According to #langchat participants, the best assessments are those that incorporate and prepare students for real-world language interaction.
 
@cadamsf1 summarized the key point of last Thursday’s #langchat conversation simply: “Less is more with summative assessments so that kids use the language and have success!”

Participants in the chat shared some interesting perspectives about how and when to do summative assessments. A number of great ideas were given about making summative assessments work to improve students’ communication and prepare them for real-world language exchanges.

Defining “Quality” Summative Assessments

Although each #langchat teacher has a different style of teaching, there are many elements of summative assessments that most teachers incorporate. The most effective summative assessments include multiple modes of communication, provide students with expectations in advance, and incorporate creativity. Still, each teacher has a different definition of a “quality” summative assessment.

• @garnet_hillman said, “Quality summative assessments occur when the students apply and use what they have learned in class in their own way.”
• @Marishawkins said, “A good summative assessment allows students to express what they know and gives choices. Good summative assessments should also reflect what is going on in class- not something new that students haven’t seen.”
• @CoLeeSensei said, “For me, quality summatives are interpersonal, oral, interaction and personal reflection of learning.”
• @cadamsf1 said, “I think it includes the things mentioned plus they allow the students to realize that they can use this in a real world setting.”
• @jas347 said, “You give a summative when your students have learned all that they need to perform well on the summative…backward design!”
• @alisonkis said, “Summative assessment is open-ended and truly allow students demonstrate TL [target language] skills.”

How Much Summative Assessment is Too Much?

@Placido asked the question, “How often do you do summative assessments in your world language classrooms?” Although the answers were varied, most #langchat teachers do between two and three each semester/trimester. @snesbitt1972 said, “I think that less is more with summatives. Why do we have to have such long unit tests?” @CoLeeSensei answered, “So true – mine have evolved a lot and now are more personal expression than long written exam.”

Student-Centered Assessment

Different students understand different elements of a world language at different times. That is why it is so important to have student-centered assessments that empower students to excel. @jas347 said, “Timing needs to be based on your students, not on your schedule. Set them up for success by giving it when they’ve shown they’re ready! I always let my students know the project for end of unit at beginning of unit. It gives them goals.”

Choices are also a way that assessments can be more student-centered. @Marishawkins said, “I try to give my students choices – normally through different writing options.” @SraSpanglish said, “With the right classes, I let them choose research topics and sometimes part of how they are graded (content 1/4).”

13 Tips for Creating Quality Summative Assessments

1. Be Creative. Students will respond better to an engaging, interactive assessment than to a boring one. Not only that, but having interesting project-based and communication-based assessments can eliminate teacher burn-out as well.

2. Break Down Assessments. @SraSpanglish said, “For term projects, I break down the tasks involved as much as possible, having them submitted for review before the due date. Most recently, I’ve broken down tasks by mode of communication: Intepretive 1st, Presentational, Interpersonal (discuss day of).”

3. Incorporate Formative Assessments. @alisonkis said, “Lots of formative assessments are needed to ensure successful end performance.” If world language teachers are doing consistent formative assessments, they will have a much better understanding of their students’ abilities and likelihood of success on a summative assessment.

4. Reduce Pressure on Students. Many students have testing anxiety, so it is vital to eliminate as much pressure on students as possible. @jas347 said, “Not being watched by the entire class at once reduces pressure! Present/talk in smaller groups.” @SraSpanglish suggested that anxiety can be reduced by maintaining a standard testing procedure that students can rely on.

5. Encourage language risk-taking. @garnet_hillman said, “Errors are inevitable, communication is golden. If they are afraid to try, we haven’t accomplished anything”

6. Prepare Students at the Beginning. @jas347 said, “Letting students know from beginning what you expect from a summative assessment lets them know what they should be able to do so they don’t overestimate.”

7. Don’t Rely on Just the Textbook. Often times, a textbook assessment doesn’t truly reflect the teaching in the classroom, nor the real-life experiences that a world language should prepare students for. @snesbitt1972 said, “Real life isn’t in a textbook! Is that the BEST they can give the kids?” @srvonier responded, “Sometimes the best textbooks are stacked in the corner.”

8. Get Them Talking. @CoLeeSensei said, “I think if we create activities where the language is the tool, not the focus they buy in more perhaps. Usually they’re so keen to talk to each other doing the task they forget it might be an evaluation!” @cyberfrida said, “COMMUNICATION with or without errors is what I want. Verbally, orally, written. It will always be a process.”

9. Make it fun. @Sra_Kennedy said, “[Make] the task relevant and engaging. Find out their interests and let them explore that in the TL [target language].”

10. Use real-life tasks and problems. @Lesliefosterann said, “I find that there is student buy-in when language is used as tool for real life scenarios.” @cadamsf1 said, “We talk about real world issues which increases interest. They can speak with family and others.” @CoLeeSensei said, “It is a challenge – I tend to look at what we’re learning and think ‘When would I use this language in real life?’“

11. Encourage Imaginative and Creative Thought. @jas347 said, “I don’t think they’ve ever been asked to use their imaginations before. They’ve only been taught and regurgitated.” @CoLeeSensei responded, “Very true – so some are ‘really real life’ and others not so much!”

12. Move Away from Multiple Choice. Many multiple-choice type questions are not designed to test higher-level thinking skills. Often, they are not conducive to showing students interpersonal and presentational skills in the language, either. @placido said, “Personally I want to continue moving away from multiple choice and toward MORE authentic performance assessment!”

13. Work As a Team. #langchat teachers all have varying curricular responsibilities when it comes to working as a team. @cyberfrida said, “Our challenge is that not all WL teachers are on the same page. Some prefer grammar, others skills.” While some teachers are compelled to use books or departmental exams, #langchat participants encouraged all world language teachers to incorporate as many of the modes of communication possible in order to truly assess student growth.

Creative Summative Assessments To Try Next Year

Mini-Presentations

@jas347 shared an idea that is being used in one world language class. Students give mini-presentations to each other in pairs, one partner presenting and the other asking questions. Then the roles reverse. @jas347 said, “My assessments are normally set up in a fair type way. 1/2 students set up projects with their design, with a written brochure or flyer. This works great for student choice and includes all modes. Students can design schools, houses, clothes and then find out others’ design in TL.”

Travel Fair

@CoLeeSensei talked about her “travel fair” as a way to assess using all three modes of communication.
“We’re doing a travel fair tomorrow (various areas in Japan) and then a ‘write’ about which tour they’d like to go on and why.”

Murder Mystery

@CoLeeSensei also introduced her creative “Murder Mystery” assessment. In this assessment, one student plays the victim while the rest of the class has to figure out who the murderer is by asking and answering questions in the target language.

Question Card Activity

@SraSpanglish said, “I’m giving students question word cards: they have to ask presenters one of each and get quality responses. Partners have cards with questions in English. I have monitors work with two partners and track questions and responses.”

Thank You!

Thank you for being a part of our professional learning network by participating in #langchat. We are always open to discussing new ideas for the world language classroom. If you have a specific topic you would like to see discussed this Thursday at 8pm EST, please share it with us!

Thank you to @placido and @CoLeeSensei for moderating the chat. You helped us keep the ball rolling and led our discovery of brand new ways to create and implement assessments. For a complete transcript of this session, please visit our online archive.

Additional Resources

Got the rubric!
LANGUAGE SENSEI
lingtlanguage
JCPS assessment documents
Ted Talk Every Kid needs a Champion
E-portfolio Template, Spanish 2

Infusing culture into the classroom, travel and dance are just a few ideas that always seem to get world language students motivated to learn.
 
“Kids love variety, creativity, and want some choices about what they do,” @dr_dmd explained. His comment hit the core of what the chat was about on Thursday night. Teachers from all over the continent shared what excites their students to learn, and found that world language students are motivated by the same basic things.

29 Proven Ways to Motivate Your World Language Students

1. Real-world applications. A huge number of teachers talked about how important it is for world language classes to connect to the real world, on a small or large scale. @dr_dmd said, “When we have activities about the REAL world, students seem to be curious, want to know more.” @SraHass said, “I think a great intrinsic is having big real world projects, maybe spanning years, culminating in service travel maybe.” @DiegoOjeda66 said, “Every example, every lesson has to be connected to students’ real world.”

2. Travel. Going to a country where the target language is spoken can be one of the most motivating events in a student’s world language experience. @cadamsf1 said, “I had a parent write and tell me how much more motivated her child was after a trip where she was the only one who could speak the language.”

3. Classroom climate. Most world language teachers agreed that classroom climate is one of the most important elements in keeping students motivated. @SraHass said, “I agree that creating a good class culture is important for students to take risks.” @placido said, “Trying to take a cue from band teachers…make the class feel like a family, like a club, like the kids are special for belonging!”

4. Progress. Nothing is more motivating to a world language student than knowing that they have made personal progress in the language. @CatherineKU72 said, “Students [are motivated by] seeing their progress over time. They sometimes forget where they started and how they have grown.” @trescolumnae said, “[A lot of positive class climate] comes from the excitement of accomplishing a worthwhile task!”

5. Have high expectations. Students will be more motivated if they know that, when they do accomplish something, it will be a real achievement. @dr_dmd said, “Have high expectations! Don’t compromise, but do scaffold for success. They CAN do it, but help and coach!”

6. Invite guest speakers into the classroom. When students meet people who have been successful at learning the target language, they form personal connections with it. @placido said, “I bring in guest speakers whenever possible! Native speakers and former students who have study abroad experiences!

7. Be unexpected. Many of the #langchat world language teachers talked about how important variety is in their students’ motivation. @CatherineKU72 encouraged, “…unexpected activities that change up the class. I sent second years out onto campus w/iPods to take pictures of objects and adjectives. Motivation!” @c_macd shared, “I had students playing MASH. It was such a great way to bring their interests into language activities.”

8. Humor them. Students are more likely to want to come to class if they know they will laugh at least once. @Sra_Kennedy said, “#langchat I use humor to motivate students. Silly faces during songs. Funny voices during dialogues. They eat it up.” @dr_dmd agreed, and gave some excellent advice: “Incorporate HUMOR often! The more laughter, the better! But not at anyone’s expense! Costs too much. Make it safe!”

9. Connecting globally. Many world language teachers shared their positive experiences with global connections to motivate their students, mentioning Edmodo, Skype and Google+ as great tools. @profeslack said, “I’ve been able to set up Skype sessions with people/classes in Spanish speaking countries. Students love using L2 for real communication”

10. Be interdisciplinary. @msfrenchteach said, “I find it important to make those interdisciplinary connections with a broad-range of topics (like w/the 6 major AP themes).” @SraHass said, “I tried connecting with geography so our unit topics would coincide; everyone’s so busy!” @cadamsf1 said, “My science students that are in language like it when I choose short readings or topics for them.”

11. Artistic elements. @HJGiffin said, “I have found my success with art as the content to be very effective. We make art…in Spanish.” Other teachers agreed that art is a great way to get students more involved in world language. @dr_dmd said, “Anything art related is very interesting to kids! Check out the @GoogleArtProject for some inspiration!”

12. Music and dance. Music and dance are great introductions to culture and get the students moving. @cyberfrida said, “I sometimes dance in front of class with Spanish music! Some join me, others sing.” @Innablog shared, “In Spanish club we do Zumba, Bachata, Cumbia and Salsa. Kids love it and then sing songs.” @klafrench said, “Songs and music videos really get them involved, for me. No iPad games or chats when we do one of these. They are all focused.”

13. Journaling. Having students write journals makes language learning more personal and long-lasting. @HJGiffin said, “Every day the students write a journal in the TL about personal topics and opinion (today = What is love?) Kids want to share.” Even group journals can be great motivation, as @Marishawkins explained. “We did a fake Facebook page and the students loved it!”

14. Give students creative expression. @SrtaTeresa encouraged teachers to incorporate, “…anything with few parameters where they can use their creativity. I have students who come to life when they are given freedom.” @msfrenchteach agreed: “Great point regarding creativity and freedom! Nice to have challenge of developing tasks that motivate even least creative students.”

15. Performance based tasks. One of the key ideas that many teachers agreed upon was the elimination of focus on traditional grades in favor of performance-based assessment. @julieeldb00 said, “I agree. Performance-based tasks motivate my students. They like to see what others create.” @trescolumnae said, “The effort-results connection is key, and for grade-motivated students, grades should reflect that.”

16. Technology. Any world language teacher who uses technology in class knows that kids light up when they are allowed to use their phones, Ipads or computers to learn. The Edmodo software was brought up as a good example of motivating technology. @dr_dmd said, “@edmodo rocks BIG TIME! My kids will write compositions in @Edmodo when they won’t on paper!” @AudreyMisiano said, “I see my students logging in outside school time, during vacations and checking out content! It’s a great motivator!!”

17. Television and videos. Watching and making videos can be a great way to get world language students excited about class. @HJGiffin said, “We also watch real telenovelas in Spanish w. Spanish subtitles. They picked it up SO quickly because the acting is so obvious!” Reader’s theater and other video productions can also be fun for teachers. @trescolumnae said, “Readers’ theater or, if you have time, making video versions of what you read – exciting for many students AND for me.”

18. Mentoring. Many teachers have found success in programs where their students help teach to younger or more inexperienced classes. @AudreyMisiano said, “Another motivator for my students this year has been cross-age teaching. They prepare for teaching younger students in our district.”@Sra_Kennedy agreed, “My third graders will do just about anything for the chance to help out with kindergarten.”

19. Connect with students’ interests. In order for students to be interested in coming to class, they have to feel that they personally connect with the lesson and language. @trescolumnae expressed it perfectly, “So, to create the joy we have to connect everything (language, cultural products/practices/perspectives) with students’ compelling interests.” @HJGiffin agreed and added, “…and themes that are relevant to their lives (body image, divorce, etc).”

20. Connect with community and home. @SraHass said, “Connect with the community – community exhibitions for authentic audiences, how #WL is present in local hospital/businesses, etc.” @julieeldb00 said, “I like to flip the class – students take the notes at home and then use all class to apply and practice.”

21. Games and props. @AudreyMisiano said, “I also use a lot of games for motivation. I love games because I design them so the learning is disguised…they don’t even know it!” @Sra_Kennedy said, “My students love props. I’ve never seen them go so crazy as when I pulled out a bucket of plastic food during our restaurant unit.”

22. Provide rewards. Having a good reward is a great way to keep kids engaged in the lesson. @SrtaTeresa said, “Smelly stickers and ones with praise words motivate as well, even high school students.” @SrtaTeresa suggested using free reading as a reward for early finishers. “Classic children’s books in Spanish can be fun to look through if someone finishes a test early.”

23. Teach organization. @DiegoOjeda66 said, “Organization is a very important aspect of motivation.” @CatherineKU72 said, “We go through binder organizing every other week. What’s missing? Replace, organize. It really helps distressed students.” @Sra_Kennedy encouraged teachers to run an organized classroom as well, to help alleviate stress for students. She said, “Having a well-established routine all around I think helps students know what to expect.”

24. Promote participation. @klafrench said, “I find it is easier to “hook” them the younger they are. My 7th graders are all motivated to participate and share.” @CatherineKU72 said, “I ask students if they have any other class where they have so many cool activities. Other classes use workbooks, drills. Not French.”

25. Friendly competition. Many students love to be able to compete. Friendly competitions can get students working together and much more engaged in the lesson. @DiegoOjeda66 said, “I include competition sections in my tests. Students are divided in groups and score points for their teams if answer correctly.”

26. Give students freedom to choose. So often, students are mandated activities and assessments. Giving them the option to be in charge makes them much more motivated to complete a task. @DiegoOjeda66 suggested allowing students to help prepare the day’s lesson. He said, “Like @SECottrell has advised us in the past, allow students to design their own assessments.” @dr_dmd said, “Give students opportunities for voice and choice as often as possible, and daily in some manner – students need to OWN the class as well”

27. Be passionate. Many teachers suggested that personal passion for the language is one of the best motivators for world language learners. @klafrench said, “When they see your passion, it is catching! They will catch the spirit and be just as excited as you about it!” @cadamsf1 responded, “That is so true!! You can bring them up from the dead sometimes if you are passionate enough about it…”

28. Use inquiry-based learning. Helping students to foster an inquisitive mind and allowing them to research their own answers is a great way to motivate students with higher-level thinking skills. @alisonkis explained, “Inquiry-based approach engages students in learning process.”@dr_dmd suggested, “Invite students into the inquiry – when they have a question, can they do some digging to find the answer and teach the class?”

29. Don’t overdo it. With all of these great ways to keep kids motivated, it can be very easy for a world language teacher to get overwhelmed. @CatherineKU72 has some words of wisdom for the world language teacher who wants to do everything now. She said, “I would add: temper your energies. Burning out because you gave 150% everyday is not good either. Lots of energy, w/breaks.”

How to Motivate the Unmotivated

@CatherineKU72 said, “We provide a great deal of motivation, but how to help those who cannot motivate themselves or feel no motivation to try..Trickier” @klafrench said, “@DiegoOjeda66 That is absolutely true. Just being tough on them all the time gets us nowhere as teachers.”

Even the best lessons and teachers run up against a student who just doesn’t want to be in class. But, some, like @msfrenchteach sees it as a positive challenge. She said, “Motivating students to find interest in WL learning keeps me on my toes. Without challenge, life as an educator would be dull.”

@placido gave some of the best advice of the night for reaching the unreachable students: “Kids just love to feel loved and special. If you can figure that out, the learning comes easy!” @dr_dmd responded, “We must believe in our students, and not just some, but ALL of them. Even mushrooms grow!”

Thank you!

Thank you to our moderators, @dr_dmd and @placido, as well as the other #langchat moderators that were present, @diegoojeda66, @msfrenchteach and @SECottrell. It was a great, fast-paced chat that was over sooner than most of us would have liked. Also, thanks to everyone who came out and actively participated. It is always great to have new resources in the search to keep world language students motivated.

Please help us be a better professional learning community by sharing with us what you would like to chat about during #langchat. Visit us online to share your topic ideas for upcoming chats. You can also find a complete transcript of last Thursday’s chat.

Additional Resources

No Child Left Monolingual
Kristy Placido
Edmodo: Mrs. Audrey Misiano
BLOG: The French School In Mount Vernon
Edmodo: Mr. Don Doehla
Spanish Class – Authentic Materials
AudioLingua
The concept of self, Part 1
The concept of self, part 2
Slam Poetry Resources
Unidad: La inmigración
My Spanish Games
Project-based learning in World Languages
ARCS Model of Motivational Design (Keller)
Fresh Prince: Google Translated
Google Translate Cover Of ‘Call Me Maybe’
French Class with Alec Baldwin in Saturday Night Live”
Les mois de l’année
AIM rap
El rap de la entrada
AIM Entry Routine
Tuve Para Dar Remix Block 2
Rita Pierson: Every kid needs a champion
Guía del Prado

 
The concept of backwards design is not new to most world language teachers. As schools become more product and test-oriented, teachers must use the end goals of proficiency as a constant guide when they are developing curriculum and assessments. At last week’s #langchat, participants talked about how they are using the backwards design concept to create more engaging activities, authentic assessments and informative rubrics.

Defining Backwards Design

Although there are varying interpretations of backward design, @suarez712002 gave us a perfect Twitter-length description. She said, “Backwards design = 1) What students will be able to do 2) Assessments 3) Activities.”

In more specific terms, backward design is the concept that curriculum development starts with the end goal in mind. What will students be able to do by the end of the term, unit or class period? When world language teachers consider these goals before sharing new information, many believe that it helps them create a better learning experience for the student. @SenoraMcLellan shared a widely held idea with the rest of the participants: “Identifying desired results makes the planning of learning experiences and instruction so much easier!” @msfrenchteach said, “When the many steps of backward design are used to develop the curriculum, assessment and all leading to it should lead to student successes.”

Teachers Who Can = Kids Who Can

Many participants of #langchat emphasized that backwards design is really only as good as the final goal. Creating meaningful final statements of ability is crucial to an effective curriculum. @maggierodger said, “We use success criteria. We write “I can” statements at the beginning of the unit about what the kids will be able to do by the end.” @SraSpanglish shared her process as well: “Once I have a question to be answered, I consider accessible sources and how to process them.”

One of the most popular ways to create meaningful final goals for many world language teachers is by adapting the Lingua Folio “I Can” statements for their classrooms. These simple, student-centered statements are clearly defined and provide a great starting point for many backward design units. They also contribute to more confidence in their burgeoning skills. @maggierodger explained, “Students using “I can” statements hopefully understand that they CAN speak another language (no matter how little vocab they have).”

Putting Backward Design on the Students

This brought up a valuable point: as soon as students buy into the concept of backward design, it becomes much more effective. Some teachers shared ideas where students had control over what the end goals would be. @msfrenchteach said, “I began providing students with the Can-do statements this year. Students definitely appreciate knowing the unit goals.”

Other teachers expressed that they put even more of the backward design of their courses on the student’s shoulders. @Innablog said, “I have student write their goals for learning English and tell me what will help them to reach it.” @SraSpanglish shared an idea where she gave students general thematic topics and asked them to create their own desired “I Can” statements. @jennahacker added to this idea: “I have students tell me what they need to accomplish the “I Can” statements at the beginning AND reflect at the end. What did they need?”

Reflect and Respond

Many teachers suggested that reflection and adaptation is key to making backward design work. Having students do self-evaluations of a lesson helps teachers make the activity better for the next class. @CoLeeSensei said, “I often have students ‘self-assess’ after an activity and sometimes I remember to get them to jot down few things on back!” Other teachers mentioned using “talk-back” cards: cards with a few key questions about the activity and whether it met the student’s language learning needs. @Marishawkins said, “One thing that has helped me is to craft “can do” statements for my objectives. I reference them at the end for an exit ticket.”

Other Thoughts on Using Backward Design for World Language

• @natadel76 said, “I think the key is that the students know where they’re going and that they need all the steps to get there.”
• @jennahacker said, “Backwards design works. Knowing where students need to end influences every decision and activity up to that point. Backwards design also allows student to see the big picture and how it breaks down into many goals.”
• @msfrenchteach said, “Backward design allows educators to observe BETTER student success – both smaller and larger successes.”
• @CoLeeSensei said, “Backward design also helps students see that language is a practical tool to accomplish a task they just might face in the real world.”
• @msfrenchteach said, “Traditional testing can really disappear from the curriculum if well-developed units are created with backward design in mind. That’s my goal.”
• @cadamsf1 said, “It would also help parents who always ask, “What can do we do?” It gives them a concrete task also!”

Thank You!

Thank you so much for your participation in this amazing #langchat! It is so much fun to talk about world language teaching with teachers around the world! Get involved with #langchat by sharing your ideas for conversation topics and help us brainstorm better ways of teaching together.

Again, thank you to our wonderful moderators, @CoLeeSensei and @msfrenchteach. It was so wonderful to have both of them working to make sure everyone’s voices were heard. As usual, there are many great ideas that we couldn’t fit into the summary. For a complete transcript of this session, please visit our online archive.

Additional Resources

Kentucky Department of Education: Standards and Curriculum Documents
eLinguaFolio – open source LinguaFolio service serving North Carolina
Juno – Online tests, quizzes, worksheets & textbooks
Self and-Partner Evaluation Activity Rubric
Infuse Learning
New Twists to Old Themes | Señora B
Youtube Video
The Comprehensible Classroom
Socrative

“Songs can get to your brain and heart faster than any other language interaction,” stated @DiegoOjeda66 last Thursday night. His comment got right to the heart of many teachers’ perspectives about using music in the world language classroom.

Music is a universal element of culture, and one of the eight learning intelligences discussed by Howard Gardner in his multiple intelligences theory. It is no wonder then, that #langchat participants were so excited to share their ideas about why music is so effective and how to tie it into world language learning.

Why Music?

There are a lot of reasons that music is a great teaching tool in the world language classroom. Not only is it fun and engaging for students, but there is a lot of subconscious knowledge that is being transferred when teachers include authentic music activities.

Cultural Rhythms. Many teachers spoke of the cultural elements embedded into authentic songs. @cadamsf1 said, “I use songs to link with culture and politics- then we talk about comparisons to American songs. I also do the song lines in order.” @karacjacobs said, “I love using songs in class! Big reason: Songs are the cultural products that describe cultural perspectives and practices.”

Motivational Music. Another key reason that many world language teachers use music is that students just love to participate with it. @dr_dmd said, “It is a great motivator for my students, or a reward at end of week.” Many expressed the motivation that music offered them when they were first learning their language. @yeager85 said, “Music sparked my interest in Spanish and is why I’m fluent. My HS teacher introduced me to it and the rest is history. Music is powerful!”

Outside Practice. @ProfaBaros said, “How do we get “free” comprehensible input outside of class? Get a song stuck in student’s heads!” Many teachers agreed that songs stuck with students outside of class much more often that simple poems or repetitive activities. @jennahacker said, “They listen AND sing outside of class. I love when I hear them singing the chorus in the hallway. They’re practicing w/o knowing!”

Pronunciation Patterns. Some #langchat teachers mentioned that using songs within the world language classroom can improve students’ pronunciation. @alisonkis said, “I teach Mandarin and use lyrics to help students with pronunciation.” @tmsengel said, “Started year with children’s song video. Used instead of alpha to learn special Italian pronunciation. Best pronunciation this yr.”

Fast-Track Proficiency. Finally, a key element of using songs to teach is that students in early learning stages can quickly understand and identify key vocabulary and concepts in songs. This gives them a sense of ownership in their language acquisition and can help them feel more proficient. @tmsaue1 said, “Song could be a great strategy to get kids feeling successful in early stages of language learning.” @dr_dmd responded, “This was my experience – really boosted by confidence and enjoyment of learning English.”

7 Best Practices for Using Music in World Language Classrooms

1. Rap, and repeat.

Repetition is one of the reasons why music is so effective when other ways of teaching concepts are not. Music is naturally repetitive, so it allows much more inherent practice than other forms of learning. @CalicoTeach said, “Repetitive, simple lyrics are great for novices. Making the music comprehensible is what brings value.”

2. Dance It Out.

Other teachers mentioned that students love dancing along as well, which makes for a positive learning experience within the world language classroom. @senoralopez said, “The best part is dancing! Learning must be fun.” @jennahacker said, “I love incorporating songs that go with movements. Muscle memory helps the learning!” @CalicoTeach said, “Use music and specific actions to teach action verbs (turn each action into a dance) is an effective, fun strategy for elementary students.”

3. Pick Music You Like!

@DiegoOjeda66 reminded us that, since teachers spend a lot of time with the music they choose, it is vital to choose likeable music. @suarez712002 said, “Oh yes, we can work with songs we don’t like but the effect is not comparable when you work with the ones you like.” Plus, when teachers like the music that is being played in class, it becomes more authentic in the students’ minds. @jennahacker said, “I have music on during group work, etc. The kids see me singing along. Lets them know it’s real! Not just 4 show.”

4. Be the Weird You Want to See

Many teachers expressed concerns that students won’t feel comfortable enough to sing or dance along with authentic world language music. @dr_dmd suggested, “Make it SAFE to perform, be goofy, teacher should model this!” @DiegoOjeda66 said, “Even if you are a good singer, sing in your worst fashion so they won’t feel the pressure to sing perfectly.” @jennahacker went even further: “I make sure I look like the biggest fool in the room. Sing and dance dramatically so they can be comfortable.”

5. Have Non-Threatening Alternatives

Although there are usually always some students who love to sing and dance at the front of the class, there are others who won’t. That is why it is important to have low-stress alternatives to participation. @jennahacker said, “I don’t force students to sing, but I do highly encourage it. We all laugh together. They at least have to stand and do gestures.” A number of teachers also suggested group singing and listening activities for non-performing students. @CarolGaab said, “I always give student the option of lip syncing. That way, those who are tone deaf are not “exposed.”" @DiegoOjeda66 said, “Recite songs as poems, in a very dramatic way. For those who rather not sing.”

6. Pre-Teach

Since many popular songs include slang and advanced vocabulary such as idiomatic expressions, it is wise to pre-teach a song before it is shared with the class. @natadel76 said, “Songs often use conversational lang or slang too. Sometimes I have to look it up myself! Thanks for WordReference! #langchat” @CarolGaab commented, “So many authentic songs have a ‘story’. Easier to pre-teach more common vocabulary to tell the story, THEN delve into lyrics.”

7. Tell a Story.

There are so many great songs out there, it can be difficult to choose one that is catchy, interesting and supportive of other world language benchmarks. Some teachers suggested choosing songs with stories in order to help students grasp the meaning of song lyrics.

Other Great Ideas for Using Music in the World Language Classroom

• @dr_dmd said, “Very fun to create our own songs, if we have some level of ability!”
• @dr_dmd said, “There is the ever popular Cloze text approach – helps students listen for missing words – easy and fun”
• @DiegoOjeda66 said, “Competitions among students to see who can read the songs the fastest without mistakes.”
• @WLteachmeh said, “Novices can listen for words they recognize or how many times they hear something specific.”
• @natadel76 said, “If song is comprehensible to students, cut lines and have the kids restore the lyrics as they listen.”
• @dr_dmd said, “I like to embed YouTube videos on a wiki page, then create a Google form to embed below it with some questions/activities – Fun!”
• @natadel76 said, “Can also write summaries of stanzas in comprehensible lang and have sts match w authentic lyrics.”
• @natadel76 said, “Use songs as #authres to reinforce/illustrate a theme in intermed/advanced (environment, war, etc). Springboards to conversations!”
• @dr_dmd said, “Anyone on #langchat tried having students write their own songs? They love to rap! Wrap it up in Rap!”
• @jennahacker said, “For novice, I do a quick “what did you hear?” and have them circle words or short phrases.”
• @alisonkis said, “You can also put on Voicethread and have students talk about their ideas and opinions about the song.”
• @SenoraMcLellan said, “I agree, I like to play clips, short, sweet and recognizable.”
• @yeager85 said, “Use wordle!!! I got the idea here. Put song lyrics on one and have students highlight lyrics. Pairs with SMARTboard perfectly!”
• @MonsieurMiami11 said, “I do a song of the week with a lyric sheet and missing words. It serves as a rare extra credit opportunity.”
• @alisonkis said, “Students can also learn the song and demonstrate their understanding by making music videos via animation!”
• @DiegoOjeda66 said, “Always start working with syllabic division. Make them feel comfortable with pronunciation.”
• @DiegoOjeda66 said, “Use www.grooveshark to find any song and create class lists for free.”
• @SECottrell said, “Another tip: Use 2 songs to ask for comparisons. Pushing for comparisons pushes for higher level thinking.”
• @SECottrell said, “A few tips – keep your own Pandora, Spotify going regularly; jot down title to research when pattern/theme strikes you.”

Thank You!

Thank you so much for your participation in this amazing #langchat! There were so many great comments and suggestions that we didn’t even get half of them down. Make sure you check the #langchat transcript for a complete version of this amazing chat!

Again, thank you to our wonderful moderators, @dr_dmd and @CalicoTeach who shared such great ideas and resources with us. We are glad to have a place to talk about what is working (or not working) in the world language classroom.

If you have a specific topic you would like to see discussed this Thursday at 8pm EST, please share it with us!

Additional Resources

A Few Singers and Songs

Edith Piaff
No Me Ames by JLo Marc.
Celine Dion
La Reina del Pop by La Oreja de Van Gogh
Jueves
@KevinKarla_LB

Other Links

http://www.singsnap.com/
http://www.caslt.org/resources/french-sl/links-other_musique_fr.php
http://www.langcanada.ca/resources/french-sl/langcanada-search-results_fr.php?xaction=search&selected_vocabulary=346&tagSelected=true
http://lyricstraining.com/
http://flecampus.ning.com/forum/topics/chansons-et-clips-en-classe-des-langues-fle
http://spanishplans.org/tag/musica/
http://www.hlrnet.com/rsmus.htm
http://www.leplaisirdapprendre.com/
http://www.youtube.com/watch?v=OjVGBPGkaAw
http://www.acelf.ca/c/bap/resultats.php?motscles=&theme=17
http://elmundodebirch.wordpress.com/2011/08/28/update-to-my-spanish-music-database/
http://www.youtube.com/watch?v=QsjdOGbL9VQ
http://www.cavilamenligne.com/fiches-pedagogiques/
http://blog.educastur.es/frances/category/musique/
http://www.paroles.net/
http://www.bonjourdefrance.com/karaoke-fle/index.php/fr
http://www.youtube.com/kidsimmersion

Among #langchat participants on Thursday night, it proved to be difficult to come to a consensus on which texts best help students meet communication proficiency goals. Each teacher had their own way of looking at texts, although using authentic resources, leveled reading and communication reading activities seemed to be common themes in many world language classrooms.

Are Authentic Materials the Best Texts for Comprehension?

Many #langchat teachers highly praised the use of authentic materials to help students read for communication proficiency. The problem is deciding what resources are truly authentic. It seemed that each participant had their own interpretation of exactly what is meant by the phrase ‘authentic resources.’ @jennahacker said, “Authentic texts – stories, news articles, tweets, product labels, recipes, traffic signs, store flyers, etc. things they can use.”

Some participants held the idea that authentic resources are only truly authentic if they have not been modified in any way. @dr_dmd said, “Good text should be authentic resources – written in target language for a target language audience – REAL language not tailored for L2 learners, but real life communication.”0 @textivate said, “Personally I can’t see the point in authentic resources if all it’s about is simplifying a comprehension task….”

Other Ideas About Using Authentic Resources

Choose Authentic Resources with Purpose. If you are using authentic resources, make sure that you have a specific goal in mind. @SraHoopes said, “Authentic texts are written at all levels. They can work if selected with purpose.” Some teachers spoke of choosing authentic resources at lower levels to peak interest, while others spoke of using authentic resources to help students learn to glean information from context.

Texts Designed for Second Language Learners. A number of participants spoke about the value of using texts specifically designed for students learning a second language. @placido said, “Texts geared to second language learners can bridge the gap to higher level literature, while providing high-interest reading at a low frustration level.”

Focus On Comprehension. Some teachers mentioned the idea that authentic resources may not provide the most communication for students, as they often incorporate language that students are not ready for. @placido said, “Authentic resources are cool, but have very shallow levels of comprehension. I use them but don’t spend tons of time on them.”

Use Authentic Resources Wisely. On the other hand, some teachers felt that authentic resources can be excellent ways to spark student comprehension through engagement, regardless of what level they are at. @jennahacker said, “I think you can make a text work for any level. Change the task, not the text.” @MmeNero said, “Students feel that they have ownership over their learning when they can read authentic documents. They are so proud!”

Interesting is the Same in Every Language

@SraHoopes shared, “Authentic text or not, all that matters is whether it’s comprehensible to students and whether they find it interesting.”

This idea was supported by many of the langchat teachers: as long as students think it is interesting, they are willing to read it. @placido said, “Krashen told me that the higher the interest in the text, the more ambiguity the reader can tolerate. I find it to be true!” @dr_dmd expressed his disinterest in textbook-only reading:  “SO dead and dry! Only meant to teach a structure. We can find LOTS of text online that can be accessible, fiction and non-fiction, poems, songs, Karaoke, manga, comics – choices!”

The best ways of keeping students interested? Humor, memes and teacher-produced stories that are specific to the classroom. @sonrisadelcampo said, “Authentic resources are great, but don’t forget your own creativity to write texts; You can personalize it 2 your class.” Through writing vocabulary-rich stories personalized for your classroom, students become more engaged and active in the learning process.

Best Practices for Reading World Language Texts

A number of other best practices were shared in the #langchat forum:

Modeling. Students will become more involved in reading if they see their teacher enjoying it as well. @mme_henderson said, “I really think the teacher should show a love of learning and reading. I want them to love reading too!” @sraoconnor said, “I agree.  If I am reading, my kids seem to take the time more seriously and read more intently.”

Images. Incorporating images into reading is not only good for visual learners, but can provide vital context clues and spark interest in the reading selection. @SraStephanie said, “I like lots of pictures and/or captions for novice texts! Kids feel like they are getting away with something .” @jennahacker said, “Infographics are great too! Fun, useful info about all different topics. Authentic, but easier to decipher for novice.” Other great image web sites mentioned were Google Images, Pinterest and Flickr.

Variety. @placido said, “When choosing or creating texts, I try to balance silly and serious, high interest and high value.” Keeping reading selections varied increases students’ motivation to participate. Teachers shared many different types of readings that students can participate in such as songs, recipes, menus, ads, news articles, tweets and instruction manuals.

Pre-Teaching. Especially when using authentic resources, it is vital to pre-teach important concepts, cultural elements and vocabulary so that students don’t become frustrated. @MmeNero said, “Use authentic texts, but it is so important that students are prepped. Cognates and familiar word searches to then answer questions.” @dr_dmd said, “Agreed – frontloading text with comprehensible input is essential – stories are more meaningful with oral language input and comprehension checks.”

Leveled Reading. A number of teachers spoke highly about using leveled readers, both for second language learners and those designed for native early language learners. @CarolGaab said, “I think it helps accelerate acquisition if you add comprehensive input through level-appropriate texts that provide repetitions of target language structures.” One highly recommended leveled system was the embedded text system that was shared by @sonrisadelcampo.

Daily Reading Practice. Regardless of what type of text a world language teacher chooses, it is imperative that reading is done on a daily basis. Just a little reading in the target language each day can have long-term value. @mme_henderson shared her daily routine:  “I do a short daily reading segment daily with tweets, Facebook articles, proverbs, etc. I teach a word of the day in context also. They are so proud to be able to read the latest news stories by themselves at level I.”

Thinking Outside of the Text Box

The most effective component of making world language reading communicative and engaging is by being creative in lesson planning. Students are more likely to want to read if they know that their reading time is going to be fun, varied and innovative. Here were some of the most interesting reading ideas of the evening:

• @SrtaTeresa said, “I like having them scan newspapers for headlines. There are typically plenty of cognates which help with comprehension.”
• @abbrugiati said, “Last week I made a scavenger hunt using QR codes. All the clues where in target language. http://t.co/xZtlStJaHo”
• @SenoraDunkin said, “I’ve seen teachers that have students black out the words they don’t know/can’t guess the meaning of and then use what remains.”
• @SrtaTeresa said, “The @ZJonesSpanish Twiccionario exercises are great for Spanish teachers. The students love analyzing real tweets. Fun and culture-filled.”
• @dr_dmd said, “I use RSS feeds and subscribe to magazines and newspapers – they come to me.”
• @placido said, “Tweeting and blogging have really helped me build a network of teachers that I go to for ideas!”
• @tbcaudill said, “Current movie summaries on theater websites. Can also talk about movie poster, movie times, show trailers… All in one place!”
• @suarez712002 said, “our 5th graders are “shopping” in Chile using H & M website  http://t.co/0HbyPqzHBB”
• @abbrugiati said, “Sometimes I use teenager website that are talking about famous people in target language. One direction:)”
• @suarez712002 said, “I use e-mails text message from native speakers. Students love them!”

Thank You!

Thank you so much for your participation in this amazing #langchat! We love hearing your opinions on our weekly topics. If you have a specific topic you would like to see discussed this Thursday at 8pm EST, please share it with us!

Again, thank you to our wonderful moderators, @placido and @CoLeeSensei. We are glad to a place to talk about what is working (or not working) in the world language classroom. There are always so many great ideas, we don’t have room to write them all. For a complete transcript of this session, please visit our online archive.

Additional Resources

http://www.practicaespanol.com/es/noticias/ent/2/
http://www.nulu.com/es-mx/home/es-mx/en-us/easy
http://www.scholastic.ca/
http://img.desmotivaciones.es/201202/kon.jpg
http://www.tumblr.com/
http://lteacherstoolbox.blogspot.com/
@ZJonesSpanish menus from target culture http://zachary-jones.com/zambombazo/platodeldia-menus-de-latinoamerica-y-espana/
Spanish TV Series El Internado http://www.antena3.com/series/el-internado/
http://estudiafeliz.com/
Newspapers for Spanish PRENSA ESCRITA http://www.prensaescrita.com/
Google+ FL Teachers group:  http://t.co/ZojjLOyImo
texts – comics in Español: http://www.gocomics.com/explore/espanol
Project Based Learning on-line http://pbl-online.org/

The #langchat twitter feed was explosive on Thursday night as teachers from around the country shared their feelings on the effects that standardized grading has had on their classrooms. Even though many teachers realized that removing grading from world language classrooms is unlikely, many were passionately advocating for a serious change away from emphasis of current grading practices.

ACTFL Proficiencies and Language Learning Levels

The evening’s conversation started out as a discussion about how the ACTFL proficiency standards correlated with individual learning levels. Many teachers shared their frustration with the leveling system, especially as it is perceived by students. Many world language students believe that they should be at a higher level, even as first year students. @jas347 said, “They know from state testing jargon that novice is a no-no…so I tried explaining that for experience, you’re a distinguished novice!”

Other teachers expressed frustration with the whole leveling system. In one of the more retweeted comments of the night, @tmsaue1 said, “Just going to go ahead and say it: would love to see us getting rid of levels all together.” Many teachers agreed with this statement, and offered some interesting solutions. @dr_dmd said, “I would like to see levels go away! I would love to advance students forward as they achieve proficiencies.” @Vines_TOY10 said, “Me too! What if they were placed by the proficiency guidelines?!”

Although a proficiency-based leveling system seemed to be the fantasy of many #langchat teachers, it is difficult to implement. @alenord said, “I think that frustration is why we have to continually teach just above their comfort level so they will stretch to higher level.”

World Language Learning: A Fading Value?

One of the key concepts discussed was a perceived inability for students to understand the value of learning of its own accord. Many world language teachers made the point that students have been so inundated with standardized tests that they have begun to see world language courses as just another hoop that must be jumped in order to get to graduation. @km_york said, “My Ss are motivated (mostly) by credit, not by proficiency. Trying to change!”

The answer? Teaching students the value of learning without the pressure of assessment or embarrassment. @sonrisadelcampo said, “I think we can change that. Educate them in what real learning looks like. No ‘cram and drop’ allowed in my classes.” Other world language teachers mentioned leveling students individually in order to take the pressure off the grade and put the emphasis on personal understanding. @alenord said, “Keep it real – kids don’t care about assessments. Kids care about gaining fluency.”

Teaching to the Test

But, world language teachers aren’t the only propitiators of this type of grade-focused learning. #langchat participants discusses some of the social structures that are creating this emphasis on grades in world language classes. @hawleylaterza said, “Actually, I think students are OBSESSED with grades. We have done that to them with standardized tests.” @SECottrell responded, “Students aren’t obsessed with grades by nature – parents and admins are. They transfer it.”

@km_york said, “I think it’s just ingrained in our culture. My 4-yr has lots of games that give her “grades” already.” Other teachers agreed that the “hyper-competitive” nature of many schools, as well as society in general has increased students’ focus on an external mark of accomplishment rather than an internal understanding of concepts. @alenord said, “We have to address the fact that students aren’t concerned with LEARNING anymore. Just fill in blanks, turn in work.” @Vines_TOY10 responded, “So true…proficiency takes work not a worksheet…”

Many world language teachers shared their dreams of having a classroom in which there were no grades at all. @jklopp shared an appreciated perspective: “I am visualizing my world language class with no grades whatsoever. ‘Oh, I don’t give grades. We just communicate.’ Our creativity is smothered by grading.” @sonrisadelcampo agreed: “I start each semester by telling kids that if their goal is a grade then their goal and mine clash.”

@cforchini said, “I would love to see grades taken off the table, students hate them and I hate giving them.” @jklopp said, “I don’t want to have to even think about grades when I’m teaching – and don’t want students to, either.”

Turning the Grading Tide

@mweelin asked, “How do you make the shift in a grade-driven school culture (both ss and tchrs)?” This brought up a very hot-button issue among the world language teachers: how can we create communication-based language experiences in a school system where grades are of paramount importance? @jennahacker said, “We are in the process of applying standards-based grading to a system that still requires a grade. I am curious to see how it will work.”

A number of ideas were shared that would help school districts turn away from a grading focus and implement proficiency-based progression in the world language classroom:

Change the Way You Teach. Students know when you are stressed out about their grades, so it is vital you make communication your number one goal. @sonrisadelcampo made a bold statement that many teachers agreed with: “Students sense when teachers themselves are zeroed in on grades; [so we should] step back and enjoy conversing w/ them in the target language.”

Incentivize the Learning Process. Although grades are an incentive for students to attain knowledge, they are not necessarily an incentive for learning and growth. Some teachers suggested that there should be a local or national incentive for schools that move from grade-based leveling systems to more proficiency-based systems.

Become a Linguist, Not an Editor. #langchat participants agreed that focusing on communication is key, and that teachers shouldn’t get caught up in the “details” of world language learning. A focus on finding mistakes in grammar, spelling or accent can de-motivate students and rob them of communication experiences. @alenord said, “The real evil is the teacher who is looking for those mistakes!”

The AP Test is Not The Goal. A number of teachers spoke about the need for the world language community to stop emphasizing the AP exam as the end result of a language education program. @mosspike said, “A 5 on the AP doesn’t always correlate with comprehension. I worry that too many students view the AP exam as the end goal and don’t want to continue language study later.”

Focusing on Can-Do. Utilizing the Linguafolio “I Can” statements can go a long way to promoting positive learning experiences that are communication based. They can be incorporated into assessments, syllabi and individual lesson plans. @Vines_TOY10 puts the “I Can” statement at the top of assessments to maintain accountability. She also cautions world language teachers that the statements need to be used for communication goals. “’I can’ statements need to be communication based….not I can use the verb ‘to be’ in four separate tenses.”

Real World Instruction. Students want to be able to learn world language that they will be able to use immediately, which is why so many are frustrated in the lower levels. Many teachers suggest making sure that even low level courses give students the ability to communicate in small ways. @alenord said, “Kids need to leave class w/something they can apply immediately to real world. They look for opportunities.” @crwmsteach said, “We must remember that student motivation is a factor of proficiency. Setting personal goals and periodic self evaluation is a must.”

Thank You!

Thank you so much for your participation in this amazing #langchat! There were so many great ideas, we couldn’t write them all down. For a complete transcript of this world language chat session, please visit our online archive.

Again, thank you to our wonderful moderators who let us go off on an important tangent. We are glad to have this forum to be able to share our thoughts about world language teaching. If you have a specific topic you would like to see discussed this Thursday at 8pm EST, please share it with us!

‘Honestly, how can we have ‘valid’ second language courses if we don’t also have ‘valid’ assessments?!’ asked @dr_dmd. This hypothetical question summed up the core discussion of last Thursday’s #langchat: What are valid assessments and how can teachers make time for them?

What is “Valid Assessment”?

The first thought that moderator @dr_dmd presented was that many teachers think of something different when they think of a “valid” assessment. ‘I think we need to first define what we mean by “valid assessment”.’

There was some confusion with this topic. The terms “authentic” and “valid” seemed to have slightly different meanings in the world language forum. Some teachers didn’t seem to see any distinction between the two at all. @yeager85 said, ‘I think we have more of a semantic issue than a pedagogical one. What is “valid”? Good? Authentic? Consistent? Performance-based?’

As a result of the conversation, a few specific terms were defined for #langchat purposes:

Valid Assessment: A valid assessment is an assessment that accurately depicts or describes a student’s skill. This is usually done by creating solid, student-centered rubrics that help to identify students’ abilities. @tmsaue1 added: ‘For an assessment to be valid multiple teachers should be able to rate the student performance the same.’ @hawleylaterza added, ‘I think of validity as measuring what it is intended to. Authentic is the really the key in my opinion.’

Authentic Assessment: An authentic assessment is an assessment that incorporates authentic situations and knowledge that a world language student would need to have in order to communicate with someone in the target language. @KGallsEduSvcs defined it as, ‘…real situations, real responses, real communication. Conversations during class. Jokes and stories! Read read read!’ @tmsaue1 said, ‘In the new version of TELL Project, the assessment domain was replaced with “Performance and Feedback.” A powerful message in my opinion.’

An Authentic, Valid Assessment: For the purposes of the #langchat, @dr_dmd proposed that they agree on a definition that included both elements of validity and authenticity. ‘The most ‘valid’ assessment is authentic, ie, it has a communicative purpose.’ A number of teachers shared that this is the best type of assessment. @SenoraMcLellan said, ‘[It should assess] how well they can communicate with what they have newly acquired.’

A Moving Target

Many teachers shared that the concept of validity seems to be constantly shifting. @km_york shared that sometimes inexperienced teachers see a valid assessment differently than more experienced teachers. She said, ‘I assess much more performance than grammar details than I did when I started #langchat, but it’s harder!’

Other teachers mentioned that the target for valid assessment changed as new teaching skills and professional development is acquired. @SrtaLisa said, ‘I feel like ‘valid’ changes after every really good conversation or conference.’ @hawleylaterza also added that classroom size has also influenced how teachers view a valid assessment. ‘It has also shifted over time because of classroom size. My current school uses all multiple choice tests and grade cams to score.’

Other Ideas About Creating Valid Assessments:

Have Reasonable Expectations. @tmsaue1 said, ‘it will surprise no one if I remind us that assessments should be based on the three modes of communication.’ While accuracy in these modes is important, @soccermom2013 also reminded us that, ‘…Assessment should also give students feedback on where to go from where they currently are on standards.’@SrtaLisa said, ‘We can model accuracy and hope for clear communication, but for many early learners the bar for perfection is too high.’ @dr_dmd responded, ‘Yes agreed – therefore we do not expect perfection, but comprehension.’

Integrate Assessments. While some teachers advocated for assessments that targeted skills like reading and writing, others thought a more integrated approach was better. @kvisconti said, ‘Assessments should be well integrated into class time. Students don’t need to know they are being assessed.’ @CoLeeSensei said, ‘Like the reminder of the #actfl modes of communication – and that the 4 skills are embedded in those.’ @kvisconti responded: ‘Then there is no need for “extra” assessments. Performing in class is your assessment.’

Use Student-Centered Rubrics. Almost all of the #langchat teachers said that student-centered rubrics were the biggest time saver on both summative and formative valid assessments. @Spanish231 shared the DELF/DALF rubrics, saying, ‘…they are adaptable to almost anything I’m doing.’ @soccermom2013 has a clipboard system where a rubric is at hand. She said, ‘I can quickly document formative assessments that way.’

Set Communication Goals. @tiesamgraf said, ‘Set communicative goals for assessment – proficiency guidelines give us a common language to work with.’ @dr_dmd said, ‘The materials we have leaned on have all too often been about L2 accuracy only, not communicative purposes! I think for too long we have been content with, or had to use, materials which were aimed at L2 learning, not acquisition.’

Summative or Formative?

@soccermom2013 said, ‘Yes, performance is an assessment BUT when do you call them summative and formative and how do you grade them?’ @tiesamgraf responded with Robert Stake’s definition of summative and formative assessment: ‘When the cook tastes the soup, that’s formative: When the guests taste the soup, that’s summative.’ While teachers know that both are necessary for students to gain proficiency in the second language, it is hard to find time to do both on a regular basis.

Valid Assessments – Summative
When many #langchat teachers think of assessments, many of them think of summative tests that are done after large chunks of new information is presented. These types of valid assessments can be a large burden on teachers’ time and still may not test the authenticity of student language acquisition. @tiesamgraf said, ‘I think summative assessments are over valued and used – we are addicted to traditional quizzes and tests.’

Time seems to be the biggest reason for this over-reliance on traditional assessments. @hawleylaterza lamented, ‘I am sad to say we use multiple choice exams. The department does it so I follow suit. Grade cams score scantrons. Grades in 5 mins.’ Some teachers, like @soccermom2013, have to sacrifice in order to make time for summative assessment. She said, ‘Currently, I only find time by cutting out my personal time and that is not fair to me or my family.’

But this does not need to be the case. #langchat participants came up with some best practices for doing valid summative assessments that take less time.

Break Up Assessments. @SrtaLisa shared her school’s idea of breaking up large summative assessments into smaller, more manageable parts. She said, ‘Our department shifted to shorter, more frequent common assessments. Sometimes a good summative can be accomplished in 5 minutes.’

Change Your Timeline. @CoLeeSensei shared the idea that summative tests should be done on the students’ timeline, not the teachers. She said, ‘For summatives I’m moving more to a ‘date range’ of when they are ready and not a specific ‘date’ for when I am.’

Be Creative with Valid Assessments. @CatherineKU72 said, ‘Not a short or quick assessment, but have you seen the I-imagine project? Storytelling can be a great way to meet all 3 communication modes.’ @AudreyMisiano said, ‘@tiesamgraf #langchat I used Socrative for summative for my SLOs. No one else had to grade my exams. The computer did all the work!’

Valid Assessments – Formative
Formative valid assessments, on the other hand, can be done in less time as they are usually incorporated into the class period. @ColleeSensei asked, ‘How do you find time in class for your valid authentic, not always summative, assessment?’@CatherineKU72 responded, ‘I try to remind students that every minute in class is assessment. Partner work, activities and personal time. Does that seem fair?’

These smaller, formative assessments can easily be done in a few minutes and are able to give an accurate depiction of student learning over time. While these will not entirely replace the large-scale summative assessments that most districts require, #langchat participants came up with some great ideas on how to use daily formative assessments to create a body of assessment data for students.

Use a clipboard. @dr_dmd, @soccermom2013 and @SenoraMcLellan all said that a clipboard is an easy way to do formative assessments on the run. @soccermom2013 suggests putting a rubric for performance on the clipboard and checking it off as teacher’s watch their students interact in class and with each other in the target language.

Ticket out the door. This is a short writing assessment that is great for immediately finding out what students have learned during the day. @hawleylaterza shared, ‘[My students did a] 3 min quick write today assessing present progressive tense as [an] exit ticket. Took me 20 mins to give feedback on all 44 students.’ @tiesamgraf said, ‘recently using Socrative for formative and exit tickets – I like the data collection feature.’

Incorporate Technology. A number of quick and creative speaking assessments were shared, along with some great ways to use technology. @SrtaLisa shared Fotobabble for speaking and InfuseLearning to test comprehension through pictures. @CoLeeSensei shared a fantastic idea: have students get in pairs and discuss for five minutes in the target language while recording on their cell phones. She said, ‘They discuss a topic in pairs and email me the file. I prefer it to just talking to me individually. [I would] rather hear them talk to another.’

Paying for Valid Assessments?

A few teachers discussed the pros and cons of going outside of the school or district to purchase outside assessments. @tiesamgraf said, ‘I advocate for departments/districts to move towards external assessments for validation of movement toward proficiency. Some teachers agreed with this idea, but cited problems with cost and accuracy.

Among the tests mentioned were the AP exam, SAT2, AAPPL, Oral Proficiency Interview (OPI), National Exams and HSK 4 Chinese. Although each teacher had their own perspective, @TerryWaltz_TPRS made an excellent point: ‘I like really outside tests of proficiency. The examples I have seen and tried are a great step towards a better assessment tool.’

Making the Most of the Moment

Finally, @dr_dmd helped to clarify the most important elements of the night through a series of “wrap-up” tweets. #langchat teachers decided that performance is the most authentic and valid way of assessing students, but that it was important for teachers to focus more on communication goals than grades.

@SrtaTeresa gave a great definition of a valid assessment: ‘A valid assessment engages students on some level. As a result, they are able to connect and perform.’ In addition, @kvisconti reminded participants that we don’t need to spend all our time on assessing: ‘Too much assessment puts too much focus on doing work for grades.’

Thank you!

Thank you again to our moderators @dr_dmd and @CoLeeSensei for allowing for some great discussion and clarification on the topic of valid assessment. Also, thanks to everyone who came out and actively participated. It is great to share struggles and successes with you!

Please help us be a better professional learning community by sharing with us what you would like to chat about during #langchat. Visit us online to share you topic ideas for upcoming chats. You can also find a complete transcript of last Thursday’s chat in our archives.

Valid Assessment Ideas and Resources:

• @CatherineKU72 said, ‘My first year assessment: students draw unusual animals based on my description. Label body parts and verbs on their own. Quick to look over.’
• @km_york said, ‘All students have computers this year. I share a presentation on drive and send them to record a screencast for oral assessment.’
• @RonieWebster said, ‘My language lab allows me to assess often and give feedback Love it!’
• @CatherineKU72 said, ‘Read a tweet today that said the more assessment is linked to a “grade” the more learning equals a number and not true progress.’
• For All Rubrics
• French Apps for Kids (@sylviaduckworth)
• French ABCs (@AudreyMisiano)
• CAPS Rubrics – Foreign Language Educators of New Jersey

Voice Recording Resources

• @hawleylaterza said, ‘croak.it. You just push button to begin recording, then a url is automatically generated.’
• @CatherineKU72 said, ‘Here are some apps for iOS that allow sharing/e-mail/etc.’
• @dr_dmd said, ‘I love using Today’s Meet to do a class chat, and save a transcript – easy to check!’
• @SrtaLisa said, ‘An easy app is Say it Mail it Lite. Very easy for students and teachers.’
• @CatherineKU72 and @dr_dmd encouraged using Evernote to allow students to share a recording together. @CatherineKU72 said, ‘Here is a very basic example of Evernote and assessment. I sent students out for 20minuts with a mission. Find Spring.’
• @SenoraMcLellan said, ‘I use QuickVoice app on iPads to have them answer a question or give an opinion.’
• @Spanish231 said, ‘I have a Google Voice phone number set up for class. Students call and leave me a message, it goes to my email box. All they need is a phone.’
• @CatherineKU72 said, ‘The Voice Memos app on iPods/phones (not pad) is easily read by most programs. iTunes/QuickTime/WMP.’
• @dr_dmd said, ‘If you use Edmodo students can upload a file or link to turn in the recorded conversation a great way to get them all in one place.’
• @SunnyEarth1 said, ‘Change your language on iPad to check apps language availability.’
• @profesorM said, ‘Vocaroo is another great online recording device that comes with a URL.’
• @km_york said, ‘@TerryWaltz_TPRS Love your STARTALK talk on vimeo btw.’
• @CatherineKU72 said, ‘Here is our 4th year SoundCloud page. We are dabbling, but it is fun/easy/engaging.’

Balancing Proficiency Skills and Activities

World language teachers have traditionally organized their classes around the skills of reading, writing, speaking and listening. In recent years, ACTFL reorganized the proficiency guidelines by embedding these 4 skills into three modes of communication: interpersonal, interpretive and presentational. On Thursday, #langchat participants discussed ideas for balancing these skills and modes to ensure students develop a well-rounded world language proficiency.

Systems for Balance

@SECottrell asked, ‘Do you have a systematic way you make sure students are practicing each mode of communication?’ She mentioned that her system includes choosing a proficiency topic for each day of the week. ‘In AP I actually plan a theme for each day. Tuesday, usually interpersonal. Friday, presentational.’ @km_york shared that, in the past, she has included one question for each proficiency mode on each unit exam.

Other teachers thought that having a set system for balance would be difficult, due to students’ differences in proficiency. @senormattm said, ‘I imagine having a system maybe a challenge due to students’ continual growth in the language. More listening in the beginning,etc.’

Getting World Language Teachers on the Same Page of Guidelines

One of the major confusions that arose was: which system of proficiency are we trying to balance? According to the old ACTFL guidelines, the skills that were to be covered by world language classes were speaking, reading, writing and listening. @CalicoTeach asked the key question: ‘Do you plan based on new modes (interpersonal, presentational, interpretive) or old modes (speak, read, write, listen)?’ It was clear from the responses that some teachers are still using the old skills or modes to plan their classrooms.

A number of different visualizations of the skills and modes of world language learning came out as a result of the discussion about the various forms of guidelines available to world language teachers.

Old ACTFL Guidelines: These guidelines focused on skills that should be learned by students. Specifically, the skills of reading, writing, speaking and listening. The ACTFL just recently changed from this format of standardization, but many teachers continue to include these basic skills in their lesson planning. Many established world language teachers still make these guidelines the basis for their classes.

New ACTFL Guidelines: In the new ACTFL guidelines, the emphasis on skills has decreased and been replaced with a focus on communication methods. @sraoconnor explained her drive to help colleagues move towards the new style. ‘I have been pushing my department toward the interpersonal, interpretive, presentational and IPAs.’

Updated AP Guidelines: Some teachers, like @SECottrell, discussed using the recently updated Advanced Placement (AP) world language guidelines as general benchmarks. @SECottrell explained that there are five categories: ‘The 5 are explore/interpersonal/novel/interpretive/presentational.’ A number of teachers had not heard about including exploration and novels in the modes of learning, and the impression was that it served the AP classrooms specifically. @km_york said she was still using the old modes for this reason. ‘Old modes here – no AP program to push me out of the box.’

Hybrid Style: @senoraCMT shared her view on the different skills and modes:  ‘I have a hybrid new old mode style. [I try to] keep all in mind and try to plan units that include some of all! ! think using the modes old and new to design units helps me bring in lots of great #authres as I try to hit all of them!’ @cadamsf1 also shared that she tries to keep both the old skill levels and new modes in mind while preparing their lessons for world language classrooms. @cadamsf1 said, ‘I keep all in mind but I try to focus on interpersonal because I think at levels two and three we miss lots of opportunities.’ @SECottrell also agreed: ‘It is a mistake to think of whatever categories discretely. Involve students in them all!!’

AP: To Theme or Not to Theme?

Some teachers shared that their structure of teaching in each of the modes (or skills when applicable) is through teaching thematic world language units. @SECottrell said, ‘I can’t imagine how we’d explore our themes without using each mode regularly. Anyone teaching purely thematically?’ Teachers like @senoraCMT, @abbrugiati and @madamebaker all shared that they were using themes to teach in all of the modes.

@madamebaker brought up an interesting idea: using AP themes to teach lower-level world language classes. @SenorG asked, ‘Are all levels doing the same themes with variation being [the] depth of coverage or different themes for each level?’ @madamebaker responded, ‘That’s the idea.’ There were two schools of thought on this idea: that it is a great way to prepare students for long-term world language learning, or it is too advanced for lower-level students and they will become frustrated.

Benefits of Using AP Themes: The benefit of using AP themes to teach lower-levels is that they are more prepared for AP exams and more likely to move into AP classes. Students are able to tackle important questions regarding global issues at an earlier stage in their world language journey, which makes for a more engaging learning experience. @madamebaker said, ‘That way by the time the students are in AP it won’t be so difficult… The 6 AP language and culture themes.’ In response to the idea that global issues were out of reach for most novice learners, @madamebaker said, ‘…But couldn’t topics as “simple” as weather, hunger be “global issues”?’

Drawbacks of Using AP Themes: The drawback for using AP themes is that many students do not have the proficiency necessary to discuss these difficult topics, which can lead to frustration and attrition. @SECottrell said, ‘AP themes are all advanced except 1. It’s not realistic to ask a novice to address global challenges at any depth of coverage…Talking about the weather is a precursor to climate change; but you can’t call it a global challenge IMO.’ Another drawback is that the focus in world language classrooms is narrowed by too much adherence to AP themes. @CalicoTeach said, ‘Makes sense to build towards AP from early on, but also makes me sad if themes at all levels end up with narrow focus.’

AP Pressue in the World Language Classroom

Regardless of whether teachers were in favor of or against using AP themes to teach lower levels, it was clear that the pressure of the AP status is clearly felt. Some teachers, like @CalicoTeach and @sraoconnor seemed to feel that AP courses should not be the ultimate focus of world language classrooms. @sraoconnor said, ‘I am not convinced that AP should be the ultimate goal. I think it is kind of a racket.’ @CalicoTeach agreed: ‘Having students love language and develop proficiency should be our goal.’ @madamebaker said, ‘As we move away from verb charts and give students ways to actually communicate the attrition numbers should dwindle.’

@profefranklin made an excellent counterpoint, though. ‘I see what you all are saying but how do we reconcile what we teach and many universities seem to want from our students?’ The raised expectations for students entering colleges prove a powerful motivator for many world language students and their teachers.

Only one solution was provided: to change the way universities teach language by being good examples at the elementary and high school levels. @sraoconnor said, ‘Maybe we need to lead the way. What do students need and want?  Many university courses are dinosaurs.’

Assessing the Modes

Assessment was one area in which teachers had some ideas about balancing the different world language modes. Since assessment is a very concrete item, it can be more easily planned for. Some teachers, like @SECottrell and @csfadams1 have regular schedules for assessing each of the three major modes. For many teachers, creating the assessments this way helps to prepare units and individual classes by “backwards engineering” focused on the assessment. @natadel76 said, ‘I feel that if I don’t plan well to include all [of the modes], I fall short on instruction and therefore students are not ready for assessment. I feel that I need to prep them first with almost exact practice before assessing.’

At the same time, informal assessment of these three modes is also vitally important. Assessing some modes, like interpersonal skills, can be difficult for many world language teachers. @natadel76 shared that time played a huge role in her avoidance of interpersonal assessment, and @senoraCMT disliked focusing on presentational modes of teaching.  @senoraCMT said, ‘Presentational to me is not natural communication because it is prepared!’

Ways to Assess in the Three Modes:

• @SignorSedita said, ‘For interpersonal I encourage discussions and conversations over interview format info gap works well but only a “quasi interview.’ Keep the conversation going even if [its] not “perfect.” I have small formative rubric for assessing informally.’
• @crwmsteach said, ‘Spend more time with walking interviews related to a unit. [For example], do you prefer camping or staying in hotel? What’s your favorite vacation? ask/answer/move [Do a] presentational gen once a unit.’
• @cadamsf1 said, ‘If I am assessing the interpersonal task (i.e. info gap activities as opposed to assessing the conversation within a group), I usually combine two of them over a two period- formally so we may do interpretive and then do a presentation or work and interpersonal. I try to have a presentational twice a week and interpretive about 3 and I’m not as set with interpersonal. In AP class we focus on one each day but it’s really a mix. So in writing that’s the focus and then share interpersonal.’
• @CalicoTeach said, ‘Think-pair-share for lower levels makes it easy to do quick interpersonal assessment.’
• @senormattm said, ‘I follow the sharing and greeting from Developmental Designs model, used in homerooms, for daily interpersonal assessment.’

A Balancing Act

Between all the different modes, skills and interpretations of what students should be learning, world language teachers must delicately balance each of their students’ needs with what benchmarks must be accomplished. But, @abbrugiati stated the most important element succinctly: ‘Love language first, and then develop proficiency. We are losing too many students.’

Although not many structures for doing this were shared during Thursday night’s #langchat, it became clear that the ultimate goal of participants was communication. Enriched course content, continuous positive experience with the language and backwards-engineered lessons can help to thoroughly prepare students for assessments that give them motivation to succeed with world language far beyond the classroom.

Other Ideas for Balancing Modes of Communication:

• @SECottrell said, ‘Spanish 3 – we have an assessment in each mode for each unit. Make sure practice prepares for that.’
• @cadamsf1 said, ‘I share ACTFL Proficiency guidelines so that sts have a more realistic idea of where they should be & they set goals.’
• @crwmsteach said, ‘For balance I use a different modality for each intro activity; can extend as long as students are engaged.’

Thank You!

Thank you again to our moderators @CalicoTeach and @SECottrell for giving us some structure to this great chat. Also, thanks to everyone who came out and actively participated. We love to hear what is working in your world language classrooms.

Please help us be a better professional learning community by sharing with us what you would like to chat about during #langchat. Visit us online to share you topic ideas for upcoming chats. You can also find a complete transcript of last Thursday’s chat.

Additional Resources

ACTFL Performance Guidelines for the Three Modes of Communication (@CalicoTeach)
ACTFL Performance Descriptors for Language Learners (@CalicoTeach)
Performance Assessment Rubric: Whitefield Academy (@SECottrell)
Self-Guided Culture and Communities Studies Resource List (@SenorG)
60 Embedded Cultural Readings from Michael Miller (@SenorG)
AP Spanish Language and Culture Curriculum Framework (@SenorG)

#langchat discusses some ideas for taking advantage of the increased
access to global language sharing.

Even though Spring Break is closing in, #langchat participants shared a wealth of great ideas on how to use the global language teaching community to help students acquire new skills. Many teachers focused on creating personal connections between classrooms in the US and abroad. Great ideas focused on using language teaching technology and experiential learning to inspire global competency in language students.

Language Teaching Through Interactive Exchanges

One of the most popular ways that participants discussed expanding their students’ language experiences was through classroom collaborations and exchanges via online communication. Teachers have been able to connect with classrooms around the world because of the access the Internet has provided. Teachers like @crwmsteach have a “sister city” exchange in the second language. @eonsrud said, ‘I’m lucky to have a partnership that started with the state of WI. We exchange every 2 years.’

Not only is technology good for setting up language teaching exchanges, it provides access to countless small exchanges between individuals. Many #langchat teachers have used Twitter, Wikispaces and blogging to connect personally and professionally with other world language teaching professionals. These same tools can be incredibly effective for students if used appropriately and with supervision.

Some great resources for setting up these types of technological language teaching exchanges were mentioned by several teachers.

Edmodo – @GJuradoMoran, @vialjando and many others suggested that Edmodo was a great place to connect with other classrooms. @msfrenchteach said, ‘Sometimes teachers do short or long term projects w/other classes in the US. Makes learning more interesting.’

Skype – @crwmsteach said, ‘[We] also have good link via Skype. Only need teacher’s computer and large monitor or smart board.’

Epals – @abbrugiati suggested using Epals as a good way to connect for students, as well as support professional development. She exclaimed, ‘Great experience for SS and for me!!’

Online Blogs or Message Boards – @natadel76 said, ‘I came across a blog type site where two schools posted written and recorded messages for each other.’

Twitter – @Whoisasking said, ‘I do Twitter [as a] whole class with my laptop/projector. Not as nice as 1/1 but still works. Students dictate I type. They are always so amazed to discover that there are places where kids only speak French.’

Mixxer – @MmeCaspari said, ‘Has anyone had students use Mixxer to get Skype partners? I’ve used it, but not w/kids.’

Problems with Technology Over-Protection

Despite all of the wonderful new avenues for bringing global language teaching and learning into the classroom, many #langchat teachers still admitted that many of these tools are not allowed in their schools – not even to be used by staff. @natadel76 shared, ‘Our IT doesn’t approve of Skype due to security reasons.’ @MmeCaspari agreed: ‘Our school has enough tech hardware, but the usage rules and filter block us from some opportunities.’

Other language teaching professionals discussed ways to avoid the protective barriers put up by some school district through a “Bring Your Own Device” policy, but this has drawbacks as well. Schools in lower economic areas may have a difficult time if students don’t have access to their own devices. Other districts, are moving away from a “BYOD” policy or are just not putting it into effect. @Whoisasking said, ‘There is a district BYOD policy but our school hasn’t embraced it yet.’

The solution? Patience and prodding. @msfrenchteach suggested, “If you aren’t allowed to use social networks or videos in your school district, consider preparing a presentation for the Board. Use P21 Framework.’

Off-Line Global Connections

Despite the focus on online communication, there were a number of language teaching professionals who found that traditional off-line connections are just as effective. Pen-pals, authentic speakers and mentorships were cited as being highly effective due to their personalized approach.

Community Speakers – A number of language teaching professionals suggested using community members who have traveled in countries that speak the target language to motivate students. @eonsrud said, ‘We’re also lucky to have UW-Madison building a network of graduates/French teachers to connect us.’ @MmeCaspari encouraged teachers to find former Peace Corps speakers. @viajando_kj said, ‘Maybe even businesses to support topics in class. (a nurse, banker, chef, travel agent, police, etc) Hello careers!’

Former/High Level Student Presentations – Others mentioned the benefit of having students learning from their peers. @kvisconti added, ‘Even inviting in higher level speakers from other classes can start building communication beyond your classroom.’ @Whoisasking said, ‘We have oral speaking events where students get the opportunity to listen to higher level speakers. Great learning.’ Recent graduates are also a great way to get students to personalize learning. @eonsrud said, ‘I do use FB to connect with students after they graduate.  They’re a great resource.’

Mentors – Mentors provide guidance and positive adult role models, which is key to long-term success in life and language. @kvisconti said, ‘Our Spanish club has college level Spanish major mentors. Definitely builds communication. When they are abroad…even better!’ @msfrenchteach shared her experience with helping high school students become more comfortable with this type of personal communication: ‘My students were a bit shy but enjoyed it a lot! When university students visited my upper level class recently, we divided them up in small groups (rather than panel) to put students at ease.

Faculty Guests – One of the most underrated resources that language teaching professionals have is the faculty they have at their own schools. @crwmsteach suggested that teachers send out an email to the faculty to see if someone might share in class. ‘You might find some who have traveled and/or spk 2nd lang.’ @emilybakerhanes said, ‘I’m working on trying to get one of the principals who grew up in Mexico to come in. But yes, great idea!’

Community Involvement – Another great way to help students expand their worldview is through service in the second language. @kvisconti said, ‘I have my students volunteer with an after school program for Hispanic elementary students. One of the kids even came and spoke! @eonsrud agreed: ‘Advice: try a service learning project to build connection and enthusiasm.’

Educational Travel – The Ultimate Global Learning Experience 

Finally, the best way to help students get a feel for a language is by immersing themselves completely in it, through travel. This can pose problems, though, as many language teaching professionals are uncomfortable with the amount of liability such a trip can entail. @emilybakerhanes said, ‘[I] teach a lot of culture, but will not travel with students.  Too much liability for untenured teacher.’

For those who are ready or thinking about taking students on a trip to where the target language is spoken, there are some important things to remember:

1. Travel with Veterans. Especially if you have never travelled with a class before, it is a good idea to go with another language teaching professional or advisor who has. They will have good strategies for keeping kids appropriately engaged so that they don’t have time or desire to get into trouble. @eonsrud said, ‘Traveling with veterans first is SO helpful.  I had a chance to do this and learned a lot. Great mentoring.’

2. Provide Lots of Communication with Home. Parents want to see that their students are safe and focused on educational goals. A great way to do this is with a trip blog or Twitter hashtag designated for the journey. @msfrenchteach suggested, ‘You could keep a blog as you go, or, ideally, have students post to it while there.’ @natadel76 added, ‘May be even trip twitter acc?’ @sonrisadelcampo also shared that some tour companies provide blog addresses for groups.

3. Be a creative fundraiser. All trips require funds, and many language teaching programs are competing with more well-known activities like music and sports. @sonrisadelcampo said, ‘Teacher at our school organized a golf tournament.’ Other teachers suggested using food as a way to make more money. @emilybakerhanes said, ‘Our German club is very successful with a coffee cart.’

4. Make long-lasting memories. It is beneficial students, volunteers and language teaching programs to create images or videos of their trips abroad. Not only does it serve to remind students of the concepts they learned and the people they met, but it can be a great recruitment tool for future students. @abbrugiati encouraged teachers to take pictures of students interacting with others, or make videos as they interact with native speakers.

Other Ideas and Advice for Creating Global Connections

• @crwmsteach said, ‘Show students global business connections w/ chamber of commerce or state lists of international business or career builder.’
• @cadamsf1 said, ‘Consulates often have people available and happy to speak.’
• @eonsrud said, ‘Advice for global connections…be patient as you work out the kinks.’
• @viajando_kj said, ‘Advice: Ask your coworkers for contacts.’
• @eonsrud said, ‘Advice: start with small projects and expectations.’
• @viajando_kj said, ‘Advice: Some schools need a background check bf speakers can come in. Plan accordingly.’
• @viajando_kj said, ‘As @twelchky says, if you don’t have failures, then you’re not being innovative. Try, try again!’
• @abbrugiati said, ‘Clear goals and expectations. If it does not work with one teacher do not give up!! There is always somebody else [to communicate with].’
• @eonsrud said, ‘Advice for global connections…be patient as you work out the kinks.’
• @Spanish_Simply said, ‘I just attended a great webinar put on by NNELL on digital storytelling, I love student driven creative use of technology.’
• @natadel76 said, ‘Our AFS Club hosts “show and ask” for exchange students from the area.’
• @CoLeeSensei said, ‘My district often hosts students coming to learn English – and we do an ‘afternoon’ visit with my students.’
• @msfrenchteach said, ‘Try to follow as many WL teachers as you an on Twitter.You’ll most likely meet lots of educators who’d like to connect.’

Thank you!

Thank you again to our moderators for encouraging us to become better language teachers. Also, thanks to everyone who came out and actively participated. We love to hear your great ideas for becoming more involved in the global language community.

We love to find ways to help you learn as a language teaching professional. Please help us know what to talk about during #langchat by sharing your topic ideas for upcoming chats with us. You can also find a complete transcript of this chat online.

Additional Resources

TwitClases on Posterous – (@Whoisasking)

Digital Storytelling (@Spanish_Simply)

Digital Storytelling Links by Proficiency Level (@Spanish_Simply)

Recycling excellent content can be the key to solidify new concepts, but what are the best ways to renew, re-use and re-teach in the world language classroom?

Although most teachers know the necessity of re-teaching and re-using concepts to help scaffold language learning, it can be difficult to decide the best way to do this. Participants of last Thursday’s #langchat defined the best types of content to share in world language classrooms and how to recycle that content to engage student language learning.

Content is King

Moderators @placido and @dr_dmd started the discussion by attempting to define what exactly is content in world language learning classrooms. @placido said, ‘To me, it is more about skill building than specific content.’ @dr_dmd agreed, saying @dr_dmd said, ‘Our content is first about communicative skills – interpersonal, interpretive and presentational…’

In addition to focusing on communication skills, the moderators talked about other elements of good curriculum versus language learning goals. The inclusion of authentic resources, focus on speaking and listening activities that relay real information, and student-oriented materials were key components. A distinction was made, however, between vocabulary and content. @dr_dmd said, ‘I think that Health, for ex, is a topic, vocab is the building blocks, but the content is how to use that for communication  purposes.’ @placido summed up the definition: ‘So content = language structures, cultural topics, linguistic functions, communicative skills.’

Recycling Content: Best Practices

Many teachers agreed that one of the best ways to “recycle” content, or introduce new opportunities for students to meet the same language learning goals, was to use as much of the second language as often as possible. The best way to do this? Staying in the target language with appropriate learning goals and engaging resources. @darcypippins said, ‘Input is content if it’s comprehensible and compelling. [It] opens doors for circling and communication.’

Compelling content for the individual student can be the most important element of creating long-lasting language learning. When @placido asked how to best accomplish this goal of longevity, @thechuFF replied, ‘I have seen that long-term memories are created from meaningful *associations* to existing memories.’ It’s not just about entertainment, but a personal relationship with the material.

The Nuts and Bolts of Recycling Content

A number of good suggestions were given about how to recycle materials, concepts and language learning activities to help support student learning or scaffold new ideas.

Repetition and practice. It is vital that students are hearing the same recycled language learning structures in order for them to be confident in speaking a second language. @thechuFF said, ‘In terms of language usage and ability, practice is always the key.’ Many teachers agreed, including @darcypippins who suggested, ‘Reps, reps and more reps for long term memory.’ @natadel76 encouraged, ‘Using basic structures repetitively until the concept solidifies to the point that the students produce correct output…Teaching isolated vocab doesn’t work. Structures tied to context stick.’

Staying in the target language. Although it might be second nature to some teachers, staying within the target language is one of the best ways to ensure that you are re-using vocabulary and concepts over and over again. @placido said, ‘I try to use as much natural language as possible in class which lends itself to “recycling!”‘ @dr_dmd agreed: ‘ Staying in the second language makes it easy to recycle language use for communicative purposes.’

Using compelling content. Students learn much better if input is relevant and interesting for them. This doesn’t mean that every class should be a talent show, but that input should be engaging material that fosters language learning. @dwphotoski explained, ‘Compelling input is great content that can lead to awesome skills.’

Getting away from the book. @julieh1999 brought up an obvious trend of the evening: an avoidance of using textbooks for content. She said, ‘I love how no one has mentioned the textbook when discussing content. Sigh.’ @lesliedavison gave one reason: that textbooks often over-emphasize specific content that is difficult to be recycled. @julieh1999 lamented, ‘The text IS the curriculum in my dept.’ While this can be a very frustrating situation, it is always good to use authentic and relevant resources that can be recycled and reused throughout the school year in addition to a good text. A great idea that was shared? Movie talks. @placido explained, ‘[Movie talks are] super fun!! No right or wrong. Just talk about a fun scene using comprehensible language!’

New shoes on an old lesson. Take a trusted lesson and change it up a little. Verbs were mentioned as a great way to do this. When you find a good verb activity that the students like, reuse it again to help them feel confident that they are getting a handle on their new skills. @dwphotoski shared one excellent way of reapportioning lesson ideas. ‘[Disguise] repetitions in a variety of ways for long term: readings, music, videos, novels…’ @placido said, ‘HS students often need to have fun to feel motivated. Once they see they can do it and it can be fun, they work hard!’ @cyberfrida agreed, ‘If it’s real, meaningful, and fun, then it will stick – por vida.’

Foster personal connection. @thechuFF said, ‘I have seen that long-term memories are created from meaningful *associations* to existing memories.” Helping students create personal connections with the language is the most important element of any world language learning program. Through conversation and skill-building activities that have personal and emotional context for individual students, they are able to relate to the language better and are more likely to use it personally. @darcypippins summed this concept up. She said, ‘Students need to make connections with the second language to their lives. That’s when you hook them!

Teach students, not just content. @placido said, ‘I feel like a big part of this is we need to teach the KIDS not a curriculum. Don’t rush, cram, stress! Whenever I start worrying about what I need to “cover” my students start to suffer.’ Although content is obviously important, it is more important that each student is able to create a personal relationship with the second language. It is also a good reminder that language learning is individualized. Each student learns differently, and teaching should not focus on rushing students through language learning in order to meet outside deadlines.

Focusing on Long-Term Language Learning

With all the great ideas for how to best recycle language content to help students learn, the main focus was not lost. Long-term language learning benefits greatly from reviewing and re-using content structures and concepts. It was clear than many teachers felt that recycling material that is personal and authentic is the main key to making this effective for students.

At the same time, it is vital that teachers are not rushing their students towards goals that may not be appropriate, even if they are prescribed by a textbook or curriculum. @darcypippins summed up the evening’s take-away nicely: ‘Making [language learning] stick means slowing way down. Limit the amount of structures introduced and find fun and wacky ways to circle and park!’ 

Thoughts and Ideas for Recycled Activities

• @Elisabeth13 said, ‘Numbers are easiest to recycle- they are everywhere!’
• @crwmsteach said, ‘Brainstorming previous phrases and related words as you layer on new topics.’
• @placido and @darcypippins encouraged using pop culture in the classroom. @placido said, ‘I talk often about pop culture, off-beat weird stuff from real life.’ @darcypippins said, ‘Love pop culture! Working on story that kinda goes along with that thrift store song, I’m gonna pop some tags $20 in my pocket. Ja!’
• @dr_dmd said, ‘I use a lot of comprehensive input, stories, and then #PBL for deeper inquiry, practice, followed by proficiency assessments.’
• @HerrKnox said, ‘I’ve heard some classes have reappearing characters in TPRS. That offers some recycling.’
• @thechuFF said, ‘Webcomics, subtitled films!’
• @crwmsteach said, ‘Students and teacher create picture stories to narrate throughout year and pull out to recycle and add to.’
• @dr_dmd, @placido, and @weslotero discussed using Today’s Meet to recycle language. @dr_dmd said, ‘I love using Today’s Meet – a closed chat session Twitter style – I can save a transcript – students get credit for participating.’
• A number of teachers suggest using Tumblr for a variety of recycling activities. @dr_dmd said, ‘I like to use @tumblr to curate photos, videos, etc, as #authres to use for communication practice’ @natadel76 said, ‘Ask a question based on story read or if working on past, what they did on weekend etc.’ @placido said, ‘Class discussion, answer specific questions, ask questions to clarify, comment on films, etc.’
• @km_york said, ‘On block I have to vary a lot. I start with a photo related to what we did (topic/idea) on projector. Students write, then share orally.’
• @weslotero said, ‘I had [students] write movie reviews because we learned is and likes. They kept saying they didn’t know how to say things…’
• @crwmsteach suggested, ‘…[recycling] situations with different settings; what do you do there? what do you use? who do you see? imagine a day…’@lesliedavison responded, ‘Thanks!  Verbs are key to recycling in different situations.’
• @dr_dmd said, ‘I think one way to get a variety of activities is to think of the communication modes, in written and oral contexts. For example…interpretive oral – a radio/TV show on the topic – write a summary, a list of questions to ask a partner, answer questions I ask.’
• @natadel76 said, ‘Bring in #authres: web site with things to do in say Paris, Madrid.’
• @crwmsteach said, ‘Foods likes and dislikes in 4 crnrs. Choices in cafe from a menu. Real menus.’
• @dr_dmd suggested using sentence starters to scaffold students creating text. He said, “I think we simply have some outlines of sentence starters that can be used for the topic at hand. I like___, I prefer___.’ Good sentence frames for intermediate: I wonder if___, I wish that___, I doubt that___, It is good/bad that___ – and negatives.’
• @km_york and @BevSymons suggested group writing as a recycling method. @km_york said, ‘I write a mystery story start every month or so that students must finish and make sure to include as much vocab as I can.’ @BevSymons shared her idea also. She said, ‘My partner and I have our classes compose a joint story (1 par ea round) recycling our @AIMLanguage plays. Great fun shared writing.’
• @thechuFF said, ‘Perhaps focus on usage examples of the language chunks, so that students associate a learned chunk with a usage scenario.’

Thank you!

Thank you again to our moderators @dr_dmd and @placido for helping us think critically about how we are teaching language. Also, thanks to everyone who came out and actively participated. It is great to get your perspectives on language learning!

We love to find ways to help you learn as a language professional. Please help us know what to talk about during #langchat by sharing your topic ideas for upcoming chats with us. You can also find a complete transcript of this chat online.

Additional Resources

FluentU for Mandarin Chinese
Today’s Meet
Movie Talk (mjTPRS)
Using Memes in Spanish (spanishplans.org)
Tumblr Collection (@senorg)
TPRS Storytelling (Wikipedia.org)
High School Spanish App (Common Ground International)
ACTFL Performance Descriptors for Language Learners
ACTFL Proficiency Guidelines