Tentative Dates for future meetings: Nov 16, Jan 18, Feb 22, Mar 22, Apr 19, May 24

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:  

  • Iflttprsciteaching; 

  • CI4French; 

  • 1139170780351881; 

  • 498772003612978; 

  • 787814531424542

• 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: 

• 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:

1. Audit current practices – How are teachers and students already using AI?

2. Agree on principles – Balance innovation, equity, and integrity.

3. Draft a clear policy – Include “allowed,” “not allowed,” and “grey area” uses.

4. Educate students – Teach not just how to use AI, but also why and when it supports learning.

5. 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: 

1. Proficiency Descriptors – Approaching, Developing, Proficient, and Exemplary.

2. ACTFL Proficiency Levels – Corresponding to Novice Low, Novice Mid, Novice High, and beyond.

3. 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:

1. Each student maintains a file for tests, written feedback, and past papers.

2. Regularly used before summative assessments.

3. Maintained from 9th to 12th grade; students often revisit for baccalaureate preparation.

4. Organized into four areas: writing, reading, listening, speaking, and quizzes.

A Digital Tracking via Toddle:

1. Systematic recording of formative and summative assessments.

2. Students are encouraged to upload and keep track of their work.

3. Projects included in portfolios (videos, films, presentations).

A Tracking ATL Skills:

1. Evaluates student progress and justifies any lack of development.

2. 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
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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
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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.

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. 

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. 

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.

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 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.

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. 

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

1. 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.

2. 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.

3. 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!

4. 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.

5. 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.

6. 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.

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 

• Joe’s presentation

• Giving Students Wings Seminars

• GPT Use in Education

• Live Worksheets

• Stable diffusion - Image Generator

• Bing Image Creator

• Eric Zelikman Uses Dall.E

• Eu.whiteboard

Notes from the January 27, 2023 meeting # 28

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 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: 

• Stephen Krashen

• Joe Dale

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: 

• 5 speaking formats for breakout rooms

• Speaking in and out of the Covid classroom through a blended learning approach 26th September 2020 TeachMeet 

• This is the link to the 17 minute video.

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!