic swimming events i watched for many hours can i swim any better now than before watching them no i watch musicals on tv go to musicals in theaters and listen to choral groups can i sing any better now with all that input no every day i watch marathon runners go past my house early in the morning can i run faster and do a marathon from all their input no input provides the initial sounds sentence patterns etc for students however students have to move to guided or scaffolded output so they can produce the sounds and more importantly the sentences to converse with one another students do not magically go from hearing our speaking to their conversing in the target language we need to give them some assistance as they begin to put together sentences one technique is to provide the students with modern language sentences which contain choices they select what they want to say from the available words phrases they say what is meaningful to them through the selection of words phrases they do create sentences on their own scaffolded sentences provide a starting point for narrating and conversing in one substitution exercise the students change an underlined word to be true for them such as i live in syracuse for example i have for spanish students a tell me about yourself activity in which students say 13 changes 22 or 34 changes to tell about themselves spanish tell me about yourself substitution sentences in another variation the students change a word in over 30 questions such as te gustar jugar al béisbo l in spanish conversation questions spontaneous speaking partners once students do these scaffolded sentences they better understand how they can recombine sentences and questions to converse with one another they move toward spontaneous speaking my spanish spontaneous speaking activities 20 includes modified speed dating students ask a question from a card structured speaking students substitute in or select words to communicate role playing students talk as people in pictures or drawing and speaking mats can talk using a wide variety of nouns verbs and adjectives to express their ideas spontaneous speaking based on visuals or topics and grammar speaking games available for a nominal fee at teacherspayteachers http bit ly tpthtuttle my three formative assessment books http is gd tbook world language speaking the power of asking and answering questions published august 20 2012 answer communication conversation foreign language modern language partner question talk world language leave a comment tags answer communication conversation foreign language modern language pair partner question talk world language as i looked at a modern language textbook i saw that it had mini conversations of 2 3 lines for example who is looking at the car chris is looking at the car in reality such conversations simply practice the recently introduced grammar of the unit these conversations do not communicate anything other than grammar for me the ability to ask and answer questions is key to being able to converse in a world language however students do need to practice in asking and answering questions they need not only to understand what the question word means but also to know how to answer the question word for example the spanish question word dónde means where and the student answers with a place my students practice in asking and answering questions during a recent summer school final my students working in pairs asked ten questions and gave ten answers based on a randomly selected common topic in a three minute period they had no time to prepare to talk they just began their conversation to develop that skill i have my students do activities like spanish question words speed asking partner speaking http www teacherspayteachers com product spanish question words speed asking partner speaking in which they practice seeing how many questions they can ask about a topic and spanish questions modified speed dating whole class speaking http www teacherspayteachers com product spanish questions modified speed dating whole class speaking in which they ask a question from a card and their partner answers the question then the partner asks a questions students need much practice in asking and answering questions before they can do it spontaneously to find out information from a partner how much do you have your students practice asking and answering questions about common world language topics how well do your students communicate in a conversation my 20 spanish spontaneous speaking activities such as modified speed dating ar verbs modified speed dating leisure sports spanish conversation topics partners multiple sentences speaking board game describing a friend talking about classes preterite game speaking and clothing spontaneous speaking mat are available for a nominal fee at teacherspayteachers http bit ly tpthtuttle also my book improving foreign language speaking through formative assessment larchmont ny eye on education includes a procedure to assess all students in the class in just three minutes it provides for each of fifteen language functions such as socializing asking for and giving information ...