#WLJAL

Notes from the September 7th, 2026 meeting # 53

We were delighted to welcome Leslie Grahn, a seasoned world language educator and former district supervisor who has observed and evaluated world language teachers across her district. She is set to be the featured keynote speaker and workshop presenter at the upcoming autumn conference in Vienna. Known for her highly practical, classroom-tested approaches, Leslie explained how language teachers can utilize authentic cultural resources to drive spontaneous, un-rehearsed interpersonal communication in the classroom. You can find her presentation slides here. In the meantime, here is a summary of her presentation:

1. The Power of Authentic Resources

Authentic resources are real-life examples of language used in everyday situations, which naturally spark student interest because they represent genuine cultural interactions. Rather than relying on dense online articles, teachers can diversify their materials by incorporating visual and highly engaging formats such as infographics, memes, songs, and social media.

Key Pedagogical Benefits: Students do not just learn vocabulary; they can organically discover grammar structures, acquire new phrases, and absorb embedded cultural contexts (such as analyzing a real student schedule from a school in Germany).
Selecting Resources (The "4 A's" Framework): To evaluate if a resource is right for your students, use Leslie's 4 A's Checklist:
1. Authentic: Is it a genuine product of the target culture?
2. Accessible: Is it appropriate for the students' age and proficiency level, providing heavy visual support for novices? Does it link to prior knowledge?
3. Appealing: Does it spark immediate curiosity, making kids actually want to explore it?
4. Aligned: Does it directly align with your thematic goals and proficiency targets?
Golden Rule: Preview, preview, preview! Even when using curated lists (such as Leslie's thematic Pinterest boards on climate change, human rights, or food), always preview materials to ensure they match your community's standards and student maturity levels.

2. Redefining the Interpersonal Mode

The interpersonal mode is defined by ACTFL as the spontaneous, un-rehearsed negotiation of meaning between individuals.

Why It Matters Now: In the post-COVID classroom, educators have noticed a significant decline in students' willingness to speak face-to-face, with many relying heavily on devices. Interpersonal activities push students to "look up, make eye contact, and actively listen".
Interpersonal vs. Presentational: Unlike presentational speaking (which is prepared, polished, and one-way), interpersonal communication happens in real time, is spontaneous, and requires reacting to another person.
Actionable Routine: To reduce speaking anxiety, build a low-stakes interpersonal routine every single day. Spend the first few minutes of class with a simple, ungraded "question of the day" related to the current unit (e.g., asking what hobbies they enjoy on weekends).

3. Proficiency-Based Skill Building & Target Feedback

Conversational fluency is a skill that must be deliberately scaffolded. Using the updated 2026 ACTFL Can-Do Statements, teachers can target specific conversational skills at each proficiency level:

Novice Mid to High: Focus on reacting to feelings, asking simple informational questions (moving past a repetitive "and you?"), and expressing basic opinions.
Intermediate Low to High: Teach students how to ask active follow-up questions, explain their personal preferences, and speak in cohesive series of sentences rather than isolated words.
Advanced Mid: Challenge students to ask probing questions, maintain a sustained discussion, and explain complex concepts.
The Feedback Strategy: When assessing interpersonal tasks, give only one piece of targeted feedback at a time. Keep feedback aligned with their current proficiency level (e.g., do not ask a Novice student to use circumlocution, which is an intermediate/advanced skill).

4. Establishing a Real-World Communicative Purpose

To keep language natural, we must move away from robotic, artificial classroom questions (such as asking a classmate "What color is your shirt?" when you can clearly see it). Instead, ground tasks in the three primary communicative purposes:

Exchanging Information/Ideas: For example, students research different Costa Rican eco-lodges and swap details to compare them.
Expressing & Supporting Preferences/Opinions: For example, sharing and defending opinions on which modes of travel are best.
Meeting Needs/Addressing Situations: For example, using target-language restaurant reviews to make recommendations or roleplaying how to find lost luggage.

5. Interactive Classroom Routines & Scaffolds

Rather than simply telling students to "turn and talk," structure their speaking time with dynamic processes and routines that encourage movement and diverse peer pairings:

Inside-Outside Circles (Speed Friending): Students form concentric circles and rotate to discuss different parts of an authentic text (like a school lunch menu from Italy) with multiple partners.
Information Gap: Partners hold different versions of a text (like a climate infographic) where half of the information is blocked out. They must ask each other questions to fill the gaps.
Chat Stations: Post 8 to 10 authentic artifacts (like target-language art pieces) around the room and have student pairs rotate to discuss them.
Find Someone Who (Human Bingo): Students use a grid of questions based on a target-culture article to interview classmates. You can easily use AI to generate differentiated versions of the questions (simpler for novices, more complex for intermediates).
Conversation Jenga: Write numbers on Jenga blocks. When a student pulls a block, they answer the corresponding numbered question from a thematic unit sheet.
Providing "Rejoinders" as Scaffolds: Spontaneous speech is intimidating, so provide temporary, visible scaffolds like chat mats or cue cards with sentence starters and conversational fillers. Specifically teach rejoinders—natural reactions like "Oh, really?", "Me too!", or "I'm sorry"—to help students sound less robotic. These supports should be gradually phased out as students gain confidence.

What's Next?

Don't forget to register for the upcoming conference in Vienna to see Leslie Grahn live! She will be conducting an interactive workshop and delivering the keynote address. The registration deadline is September 18.

Notes from the May 27th, 2026 meeting # 52

We had the privilege of welcoming Noemi Rodriguez from Lo Logramos Consulting. She kindly shared her presentation slides here.

Noemí has been helping educators bridge the gap between world languages and the latest classroom technology. She is an award-winning educator the author of AI Innovation in the Language Classroom: A Guide & Workbook. She is an expert in leveraging tools like artificial intelligence and creative design to maximize student engagement.

Joe Dale captured the gist of the session in this article. Thank you, Joe!

Noemi will join us again at the World Language Conference in Vienna. In the meantime, do explore Canva for Education and the creative design tools, templates, and AI features the platform offers. Noemi also has a range of tutorial posted on her Youtube channel.

Noemí's advice on using these tools to maximize student engagement without adding to your workload is to start small by integrating just one new Canva template or AI prompt into your next unit. Have fun with Canva!

Here is the recording of the session for those who missed it:

Noemi Rodriguez.mp4

Notes from the April 13th, 2026 meeting # 51

The Multi-Level World Language Classroom

A huge thank you to everyone who attended our session! The energy was high, and the strategies shared were incredibly practical. Please forgive me if I haven’t credited every idea to a specific name. There were simply too many brilliant contributions to count!

Here is a summary of the key takeaways and strategies discussed:

1. Tiered Task Design (The Sustainability Model)

When running a campaign or project, you can differentiate the output to ensure authentic learning for all levels while keeping the topic universal.

Beginners: Create a poster and label key images.
Intermediates: Write simple, persuasive slogans.
Advanced: Present a formal environmental proposal.
The Goal: Three groups working on the same project with expectations that scale alongside their proficiency.

2. Advocating for Our Context

We shouldn’t always accept the status quo. As language teachers we sometimes need to educate leaders who may not understand the nuances of language acquisition. While we can manage mixed-level classes, we must continue to advocate for grouping structures that maximize student learning rather than just filling "miracle worker" expectations.

Our superpower is teaching, but even superheroes need the right environment to thrive!

3. Dynamic Strategies for Mixed Abilities

AI Integration: Use AI to differentiate lesson plans instantly. Just ensure your prompting is precise. (Stay tuned for another dedicated session on this!)
Project-Based Learning (PBL): Assign level-appropriate tasks within a larger project, supported by crystal-clear instructions.
Student Agency: Our international students are highly opinionated. Lean into that! Ask for their input on how to approach a topic to increase buy-in.
Peer Teaching: In groups with strong rapport, allow one group to teach another to solidify their own understanding.

4. Recommended Techniques & Resources

FVR (Free Voluntary Reading): If you don’t have a mini-library in your room yet, it’s time to start one. Place your orders for next year now!
Clip Chat / Movie Talk: Excellent techniques for engaging students across different proficiency levels. Do a Google search to know more or plan to attend our conference in October to find out more...
Learning Stations: A great way to manage movement and varied tasks. Explore 10 different ideas here.
Volleyball Reading: A high-engagement collaborative reading strategy. Learn how to do it here.
Curated Content: Shout out to Jill for sharing her Padlet strategy, where students choose their own reading or listening materials.

5. Departmental Discussion Scenarios

We wrapped up by looking at specific classroom scenarios. These are great conversation starters for your next department meeting to help align your team's approach:

👉 Access the Canva Discussion Scenarios

Do you plan to attend our conference in Vienna in October? If yes, please consider proposing a workshop.

Click on the image below to access the form. Thank you!

Notes from the March 16th, 2026 meeting # 50

From Real-World Texts to Real Communication: Designing Speaking & Writing Tasks with Authentic Resources - Dr. Lori Langer de Ramirez

In her webinar Lori presented how we can transform "real-world" materials into meaningful student communication. By exploring the 3 Ps of Culture (Products, Practices, and Perspective) she demonstrated how to design engaging speaking and writing tasks for all proficiency levels.

Lori defined the elements of culture and why they are vital to the language classroom. She identified where to find high-quality authentic cultural materials and finally, she discussed how to bridge the gap between finding a resource and using it to bring the target culture to life.

Scroll down to view the notes from Monday's meeting...

Thanks to Noemi for sharing your resources for our session: Culture is my Daily Catalyst! blog & Authentic Resource Locator (ChatGPT). Noemi would have like to join us, but she was teaching at that time (Jersey time zone!).

A couple of great website from Lori: Hungry Planet: What The World Eats & Dollar Street. Thank you so much Lori!

We followed Lori's model of presenting her slides and create our own during the meeting. Here's the shared slide deck. Feel free to continue adding ideas to the deck! 🙏 👍

Lastly, do try Canva's Infographics & Translate to translate any resource into the language of your choice: Click on 'Create', select a format, then click on 'Templates' and type the name of the infographics type you want. Under 'Apps', find 'Translate'. That will allow you to translate the infographic in any language of your choice. All you need to do then is make sure the language is adapted to the level of your students.

Good luck!

Notes from the February 9th, 2026 meeting # 49

Practical CI for Every Learner with Jill Wiley

Jill shared concrete strategies for implementing Comprehensible Input (CI) in everyday lessons, particularly for mixed-level groups. Her presentation can be found here.

PQA (Personalized Questions & Answers)

Focus on questions students want to answer.
Speak slowly. Write difficult words with translations on the board.
Designate a student to signal you to slow down. Encourage students to stop you if they don't understand even a single word.
Use "Turn and Talk" to support shy students. Use "Circling" to build confidence and "Star

Student Interviews" (Hot Seat) for risk-takers.

Tools & Resources Mentioned:

Chat Mats: For example, you can use a chat mat for students to talk about their weekend or for extension activities. You can co-create these with students or use AI (GPT/Gemini) to generate them. You can also find chat mats on Bestpowerpointsforspanishclass.com, and these FB groups:
Image Repositories: Pexels, Pixabay, Unsplash, and Getty Images.
Visual Thinking Routines.
The CI Yearbook - Learn about it on Liam Printer’s 134 ¦ Principle 5 The Motivated Classroom.

Tips for an Engaging Picture Talk

Breakdown of how to maximize visual-based discussion:

Choose unusual or cute images. Note that what isn't in the picture is often as important as what is for higher-level extension. "Find the Difference" or NYT’s What’s Going On in This Picture? can work very well. Use the ‘Reveal’ effect like this:

Stage 3

Stage 2

Stage 1

Start with basics (what they see) and move toward inferences.
Use Google Street View to co-create stories or navigate locations.Next Steps & Future Topics

Future Meeting: A proposal was made to cover Project-Based Learning (PBL) in the language classroom, building on the CI and AI foundations laid today.

To explore CI further, read Noemi’s blog post written a few years ago on LoLogramos. Also try her Custom GPTs that are centered around Acquisition Driven Language Instruction through delivering comprehensible input.

Heads up about the next meeting…

Future Meeting: A proposal was made to cover Project-Based Learning (PBL). More details to follow. There will be a webinar on March 7, followed by a discussion on March 9.

Notes from the January 12, 2026 meeting # 48

The Power of Comprehensible Input

Last night, we hosted a fantastic World Language Job Alike session with 32 educators in attendance. Carmen Meester was our guest speaker and it was an energetic evening of learning and connection.

Carmen centered her presentation on the concept of Comprehensible Input (CI). She reminded us of the core formula Comprehensible Input = Input + Comprehension and emphasized that for language acquisition to stick, it must be natural, repetitive, and, crucially, compelling (a nod to Stephen Krashen’s research).

Strategies for the Classroom

Carmen moved beyond theory into practical application. She encouraged us to introduce language in digestible "chunks" rather than overwhelming lists. To ensure students truly understand, she advocated for a multimodal approach: using visuals, props, gestures, body movement, and intonation. She also noted that translations should be viewed as a support tool rather than a hindrance.

When it comes to grammar, the takeaway was clear: Visualize it, don’t explain it. By using color to highlight patterns and important points, we can make grammar accessible without getting bogged down in technical rules. Other techniques discussed included Picture Talk and PQA (Personalized Question & Answer), where teachers talk to students about their likes and dislikes to build rapport. Ultimately, through methods like TPRS, students can use these acquired phrases to tell their own stories.

Resources for Your Library

Reading remains a cornerstone of the CI approach. Several resources were shared to help build your classroom library, including Flangoo, Dynamic Language Learning, and the CI Bookshop. A specific title recommended for beginners was La Nueva Vecina.

Upcoming CI-conferences are the following:

14-16 May, Frankfurt, Germany: https://www.funn-ev.de/funn-konferenz-5-0/ (some workshops are also in English, others in German and the great part is actually the language labs where you can learn a language taught with CI)
20-25 July, Agen, France: https://theagenworkshop.com/ (very international, all workshops are in English, there is a large number of language labs to choose from)
21-24 July, Huesca, Spain: https://www.soydeidiomas.com/ (some workshops might be in English, others in Spanish)
30-31 October, The Hague, The Netherlands, Dynamic Language Learning conference, details to follow (location British School of The Hague)

Dynamic Language Learning also offers workshops and trainings in English, also at schools.

Looking Ahead: AI in Language Teaching

In addition to Carmen’s insights, Joe Dale share some cutting-edge resources regarding the role of AI in our classrooms. As we look toward the future, these tools offer exciting new workflows:

NotebookLM & Graphic Novels: Read about exploring graphic novels with NotebookLM here.
Google Gemini Storybook: Learn how to unlock its full classroom potential or watch this video guide.

Joe shared a detailled summary of our session on this LinkedIn post.

Finally, mark your calendars for February 2026! Joe Dale will be launching a 4-part webinar series titled Language Teaching with AI, focusing on enhancing listening, speaking, reading, and writing skills.

October 24-25, 2025 Conference # 2

🌍 #WLConferenceBasel2025 🌍

A big THANK YOU to Laura Owens who was our host and principal organizer for this year's World Language Conference, which was an outstanding success. The participants provided overwhelmingly positive feedback on the quality of the content, the practical value, and the professional connections they made.

The conference achieved near-unanimous success, with 71 participants rating their overall experience highly:

Excellent: 84.5 % of attendees
Good: 15.5% of attendees

Over 80% of the participants indicated they are highly likely to recommend the conference to a colleague.

The participants were most enthusiastic about the practical and relevant nature of the conference.

The variety and quality of the workshops were the most-liked aspects, as they were relevant to their professional growth.
There was significant appreciation for receiving concrete, immediately usable ideas and hands-on activities for the classroom.
Connecting and having dialogue with other, passionate, language teachers was highly valued.

The feedback provided clear guidance for future planning, and the participants simply wanted more time:

They requested more sessions focused on practical implementation, particularly mentioning a strong interest in topics like CI (Comprehensible Input) (with specific praise for sessions by Dr. Liam Printer) and the integration of AI tools in language learning. Thank you Joe Dale!
The main suggestion for improvement was the need for more time—whether this was for deeper engagement within a session, more reflection and discussion among colleagues, or an extra day to attend more of the excellent workshops offered.

The breakout rooms provided an ideal space to review and discuss together as peers at the end of each day. The discussions focused on a balanced approach to world language teaching; emphasizing high-impact pedagogical strategies, the integration of new technologies, and a renewed focus on core student goals.

1. High-Impact Pedagogical Strategies

The main takeaways from the workshops highlighted a blend of innovative and proven low-tech methods:

The session emphasized the importance of giving students multiple ways to retrieve information, particularly using retrieval activities to sandwich the lesson (beginning and end).
Improvisation & Theatricals were highly recommended for icebreakers, brain breaks, chunking long lessons, and modeling behavior and storytelling.
Universal Design for Learning (UDL) advocated for using equity instead of traditional differentiation, focusing on planning lessons that naturally meet varied learning needs from the start.
There were practical ideas for scaffolding tasks, such as using text-to-speech for listening and highlighting words to support reading fluency.
A recurring theme was the value of focusing on core activities that truly work and being willing to streamline lesson plans to reduce cognitive load and prevent fatigue.

2. The Strategic Use EdTech

Technology was at the center of many discussions, focusing on how to use it meaningfully while mitigating risks:

AI (MagicSchool, Flint) is seen as an amazing time-saver for teachers to create resources and authentic assessments, and an excellent companion tool.
The consensus was to teach students how to use AI properly to prevent losing critical thinking skills and to avoid plagiarism. Schools are encouraged to discuss and develop clear AI policies. Everyone stressed the need for a variety and balance between digital and non-digital activities, noting that students can suffer from tool fatigue.
Data protection, differing school AI policies, and managing the constant influx of new tools were identified as hurdles.

3. Shared Student Goals and Challenges

The groups affirmed common student-centric goals that drive planning and instruction:

The overarching goal is for students to leave the classroom confident, motivated, and not afraid to make mistakes, seeing errors as a useful part of the learning process.
Teachers agreed on moving away from heavy memorization toward language acquisition, stressing the need to think critically about cognitive load when planning.
Discussions included the student experience of being dyslexic and the importance of using multiple modes (visual, audio, text) and strategies to support all learners. Practical strategies were shared for challenging students, such as offering "box/trays" with extension work and crosswords.

And now here are a few social media posts from our friends who attended the conference...

Notes from the October 7, 2025 meeting # 47

Thanks to everyone who contributed to the last conversation on "Teaching Languages with AI: Opportunities, Challenges, and Policies for the Future." It was fascinating!

This time, our conversation focused on how we can harness various AI tools to support meaningful language acquisition while upholding academic integrity and equity. These tools offers innovative ways to differentiate learning, provide instant feedback, and create authentic practice opportunities. Ignoring AI would risk leaving students unprepared for the tools that increasingly shape their world and that is precisely the reason why this conversation was necessary.

The session began with a deep dive into Talos Learn, an AI platform for student speaking practice, presented by its founder, Immanuel Joy, an experienced AI engineer. The platform allows educators to transform any lesson into a dynamic conversation with an AI avatar by customizing the topic, required vocabulary, specific questions, and the CEFR level (e.g., A1, C1). A key feature for beginners is the ability to restrict the tenses the avatar uses, while for all levels, teachers can select regional accents (e.g., Colombian, Castilian) and control the pace of the voice. The AI is programmed to handle 'Spanglish' or code-mixing by students while maintaining its responses strictly in the target language. The platform's assessment features include immediate grammar checks and corrections and a full transcript for the teacher, highlighting "areas to watch." The platform has a strong data privacy system since it does not require personal data. Thanks, Joe, for sharing this one hour webinar. For more information, contact email: contact@taloslanguages.com. You can find an example of a real-person avatar here.

For assessment workflow, Joe shared a 'little trick': teachers can use the GoFullPage Chrome Extension to capture a full-page screenshot of a student's conversation transcript. This image, along with a school's specific speaking rubric, can then be uploaded to a general-purpose AI tool like Google Gemini to generate detailed, custom feedback. Joe also shared his Facebook group, Langauge Teaching with AI, and another resource on integrating AI with Padlet for developing all four language skills. Check "Weaving Magic into MFL: Using AI and Padlet to Develop All Four Skills" with this accompanying blog post.

A powerful tool for teacher-created listening materials, Google AI Studio, was demonstrated as a "revolutionary" app that generates native speech audios using real-life voices. Teachers structure a dialogue, paste it into the tool, and use prompts to control the tone (e.g., "angry," "enthusiastic") and pace ("fast" or "slow") to perfectly tailor the task to student level.

Finally, the group discussed NotebookLM, a Google tool accessible via Google Classroom. It generates activities from uploaded resources, and an attendee noted using it to create an English audio overview (podcast) of a challenging text to provide students with prior knowledge. Gemini Storybook was suggested as a successful alternative for creating bilingual content.

Thanks to everyone who attend the meeting and we look forward to seeing many of you at the World Language Conference in Basel.

Notes from the September 1, 2025 meeting # 46

Thanks to everyone who contributed to our conversation on "Teaching Languages with AI: Opportunities, Challenges, and Policies for the Future."

These examples of AI tools for Teachers were shared:

Differentiation: Generate texts at different proficiency levels (A1 vs. B2) on the same topic.
Content Creation: Build practice dialogues, quizzes, or even cultural scavenger hunts. Gemini creates visuals of body part descriptions and Canva can help design house vocabulary resources.
Feedback and Assessment: Magic School or Fellofish provide quick writing feedback. Students can handwrite, scan, or type their text and get immediate insights.
Vocabulary and Review: AI creates word lists for games in an instabnt. Flint can help DP students to practice speaking exams, highlighting how AI can support high-stakes contexts. Students acquire confidence with their language acquisition because an AI bot doesn't judge!

These examples of AI tools for Students were shared:

Personalized Practice: Chatbots simulate conversations that students can repeat at their own pace.
Writing Support: AI can help brainstorm, structure essays, or check grammar — provided it supplements rather than replaces their own effort. Students can compare their writing with AI-generated texts early in the semester to build critical awareness.
Custom Drills: From vocabulary flashcards to grammar quizzes, students can tailor practice to their needs.

More tools to explore: Speechify.com, Gofullpage.com, Turboscribe.ai, Gemini Deep-research, OpenAI Vision (to create text from pictures), and Google AI Studio (to build dialogues).

Challenges 👷

With great opportunities come significant concerns.

Academic Integrity: Students may copy AI answers without engaging in the process — especially in Grades 6 and 7 (Valeria). Regular checks for understanding remain essential (Tiemo).
Language Accuracy: AI can be a “fluent liar,” producing incorrect or awkward phrasing. Teachers must coach students to critically evaluate AI outputs.
Data Privacy: Students should not be asked to input personal information.
Exam Security: Tools like Exam.net restrict internet access during tasks while supporting differentiation through speech-to-text (Laura).

Department Policy Considerations 📜

Most schools are now developing or refining policies around AI use. For language departments, this means aligning with whole-school guidelines while addressing the unique dynamics of language learning.

Key elements might include:

Allowed Uses: Students may use AI as a dictionary, for brainstorming, or to generate practice questions.
Not Allowed Uses: Generating entire graded assignments without teacher approval. This is an academic honesty violation.
The Grey Area – Acknowledgment Required: If AI is used, it must be cited. Example: “I used an AI tool to generate 10 Spanish transition words for my essay.” This fosters transparency and teacher-student dialogue.

Joe shared Leon Furze’s traffic light system as a practical framework:

✅ Green: Permitted uses (brainstorming, vocabulary lists, practice questions).
⚠️ Yellow: Conditional uses (partial drafting, guided translation) — requires acknowledgment.
❌ Red: Prohibited uses (submitting AI work as one’s own).

Joe also highlighted the relevance of the EU AI Act, which stresses accountability and identifies serious offenses in AI use.

Next Steps for language teachers ✅

To move forward, world language departments should:

Audit current practices – How are teachers and students already using AI?
Agree on principles – Balance innovation, equity, and integrity.
Draft a clear policy – Include “allowed,” “not allowed,” and “grey area” uses.
Educate students – Teach not just how to use AI, but also why and when it supports learning.
Stay connected – Share experiences and resources. Joe runs the Facebook group Language Teaching with AI where educators exchange ideas.

AI is not a replacement for language teaching; it is a powerful partner when used thoughtfully. Our role as educators is to guide students in leveraging these tools responsibly — helping them become not only more proficient in the target language but also more discerning users of technology.

By embracing both the opportunities and the challenges, and by developing transparent policies, we can ensure AI enhances rather than undermines the heart of language learning: human connection.

Notes from the May 5, 2025 meeting # 45

This was the last meeting for this academic year. We first explored the integration of Artificial Intelligence in language learning, featuring a presentation on Speakology, an AI-driven platform for enhancing speaking skills through simulated conversations. Ben Altschuler from Speakology highlighted its personalized practice capabilities. The meeting also covered logistical details for the upcoming conference in Basel and we ended with a discussion on the role of textbooks in language instruction, with educators sharing diverse perspectives on balancing structured resources wit authentic learning experiences.

Here are the links that were shared:

Link to the Basel Conference.
Link to the Presentation Proposal form. The registration form will be send when the conference schedule is ready.
Link to 'key' resources shared by participants.

Notes from the April 7, 2025 meeting # 44

We had 15 attendees this time.

Laura provided updates on the upcoming Job Alike conference in Basel, scheduled for October 24th and 25th. The conference theme will focus on the evolution of education, with potential sponsors and a confirmed keynote speaker. Concerns were raised regarding visa requirements for attendees, and Laura agreed to share further details to attendees.

For those interested in CI, there's also the Dynamic Language Learning Conference happening in Eindhoven on Nov 7-8.

This month, the focus was on enhancing students' speaking skills in the target language and promoting effective listening strategies within the classroom.

This is School offers various listening and speaking options tailored for student engagement. This is a paid subscription.

ChatGPT can be used for group conversational practice in the target language. The free version enables the group to have a 10-minute conversation with the bot for free. Speakology.ai does something similar, but payment is required for an extended conversation.

Padlet can be used as a replacement for Flipgrid, which no longer exists, and it has many other features that can add valuable option such as collaborative discussions and sharing responses in a more interactive format.

Vocaroo is a tool that can be used for recording student responses to questions on a slide deck to replace the one-on-one interviews which are time consuming for summative assessments. It provides students the opportunity to express their understanding and demonstrate their speaking skills in a non-threatening way.

Using a randomizer like the one proposed by ClassDojo enables the teacher to involve every single student during a class discussion. Stressing that class participation, rather than accuracy, is key to engaging even the most introvert students. The tools rewards students for speaking in the target language and it offers other options which can increase student engagement, such as random pairing when students are asked to speak to a partner.

The PZ's Thinking Routines Toolbox offers many valuable strategies for the classroom, but Listening: Ten Times Two was brought up as a great strategy to promote listening skills.

EdPuzzle is of course another great tool to exploit theme or topic based videos and allowing students to work independently.

Of course, there many online resources readily available for teachers to find what they need for their classes. Some good examples are Le Français Facile avec RFI, Apprendre le Français avec TV5 Monde, FLE Video.com, 1 Jour 1 Actu, Aprender Espanol, Learn German with Deutsche Welle.

Various 'tricks' were mentioned by participants. Geraldine's "GEMS" cup system rewards students for speaking French. Beate's "Hipopotamus" sign tracks English usage, promoting target language use, and Mitra introduced her "bulgarometer" for monitoring language use in her Bulgarian classes, stressing the importance of a supportive environment.

Luisa shared a project where students presented on Latin American cultures, enhancing their speaking skills and François invited everyone to participate in a virtual "human library" for guest speakers to interact with students to promote authentic language use.

The final meeting will be at the beginning and all are encouraged to propose a topic to discuss then.

Notes from the March 10, 2025 meeting # 43

This month's discussion on the effective use of tech in the language classroom was well received. Here are few quotes to prove it! :)

A huge THANK YOU. I’m learning a lot thanks to the Monday meetings! I also wanted to tell you that I’m using and sharing MagicSchool AI/writing feedback following your presentation at ELMLE, wow!! Lara Bailly - AS Paris

Thank you for the enlightening session on using AI to enhance teaching and make it more interesting. The discussion was truly engaging and packed with valuable insights. While it was a lot to take in, it’s clear that AI offers incredible potential in education. Given the vast number of tools and platforms available, it would be fantastic to have follow-up sessions to dive deeper into specific aspects. There’s so much to explore that we would need a 48-hour day just to get familiar with some of the possibilities :) I’m always eager to learn from our wonderful international community of teachers, especially now that I teach for an online school and sometimes feel a bit isolated. Valeria

Thank you for organizing such an engaging and insightful session. I truly enjoyed the discussion. Khaled Oradi, King AbdulAziz University, Jeddah

Joe shared his Padlet AI features demo and encouraged everyone to join the Language teaching with AI Facebook page. If you wish to access Joe's webinar series recordings, you can fill out this order form.

Alasdair gave us an update on LingoTeach.ai, an AI platform aimed at streamlining lesson creation by allowing teachers to generate dialogues and resources quickly. He emphasized how the platform saves time in finding and editing resources while providing interactive language learning materials. Alasdair demonstrated the platform’s features, including creating dialogues with multiple voices, generating comprehension questions, and customizing prompts to suit classroom needs. He encouraged teachers to leverage their students' interests for engaging lessons.

Pascale followed, sharing insights on other AI tools like murf.ai and jenni.ai for creating listening materials, especially for IB language teachers. She highlighted the importance of varied accents and the ability to build dialogues based on existing texts. Pascale also mentioned her website, which offers free lesson plans and resources tailored for IB students.

The conversation concluded with participants sharing their experiences using these tools and discussing how they enhance student engagement and learning outcomes. Pascale offered a discount on her website membership for attendees interested in accessing additional resources.

Throughout the meeting, attendees exchanged ideas and strategies for integrating technology into their teaching practices, fostering a collaborative environment for language educators.

Notes from the February 10, 2025 meeting # 42

We had a multitude of presentation this time around with a main focus on assessment. With the advent of AI in education, we are all aware that learning and assessment are bound to change over the course of the next few years, so it is worth keeping an eye on those changes and thinking about the modifications we need to apply to our teaching in world languages.

Taylor spoke to us about the AI-integrated educational platform he is currently developing. The platform aims to make educators' lives easier and create interactive, engaging content for students. He demonstrated how to upload source material, create courses, and generate interactive lessons in seconds and the platform uses AI to analyze the material and generate interactive content, including multiple-choice questions and mini-games. Taylor highlighted the platform's ability to track progress, provide real-time feedback, and create personalized learning experiences. Taylor confirmed that the platform will include a content pack with 300 lessons for grade 7 students, for example. Watch this space and wait to see how AI will help generate dynamic lessons for students.

Noemi, from Lo Logramos, spoke about the related topic of generative AI in language teaching, an area her consulting business focuses on. She also oversees a department of 24 teachers and the use of integrated performance assessments (IPAs) and portfolios. She moderates a Facebook AI innovator community group, offering monthly meetings and workshops. Anyone is welcome to join the commujnity to learn more about the use of generative AI to enhance language teaching.

Unfortunately, Alasdair from LingoTeach.AI was not able to attend our meeting, but he invited anyone interested in his website to fill out this form to find out more.

It so happened that, straight after our job alike meeting, Jonathan Haidt, author of The Anxious Generation, was the main guest of a symposium at Frankfurt International School and the one-hour event was recorded here. Haidt discussed the negative impact of smartphone and social media use on young people, terming it the "Great Rewiring." He highlighted that U.S. teens spend 9-11 hours daily on screens, leading to physical ailments and eye issues. Educational performance has declined since 2012, with the bottom quartile showing significant drops. Mental health issues, particularly anxiety, have surged among Gen Z, with girls being particularly affected. Haidt proposed four norms: no smartphones before high school, no social media before age 16, phone-free schools, and promoting real-world independence. He also criticized the widespread use of educational technology, advocating for its reduction.

Hence the topic of our next meeting: What measures do you have in place in your classroom to ensure that students are not distracted while working on their device during the language class?

The main topic of our meeting followed these presentations: "Continuous Assessment in World Languages and Gathering Evidence for it".

Jill explained how her MYP 1 and 2 students used to get anxious about assessments. Then her started using continuous assessment in various forms and they no longer have compulsory end-of-unit big tests. This approach provides opportunities for real-time feedback, effective progress tracking and accurate assessment data.

Luisa & Beate presented the assessment practices they implement in the AIS Vienna high school Spanish and French departments. She described the use of formative and summative assessments, including daily participation, role-playing, quizzes, tests, and self-assessment. She emphasized the use of authentic projects and external benchmarks to assess student learning as well as the importance of consistency within the department along with the role of individual teacher preferences in assessment practices. Grades in MS are listed as Needs Support, Progressing, Meeting and Exemplary.

There was a general agreement that formative assessments should count towards student progress but are not included in final grades. They help teachers and students track progress and identify areas for improvement. They also provide opportunities for real-time feedback to support student learning, enhancing student performance. The group agrees on the importance of using a combination of formative and summative assessments to provide comprehensive feedback and track student progress.

Géraldine explained how her department in Lagos uses the ACTFL assessment standard to guide students toward achieving a targeted proficiency level. The information is presented in three categories, namely:

Proficiency Descriptors – Approaching, Developing, Proficient, and Exemplary.
ACTFL Proficiency Levels – Corresponding to Novice Low, Novice Mid, Novice High, and beyond.
Percentage Equivalents – Showing the percentage range associated with each level.

This structured format allows us to clearly visualize the alignment between proficiency descriptors, ACTFL levels, and their corresponding percentages.

Alex explained that at Frankfurt Int'l School courses & rubrics are based on the CEFR standards. Students clearly see why they get a particular grade/level and what they need to do to improve. Teachers have regular conversations to help students set goals. All evidence of learning can be used for grading qnd there is no 'barrier' between formative and summative assessments. In HS, they offer DELE and DELF exams. They travel to Mainz (Institut Français) or Frankfurt (Cervantes) to take the exams.

Martina explained that her AIS Zagreb uses MYP criteria based grades (numbers). Formatives may count if students are absent for a summative assessment. They also use Extempore for speaking assessments in HS. Writing tasks are moderated within the department. Students who wish to take DELF or the Zertificat are sent to Alliance Française and Goethe. Her school used AAPPL for the first time last year.

François said they also use AAPPL tests at AIS Budapest to assess their student proficiency levels and ensure they are place accurately. They follow the AERO WL Standards for grading from grade 6 to grade 10, then the IB grading rubrics for grades 11-12. Lee Ann Jung from Lead Inclusion recently trained a cohort from the school faculty on UDL practices with the aim to implement a more inclusive grading approach which will increase student agency and promote wellbeing for all.

In Baku, Saadat teaches MYP and DP and her school implements pre-assessments to understand student levels at the beginning of each unit which includes 2 summative assessments. The pre-assessments help students understand what they need to do to prepare for their summatives.

Pascale from IS Prague wasn't able to join us, but she kindly shared her pedagogical tracking practice with us. Each of her students has:

A physical tracking file:

Each student maintains a file for tests, written feedback, and past papers.
Regularly used before summative assessments.
Maintained from 9th to 12th grade; students often revisit for baccalaureate preparation.
Organized into four areas: writing, reading, listening, speaking, and quizzes.

A Digital Tracking via Toddle:

Systematic recording of formative and summative assessments.
Students are encouraged to upload and keep track of their work.
Projects included in portfolios (videos, films, presentations).

A Tracking ATL Skills:

Evaluates student progress and justifies any lack of development.
Focus on organization and listening skills (ability to accept feedback).

These 3 steps are not systematically implemented, but key steps (1, 2, 3) are included.

Files are referenced for oral feedback and other assessments to monitor progress. "Written Production/Correction" document and beginner's documents are used for reviewing mistakes.

For writing, Pascale uses this document for Written Production/Correction, or this document for beginners. This allows students to review their mistakes and progress between writings.

This was a meeting filled rich pedagogical resources and ideas and we're looking forward to our next one on March 10th to discusses the effective use of tech in the WL class.

WL Affinity (Job Alike) Group @ ELMLEMalta

January 23, 2025 meeting # 41

The ELMLE conference held in Malta was an incredible opportunity for language educators to come together, share insights, and explore new methodologies in teaching. This year, we were fortunate to attend a series of thought-provoking workshops that not only inspired us but also equipped us with practical tools for our classrooms.

As we reflect on the sessions, it is clear that the ELMLE conference was a fantastic opportunity for professional growth and collaboration. Three World Language teachers presented this year and you can read about their contributions here:

Empowering Educators to Teach Multilingual Learners
by Anja Cwidak, Inter-Community School Zurich

Access Learning Resources

Planning and teaching with multilingual learners in mind transforms middle school into an inclusive environment where every student feels a sense of belonging and is supported in their learning and well-being. By recognizing and valuing the diverse linguistic and cultural backgrounds that students bring, educators create a classroom atmosphere that respects and celebrates differences, fostering mutual respect among peers.

Tailored instructional strategies not only enhance comprehension and engagement but also affirm students' identities, boosting their confidence and academic motivation. This inclusive approach ensures that multilingual learners are not left behind but are instead provided with equitable opportunities to succeed. In doing so, we promote a cohesive, supportive school community where all students can thrive.

Moreover, monolingual learners also benefit from this inclusive approach. They gain exposure to different languages and cultures, which broadens their perspectives and cultivates essential skills such as empathy and global awareness.

By embracing the richness of our multilingual classrooms, we empower all students to grow, learn, and succeed together.

Promoting Autonomy through AI
Kathleen Ralf , Frankfurt International School, François Stalder, American International School of Budapest

RESOURCES
Access Workshop Resources

In this interactive workshop, participants delved into the transformative potential of AI-powered platforms like Magic School to foster student agency, autonomy, and self-directed learning. Drawing on real classroom examples, we discussed effective strategies for incorporating Magic School tools across various subject areas—from guiding students through the school handbook to utilizing conversational AI for language practice, and empowering learners through customized choice boards and relevant learning experiences.

Attendees left this session equipped with practical ideas and a robust framework for integrating AI-based resources that promote student ownership of the learning process. We explored the benefits and considerations of using Magic School, along with strategies for navigating the evolving landscape of AI in education.

The workshop providee the knowledge and inspiration needed to cultivate greater agency in your students.

Discovering “Aha” Moments in Second Language Teaching
Comprehensible Teaching Strategies That Work
Andreea Constandache, Verdala International School

RESOURCES
Access Workshop Resources

In this engaging session, we explored Comprehensible Input strategies that create a middle school environment where students feel a strong sense of belonging while supporting their learning and well-being through inclusivity, engagement, and emotional safety.

The strategies shared utilized storytelling, visual aids, and interactive digital tools to make language learning accessible and enjoyable. These approaches ensure that all students, regardless of their proficiency level, can participate meaningfully in the learning process. By fostering a classroom culture where students feel comfortable experimenting with the target language and engaging in interactive activities, teachers can build a community of learners who support each other’s growth and success.

Furthermore, the integration of digital tools into lessons provides diverse methods for presenting comprehensible input and tracking student progress. These tools facilitate personalized learning experiences that cater to various needs and learning styles, thereby enhancing student well-being by offering multiple avenues for success and feedback.

Join the Conversation!

Don’t forget to spread the word about the World Language Job Alike group. This platform is a great way to continue the discussions from the conference and beyond, share resources, and support one another in our teaching endeavors.

October 4-5, 2024 Conference # 1

🌍 #WLConferenceBudapest2024 🌍

A Gathering of Language Educators

The American International School of Budapest welcomed language educators from 15 international schools across Europe and beyond to the World Language Conference! 🎉 Together, we celebrated shared learning 📚, and a deep commitment to advancing language teaching and learning. 🌟

Special thanks to our main sponsor, Central & Eastern European Schools Association, especially Helena Kereta & Kathy Stetson, and to the American International School of Budapest for their unwavering support in making this event a success. 🙏 Your backing was instrumental in bringing our community together. 🤝

Thanks also to ELMLE League, ECIS, the Educational Collaborative for International Schools, Language Testing International & Jennifer Carson, and of course our keynotes speakers Carmen Meester, from Dynamic Language Learning, & Tibor Prievara, for your inspiring messages to us!🌈✨

Our attendees left inspired, motivated, and brimming with new ideas! 💡 Here are just a few highlights from their experiences:

"This is an excellent opportunity for learning from and collaborating with your colleagues." – Cathy Beyers, American School of Warsaw

"A great opportunity to learn, compare, discuss with other WL teachers." – Delphine E., Rabat American School

"Expect a lot, and you will get more. :)" – Aleksandra Popovic, The International School of Belgrade

"Come and be part of this wonderfully collaborative community of dedicated and passionate language teachers!" – Will Mathews, International School of Prague

"A fantastic opportunity to network, experience real-world examples, and new ways of thinking, in learning and teaching languages." – Alasdair Harris, https://lingoteach.ai

"It was amazing! This is an invaluable experience where Language teachers can meet, share their knowledge, discuss different teaching strategies and innovations in language acquisition." – Uroš Antonić, The International School of Belgrade

"Really enjoyed networking with colleagues from different international schools, great sessions, and a lot of expertise." – Debbie Muhlbauer, American International School of Budapest

"Great networking opportunity. Valuable sharing of ideas and inspirations." - Tanja Connemann, Munich International School

"A conference to exchange ideas and create connections with your collègues all over the world." - Katarina Gubo, American International School of Zagreb

"Come! You will learn so much more than you could ever expect! " - Laura Ree, International School of Latvia

"It’s rare to attend a conference where you feel truly understood as a language educator. This event provided not only professional growth but also a sense of community, knowing that our colleagues are tackling the same challenges and driving innovation across the field." - Milena Pajic, The International School of Belgrade

"I enjoyed getting the chance to see how my colleagues are using AI and getting the chances to make connections with my own practice." - Sofía Paez Mateu, The American School of Barcelona

"I enjoyed connecting with other language educators from around the world." - Annie Yousey, The American School of London

Thank you to everyone who joined us, presented, and engaged in building this incredible network of language educators! 💖 Until next year, let’s carry forward the passion and ideas that we share.

Upcoming Events & Information

***From Carmen Meester***

📚 Dynamic Language Learning Conference

🗓️ November 1 & 2, 2024

📍 Eindhoven, The Netherlands

🇩🇪 Funn 4.0 Fortbildung für Fremdsprachenlehrkräfte (for German teachers)

🗓️ May 29-31, 2025

📍 Frankfurt, Germany

🇪🇸 Soy de Idiomas (for Spanish teachers)

🗓️ July 15-18, 2025

📍 Huesca, Spain

🇫🇷 The Agen Workshop (for French teachers)

🗓️ July 21-27, 2025

📍 Agen, France

📖 The CI Bookshop – Easy readers website

***From Jen Carson***

💻 AAPPL in Action: Leveraging Test Data to Drive Instructional Next Steps

🗓️ October 29, 2024

🕔 5:00-6:00 PM (EDT Time US & Canada) / 10:00 PM-11:00 PM (CET)

Presented by Jody Lindsay, World Languages Specialist, Alpine School District, Utah, USA.

Join us for an insightful session on how one Utah school district leverages longitudinal AAPPL data to inform and drive next steps in World Language instruction. This session will highlight key strategies for analyzing trends and turning data into actionable steps to improve student outcomes and guide curriculum development. Whether you're new to data-driven instruction or looking to refine your approach, this session will provide valuable tools and insights on how to work with AAPPL data.

👉 Click HERE to register.

***From Joe Dale***

🚀 I’m thrilled to introduce my BRAND NEW four-part webinar series:

💡 Language Teaching with AI!

This series will focus on enhancing listening, speaking, reading, and writing in the language classroom using cutting-edge AI tools to create engaging and effective lessons.

With over 4,700 members in my Facebook group, Language Teaching with AI, and nearly 300 language teachers having completed my previous series, Resource Creation with ChatGPT, I’m excited to bring you fresh, new content!

🔍 Why Attend?

- Learn how to incorporate AI into listening, speaking, reading, and writing activities.

- Gain skills in prompt engineering, making AI manageable and time-efficient.

- Unlock the full potential of AI to enhance student engagement and learning outcomes globally.

📅 Webinar Titles and Dates:

- Language Teaching with AI: Enhancing Listening – 4th November 2024

- Language Teaching with AI: Enhancing Speaking – 11th November 2024

- Language Teaching with AI: Enhancing Reading – 18th November 2024

- Language Teaching with AI: Enhancing Writing – 25th November 2024

In each session, I’ll showcase practical AI tools like Magic Padlet, ChatGPT, Brisk Teaching, and many others to help you create engaging lessons across all skill areas.

🎉 Special Offer:

Buy 3 webinars and get the 4th FREE (plus booking fee). If you miss a session, don’t worry! The webinars will be recorded and shared with all registrants. You can also request a certificate of attendance for each session you complete.

🌍 Choose Your Time Slot and Register Now:

- Asia and Australasia 9:00 - 10.30 GMT

- Middle East 12:30 - 14.00 GMT

- Europe 19:00 - 20.30 GMT

- Americas 21:30 - 23.00 GMT

Don’t miss this opportunity to discover how AI can revolutionize your language teaching. I look forward to seeing you there!

Notes from the March 11, 2024 meeting # 39

The aim of our meeting was to explore how incorporating cultural components through videos can provide a rich, immersive learning experience, allowing students to explore multicultural perspectives and celebrate linguistic diversity in an engaging way. Stephen Haggard was our guest speaker from Digital Learning Associates. He offered insights into enhancing language learning with video content. He introduced DLA's role and its "Ready to Run Graded Authentic Video" collection, emphasizing the demand for video resources that cater to Generations Z and Alpha, considering topics, formats, durations, and learning designs. We discussed the strategies to integrate video content as a way to boost engagement and we also addressed learning outcomes, along with practical applications and tips for effective classroom use.

Stephen emphasized the importance of video content being relatable, authentic, cool, and syllabus-aligned, specifically designed for language learners. He advocated for videos to be concise, ideally 90 seconds, with compelling graphics to maintain student engagement. For culture videos, which are in high demand yet often criticized for being dull and superficial, Stephen gave this type of video as an example of a good video. He suggested focusing on the intricate details of people's lives to spark interest and provide depth, making the content more engaging and informative for students.

The example above is a compelling video for a language class. It is characterized by its relevance, engagement, and educational value. It incorporates elements like cultural diversity, authentic scenarios, and visually appealing graphics that can captivate and educate the language learner.

Martina shared the "Travel without leaving home" unit on exploring Morocco, a collaborative project between AIS Zagreb and AS Rabat. Highlighted in a TIE magazine article, this unit leverages multimedia, especially videos, to offer a virtual travel experience, enriching language instruction with cultural immersion without physical travel. The project is an innovative example of international educational collaboration, using virtual reality to connect students across continents.

Delinka discussed the significance of understanding culture through film study, emphasizing how analyzing films allows learners to gain a deeper understanding of the target cultures. She illustrated this approach with three examples of films that can be used as educational tools to explore cultural nuances, traditions, and societal issues. This method not only enriches the language learning experience but also fosters a greater appreciation and awareness of cultural diversity among students.

Luisa presented on the use of "cortometrajes" (short films) for multiple educational purposes. The document exemplifies the types of activities that can be developed along with the resource. Incorporating short films in the curriculum can be highly effective for teaching various aspects of a language, including cultural nuances, conversational language, and non-verbal communication. This approach can engage students in a meaningful analysis of content, encouraging deeper cultural understanding and language skills development.

Several techniques were recommended for using videos in the language classroom. (1) One approach involves watching the video silently at first, encouraging students to contemplate the content before delving into the language aspect. (2) Another technique is to pause the video at strategic points, prompting students to predict what happens next. (3) The group also highlighted the importance of diversity in video content, suggesting storytelling from various perspectives to enrich language learning. This approach not only broadens the learners' cultural understanding but also engages them by presenting familiar narratives in new, thought-provoking ways. By exploring stories through different lenses, students can appreciate the complexity and diversity of human experiences, enhancing both their language skills and their global awareness.

Thanks to colleagues who suggested various authentic video sites:

Thanks also to Joe Dale and other colleagues who provided links to some very useful website which can be used along with videos:

Joe continues providing insightful workshop with Eventbrite and other organization. You can follow Joe on his Youtube channel as well as his Language Teaching with AI FB page.

Our next meeting will be on April 22.

Notes from the April 22, 2024 meeting # 40

Thanks to everyone who participated in and contributed to the last World Language Job Alike of this academic year! The meeting was marked by a robust exchange of strategies and insights about language placement tests and differentiation. Besides, we represented a variety of countries, emphasizing the international scope of our network. In total, 18 of us joined the discussion from Austria, Croatia, Germany, Hungary, Latvia, Nigeria, Qatar, Serbia, South Africa, Switzerland, the United Kingdom, and Uzbekistan. The discussion was very informative, highlighting varied assessment approaches to place students adequately according to their level, as well strategies used to implement effective differentiation in the language classroom.

Student placement

Here are a few practices that were mentioned:

The prioritization of English language proficiency testing at the beginning of the school year to determine the need for additional language support.
The utilization of previous school reports and in-class writing samples to assess student language proficiency.
Streamlined Google Form tests which include personal narratives and past experience narratives recorded via Vocaroo, simplifying the evaluation process across different proficiency levels.
The implementation of AAPPL testing, a web-based proficiency assessment platform.
The introduction of Avant PLACE and STAMP assessments, noted for their alignment with ACTFL standards and their comprehensive evaluation of language skills.
The use of Knowledge Organizers (see examples here) to aid both independent learning and structured support for students requiring additional help.
A dedicated website for newcomers so they can familiarize themselves with the program of study before joining the school.
Pre-placement meetings before the start of the academic year to allow teachers to get to know the students personally, understand their proficiency levels, and gauge their interest in the language.
Student history reviews to provide valuable context for placement decisions.
Utilizing the MYP phase system to place students according to their proficiency level.
Flexibility to allow students to switch languages within the first quarter to increase student satisfaction and retention in language programs.

We decided to collate this collaborative document where we can share best practices and learn from one another. To gain access, please share your placement test samples with Laura, providing your name, school name, testing procedures and samples.

Differentiation

During the meeting, we also addressed the topic of differentiation, highlighting how teachers tailor language learning experiences to meet the diverse needs of students. Specific strategies shared included:

A knowledge organizer can be an effective differentiation tool to provide a concise compilation of crucial language structures and exemplary writings. They are designed to aid students who require more structured learning support and to challenge those ready to advance their skills independently.
Adapting assessment formats is mostly feasible in project-based activities, allowing students to select topics they are passionate about within clearly defined guidelines.
Defining success criteria with tiered challenges within rubrics can be motivating for students at all levels within one class.
Agency can empower students by giving them significant control over their learning processes, which enhances engagement and motivation.
Fostering a sense of achievement in students will make them feel a sense of accomplishment through the learning activities and assessments they undertake.
Teachers can provide set structures, templates or frameworks for writing assessments to help students focus more on content than form.
Standards-based assessments make expectations clear to students from the outset.
Differentiated resources offer tailored content like vocabulary lists and activities which can be arranged at different stations in the classroom to cater to different student ability levels.
Strategic pairing of students can promote peer learning and support within the classroom.

Finally, as the summer break is near, we decided to share and collate this list of summer programs we can recommend to our students. To access the list, send your recommendations to Laura who will add your information to the document, then share it with you.

We will meet again in September, then at the World Language Conference the first week of October.

Notes from the March 11, 2024 meeting # 39

Thanks to colleagues who suggested various authentic video sites:

Thanks also to Joe Dale and other colleagues who provided links to some very useful website which can be used along with videos:

Joe continues providing insightful workshop with Eventbrite and other organization. You can follow Joe on his Youtube channel as well as his Language Teaching with AI FB page.

Our next meeting will be on April 22.

Notes from the February 12, 2024 meeting # 38

In our last meeting, we focused on effective vocabulary acquisition strategies, emphasizing the importance of context and immersion in vocabulary development. We explored a range of tools and resources aimed at expanding students' word banks. These discussions provided insights into innovative and interactive methods to engage students in learning new vocabulary, ensuring a more dynamic and effective language teaching process.

LingoTeach.ai

Thanks to Alasdair Harris for presenting his LingoTeach.ai platform. It is the only AI-based website designed for language teachers which allows them to build reading and listening resources based on your prompt, including any vocabulary or grammar that you might want. The content of your resource can be on anything you can imagine. Special interests, typical 'school' topic, news and current affairs - anything. The AI will build your resource to be as long or short as you wish, containing the exact grammar details that you want, meaning you can always create a resource that is perfectly leveled for your students. LingoTeach.ai will create questions (and answers) in both native and target languages. Everything feeds into an interactive platform that saves you time!

Alasdair kindly shared this video to explain how to compose AI prompts for the language class. Thank you, Alasdair!

LingoTeach.ai can display 300+ activity combinations in a matter of clicks. You can adjust the screen layout to the lesson focus to any key skill (e.g. upload a picture for a speaking task, hide everything to focus on listening). LingoTeach.ai gives you:

- AI voiceovers

- cloze / fill-the-gap activities

- variety of question formats

- printable vocab, worksheets, booklets

- sentence and grammar highlighting tools

- tangled translations

- save everything

- share resources with other teachers

The languages currently supported are French, German, Spanish, English, and Italian. Incoming languages include Arabic, Dutch, Mandarin and Urdu.

Current subscriptions have a lifetime 20% discount. This offer is about to end, and it will become our 'PREMIUM' account, meaning lots of free updates! Subscribe monthly for $15 (cancel any time) or subscribe annually for $165 which also includes 1 free month. Contact info@lingoteach.ai for departmental subscriptions

You can watch the full video of Alasdair presentation below.

Alasdair Harris.mp4

QuestionWell.org

Joe highlighted the potential of QuestionWell.org as a valuable resource for developing vocabulary in students. This online tool allows teachers to input reading materials or videos, from which it generates a variety of educational questions, including vocabulary-focused ones. By using AI technology, the platform ensures that the questions are closely aligned with the provided content, thereby directly targeting the vocabulary within that material. This targeted approach helps students engage more deeply with new words and phrases, encouraging them to understand and use them in context.

Autodraw.com

Joe also introduced Autodraw.com is an innovative web-based drawing tool that offers unique support for vocabulary development, particularly in educational settings. By combining machine learning with artists' drawings, Autodraw.com assists users in creating quick, accurate illustrations from basic sketches. This feature becomes a powerful tool in language learning, as it enables students and educators to visually represent words or concepts they are learning. For instance, when learning new vocabulary, students can attempt to draw the word, and Autodraw.com's AI will suggest professional drawings that match, reinforcing the connection between the word and its visual representation.

Emoji Sentences

This is a creative and engaging language learning activity that combines the use of emojis produced by ChatGPT, and Wheelofnames.com. In this exercise, Joe showed us how students use emojis to construct sentences, fostering their ability to convey ideas and emotions through visual symbols. The process begins with generating a variety of emojis using GPT, which are then input into the Wheel of Names. When the wheel is spun, it randomly selects a set of emojis. Students are then challenged to create coherent and meaningful sentences based on the combination of emojis presented. SpinTheWheel.io & Flippity Randomizer are other websites that can be used in these types of activities.

Building vocabulary lists collaboratively

François presented an innovative approach to vocabulary building, emphasizing collaboration and technology. He introduced a method where teachers and students work together using Google Sheets, shared with students for simultaneous editing. The sheet, formatted with columns for word type and translation, integrates a Google Translate formula for automatic translations. Students actively add words, fostering participation and vocabulary exploration. François highlighted the importance of teacher oversight in verifying translations and explaining the list's purpose for language proficiency, test preparation, or topic comprehension. The video below shows how the vocabulary can then easily be pasted into Blooket, Quizlet, LingoTeach, etc to make vocabulary learning engaging.

Building vocabulary lists collaboratively.mp4

Other interactive classroom activities

Tiemo's Ball Toss Game is an engaging and interactive vocabulary-building activity, ideal for language learning classrooms. In this game, a ball is tossed among students, who are tasked with quickly thinking of and saying a word related to a specific theme, such as 'clothing' or 'food', each time they catch the ball. This fast-paced game not only makes learning fun but also encourages students to recall and use vocabulary relevant to the chosen theme. It enhances their ability to think on their feet and reinforces their memory of the words.

The Art Description Game is a creative and interactive classroom activity where students listen to descriptions and then draw what they hear. In this game, the teacher or a student describes a scene, object, or concept in detail, and the students translate these verbal descriptions into drawings. This exercise not only fosters listening and comprehension skills but also encourages students to visualize and interpret language creatively. It's particularly effective in language learning as it bridges verbal and visual communication, helping students to connect words with their meanings and representations. This activity can be tailored to various levels of language proficiency and can encompass a wide range of vocabulary, from simple objects to complex scenes, making it a versatile tool for enriching students' linguistic and artistic abilities.

Luisa's Quickwrite is a simple yet effective vocabulary exercise designed to enhance language learning. In this activity, students are given a theme or topic, and they are asked to quickly write down all the words they know related to that theme. This can be done within a set time limit to add a sense of urgency and fun. The exercise encourages students to recall and consolidate their existing vocabulary, promoting active retrieval of learned words. It's particularly useful for identifying gaps in students' knowledge and for reinforcing word associations with specific themes.

The Auction Game is an energetic and competitive vocabulary-building activity that challenges students to write as many words as possible on a given topic within a limited time frame. In this game, a topic or theme is announced, and students are given a short duration, often a minute or two, to write down all the words they can think of that are related to that topic. The fast-paced nature of the game creates a sense of urgency, encouraging students to think quickly and recall vocabulary efficiently. This activity not only enhances vocabulary recall and fluency but also fosters a competitive spirit, making learning more engaging and dynamic.

Noughts and Crosses and Blockbusters are two classic games adapted for vocabulary learning, offering a fun and interactive way to reinforce language skills in the classroom.

Noughts and Crosses (also known as Tic-Tac-Toe) is a game where each square of the grid contains a word or a picture. Students play in pairs or teams. To place their 'nought' or 'cross' in a square, a player must correctly use the word in a sentence, define it, or translate it, depending on the learning objective.

Blockbusters, a game based on the TV show of the same name, presents a grid is filled with letters, and each letter represents the first letter of a word. Students or teams take turns choosing a letter. The teacher then provides a definition, and the students must guess the word that starts with that chosen letter. Correct answers allow the student or team to claim the square. The goal is to create a path across the grid.

Thank you to everyone who contributed to our extensive collection of engaging and educational vocabulary games. While there are many more games to explore, the ones we've discussed today provide a solid foundation for enhancing vocabulary learning and language skills. We appreciate your valuable input and active participation in our session. Let's continue this journey of discovery and innovation in language teaching. Don't forget to mark your calendars for our next meeting on March 11th, a special occasion as we celebrate the 4th birthday of WLJAL! See you then!

Notes from the January 26, 2024 meeting # 37

Quick Update on WL Conference

- We discussed briefly about the first WL Conference that would take place in Budapest at the beginning of October . Thanks to those who offered to run a mini workshop if you can attend. If have not yet been able to make a proposal, please have look here and consider how you can get involved and support this initiative.

Take aways from #ELMLELondon

Participants shared their experiences and key takeaways from the day's workshops they attended.

Joe shared how you can make quick videos using Specific Genres to explain specific concepts, for example parts of speech and he showed us the impressive video he and his team made in 30 minutes. We explained how ChatGPT can generate the instructions for such an activity in order to save prep time.

We discussed the potential of using ChatGPT to create sentences using emojis for translation or interpretation exercises. For example, try the following prompt:

Create the emojis designed to represent the following sentence provided for a language learning activity. The sentence should be translated into a sequence of emojis that capture the key elements, actions, emotions, or objects: The girl in a pink dress is climbing on the tree and she laughs. Put the emojis in one line.

You might get the following result with the paid version of ChatGPT:

With the 3.5 version, you're more likely to get something like this:

👧👗🌳🧗‍♀️😂

Then if you add the following request: now create 5 such sentences. You might get something like this:

Of course, here are five sentences translated into sequences of emojis:

1. 🌞🏖️👙🏊‍♂️🥰 (The sun shines at the beach, people wear swimsuits, and they swim happily.)

2. 🍕🍔🍟🥤😋 (They eat pizza, burgers, fries, and drink soda with enjoyment.)

3. 🚗🌲🏞️🚵‍♀️🌅 (They drive to the forest, go mountain biking, and watch the sunset.)

4. 👨‍👩‍👧‍👦🎂🎈🎁🥳 (The family celebrates a birthday with a cake, balloons, gifts, and joy.)

5. 📚📝🤓📅📖 (They study with books, write notes, prepare for exams, and learn.)

At this point, other tools were highlighted such as Suno.ai & Lyricstraining to practice with songs. Suno.ai helps creat songs with no instrument, just imagination. Stableaudio generates high-quality stereo music and sound effects from text prompts and desired duration. Lyricstraining is an online platform that offers an interactive way to learn languages through music and song lyrics.

Reader’s Theater was brought up as a key take away. We discussed the concept of turning informational texts into scripts using ChatGPT, with guidelines for including all necessary play elements.

Joe mentioned Language Teaching with AI, the FB page he created to discuss language teaching with AI. Join the conversation!

Finally, Carmen https://hablateacherinstitute.org for PD. They offer workshops to integrate literacy, language, and the arts.

Notes from the January 15, 2023 meeting # 36

Thank you to all our presenters for your inspiring presentations, which have wonderfully captured the theme 'Getting Students Excited about Learning Languages'.

The WL JAL Conference is scheduled to take place in Budapest, either on October 4-5 or October 11-12. This event will feature a rotation system, with a different school hosting it in the following years. More details about the conference will be shared with you soon.

Curipod

Here’s a quick demo. François demonstrated how Curipod works by guiding students through its interactive platform, demonstrating the customization features that tailor learning to individual student needs, and illustrating its effectiveness in enhancing student engagement and motivation in the world language class.

Interactive Teaching Techniques & Digital Games

Valerie discussed balancing interactive activities with digital games. The list of games she presented is here. While many might already be familiar with these techniques, it is a good idea to revisit them as they can be used at all grade levels from primary through to Grade 12. These methods have consistently yielded positive results in engaging students and enhancing their language learning experience.

Duolingo in Language Learning & Blooket

Laura shared her experience with Duolingo Schools, including its benefits like unlimited hearts and ad removal for students. Laura kindly prepare this video to demonstrate how to set up a class. She discussed student engagement through competitions, and the motivational aspect of the platform.

Laura also spoke about Blooket as a highly engaging tool for language learning, detailing its paid and free versions, and its uses in the classroom and as homework. Here is another video she prepared to show how the report can be used.

Building on Laura's insights, Beate has skillfully employed Duolingo to orchestrate friendly competitions between various language classes, serving as an innovative approach to boost student motivation. This technique has been particularly effective, as it consistently leads to a group of students who remain committed and continue to actively use the platform.

Concours Chansons francophones

Beate shared her experience with engaging students through real singing competitions, such as those organized by the Institut Français d'Autriche-Vienne. This approach not only enhances language learning but also adds a creative and interactive dimension to the process, fostering greater enthusiasm and participation among students.

Jen expanded on the topic by mentioning 'Mania Musicale' through the AATF, which is popular in the United States. She shared the steps on how to participate, including utilizing a YouTube playlist specifically curated for Manie Musicale. Jen highlighted the benefits of engaging with the language learning community through email exchanges with bloggers like Just French It, and provided Marie's contact as an example for initiating such valuable interactions.

Roulette Grammar Game

William introduced this game which he's been using for 15 years, which involves poker chips and is adaptable to various grammar points. By incorporating elements of play and chance, it can transform routine grammar exercises into an exciting and effective learning experience. This approach aligns with experiential and interactive teaching methodologies, making grammar learning more dynamic and student-centered.

Experiential Learning Projects

Delinka spoke about her project with a school in Senegal, highlighting the importance of authenticity in language learning. With the letter exchange program, the children from each school write letters to each other. They share ideas, experiences, and emotions with a real person. This makes the learning process more meaningful and engaging. The letters include personal stories, descriptions of daily life, and cultural details. This allows students to learn about each other’s cultures directly from their peers, providing a richer and more nuanced understanding than what might be gleaned from textbooks or even the Internet.

Level Up Village

Jen spoke about Level Up Village before, a digital platform for connecting students globally to communicate in their target language. She described its format and the cultural learning opportunities it provides. More details can be found here.

ELMLE Conference in London

We are excited to announce that a number of us will be in London for the annual ELMLE Conference taking place at ASL.

Notes from the November 6, 2023 meeting # 35

World Language Teacher Summit

Luisa briefly mentioned the World Language Teacher Summit which she attended online and recommended it highly. The All-Access Pass offers lifetime access to 29 expert session videos, 15 hours of expert sessions in audio MP3 format, and a Professional Development Certificate for continuing education. It also includes instant access to a virtual goodie bag, full PDF transcripts, a Fall 2023 World Language Teacher Playbook, and access to all sessions and bonuses. The pass comes with a money-back guarantee.

Reading for pleasure and CI

We debriefed on the Notes from Job Alike Mini Conference #2 on Storytelling - January 22 #21 regarding the introduction of mini libraries in the classroom. Everyone still agreed that it is a very good idea to have such a library but it takes discipline and the willingness to use instruction time for students to spend time reading for pleasure in class. The students all love it though. A literary circle is also a good idea. Students get to share their reading experience with other peers once in a while rather than in the large group. Barbara reminded us of the importance of comprehensible input and shared this article which emphasizes the benefits of 98% comprehension.

This level implies that only 1 in 50 words is unknown, making it a pleasant way to acquire new words in context. The presentation by Marco Benevides provides examples of 98%, 95%, and 80% comprehension levels to help learners understand the concept. It's noted that 80% comprehension, though common in conversations or meetings, can be frustrating as it leaves you with a grasp of the topic but limited understanding of the details. This phenomenon explains the intermediate plateau in language learning, as learners transition from around 60% comprehension to near 90%. Having a good teacher and suitable materials is crucial during this phase. Barbara complemented the article with this video where the speakers discuss the challenges of comprehension in language learning. They explore the concept of text coverage and how it affects comprehension. The conversation highlights the frustration and disconnect that can arise when comprehension is not at a deep level. The speaker mentions the ideas of negotiation of meaning and the concept of "i plus one" in language learning.

Fall World Language Conference

The Festival of Learning in Antwerp was a full-day workshop for language teachers that had both on-site and online attendance options. Planning and organizing a larger teacher conference would require a keynote speaker and volunteers to lead workshops. This would also require some form of sponsorship either from the schools we belong to or the organizations we are part of. Members of our JAL group will receive this survey next week to propose a topic for a workshop they would like to lead if they were to attend such a conference.

Class Jobs

Students love being given responsibilities and small jobs in the classroom. Barbara has special job titles on lanyards which she distributes at the beginning of the week and students take those very seriously. It's another way to add a bit of fun in the classroom and distribute roles. Here is a list of the jobs Barbara created so far:

Stopwatch: Times how long the class can go without interruption in the target language.
Police: Ensures students use the TL.
Tech: Operates the computer, manages PowerPoint presentations, or starts videos as needed.
Cheerleader: Encourages and applauds students who make an effort in using the TL.
Noisermeter: Monitors and signals when the class needs to be quiet or maintain silence.
The Ball: Holds a softball and throws it at the teacher when they speak a language other than the TL.
Scapegoat: Takes responsibility for any classroom disruptions or issues.
The Doctor: Offers a "Bless you" when someone sneezes as a polite gesture.
Wordcount: Uses a counter to keep track of how many times students use the TL during the lesson.
Mini Teacher: Assists in teaching the class or takes over temporarily.
The Sub: Fills in for other job roles when necessary.
Homework Checker: Keeps track of which students have completed their homework assignments.
Window Guard: Is responsible for opening and closing the windows.
Translator: Translates what is being said in the students' native language, typically chosen as the most proficient student.
Miniboss: Oversees and manages the other job roles in the classroom.
Sound Effect: Finds and plays sound effects that complement a story.
Selfie Master: Permitted to stop the class for a group selfie once during the lesson.
Helping Hand: Assists with distributing materials like markers and other classroom items.
Scorekeeper: Records scores related to how long the class maintains TL usage or uses key words in stories.
Referee: Holds yellow and red cards and enforces disciplinary measures when students misbehave or violate language use rules.

The Ballroom Enigma

This is a word association challenge which was presented by Tiemo. It is a fun and engaging ice-breaker and students have to guess the word the teacher has in mind by vocalizing words associated with it. These associations can be based on various factors such as color, shape, meaning, or any relevant aspect. To ensure participation and interaction, students use a soft ball to take turns while sharing their word associations. This game not only encourages creative thinking but also fosters communication skills within the group.

Our next online meeting will be on December 4th.

Notes from the October 9, 2023 meeting # 34

The World Language Job Alike meeting that takes place once a month on a Monday evening is a collaborative effort, bringing together educators from three prominent organizations: CEESA (Central and Eastern European Schools Association), ECIS (Educational Collaborative for International Schools), and ELMLE (European League of Middle Level Educators). These organizations play vital roles in promoting excellence in education, fostering collaboration among educators, and advancing language learning and teaching. You can find more information about each organization by visiting their respective websites: https://www.ceesa.org, https://www.ecis.org and https://elmle.org.

Our topic this time was Student Self-Regulation in the Language Classroom.

Barbara focused on Comprehensible Input (CI) strategies, which can contribute to self-regulation in the language classroom in the following ways:

1. Engagement and Interest: Barbara emphasized the importance of making language learning interesting and engaging. When students are genuinely interested in the material, they are more likely to take control of their learning process. By creating captivating lessons, the teacher encourages students to be active participants in their language acquisition.

2. Subconscious Learning: Barbara highlighted that language acquisition is a subconscious process rather than mere memorization. Understanding this aspect can empower students to trust their innate language-learning abilities and become self-regulated learners. When students recognize that language learning occurs naturally, they are more likely to take ownership of their progress.

3. Avoiding Grammar Imposition: Barbara suggests avoiding the imposition of grammar rules. This approach encourages students to discover grammar patterns organically through exposure to comprehensible language input. Self-regulated learners often seek to understand grammar rules as they encounter them naturally, and this approach aligns with that inclination.

4. Exit Tickets and Posters: These tools can promote self-regulation by encouraging students to reflect on their learning progress and consolidate their understanding. Exit tickets allow students to assess their comprehension, while posters may serve as visual aids that students can refer to independently or under the teacher's guidance.

5. Group Participation: Barbara discusses the importance of group participation and ensuring that all students are actively involved. When students feel that their contributions are valued and that they have a role in the learning process, it can enhance their sense of self-regulation. They become more responsible for their learning outcomes and are likely to actively participate in classroom activities.

Barbara kindly shared the resources she demonstrated in this folder.

François built upon Barbara's presentation and shared his own insights and resources related to classroom routines. Specifically, François discussed how these routines can help students develop the necessary dispositions for specific tasks. Classroom routines refer to the established procedures and habits of mind that students follow during their learning journey. These routines serve as a valuable framework for instilling essential attitudes and behaviors among students. By consistently following routines, students can acquire the mindset and habits needed for effective learning, such as discipline, time management, and organization. For access to François' resource, please follow this link.

Laura followed on and explained that her teaching method revolves around creating an environment where students can take charge of their learning, set goals, reflect on their progress, and adapt their strategies as needed. It empowers students to become more autonomous and self-directed learners. The key points of her presentation were the following:

1. Individualized Learning: Laura mentioned splitting students into groups based on their proficiency levels, allowing them to work on tasks that suit their skill level and pace. They set specific learning goals for themselves. These goals are designed to be meaningful and tailored to their individual needs, fostering self-regulation as students take ownership of their learning objectives. Laura has a slide deck for each unit of study which students use as a guide to complete their class assignments.

2. Feedback and Reflection: Laura emphasized the importance of providing feedback to students about their strengths and weaknesses as learners. This feedback loop encourages self-reflection and self-correction, promoting self-regulation.

3. Student-Generated Content: Students are actively involved in creating content, such as games and interactive materials, which they then use in the learning process and also share with other students. This engagement empowers students to take responsibility for their learning, aligning with the self-regulation theme.

4. Accountability: Students are required to document and report on their progress, which holds them accountable for their learning journey. This practice also encourages self-monitoring and self-regulation.

5. Flexibility in Learning Styles: Laura mentioned that if students need more time or have difficulties with certain aspects of learning, she adapts her approach or suggests alternative methods. This flexibility supports students in finding strategies that work best for them, contributing to self-regulation.

This is the goal sheet that students use electronically to track their goals and discussions. This is my bitmoji classroom with our linked resources (so some links will not work outside the organisation)

Finally, Jennifer explain how the data provided by external assessments such AAPPL (ACTFL Assessment of Performance toward Proficiency in Languages) can be use as a tool to guide students in their language learning endeavors. Her presentation emphasized strategies for students to take ownership of their language and culture learning process, fostering self-regulation. Jennifer highlighted the importance of reflection in the learning process. Students are encouraged to look back on their language learning experiences, identify their strengths and weaknesses, and consider their progress. Reflection serves as the foundation for self-regulation by promoting self-awareness. The objective data provided by the assessments allows students to gain a clear understanding of their current language proficiency. The reflection includes a collaborative analysis of assessment results, helping students interpret the data, and encouraging them to reflect on how it impacts their language learning goals. A crucial aspect of self-regulation is goal setting. Setting specific, measurable, and achievable goals for improvement based on student reflection and assessment data helps create a roadmap for self-regulated learning.

Jennifer introduces the concept of "Level Up Village", a program or approach where students actively take ownership of their language and culture learning journey. This initiative aligns seamlessly with the theme of self-regulation by empowering students to make choices, engage actively, and take responsibility for their progress.

Jennifer's presentation with clickable links can be found here.

ECIS Announcement: World Languages One-Day Workshop | Online & In-person @ Antwerp International School | 27 October 2023

Join Delinka Fabiny, Dr Christine Brown, and Martina Mencer Salluzzo and other guest presenters for the World Languages One-Day Workshop @ #ECISLearningFestival2023

Fee to attend online: £15

The sessions taking place throughout the day are:

Introduction to the Day and Group Challenge:The Road Ahead for WL Learning and Teaching.
Celebrating Conceptual Learning and Design Thinking in the WL curriculum through student generated essential Q&A.
Celebrating language program excellence: Ways to recognize program distinction in international schools
Celebrating-Experiential, Authentic Learning; Service Learning projects: Celebrating belonging and connections: SEL, project based learning and other local and global initiatives.
Celebrating Engaging Instructional Practices and Assessments that empower learners: The WL AERO Team, participants in the 2023 WL Summer Institute, AAPPL Assessment Experts.
Celebrating World Language teaching and learning in International Schools: The status of WL Teachers in International Schools Celebrating the gift of learning the 2nd, 3rd, 4th language.
Celebrating the potential gifts and challenges of using Artificial Intelligence in WL classes: Practical tips for WL classes and student self-study.

To register to attend online, please email events@ecis.org.

You can learn more about the speakers by visiting our conference homepage, where you will also find information about how to register for the full Learning Festival in Antwerp.

Notes from the September 11, 2023 meeting # 33

We had a remarkable gathering of language educators from diverse backgrounds and corners of the world, coming together with a shared passion for education, innovation, and technology with participants hailing from Hungary, Austria, Switzerland, the United Kingdom, Serbia, Bulgaria, Germany, Spain, Holland, Poland, and the United States. Thanks to all who participated!

Our common goal remains the same: to form a tight-knit community of like-minded educators dedicated to the exchange of expertise on various educational topics, technological advancements, and much more. We are committed to advancing language education and fostering a global network of educators driven by a shared passion for growth and learning. In the upcoming meetings, we will tap into this wealth of knowledge and experience to further enrich our understanding and enhance our collective impact on language education.

ECIS Festival of Learning (October)

Delinka announced the upcoming ECIS Festival of Learning, scheduled to take place in October. This is the link to the festival, and it will soon be updated with more detailed information. This festival will be an opportunity to celebrate languages and cultures. Online attendance will be possible. The round table discussion will encompass a diverse range of topics, including but not limited to AI in Language Learning, exploring the various AI-driven tools and technologies available for language instruction and practice.

The ELMLE Conference will be in London on January 25-27 and the CEESA Conference in Malta on March 14-16. These could provide other opportunities for teachers to get together in order to meet in person.

Ritmos ñ

Ernesto introduced his website and project, highlighting the specific aspects that appealed to the Spanish teachers. He elaborated on how the project could benefit their teaching methods, incorporating songs and interactive elements. Teachers expressed their enthusiasm and encouraged others to share the website with their colleagues.

Overseas conferences

Jennifer Quinlan share 3 upcoming conferences that may be of interest to language teachers.

Eaquals taking place in October.
ACTFL 2023 Convention and World Languages Expo in Chicago, IL., in November.
CIS Global Forum on International Admission & Guidance in Dublin, in November

Joe Dale

Joe shared that he now has a new FB group called Language Teaching with AI which can be accessed here.

If you have not discovered Diffit yes, you are missing out. Check this video.

Topics to come...

1. Developing Students' Self-Regulation:

- Strategies to help students take ownership of their language learning process.

- Promoting self-discipline and time management skills.

- Teaching effective study habits and goal setting.

2. Best Practices in the Language Classroom:

- Discussing modern pedagogical approaches and methodologies.

- Incorporating technology and multimedia for language instruction.

- Strategies for creating an inclusive and engaging classroom environment.

3. Getting Students Excited about Learning Languages:

- Innovative and motivational teaching techniques.

- Using real-world contexts to make language learning relevant.

- Incorporating games, challenges, and interactive activities.

4. Developing Vocabulary:

- Effective vocabulary acquisition strategies.

- The role of context and immersion in vocabulary development.

- Tools and resources for expanding students' word banks.

5. Top Three to Five Teaching Tools and Activities:

- Exploring digital language learning platforms and apps.

- Sharing successful classroom activities and exercises.

- Discussing the benefits of language exchange programs and pen pals.

6. Culture and Celebrating Languages:

- Incorporating cultural components into language instruction.

- Exploring multicultural and diverse perspectives.

- Organizing cultural events, language festivals, or international days.

7. Differentiation:

- Adapting teaching methods for diverse learners.

- Strategies for addressing individual student needs.

- Creating flexible lesson plans to accommodate various skill levels.

Certainly, here's a note you can use to invite anyone interested in presenting on these topics to get in touch:

We're excited to discuss these crucial topics in our upcoming meetings. If you have expertise or insights to share on any of these subjects or know someone who does, please get in touch. Your contributions will greatly enrich our conversations and benefit our language education community.

Notes from the May 15, 2023 meeting # 32

Assessing Writing

Content creation with ChatGPT - Joe Dale

The focus was on showcasing practical ideas related to writing and using ChatGPT as a tool to help assess this skill.

First, Joe defined specific parameters for a prompt. The assessment was for a German class at level 2 as the target audience. The students' age ranged from 13 to 14, with two students who have dyslexia. He requested differentiated tasks for students of varying abilities and accommodations for the dyslexic students. The initial output provided by ChatGPT had to include multiple-choice questions and serve as a starting point or scaffold for further customization.

Joe emphasized the importance of iteratively refining the AI-generated content. Providing feedback and requesting modifications to specific activities, such as adding more details or creating additional differentiated tasks, would be necessary. ChatGPT had to generate 3 texts with deliberate mistakes, categorized as simple, challenging, and very challenging, based on the criteria provided.

We were able to witness how ChatGPT can create a rubric and generate texts with deliberate mistakes for assessment purposes. Users can provide their own rubric or use one from their department and feed it into ChatGPT.

Students, with parental permission and above the age of 13, can also use ChatGPT to input their own text and engage in conversations with it as a language tutor or teacher.

Joe emphasized the value of providing feedback in full sentences and within relevant contexts to enhance students' understanding.

If anyone would like to learn more about the many ways ChatGPT can support language teaching and learning, Joe has a four-part webinar series which covers various topics, including the ones discussed during the conversation, such as using technology tools for formative assessments and creating visual resources. The last session focuses on exploring other AI tools that could be valuable for language teachers.

From François

ChatGPT helped create prompts for students to write their own stories. Here are examples of 6 prompts that were used for an end-of-year service project with grade 8 German. Even the rubric were AI-generated for students to assess each other's stories, to promote peer learning and collaboration. The stories were eventually published using Book Creator and a Google Form was used to obtain parental permission for sharing the work online.

The project was a wonderful combination of service learning, language development, and project-based assessment. By leveraging ChatGPT and other tools, students were engaged in meaningful learning experiences.

One of the great advantages of using ChatGPT in your projects is the ability to save time and increase productivity. Tasks that used to take a significant amount of time, such as writing examples, creating prompts, or developing rubrics, can now be accomplished in seconds with the help of ChatGPT. This allows the teacher to focus on other aspects of teaching and be more efficient in lesson preparation.

By leveraging the capabilities of ChatGPT, teachers can not only save time and effort, but also unlock new possibilities and expand their teaching repertoire.

Notes from the April 17, 2023 meeting # 31

Assessing Speaking

Before the meeting a survey was conducted and the results of the survey are provided first in this mini report.

Survey Q#1: What methods do you use to assess speaking in your lessons?

The methods used to assess speaking in lessons vary depending on the age and phase of the students, but common approaches include dialogs, talk shows, discussions, role-plays, and projects. Many teachers also use standardized tests such as the AAPPL test for Interpersonal Listening & Speaking for more summative assessments. Informal interactive speaking activities such as collecting stamps in passports or using Flip for pronunciation are also popular. Other methods include teacher-led debates, oral presentations, skits, interviews, and discussions, with a focus on group or pair work, as well as individual activities such as answering prompts or presenting pictures.

Survey Q#2: How do you make your assessments effective to maximize student practice?

Teachers use a variety of strategies to make assessments effective. They organize assessments as dialogs, talk shows, or interviews, often pairing up students to work collaboratively. Some use specific vocabulary or provide models for students to adapt and practice. Remediation strategies, such as those provided in the AAPPL score report, are also utilized to guide student practice prompts. Teachers also incorporate technology where students can create videos for their global partners to practice intercultural communication and speaking skills. To ensure students are engaged in the process, teachers often provide rubrics and listener tasks for oral presentations, and encourage students to practice as much as possible through various methods. Additionally, many emphasize the importance of ongoing formative assessment to help students improve their speaking skills over time. Effective feedback is also important.

Survey Q#3: What areas does your rubric focus and state the importance given to each area.

The rubrics used to assess speaking in lessons focus on various areas such as fluency, accuracy, context (formal/informal register), text type, language (grammar & vocabulary), message, interaction, intonation, emotion, volume, clarity, and pronunciation. Many rubrics are aligned with proficiency guidelines and focus on specific strands, with no hierarchy in terms of strands. The importance given to each area varies among different teachers and schools, with some placing more emphasis on language (grammar and vocabulary) and others giving equal importance to all strands. In general, presentational speaking rubrics focus on vocabulary, fluency, and eye contact with the audience, while also incorporating the use of visuals to enhance understanding.

Survey Q#4: What digital tools do you use to support your work and your students, if any?

Based on the responses provided, the digital tools used to support the work and students in speaking lessons include podcasts, dialogues, Flip, Vocaroo, WeVideo, and simple recording tools. These tools are used to record and share student presentations, as well as to provide feedback to students. Some teachers use Flip for DP students, allowing them to record themselves presenting visual stimulus or literary extracts, while also viewing and listening to each other's presentations. Vocaroo is used less frequently, while simple recording and WeVideo are also utilized.

Notes from the meeting discussion

Making your speaking more interactive! - Joe Dale

Joe's presentation showcased an impressive array of innovative tools aimed at enhancing one's speaking abilities. In particular, he highlighted the use of talking avatars and animated dialogues as effective techniques for promoting creativity and engagement in communication.

Podcastfrancaisfacile & ThisisLanguage - Viliana Terzieva

Viliana provided a comprehensive insight into her approach of evaluating the speaking skills of her students by utilizing two effective tools. With a wide range of levels available, these tools offer a multitude of ready-made materials that facilitate speaking practice and can be readily implemented by students. Moreover, this time-saving strategy is highly beneficial for teachers.

Flip - Nicolas Folio

Flip offers a variety of features that teachers can leverage to save time and assess their students' speaking skills more effectively. Nicolas' demonstration of sample work from his DP students was particularly helpful in showcasing how this tool can be used to cultivate the confidence and fluency of students. Thanks for sharing your insights, Nicolas!

Passports - Beate Werle

Beate outlined a method for instilling confidence in her students' speaking abilities through the use of a "class passport". The passport involves students answering a predetermined set of questions, and the number of "visas" awarded to each student is based on their level of proficiency. This approach effectively encourages students to hone their speaking skills and build confidence in their ability to communicate effectively.

Daily Routine by Spanish 1 - Luisa Forsgren

Luisa provided us with a comprehensive demonstration of a task that she assigned to her students for completion at home. The project focused on familiarizing the students with their daily routine, requiring them to depict their routine through a recorded enactment of their written task. This activity proved to be an excellent formative assessment tool for evaluating the students' oral communication skills.

Language Testing - Jennifer Quinlan

Jennifer concluded the meeting by showcasing Language Testing International, the company she works for, through a compelling presentation. While she had introduced the company in our January meeting (details below), this time she went a step further and gave us a live demo. Following her demonstration, Jennifer's colleague Carlos presented Level Up Village, a captivating initiative that connects students globally. One of the most notable aspects of this project is that it provides students with a genuine language immersion experience by allowing them to communicate with peers from other countries in their target language online.

You can read the privacy policy is in the footer of the website here and the terms of use here.

Notes from the March 17, 2023 meeting # 30

Assessing Listening

This session was dedicated to the assessment of listening skills. There was a presentation on Thisislanguage by Jennie Junor. You can contact her directly if you have a question. The video presentation by Jennie can be viewed here.

Consider using Attitudes if you are a French teacher and you already subscribe to Linguascope.

Notes from the February 13, 2023 meeting # 29

Assessing Reading

Joe Dale helped us explore a range of tools that help all learners access reading - very practical and hands-on! Based on this slide show, he walked us through a multitude of apps that help scaffold text and add text-to-speech features in many languages - we also tested Bulgarian.

NaturalReader

Free; there is also a chrome extension

Copy and paste a text into NaturalReader - choose languages - choose speed for reading (differentiation) - press the play button, and voilà! 🙂

Immersive Reader - a Microsoft tool - in Word you paste in a text. There is an unofficial Chrome extension.

In ImmersiveReader you can change the color background, and font, and even select parts of speech. It also works with Google docs - paste in the text (extensions, add-ons, get add-ons, search.

ChatGPT

Create texts and comprehension questions.

Example: “write a 50-word text describing the morning routine of …. in simple range vocabulary; also write 3 comprehension questions and an answer key:”

Helperbird

Helperbird for google docs is a chrome extension that gives us many features to make text more accessible for readers of all levels. Extension - open Helperbird - select text - launch immersive reader - click the green button.

COMING UP: Presentation by Joe Dale and Esmeralda

Each session is 90 minutes long. They can also do a presentation for your department at your school. We can still sign up for the whole webinar “Giving Students Wings". There is an option to sign up for all 6 presentations or choose what we want.

DON’T MISS: Feb 21st Show & Tell about ChatGPT

This is free of charge with educators from different continents are participating. It promises to be an exciting discussion.

Luisa and Delinka also talked about transforming easy readers into role-plays. When kids read in another language, they learn more about the culture. This is the link to Luisa’s notes and lesson plan

Beate mentioned the benefits of drawing as a response to text and as a means of demonstrating comprehension. DALL.E generates images that can be used to align with reading assessment or any other language skills.

Other resources shared by Joe

Notes from the January 27, 2023 meeting # 28

We had a fantastic conference at the 37th ELMLE Conference in Porto and it was great to see some of you in person for the first time!

This first session for 2023 was dedicated to standarized assessments as an introduction to the next four sessions which will be about each skill we assess, namely Listening, Reading, Speaking and Writring. Jennifer Dobberfuhl Quinlan from Language Testing International gave a presentation about AAPPL Standardized Assessments, which was followed by a short presentation by Jen Carson Level Up Village collaborations.

Standardized Testing with ACTFL

Untitled.mp4

Their presentation is here and you can watch the 30 minute video of their presentation above. If you would like to ask for more details, feel free to contact them. Their details are on the presentation.

We will resume our regular Monday evening sessions at 6 pm CET on February 27. We hope to see you there. Please spread the word about us amongst your colleagues at school and do share the link these notes with them.

Breaking down the walls to enhance student engagement in the languages classroom.pdf

When technology meets languages and connects our words.pdf

Madrid Oculto

In 'Breaking down the walls to enhance student engagement in the language classroom', Lorna and Vanessa took us on a journey to Mumbai where they teach and showed us fabulous examples of projects they run through their curriculum. You both have such fantastic ideassss!!!!

'When Technology meets languages and connects our worlds' was presented by Carmen and Juan from London. Thank you for your awesome and inspiring ideas and for transporting us to Madrid with your pre-activity. You should have been there. This is a presentation we will never forget because it was sooooo fun.

Who wants to be the king next time? :)

Notes from the November 3, 2022 meeting # 27

This 20 minute job alike session with 27 participants in London and online was the shortest we've ever had and we manage to answer 2 essential questions in that short time:

1. How is diversity represented and addressed in your language classes?

2. How do you implement inclusion?

Thanks to everyone who contributed. Here is a summary of what they said...

Diversity is about knowing our students well, acknowledging and respecting everyone of them. It's about being sensitive to other cultures and teaching that as a principle. Student voices need to be heard so they can express their views on topics as varied as food, festivities, rituals, religions and products. We make connections with the home of the students, their backgrounds, and their languages and we provide a space to share our views in the classroom. Diversity is to welcome everyone and to make them feel safe and secure, creating an inclusive atmosphere where they can talk and express themselves freely in the language that they are learning. Teachers include audio clips from a variety of origins to expose students to different accents and cultures. Students share about their nationality and introduce themselves in the target language and describe more about their home country and culture. They record "cooking lessons" of recipes from their home country in the world language and share the food/end result in class. Diversity is about what makes each of us unique and we need to respect individual cultures and ideas to make everyone feel comfortable in the classroom. We also need to keep in mind the wealth of cultures connected to the languages we teach when building the curriculum. Understanding and embracing the multi-faceted characteristics, backgrounds, interests, needs and wants of our students is a priority and we must constantly strive to build that understanding and acceptance between and among the students as well. Using questionnaires to learn more about each student to build class stories that we tell and retell in the language class can be a great way to learn about them and build community. Every student needs to feel safe and able to make connections in multiple ways. Another method is to use pictures (no words) that represent the students' identity. It can be a number or an image. Students guess what the number and image mean and ask questions. At the end the student explains what their images mean in relation to their identity. Finally, while previewing content-specific vocabulary, students can share (verbally or in writing) the words in their native language. The students can make connections when the words in their native languages are similar. They become very excited when they realize that they are from different places, yet words in their languages are similar.

Inclusion happens when students are able to express freely in class. The chalk talk approach is a very effective way to do this because it provides the time each one needs to think and share their ideas. We see different perspectives and preferences. Any strategy that allows students to decide how they wish to demonstrate their learning is good and we, as teachers, need to address specific needs. Creating school blogs in the target language is a great way for students to express themselves and get published. Inclusion is about using inclusive language so everyone in our classrooms feels included. We must always make sure that we actually ask our students how they feel. A simple survey can sometimes reveal a lot of underlying emotions we may not be aware of in our classes. And we must ensure we accommodate the needs of different students, using differentiated activities. We must also keep in mind the wealth of cultures connected to the languages we teach when building the curriculum. As teachers, we want to embrace the multi-faceted characteristics, backgrounds, interests, needs and wants of our students. We try to build that understanding and acceptance between and among the students as well.

Do read François' most recent article on how to support students with special learning needs in the language classroom where you will find more strategies to be more inclusive of all students.

The next job alike will be live in Porto on January 28 and we will accommodate (and include) anyone who wishes to participate online.

Notes from the October 10, 2022 meeting # 26

François explained how he uses ClassDojo's randomiser as a tool that enables students to think deeply before giving any answer during class discussions. The website offers other features which students enjoy and provide greater opportunities for engagement.

Joe spoke about Audacity, a tool he has used to record and edit podcasts. His podcasting masterclass recordings give more details on how this can be done effectively for those who are interested. Joe also highlighted the Giving students wings: listening for learning series for anyone who might be interested.

Charo explained how she uses Flip in her classes. The website now offers the opportunity to share the speaker's screen while presenting and more details are available on this blog. Flip is especially useful for peaking practice, presentations sharing and quick feedback (oral to individuals and in writing to the whole group). There is a peer-to-peer feedback option as well.

Tiemo presented Anton.app, a website students can use as a vocabulary builder. They work on the same tasks at their own pace and can even do more or less work . Hence it is differentiated.

Juan explained how his students love Gimkit. The website is well worth exploring to increase student motivation in the classroom as it can be used as a fun drill activity at the beginning or the end of a class. The pro version enables students to use other tools such as audio recording.

Delinka presented This is Language, a paid website with authentic videos accompanied with multiple activities, including a great speaking feature which enable students to provide feedback for each other. Skills covered: Speaking, Listening, Vocabulary and Grammar. This is a great tool for independent review. It is helpful for students that they can watch related videos and then respond.

Our next meeting will be during the ECIS Rethinking World Languages conference in London on November 3rd. The meeting will simultaneously be in person and online and the topic is Diversity and Inclusion in the WL Class. Here is the agenda.

Notes from the September 5, 2022 meeting # 25

Drops - Hendi gave a brief presentation about the app. If you wish to try it you can pick a code here and write your name next to it. Once you download the app, use the code to log it and try the app. Watch this short video in the meantime. Leaflet here.

How to redeem gift codes:

- Visit the Gift Redeem page: https://app.languagedrops.com/#/purchase/gift/redeem

- Log in to your Drops account or if you don't have one yet, sign up

- Enter the code you received and click redeem

- Download Drops from the Apple App Store or Google Play Store and log in with the same account you used to redeem your gift code

The list of codes are here, just put your name beside your code so others will not use it. If you need more codes for your fellow teachers just send me a message.

I hope we can catch up like a week or so from now for an actual demo / Q&A / feedback session after you have familiarized yourself with Drops! 😊

Drops is a vocabulary and expression builder which helps supplement your lessons. Most students use it on their phones and tablets. Hendi is happy to offer an extra demo session to provide more details about the app.

ECIS conference - This is a 3-day conference with one full day dedicated to language teaching on Nov. 3. Teachers are encouraged to submit à 30 minute presentation. Recorded sessions are also possible. Contact Martina & Delinka for more details.

ELMLE conference - This is a 2-day conference plus a pre-conference in January in Porto. The focus is on middle school teaching MS focus. and there will be a face to face JAL session for all WL teachers. Submit a proposal to present as a teacher - we’ll support you! If you want to submit a recorded presentation it can be put on the Whova app.

Year plan - This is where the monthly presentation topics are posted. A possible theme could be the future role of new technologies in the teaching of languages. We will continue to meet once a month on Mondays at 6 p.m. CET. Each meeting will focus on a topic with short presentations followed by discussions.

The next meeting is on October 10.

Notes from the May 9, 2022 meeting # 24

Highlights for the 2021-22 academic year

Participating in the JAL meetings and learning many new ways of teaching languages with technology. Learning from each other. Have you seen the New York Times Visible Thinking page?
Inter-school collaborative work Luisa/François. Reading a book with our classes and do a project on the book.
Focusing on Social Educational Learning and well-being.
Dr. Krashen’s presentation. Start mini libraries in our classrooms. Something we want to follow up on next year.
Our collaboration between ECIS, CESSA & ELMLE.
Sharing ideas and best practices with each other.
Generosity of all the members of the JAL group. Being open to share and exchange resources.
Joe’s HUGE generosity to share his expertise with us. BIG THANKS to YOU, JOE! Check out his latest podcasting project.
Very special thanks to François for his organisation, for keeping us moving, for his notes and this website!

Some ideas for next year

Question from a former participant: What tips can you give to teach without a manual?
Exchange libraries between schools.
Common lessons with 2 schools. Students connect online and practice their language. Set a common lesson plan for anyone to follow. Ex: presenting each other’s schools,

Can we share our yearly plans to start looking when this can be done?

Look up ‘Mystery Skype (or Zoom :)’. Protocols are agreed in advance. Valerie (vveillon@isb.rs ISB Belgrade- French- school also offers Spanish) and Martina (martina.salluzzo@aisz.hr - AIS Zagreb - French/ school has also German) would like to collaborate. Who else?

Podcast sharing about our experiences with teaching during the pandemic.
The World Language Quaterly - Everyone would contribute articles to share their experience.

2022-23 Plan

The 3 groups (ECIS, CESSA & ELMLE) collaborate and organize an in-person language conference. February is a good month for this. Take note:
- ACTFL is in Boston this year , Nov. 18-20
- ELMLE in Porto, January 26-28 2023
- CEESA...?
- ECIS Leadership Conference in Dusseldorf, April 27-29, 2023

Some ideas and needs:
- Share our idea with ECIS, CESSA & ELMLE to get their feedback.
- Invite guest speakers. Mark Church & Ron Richards. Who else?
- Set a budget and conference fee.
- Vienna is a central location for everyone. The conference would spread over Friday and Saturday.
- Theme: Collaborating around stories?

Notes from the March 19, 2022 mini-conference #23

Tiemo Duarte (International School Hannover Region) presented his Reading Log as Authentic Assessment Learning project. His grade 8 German class and he read the novel and analysed the movie “Wadjda” by Haifaa al-Mansour (2015). Each student created a reading log that included summaries, drawings and also their personal reaction to the story. The project lasted several weeks and he used it as a Summative Assessment to assess language, content and structure. Tiemo has a YouTube channel on which he presents examples of creative student work and tips on how to use certain apps for teachers.

Martina Salluzzo (AIS Zagreb) and Delinka Fabiny (AIS Budapest) presented their Authentic Learning Assessments workshop using the AERO standards. The topic for the workshop was Travelling, Ecology and Sustainability. Martina and Delinka shared examples of authentic assessments, student voice, and ways to adapt AERO units to different levels here.

Luisa Forsgren (AIS Vienna) and François Stalder (AIS Budapest) read the story Peter va a Colombia and worked collaboratively to create an interactive storyboard using Google Slides. The project was assessed using a rubric designed collaboratively with the students from both schools. A section of the slideshow they used for the workshop can be found here.

There were several questions about where to find easy-readers for students. Tiemo shared amira-lesen.de which offers books in 9 languages, among others Spanish, English and Italian. Click on a book and after that select a language to start reading. Martina shared iletaitunehistoire.com. François shared fluencymatters.com and www.tprsbooks.com. The video on the use of Google Translate and what is and is not allowed can be found here.

Valerie Veillon (IS Belgrade) spoke about the Letter Writing as Authentic Learning Assessment project she organized her Grade 5 students who wrote Grade 6. The students wrote their letters by incorporating newly learnt content in each letter. The letters as summative assessments. Grade 6 students assessed the letters they received from their penpals.

Grant Castner is a Chinese language teacher and he spoke about Assessing Authentic Learning using the Extempore platform. His presentation was recorded and can be accessed here. Grant also shared the Grab + Go task page he showcased in his presentation. If we decide to use authentic tasks for instruction, we should also use authentic assessments and evaluate our students with instruments that make them use the language in a way that resembles a real-life communicative experience. Although designing authentic speaking tasks for the classroom becomes relatively easy with practice, using them for assessment purposes presents some challenges. If done as 1:1 interviews, we need to find time to schedule those individual meetings with each of our students. If done simultaneously in the classroom, we need to have recording equipment for every pair or small group of students performing the task. If students use the voice recorder on their phones, then we need to deal with the multiple mp3 files (or other formats for which you may not have the software) that students email to you when they are done. If we ask students to record themselves at their own time outside of the classroom, then we may have students writing their response. Extempore's features help you address these challenges and create authentic speaking tasks for assessment. You can use classroom-based interactive tasks for both, formative assessment purposes, that is, to gauge how well students are learning the content and modify instruction accordingly, and for summative assessment, that is, to test their skills at the end of a unit or semester. If you would like to know more about Extempore you can contact Grant @ grant.castner@extemporeapp.com.

If you know of any colleagues who might like to participate as presenters or just join and listen to colleagues sharing their teaching experiences at any future job alike meetings, please ask them to contact fstalder@aisb.hu. We will add them on our list.

Notes from the February 14, 2022 meeting #22

A big thank you to @MrCopil, Edtech specialist with @EdPuzzle, who spoke on the use of EdPuzzle in the language class. Here are the details he shared with us afterwards:

The slide deck used for the presentation.
Online PD - if you want to get more self paced training, this is a good starting point! You can go through Edpuzzle level 1 and 2 to get you sorted with the basics of using Edpuzzle. Then, you could dive deeper with the Edpuzzle Coach certification. Or, you could explore various pedagogical approaches in greater depth - Flipped Classroom, Project Based Learning, Self Paced Classroom, Gamification etc.
YouTube playlists - these should also be helpful with the technical side of things: Getting started with Edpuzzle, Edpuzzle in Google Classroom, Different ways to use video

You can contact @MrCopil directly if you need further help!

Notes from Job Alike Mini Conference #2

on Storytelling - January 22, 2022 #21

We were fortunate to have Dr. Stephen Krashen as our keynote speaker followed by Joe Dale. Both Stephen and Joe spoke on storytelling and provided compelling evidence for the need to focus more in reading and especially reading for pleasure to support language acquisition. Here are the video recordings:

If you would like to see the questions that were asked and even contribute answers, feel free to type them on this document.

Notes from the January 10, 2022 meeting #20

What a fantastic array of ideas and quality presentations. Thanks to Luisa, Megan, Katalin, Valerie, Joe and François for their presentations and for sharing the resources below! Nothing needs adding. All the details can be found here.

Luisa's presentation on what defines authentic performance tasks can be found here. It has a link to one of Dr. Jennifer Chang Wathall on this topic.

François presented this video on designing a speaking assessment rubric collaboratively with students.

Megan presented othese examples of collaborative learning exercises i.e. think, pair, share and quiz, quiz, trade.

Katalin spoke on the importance of peer-feedback (closing the feedback loop) and her presentation can be found here.

Valerie presented a much appreciated strategy to read and discuss a book in DP, adapted from Ron Richhart visible thinking theory. Her sample project is here. Beate share this literature circle role sheet on the same topic.

And finally, Joe demonstrated how Spinnerwheel.com can help promote speaking and writing. More on his presentation here. Note that he used gifcap.dev to record his screen.

Last, but not least, don't forget to register for the January 22 CEESA World Language Workshop - "STORYTELLING in WORLD LANGUAGE classes" with Dr. Stephen Krashen and Joe Dale.

Notes from the November 22, 2021 meeting #19

A big thank you to everyone who participated in this combined ECIS-CEESA-ELMLE World Language Job Alike. There were a lot of takeaways and the notes below are an attempt to capture what was discussed and shared.

We started off with Katalin's Cultivating Empathy Through MovieTalks.Thanks, Katalin, for sharing this wonderful resource. This was a brilliant example of how empathy can be taught in the language class. And thank you for sharing more resources on how to use Movie Talks on our TPRS resources page. There is no doubt students will be engaged in such an activity. Then we moved onto Examples of Peer Observation and how teachers can support teachers by developing a trust relationship together in their teams. Monica reminded us that there's so much that we can learn from colleagues when collaboration takes place. It was a great example of social emotional learning for teachers, because we are all learners. Thank you Monica, for helping us create that professional community with us.

Using feedback and reflection forms to help students connect with their learning can be a great way for students to assess where they are at and appreciate their progress as well as their feelings about their learning in your lessons. François shared this Self reflection form as well as this Emoji exit ticket slide deck as examples of how that can be done. He is also currently developing a set of routines with his grade 5 students and other classes as part of his personal inquiry this year, to help student avail of their class time more effectively in order to be more successful learners. There was a general consensus in the group that students are finding it difficult to focus in class when they miss school because of Covid. Routines are tools that can help students focus when they re-enter the classroom after a period of absence.

Delinka shared a great example of integrating social and emotional awareness in her grade 8 unit on the topic of 'Home'. Looking at multiple types of homes is a great way for students to realize that we often live in a bubble and it is important to step in other people's shoes by asking important questions. The link to her presentation is here.

The Self Care and #langchatgratitudechallenge was presented by Joe. Joe connected with @SamaraSpielberg on Twitter and shared a video from her which can be viewed on his #langchatgratitudechallenge presentation. There, Samara gives us a 5-minute talk on teacher and student self care and gratitude. Go and watch the video, it is worth listening to Samara. And you can find all the resources she talks about on her pinned (first) tweet here. This came at the right time for us teaching in American schools, just a few days before Thanksgiving. Thank you so much and thanks for the tag, Joe! :).

Joe took the opportunity to present a couple of Chrome extensions which can be extremely useful in some of the contexts we teach in. The first one is Alice Keeler QuickShare Screenshot which enables you to share a screenshot on zoom straight from your GDrive with a link. This is very useful for the chat room especially. The second extension is for Language Reactor which adds features for language learning when you watch videos on Netflix and Youtube. More details about the extension can be found here. This is a resource senior students will surely find extremely useful to help them with their listening comprehension skills for example, especially if they are motivated learners. A game changer, for sure. Why not try it with the video Martina shared with us: Le pouvoir de la gratitude: Florence Servan Schreiber at TEDxParisSalon 2012. Thank you, Martina!

Enjoy this month's resources on the power of gratitude and social and emotional learning and look forward to our next meeting on January 10. On a side note, if you'd like to help us plan future meetings, a small group of us are again meeting briefly on November 29 at 6 pm CET. Write to Martina, Valérie or François if you would like to be there.

Notes from the April 12, 2021 meeting #18

Enhancing collaboration

Joe share his ideas on this presentation where he gives examples of how a tool like pickerwheel can be used on a platform like classroomscreen. It was fascinating. He also shared peopleartfactory which can be used as a platform to display student work virtually. And if you are a PBL fans, you may wish to explore definedlearning.

We found out that collaboration is multidimensional. It happens between students and teachers, teachers within a school and teachers from different schools as well as between different apps and website. If you are a teacher who is interested in collaboration, check out the competion organized by Katalin Ivanyi's department and read the article below from their magazine. Katalin is interested in extending the competition to other schools for those who are interested. More will be said at the August job alike.

Another reference that was shared is Designing Authentic Performance Tasks and Projects: Tools for Meaningful Learning and Assessment. Thank you Luisa.

Academic honesty

What does it mean in your schools? How do we assess student independent writing in the age of online translation? How do we teaching students how to use online translation for understanding and producing their own writing? How can we use such writing as summative assessments? How do we raise student awareness about the benefits and the pitfalls of online translation?

Multiple views were expressed on this topic and the results below are from a recent survey François conducted on Twitter asking if the participants have a policy on the use of online translation. The results are indeed conclusive...

Even though online translation has been present for years and everyone uses it, there isn't a consensus on how it can benefit or be detrimental in the language class. This quick post shared by Joe talks about discouraging students from using it. But the list is far from being complete... Katalin shared some ideas she put together a few years ago to address Google Translate with her students. Also read François' article on the same topic from a few years ago. If you would like to be part of a discussion panel to elaborate a comprehensive list to answer all the questions above, contact fstalder@aisb.hu.

Live writing is a great tool to encourage students to write in a spontaneous manner, though spiral.ac is actually a more interactive tool that serves the same purpose. Google Slides is another option for this as one can see here or here. Thanks, Joe for sharing these as well as this tutorial. Finally, Breakout Room Strategy: Small Group Private Workspaces is useful tutorial for those who wish to let their students work in small groups independently under your close supervision.

Notes from the March 15, 2021 meeting #17

The discussion was based on these 3 questions:

1. What was your takeaway from the last session (February 15) and how did you implement it?

2. What is one tool, technique, strategy, teaching approach, etc that you will continue implementing when ‘things return to normal'?

3. What is one activity that added value to your students’ learning experience lately which you’d like to share with everyone?

Thanks to everyone who participated and shared their reflection, tips and strategies!

Unfortunately the chat was deleted before it could be saved and the notes disappeared :(. Thanks to Joe for sharing the links he had posted and there were a couple of others:

IMGPlay

https://imgplay.net/index.html

Ma semaine en gifs

https://docs.google.com/presentation/d/1ekcybozfEdvCZ6quG76Za9msBV3qWb_iqo-kOjsd0Ho/mobilepresent?slide=id.g487afa4715_0_268

An introduction to using Edpuzzle for language teaching

https://youtu.be/8p_YiLZV6zY

Let's get talking with Nualang!

https://youtu.be/Dw7LxspcQWk

Let's Play Around! With DeckToys, Pear Deck Factory, Parlay and Google Earth Projects

https://youtu.be/rNBih-oIz5o

TiLT Show and Tell Webinar January 2021 Part 1

https://youtu.be/iwfK8RxsYZE

TiLT Show and Tell Webinar January 2021 Part 2

https://youtu.be/ijHOtD8os5o

Assessment in the MFL Classroom with Microsoft Teams

https://youtu.be/ofSz_jGjn0o

Create a qui animated gif

gifcap.dev

One step to create a new Jamboard

jam.new (type if in your browser)

Also check out Screencastify, Loom and Screenity to create your next instructional video. And Thinglink.

If you would like to discuss and see a demonstration of any of those tools at the next session, let François know.

The next and last JAL session for this year is on April 12. Please sign up here to participate and the zoom link will be sent to you a day before. On the spreadsheet, please indicate what you would like to discuss or how you would like to contribute. This can be done any time before April 11.

Notes from the Feb 15, 2021 meeting #16

The focus of this meeting was 'student engagement' using collaboration & community involvement, set activities & project-based learning.

Thanks to everyone who contributed to our rich discussion. We exceptionally went 20 minutes over time because there was so much to say and hear. All of it was so inspiring!

Collaboration & Community involvement

We experienced how the Google Translate formula in Google Sheets can be used for students to collaborate on reading comprehension. Watch this short video to learn how to set the formula first. While reading a novel, students input words and phrases they do not understand. Along this process, they discover the pitfalls of Google Translate and the importance of context. The teacher checks that the translations are accurate. You can then easily import the lists of words with their translation into Quizlet. Watch this short video to learn how. This process helps students improve their comprehension fast and it supports oral production during group discussions. If students understand more words in a text they read, they are more likely to use them when asked questions about it.

As mentioned, Google Translate has many pitfalls and teachers are often reluctant to use it. An agreement to help mitigate cheating as proposed in this article may be needed. This article gives more example of the use of Google Translate in the classroom and you may be interested in reading these Pedagogical and Practical Considerations by Dr. Henshaw.

Using set phrases is another option to support collaboration. Students choose several of the activities on this board to complete and add up to 8 points. The activities increase in difficulty as they change from green to orange and to red. The red activities all focus on set phrases that they have been taught. They have to be able to manipulate the verbs to be able to use them in a sentence drawing on prior knowledge about the conjugation of ER verbs, the rules concerning modal verbs, and the near future tense. There is a competitive element to this task as students want to gain 8 points in the quickest time but this means completing more difficult exercises.

For those interested in Pear Deck for collaboration, you can go to This tweet for Pear Deck, this one, and this third one.

Games can be a great way to collaborate and Genially is a great tool for this. Watch this video for more details. @marieallirot is a Genially UK ambassador. You can watch her webinar here. Also watch this TiLT webinar by Carmen Quiros on online escape rooms in the online language classroom.

If you are teaching online, watch Breakout Room Strategy: Small Group Private Workspaces.

Finally, read from page 18 of the winter edition of the ICS School magazine about collaboration with the school community.

Set activities and projects

Thanks to Monica for demonstrating how she uses projects to promote language acquisition. Her presentation was fascinating and she kindly shared the description of one of her projects here. The UN Sustainable Development Goals can be a helpful resource for project-based activities. Watch Suzi Bewell's presentation to gain some ideas.

Here is a TiLT webinar about Student voice and choice from Arjana Blazic. Choice boards are a fantastic way to involve students to make decision about their learning. Katalin shared this board (Tic Tac Toe) as well as these two, here & here. Charo shared hers here. Thank you! Students can also create their own activities using wordmine.info.

Celebrate your students' work by using these Digital Praise Postcards shared by Joe. The Photocard by Bill Atkinson app can be a great resources for this too.

Of course, there is nothing like attending our amazing Monday job alike sessions. Plan to attend the next one and set the date in your calendar @ 6 pm on March 15.

Notes from the Jan 25, 2021 meeting #15

This was a packed sessions. Thanks to everyone who contributed to the session!

It started with Beate presenting the ELMLE Conference taking place on February 6 followed by Joe's Microsoft Teams top tips. Charo shared her experience with edpuzzle.com and the impact it has on her students learning Spanish. Her presentation is here. Joe shared this tutorial about this program.

Bernhard recommended Dailymotion as his go-to website for videos, but there may be copyright restrictions, and downloading is not recommended as that would be a breach of copyright. Charo sais she uses Ted Talks, Brain Pops, National Geographic, Footage from RTVE or YouTube for silent shorts.

Jennifer spoke briefly on the impact videos made by teachers can have on student agency. Screencastify is a great tool for this. Those videos can be recycled and watched multiple times by students in any situation. Joe Dale brought up Screenity as a new tool like Screencastify, which has no time limit and has drawing tools to explain what's on your screen for example.

Tiemo stressed the need to include the aspect of fun into students' learning experience and Joe shared these instructions on making Kahoot assignments. Laura Owens pointed out that you can also use Quizizz asynchronously. Joe also shared these instructions on how you can make Gimkit assignments.

Joe moved onto the latest TiLT Show and Tell featuring Blooket. Start from 52'40" onwards. Bernhard also mentioned DoodleLens on Android as an app to help students develop their vocabulary. Sketchnotes, however, are a great way to give students a break from their screen.

Flaticon is a great website to gather icons to develop vocabulary. Students can create their own vocabulary display. This is where you can pin an add-on for the website on Chrome.

Thanks to Katalin who shared this presentation on Flipgrid, Storyjumper & Google Forms to promote student engagement. Joe also shared this great Google Form showcasing question types aimed at language lessons. You can make a copy here. And if you want some advice on marking short answers in Google Forms, go here or here. More tips on using Google forms can be found here.

Thanks to Megan who presented an example of what she did with Book Creator. Here is a masterclass on Book Creator which Joe Dale did 5 years ago but it is still valid. The teacher creates a library and gives students a code. You can make up to 40 eBooks per free account.

Joe also shared this Show and Tell TiLT webinar on learningapps.

Bernhard showed us Gather.town. It could be a great site to use for online learning to mix fun and collaboration and support language learning. We may need another session to learn more about it. Students can go anywhere in Gather Town and there is a room access password, but behaviour may be hard to monitor if there are issues.

If there is any topic, app or website you would like to explore further with colleagues, please let François know.

See you on February 15!

Notes from the Nov 30, 2020 meeting # 14

Joe shared about Spiral.ac. See testimonies here and this presentation.

Notes from the Oct 5 meeting

Everyone agreed to have the meeting recorded from now on. Thank you.

We discussed the first topic that was proposed: Practising speaking in a Covid secure classroom. In most schools, wearing the mask is a must, but it is not the case everyone at the moment. Nevertheless, the mask does not seem to be such an issue for speaking in the language classroom. The exception is when the teachers runs a session that focuses on pronunciation.

The masks has been an obstacle to building strong relationships within the class in the same way that partial lockdowns have been. Building trust within each teaching group has been a challenge for all of us, but there are creative ways to promote speaking in the classroom such as:

Presenting to the class as an audience
Speaking circles
'Outside' Flipgrid interaction with mask off. The interviewer sits behind the computer and asks questions from a distance and the interviewee is recorded by the camera in front.
Moderated flipgrid using the feedback option to assess students.

Items shared by Joe:

Thank you for attending. Our next meeting will be at 6 pm CET on November 2.

1st ELMLE (Monday for the Middle) Job Alike on October 5, 2020 #13

Click here to see the agenda

First of all, thanks to everyone who responded to the survey sent this week. There have been 8 responses so far and they are varied. The discussion topics that were suggested are the following:

Practising speaking in a Covid secure classroom.
Teacher wellbeing!
Distance learning and how to ensure continuity of instruction to all students.
Teaching beginning levels with a mask for 75 minutes: both for kids to hear and pronounce words correctly and for teachers to be heard properly. Also, students' work being put in their google folder and if they do not share it with me or tell me they have done it, I do not know it is there unless I check every single folder which takes time. Any suggestions? I will try google classroom now and see if it is better.
Working with various proficiency levels in one single class.
Trying to authentically and reliably assess language skills online.
DLP and integration of CEFR into program.
Hybrid learning.
Differentiation: very mixed ability classes (incl. mother tongue speakers who should not be on an MYP class)
Interpersonal Speaking. Used to be fun and spontaneous, now distance/hybrid learning has made spontaneous and improv so much harder. We use FlipGrid and other things to interact, but I'm curious to see what other teachers are also using.
Giving satisfying and effective feedback to work handed in by students during distance learning

As this group is dedicated to language acquisition, we will ensure that this remains the focus of all the topics we discuss. If you have not yet responded to the survey, you can still do so now. Our next meeting is on Monday, October 5 at 18:00 CET (Budapest time) or 17:00 GMT (London time). The link for our meeting is at the top of this page as usual and it will an opportunity for everyone to meet one another or reconnect after the summer break. There can be meetings at other times if needed.

As we begin the 2020-21 school year, some of us are back in school, some are starting the year with virtual learning, and some are doing a mixture of the two. All of this brings additional challenges, and it will be really valuable to have a forum for asking questions, learning from each other, getting support, and sharing ideas on a wide range of topics, not just our COVID reality.

A note on the side to say that ELMLE has organised some amazing year-long events. Every event is FREE for all educators at ELMLE member schools. You can see the full schedule here.

Looking forward to seeing you October 5!

July 17, 2020 - #12

Promoting Reading for Pleasure

The session started with François presenting the reading review template he uses with his intermediate classes. Thanks to the feedback received he was able to take his resource to the next level and this is the result (see slide 2). Students read on a bi-weekly basis texts of their choice. Every new text is an opportunity for them to realize their ability level and search for more suitable texts the next time around. They record the review on the Google doc or slideshow linked to the ‘class bookshelf’. Students select the format they prefer, either Google doc or slideshow. Each review is read by a peer who gives his or her feedback on the doc or the slide.

Some ideas were generated from the presentation and an interesting discussion followed. For example, it is important to give ‘opportunities and guidance’ to students. This means that students must know where they can find resources to read. These can be easy readers and magazines in the classroom, a list of websites recommended by the teacher like the Fable Cottage, posters on the wall, usually texts written by other students. Reading the subtitles of a movie on Netflix can also be a great way to read in the target language.

Beate pointed out that reading must be a reward or a celebration.For example, students are given the opportunity to read in the target language at the end of an assessment or when they finish a particular task. ‘Read and Feed’ is another activity that takes place in Beate‘s classes: The only time students can eat in the classroom is when they are reading.😀

Laura spoke of being a reading detective: Even beginners can read in the target language if we give them a targetted task. For example, after studying a particular grammatical pattern, students read a text and look out for examples of those patterns in the text. And if you want more ideas on reading activities you can do with your students, have a look at these 21 must-use reading activities for your language lessons.

Role-plays can also be an excellent resource to use in class. Students love them and love to enact them. This can be a great opportunity for reading out loud. It is an activity that can promote listening skills as well. So look out for those books on your shelves with lots of role plays. Your students will surely love them.

It is important to have a discussion with students about the benefits of reading and teaching them how to read in the target language. What are the ways one can read even though one may not understand all the words, but still enjoy the process?

If you took part in the meeting, lots of links were shared in the chat especially by Joe Dale. We hope that you can join next time. It will be on July 31 at 9 AM. The topic is: Reopening - What will it look like? We will discuss how we can prepare ourselves for the new school year and support all our students, including those who might not be able to attend school because of COVID-19. What did we learn from teaching online and how can we avoid increasing our workload and still make learning effective for each student?

François Stalder

Week of June 15, 2020 - #11

Online Translation

Our discussion last week focused on the use of online translation, specifically Google Translate (GT), in the language class. François shared the draft of an article he wrote on this topic before the meeting. Each participant took time to share their experience as well.

All agreed that teachers should never say that online translation tools 'are not allowed'. Google Translate, for example, has extremely useful features which can be used in multiple ways by teachers and students. Problems occur mostly when students write in the target language and overuse electronic translation to render their thinking. It is all too tempting for students to write a piece of written homework in their own language and 'Google Translate' their text rather than try to use their rudimentary vocabulary and grammar.

Teachers need to integrate electronic translation in their curriculum by giving examples of how it can be used and should be avoided. Giving examples to students of how words such as 'can' or 'bank' can be wrongly used in a sentence is one way to demonstrate that electronic translation does not work sometimes. Teachers can also ask students to search for 'translation fails' on Google and they will see for themselves the results (and horrifying errors) electronic translation can produce.

Teachers also need to focus on academic honesty in their teaching. For example, they can request their students to highlight the sections of their text which they translated electronically. Students can then be assessed to demonstrate the learning they acquired during the formative tasks they completed. CEFR refers to translation as 'mediation'. 'In mediating activities, the language user is not concerned to express his/her own meanings, but simply to act as an intermediary between interlocutors who are unable to understand each other directly – normally (but not exclusively) speakers of different languages' (Page 87). Students can be trained to find information in their mother tongue, then use online translation (or not) to render the message of the document to an audience. This can be a way to promote the use of the student's mother tongue in the language classroom and personalise learning at the same time.

Teachers can also invite their students to observe and be inspired by the different linguistic landscapes they discover during their travels. I was in Croatia this week and I wanted to find out what was written on a sign I found by the sea. I immediately pulled out my GT scanner. Click here to see. Students can do the same to recount their holidays and tell stories using pictures of landscapes and texts they can then translate in the target language.

There are a multitude of dictionaries students can use to help them process the language they use for their writing. Here is a list compiled by us so far and if you happen to know one that is not on the list, please do add it. Students gain confidence from having content translated in the language they are the most confident with. They become more attentive to content that is comprehensible to them. Teachers need to teach their students to recycle vocabulary they acquire through translation. There are times when it is acceptable to speak about language through translation. There are other times when translation must be avoided at all cost, especially if students come from different linguistic backgrounds. And of course, our own students, their approach to learning and their overall attitude can sometimes dictate the best approach we, teachers, must use to teach them. It is also worth noting that not all students are capable of inferring meaning from a text or understand cultural cues and we must be attentive to the way they respond to the way we teach them. That's why a collaborative, personalized approach is often recommended.

Moving forward...

Please fill out this survey to indicate whether you want to join the summer meetings and which topics you are interested in.

Thank you,

François Stalder

Week of June 8, 2020 - #10

The last week of online learning

There were 2 questions for this session:

1. How can you best use the last lesson of the year.

2. What advice and resources can you give your students for the summer break?

Joe started by presenting this example of the Flippity randomizer used in combination with Flipgrid by Mike Elliott. Students can randomize phrases they choose and record themselves on Flipgrid. They can also use helperbird to help them with pronunciation. He reminded us that lots of such examples can be viewed on his channel. But the main item in his presentation was the responses he received after he posted our questions of the week on Twitter. The results can be viewed here and at the time when this newsletter is being typed, Joe's tweets received not less than 25 responses, 60 likes and 20 retweets! Joe also spoke about podcasting and shared this presentation with us as students could take on a podcasting project for the holidays, but also for the new academic year. As for writing, why not encourage students to use PhotoCard by Bill Atkinson. Thank you, Joe, for inspiring us again.

Tiemo also shared with us his ideas for the last lesson. Farewell cards and class evaluation were on his menu and he kindly shared some of his resources here. Here, Laura pointed out that she also asks her students specifically about apps and software that she had used during the distance learning. This was really useful information to find out, she said.

François shared the holiday choice board (French and Spanish) he prepared for his students. The last lesson will be spent going over this helpful resources which will remain live throughout the summer break and beyond. A copy of the board can be made from here: French and Spanish, and the last first slide can be changed using one of the last 2 slides.

Laura and Luisa prepared similar choice boards for German and Spanish respectively. Those can be found here for German and here for Spanish: Level 2 & Level 3.

Bernhard, who was a newbie on the group, reminded us that students can also use summer revision booklets and he shared this website where students can buy their own booklets.

This coming Friday, François will present the results of a research he did regarding the use of online translation in the classroom (specifically Google Translate) and the presentation will be followed by a discussion. Look forward to a great session. The time will be confirmed later this week.

François Stalder

Week of June 1, 2020 - #9

Creative Ways to Teacher Grammar

The theme for this session was 'Creative Ways to Teacher Grammar'.

We had insightful presentation by Laura and François on student teaching students using slides they can modify. Here is a template by Laura which students can modify to create their own activity set. Laura also shared her first escape room on google forms. It is for beginner German students and is all about revising ‘das Perfekt’. Laura says you can make your own copy if you would like to use/edit it!

Joe presented wheelofnames and flippity which can be used for sentence building activities. Here's the link to his presentation. He demonstrated how sentences can be used for translation practice or students can use helperbird, a Chrome extension, as a tool that reads the sentences back to them.

Luisa presented an example of a choice board of activities she makes accessible to her students so they have resources that are readily accessible for their specific needs.

Renika explained how she uses ready-made videos available online for students to practice language patterns and exercises.

Beate showed her 'bugs' which she uses alongside dice to practice verb forms. The race that can take place can be a special highlight and the templates can be great tools to use to consolidate understanding of key language patterns.

Finally, Tiemo shared two examples of the Rätselbücher created by his students for the classes he teachers. Look at this example and this other example. They are amazing!

Thanks to everyone who shared some of their best practices. We'll probably review some of these activities this coming Friday as we get together, this time at 1:30 pm CET.

Look forward to another inspiring hour of learning next week.

François Stalder

Week of May 25, 2020 - #8

Thanks to Beate, Joe, Laura, Luisa, Renika, 'newbie' Susan and Tiemo for being part of this organizational meeting!

Here are the topics we discussed:

ELMLE

Beate will follow up and keep us updated on future plans and how we can link to ELMLE in the future.

Digital ideas

The group would like to continue presenting examples of how we use digital tools. This is what we have done so far and it has proven to be extremely successful and beneficial to all participants.

We can present examples of our best practice around one topic. Presenters will spend a maximum of 10 minutes max to be effective and avoid cognitive overloading.

Another option is to record a 5-minutes video as Tiemo did on his YT channel.

These types of 'Show and Tell' sessions enable participants to be live to ask and answer questions.

Meeting frequency

Everyone agreed that the weekly meetings are great. We may try and space them out if necessary. We will strive to have projects we can try out, then present at the meeting. Each one can then present their results so we get different perspectives. This Google Slideshow is where it all happens.

Show & Tell

The Google Slideshow is the temporary tool we will use for the sessions to come and the content of each session will be announced in advance so participants can view it and decide if they want to participate.

Meeting format

The group will continue meeting as usual mostly on Friday and we would like to keep it small to allow for questions to be asked and answered. When the group grows larger, sub-groups can be formed according to topics of interest as we would do at a normal conference. A third option is to follow the model of the ALL webinars.

Menu update

Lots of links were shared during the meeting. Those are now posted in their relevant sections under 'Home' (top right). Look under 'How to' as well as 'General', then 'Geography' & 'Groups'. There are some amazing resources there!

Next meeting

The access link is in the announcement bar. Please send an email to fstalder@aisb.hu to indicate a couple of times that are convenient for you. Tiemo will host the meeting.

François Stalder

Week of May 11, 2020 - #6

Grading students online

Dear Colleague,

In our 30-minute meeting on Friday, our lively discussion revolved around grading students during distance learning. Lots of creative ways have been used by the participants ranging from Padlet for live testing to Flipgrid, Kahoot or Quizlet to the old traditional pen and paper. But the most interesting points were made when each one explained how students were being graded in their school. It would be interesting to discuss further and compare the different grading systems each school uses...

Renika explained that she uses homework as a repetition or an extension of the work done in class. That way she can easily assess her students' understanding. No formal assessment is required. This is so important as some students do need more time to process information while completing a test. It is OK to complete tests under pressure with limited time allotted in high school, but it may not be so in middle school.

Moving on to this coming Friday, the majority of those present voted for a discussion session on the use of Padlet for distance learning. We will see that some practices can also be applied during regular school. Padlet is free for up to 3 walls you and your students can use to post, then you have to pay, but the cost is worth it all. A good place to start can be this video by Joe, starting from 47'45'' for about 10 minutes. Then you can look at these 55 Padlet Examples to Use in Your Classroom Community posted by @padlet in this Tweet last week.

So, let's meet on Friday to discuss how we can make use of this amazing tool for online learning and later when we go back to our regular teaching practice. In order to give the opportunity to as many participants as possible to join, please answer this 1-question survey to let me know your preferred time. I'll then confirm the time of the meeting on Thursday.

Haver a great week Everyone!

François Stalder

Week of May 4, 2020 - #5

Dear Colleague,

We missed our friends from Asia last week, which reminds us that timing is so important... We met at 9 am on Friday, which was around 3 pm where they are.:(

Hopefully, future meetings will match everyone's schedule so more teachers can participate. Not this Friday though. We are meeting again at 9 am for anyone who is able to join us. If you have never joined, contact fstalder@aisb.hu to get the Zoom password.

There has been a discussion about 'interest groups' based on choice topics. Groups can be organized by sections like Elementary / Secondary, ES / MS / HS, Languages, etc, or they can simply be groups that meet once or a few times to address a topic they are interested in. For example, Luisa was wondering about getting students to speak rather than read while presenting on Flipgrid. Now that's a topic. How about students using Google Translate rather than write their own original piece? Can they be stopped from doing that? For sure, solutions do exist for those issues and we can find them more quickly if we address them together. The more participants we have, the more we will be able to achieve that goal. Please indicate here which group/s you would be interested in taking part in if we were to create sub-groups. Thank you.

Many have asked if they could have the links to the resources shared in the chat during the meetings. Everything that's shared there is transferred in the relevant section of this website (click on Home in the top right corner of this page). For example, Tiemo's blog is available under Home/General/Shares because it is a personal resource shared by a participant, but it is also located under German/First Language German because it is its rightful location. Or the crossword website Tiemo shared with us is under General/Vocabulary, because it's the most obvious location for it for us language teachers.

Renika also had an inspiring presentation on how to use VR and 360˚ videos to promote speaking. This led Joe to share a couple of links that are now available under General/Speaking, but also under Geography as well as Culture.

Lack of time and energy remains a constant issue when it comes to implementing these tools and ideas. If we gather enough interest in a particular topic, we can invite a participant to share their experience with us. This is the reason why it will help if you fill in the survey below. In the future, someone like Joe Dale can also offer workshops, at a cost, provided there is enough interest and participants.

Hopefully, this will continue being a platform where you and other language teachers find what they are looking for and we may even see events take place in the future where we might meet face to face.

François Stalder

Week of April 27, 2020 - #4

In English

General Note: You are receiving this email because you added your name on the shared spreadsheet to join this online Language Teachers Job Alike. Feel free to remove your email address from the spreadsheet if you do not want to have it permanently there.

Dear Colleague,

What amazes me about the Job Alike sessions is that each one is so unique. Last Friday, Joe gave us a quick tour of Jamboard and Charlala to use drawings to promote speaking while teaching online. My definite takeaway was Charlala because it's easy to use, it's fun and it motivates even the most reluctant students to practice their language skills. Thank you, Joe, for that awe-inspiring presentation. Go to the Charlala website to know more about how to use this great tool. You can also find out about Jamboard by watching this video. But it seems like you can't use it if you are a Google school. :(

Of course, the quickest and sometimes easiest way to know more about a digital tools is to 'google' or 'youtube' your question and you will most of the time find the answer you are looking for.

Joe's long list of recommended resources for online teaching is available from the drop down menu at the top right of this page under General/Shares. Joe also wanted to remind us about these webinars. He also engages in thought-provoking conversations both on Facebook and Twitter and it is always very interesting to read those. I especially enjoyed the one on how to assess writing while teaching online. Again, Thank You!

Thanks also to Cita for sharing the CineFête resource on French cinema with banks of resources to be used in the French classroom.

This week, Tiemo would like to present a project from his grade 6 German Natives classes, which can be duplicated in our language class. Here is a brief description of his 5-10 minute presentation:

The students are asked to set up a document (Keynote, Pages, Word, PowerPoint or Book Creator) with various questions about a novel they have been reading. The students share the document with the teacher as an e-mail and it is shared back with all the students who can then see and complete these quizzes. This way the students’ efforts are appreciated not only by the teacher, but by all. Here are examples of the „Rätselbücher“ from Tiemo's class.

Feel free to propose a topic you would like to present or you may have a question or an issue you are trying to resolve. Just tell us what it is and we can discuss it at the next session.

Finally, tell a friend or a colleague about this group by adding their details in the weekly questionnaire or by sending an email to fstalder@aisb.hu.

Thank you and see you again at our next session, I hope. Please answer these few questions if you would like to participate this week. An email confirmation will be sent to you on Wednesday evening to let you what time we are meeting on Thursday or Friday.

Take care,

François

En français

Remarque générale: Vous recevez cet e-mail car vous avez ajouté votre nom sur la liste partagée avec vous pour participer à ce Job Alike en ligne. N'hésitez pas à supprimer votre adresse e-mail de la liste si vous ne souhaitez pas qu'elle y apparaisse de façon permanente.

Chère/Cher collègue,

Ce qui me surprend dans les sessions Job Alike, c'est que chacune d'elles est unique. Vendredi dernier, Joe nous a fait une mini présentation de Jamboard et Charlala, deux sites qui permettent d'utiliser des dessins pour pratiquer l'expression orale tout en enseignant en ligne. Mon application préférée est bien Charlala, car le site est facile à utiliser, il est amusant et il motive les étudiants les plus réticents à pratiquer leurs compétences linguistiques. Merci, Joe, pour cette présentation impressionnante. Accédez au site Web de Charlala pour en savoir plus sur l'utilisation de cet excellent outil. Vous pouvez également découvrir Jamboard en regardant cette vidéo. Mais il semble qu'il n'est pas possible de l'utiliser si vous êtes une école Google. :(

Bien sûr, le moyen le plus rapide et parfois le plus simple d'en savoir plus sur les outils numériques est de 'googler' ou 'youtuber' votre question et la plupart du temps vous trouverez la réponse que vous recherchez.

La longue liste de ressources recommandées par Joe pour l'enseignement en ligne est disponible dans le menu en haut à droite de cette page sous General/Shares. Joe voulait également nous rappeler l'existence de ces webinars. Les discussions et réflexions auxquelles il participe sur Facebook et Twitter sont également toujours très intéressantes à lire. J'ai particulièrement apprécié celle qui portait sur la manière d'évaluer l'écriture tout en enseignant en ligne. Encore merci, Joe!

Merci également à Cita d'avoir partagé CineFête sur le cinéma français avec des ressources à utiliser en classe de français.

Cette semaine, Tiemo présentera un projet qu'il entreprend dans ses cours d'allemand de 6e année, qui peut être reproduit dans nos cours de langue. Voici une brève description de sa présentation de 5 à 10 minutes:

Les étudiants sont invités à créer un document (Keynote, Pages, Word, PowerPoint ou Book Creator) avec diverses questions sur un roman qu'ils ont lu. Ils partagent le document avec l'enseignant sous forme d'e-mail et il est partagé avec tous les élèves qui peuvent ensuite voir et remplir ces questionnaires. De cette façon, les efforts des élèves sont appréciés non seulement par l'enseignant, mais par tous. Voici des exemples du „Rätselbücher“ de la classe de Tiemo.

N'hésitez pas à proposer un sujet que vous aimeriez présenter ou vous avez une question ou un problème que vous essayez de résoudre. Dites-nous simplement de quoi il s'agit et nous pourrons en discuter à la prochaine session.

Enfin, parlez à un ami ou un collègue de ce groupe en ajoutant ses coordonnées dans le questionnaire ci-dessous ou en envoyant un e-mail à fstalder@aisb.hu.

Merci et à bientôt dans notre prochaine session, j'espère. Veuillez répondre à ces quelques questions si vous souhaitez participer cette semaine. Un e-mail de confirmation vous sera envoyé mercredi soir pour vous indiquer à quelle heure nous nous réunirons jeudi ou vendredi.

Bonne semaine,

François

En español

Recibe este correo electrónico porque agregó su nombre en la lista compartida para participar en la reunión de profesores de idiomas Job Alike en línea. Puede eliminar su correo electrónico de la lista si no desea que permanezca allí permanentemente.

Querida/o Colega,

Lo que me sorprende de las sesiones de Job Alike es que cada una de ellas es única. El viernes pasado, Joe nos presentó Jamboard y Charlala para usar dibujos y promover la expresión oral en línea. Mi aplicación favorita fue sobre todo Charlala porque es fácil de usar, es divertido y seguramente motivará incluso a los estudiantes más difíciles a practicar sus habilidades lingüísticas. Gracias, Joe, por esa presentación impresionante. Visite el sitio web de Charlala para saber más sobre cómo usar estalo. También puede saber más de Jamboard con este video. Pero parece que no puede usarlo si su colegio está asociado con Google. :(

Por supuesto, la forma más rápida y, a veces, más fácil de saber más sobre los recursos digitales es 'googlear' o 'youtubear' su pregunta y la mayoría de las veces encontrará la respuesta que está buscando.

La larga lista de recursos de Joe para la enseñanza en línea está disponible en el menú arriba a la derecha de esta página. Busque General / Shares. Joe también quería recordarnos sobre estos seminarios web. Él participa también en conversaciones estimulantes tanto en Facebook como en Twitter y siempre es muy interesante leerlas. Yo disfruté especialmente el de cómo evaluar el escrito en línea. ¡Una vez más, Muchas Gracias!

Gracias también a Cita por compartir el recurso CineFête sobre el cinema francés con recursos para usar en la clase de francés.

Esta semana, Tiemo quería presentar un proyecto de sus clases de nativos alemanes de grado 6, que puede duplicarse en nuestras clases de idiomas. Aquí hay una breve descripción de su presentación de 5-10 minutos:

Se les pide a los estudiantes que creen un documento (Keynote, Pages, Word, PowerPoint o Book Creator) con varias preguntas sobre una novela que están leyendo. Los estudiantes comparten el documento con el profesor en un correo electrónico y se comparte con todos los estudiantes que luego pueden ver y responder a las preguntas. De esta manera, los esfuerzos de los estudiantes son apreciados no solo por el profesor, sino por todos. Aquí hay ejemplos del „Rätselbücher“ de la clase de Tiemo.

¿Puede proponer un tema que le gustaría presentar o tiene una pregunta o un problema que está tratando de resolver? Solo díganos qué es y podemos tratar de ellos en la próxima sesión.

Finalmente, habla con sus amiga/os o colegas de este grupo y puede agregar sus detalles en este cuestionario o envie un correo electrónico a fstalder@aisb.hu.

Gracias y nos vemos en nuestra próxima sesión. Por favor responda a unas pocas preguntas aquí si desea participar esta semana. Le enviaré un correo electrónico de confirmación el miércoles para informarle a qué hora nos reuniremos el jueves o viernes.

Hasta luego,

François

Auf Deutsch

Allgemein: Du erhälst diese E-Mail, weil du deinen Namen in die Liste eingefügt hast, um an diesem Job Alike-Meeting für Sprachlehrer teilzunehmen. Du kannst deine E-Mail-Adresse jederzeit aus der Liste entfernen, wenn du sie nicht dauerhaft dort haben möchtest.

Liebe Kollegin/Lieber Kollege,

Was mich an den Job Alike-Meetings überrascht, ist, dass jede von ihnen einzigartig ist. Letzten Freitag präsentierte Joe uns Jamboard und Charlala, um mithilfe von Zeichnungen die sprachliche Kompetenz unserer Schüler und Schülerinnen zu fördern. Ich stimme direkt für Charlala, weil diese Website einfach zu bedienen ist, Spaß macht und sicherlich selbst die unwilligsten Schüler dazu motivieren wird, ihre Sprachkenntnisse zu üben. Vielen Dank, Joe, für diese beeindruckende Präsentation. Besuchen Sie die Charlala-Website, um mehr darüber mehr zu erfahren. Du kannst dich auch über Jamboard mit diesem Video informieren. Aber es sieht so aus, als du die Website nicht verwenden kannst, wenn du in einer Google-Schule unterrichtest. :(

Der schnellste und manchmal einfachste Weg, mehr über digitale Medien zu erfahren, ist natürlich, deine Frage zu "googeln" oder "youtuben". Meistens findest du die Antwort, die du suchst.

Joes lange Liste empfohlener Ressourcen für den Online-Unterricht findest du im Menü oben rechts auf dieser Seite unter General / Shares. Joe wollte uns auch an diese Webinars erinnern. Er is auch in anregende Foren tätig sowohl auf Facebook als auch auf Twitter, und es ist immer sehr interessant, diese zu lesen. Besonders gut hat mir gefallen, wie man das Schreiben beim Online-Unterricht prüfen kann. Nochmals Vielen Dank!

Vielen Dank auch an Cita für CineFête, eine Ressource über französische Filme, die im französischen Klassenzimmer verwendet werden kann.

Diese Woche möchte Tiemo ein Projekt aus seiner 6. Klasse für Deutsch als Muttersprache vorstellen, das in unseren eigenen Klassen einführen können. Hier ist eine kurze Beschreibung seiner Präsentation, die ungefähr 5-10 Minuten dauern sollte:

Die Schüler erstellen ein Dokument (Keynote, Pages, Word, PowerPoint oder Book Creator) mit verschiedenen Fragen zu einem Roman, den sie gelesen haben. Sie teilen das Dokument dem Lehrer als E-Mail mit und alle Schüler erhalten die Fragen, dies sie beantworten müssen. Auf diese Weise wird die Arbeit der Schüler nicht nur vom Lehrer, sondern von allen geschätzt. Hier findest du einige Beispiele der Rätselbücher aus Tiemos Klasse.

Du kannst auch ein Thema vorschlagen, das du präsentieren möchtest, oder du hast eine Frage oder ein Problem, das du lösen möchtest. Sag uns einfach, was es ist und wir können es im nächsten Meeting besprechen.

Erzähl auch einem Freund oder Kollegen von dieser Gruppe. Du kannst ihre Kontaktdaten in diese Umfrage aufnehmen oder eine E-Mail an fstalder@aisb.hu senden.

Vielen Dank und bis zum nächsten Mal. Bitte beantworte diese wenigen Fragen, wenn du diese Woche teilnehmen möchtest. Am Mittwoch erhältst du eine E-Mail-Bestätigung, in der du erfährst, um wieviel Uhr wir uns am Donnerstag oder Freitag treffen.

Tschüss,

François

Week of April 20, 2020 #3

Dear Colleague,

Welcome to the Online Language Teachers Job Alike!

The purpose of this group is to exchange ideas and best practices in a casual, yet professional environment, during this period of online teaching. We meet in this Zoom Room on a weekly basis and the only requirement is that you share your details on this spreadsheet. This is in lieu of introductions during our online meeting to save time and keep the momentum going.

Come and join us for 5, 15, 50 minutes or any amount of time you choose. So far the meetings did not go beyond 50 minutes and you can drop in and out as you wish. You can just sit and listen, ask questions or even present an idea, a skill, an app, a website, a strategy or anything that works very well for you. You get to decide on the time and the content that suits you. The resources that are shared will be highlighted in the next post and added in the relevant section in the drop-down menu above.

If you are interested in joining this week, please fill out this form. There are two times available and we will go with the most popular one. You will receive a confirmation by email. And if you can't join this week, maybe you can join next week or later in the future.

Once you include your details to the spreadsheet above, you will be added to the mailing list and you will receive regular updates on future events. You can of course withdraw your name at any time. If you prefer not to share your email address, say it to fstalder@aisb.hu. From today onwards recipients will be added in Bcc only. If you are receiving today's email, it is because you are already on the mailing list and you may remove your email address from the spreadsheet if you are uncomfortable about having it there.

Last, but not least, please let your colleagues know about this group and share the link to this website with them. They may want to join us too.

Keep your spirit high and see you soon!

François Stalder

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