We Teach Languages Episode 65: Preparing Students for Tests with Savas Savides and Dongbing Zhang

In episode 65, Stacey brings in several guests to discuss preparing students to take those big, standardized tests that students around the world take to certify their language ability, a practice that comes some benefits but also some challenges. We will revisit some previous episodes, and hear from two guests that are new to the podcast, Savas Savides, an educational consultant in Greece, and Dongbing Zhang, a PhD student in Australia who has also taught English in China.

 

Or listen on iTunes!

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Show Notes

We welcome feedback, resources, and diverse perspectives on this topic! To contribute to the conversation started here, leave us a voicemail or send a text message to (629)888-3398. Or you can follow us on Twitter @weteachlang or use this contact form to send us an email.

Savas Savides has worked for a number of private language schools in Greece, and has also worked as a test center administrator. For the past 18 years, he has been an educational consultant for international publishers (like Oxford University Press and Pearson – York Press), and a teacher trainer. Savas blogs about all things education at www.brightclassroomideas.com.  He can be reached via Twitter @BrightClassIdea or by email.

Dongbing Zhang is a PhD student in Australia. Prior to starting grad school, he was an English teach in China. If you want to reach out to Dongbing to ask him questions, you can find him on email.

Previous episodes connected to this topic…

…the previous series on the Seal of Biliteracy: Episodes 62, 63, 64

Episode 23: Performance Assessment, Can Dos, and ACTFL resources with Paul Sandrock

Episode 25: Responding to a Listener Comment on Tests

Episode 52: Story Listening and Efficient Acquisition with Beniko Mason

Episode 58: Principles of Outstanding Language Teaching with Steve Smith

 

Some useful sites on standardized testing in the countries mentioned…

…the US: AP exam, AAPPL exam, TOEFL

…Japan: new plans for standardized testingthe tests accepted for university admission

…UK: GCSE, A Levels

…China: CET (which includes, as Dongbing mentioned, band 4 and band 6 tests, news plans for standardized testing in China

…Greece: Savas mentioned in the interview that there are currently 23 different English tests in Greece, and here’s an interesting paper I found online about Greece’s foreign language testing

CLIL: Content and Language Integrated Learning 

 

The Common European Framework for Languages (CEFR)…

An overview

A detailed look

A comparison between CEFR and the US/ACTFL proficiency levels

 

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WTL Midweek News & Updates Issue #20 – August 8, 2018

What’s happening with the WTL podcast?

How are people reacting to this week’s episode?

What are past guests and contributors up to?

Find the answers to all these questions and more in our midweek news and updates. This interactive PDF is the newsletter with clickable links:

20 WTL Midweek News and Updates

 

Or, check out this preview:

This newsletter was put together by Maris Hawkins (Newsletter Contributor) and Stacey Margarita Johnson (Host/Producer). If you’d like to be a contributor to the newsletter or the podcast, get in touch!

 

Guest Blog Post on the GlobalSL Blog!

Did you get a chance to listen to episodes 59 and 60 with Richard Kiely and Eric Hartman? If not, now might be a good time to go back and have a listen before you jump back into the classroom for the new school year. In those episodes, we discussed community-engaged global learning and, in particular, their recently published book on the topic. If you generally put a lot of thought into how your students engage L2 communities both inside and outside of the classroom, I think you will love the interview.

I (Stacey) was excited when Richard and Eric extended the opportunity for me to write up some of my thoughts about the interview in a guest blog post on their GlobalSL (global service learning) blog. Would love for you to you to read my reflection, and add your own ideas either in the comments section below or on Twitter or Facebook. Looking forward to hearing from you all!

Click here: Guest post on the GlobalSL Blog!

We Teach Languages Episode 64: Teachers’ Perspectives on the Seal of Biliteracy with Melanie Thomas and Pat DiPillo

In episode 64, Stacey continues with a three-part series on the Seal of Biliteracy in the US with Melanie Thomas and Pat DiPillo. Melanie and Pat decsribe how their own districts navigated the early stages of implementing the Seal and offer resources and advice.

Also see episodes 62 and 63 for more on the Seal of Biliteracy.

Or listen on iTunes!

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Show Notes

We welcome feedback, resources, and diverse perspectives on this topic! To contribute to the conversation started here, leave us a voicemail or send a text message to (629)888-3398. Or you can follow us on Twitter @weteachlang or use this contact form to send us an email.

Melanie Thomas received her MATL (Master of Arts in Teaching Language) from the University of Southern Mississippi where she studied SLA (second language acquisition) and became a firm believer in a communicative classroom.  She received her National Board Certification in 2006 based on evidence of teaching that used SLA principles as a firm foundation.  She successfully renewed that certification in 2016 where she relied on ACTFL’s revised Proficiency Guidelines in providing feedback to students in order to help students grow in their proficiency path. You can find Melanie on Twitter @senoraMThomas, on her blog, or by email here.

Pat DiPillo is a department chair in Falmouth, MA which is on Cape Cod. She is also a Fulbright Scholar, NBPTS Assesor, MaFLA Board of Directors, and an NCATE Reviewer, a position in which she can help ensure teacher are candidates prepared in proficiency methodology. You can reach Pat by email here.

Check out more info on the Seal of Biliteracy here!

If you want to know more about proficiency and performance (mentioned by Melanie)…
…Check out ACTFL’s performance descriptors and accompanying materials

…Or listen to episode 23 with Paul Sandrock for a great, concise description of the topic!

ACTFL’s Core Practices (mentioned by Pat, but this great post is by World Language Classroom).

MaFLA resources including the proficiency academy! (mentioned by Pat)

 

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We Teach Languages Episode 63: An Introduction to the Seal of Biliteracy with Linda Egnatz

In episode 63, Stacey continues with a three-part series on the Seal of Biliteracy in the US with an interview with Linda Egnatz. Linda describes how Illinois became the third state to pass the Seal of Biliteracy as well as her vision for the future of the Seal.

 

Or listen on iTunes!

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Show Notes

We welcome feedback, resources, and diverse perspectives on this topic! To contribute to the conversation started here, leave us a voicemail or send a text message to (629)888-3398. Or you can follow us on Twitter @weteachlang or use this contact form to send us an email.

You can follow Linda Egnatz on Twitter @miprofeAP or on her blog.

Check out more info on the Seal of Biliteracy here!

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We Teach Languages Episode 62: A Throwback on Advocacy and the Seal of Biliteracy with Caleb Howard and Amanda Seewald

In episode 62, Stacey kicks off a three-part series on the Seal of Biliteracy in the US by looking back at an episode from 2017 in which Caleb Howard interviewed Amanda Seewald about advocacy and the Seal of Biliteracy in the state of New Jersey. Check out the show notes for links to the full episode as well as useful resources related to the Seal of Biliteracy.

 

Or listen on iTunes!

_________

Show Notes

We welcome feedback, resources, and diverse perspectives on this topic! To contribute to the conversation started here, leave us a voicemail or send a text message to (629)888-3398. Or you can follow us on Twitter @weteachlang or use this contact form to send us an email.

Amanda originally appeared on episode 24

Check out more info on the Seal of Biliteracy here!

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We Teach Languages Episode 61: A Throwback Episode with Dorie Conlon Perugini and Manuela Wagner

In episode 61, Stacey looks back at two episodes from 2017 in which two of the editors of the book Intercultural Communicative Competence Across the Age Range discuss the book’s origins and ideas. Check out the show notes for links to the full episodes as well as useful resources related to intercultural communicative competence.

 

Or listen on iTunes!

_________

Show Notes

We welcome feedback, resources, and diverse perspectives on this topic! To contribute to the conversation started here, leave us a voicemail or send a text message to (629)888-3398. Or you can follow us on Twitter @weteachlang or use this contact form to send us an email.

Dorie was originally on episode 8 and Manuela was originally on episode 27

Teaching Intercultural Competence Across the Age Range From Theory to Practice Edited by: Manuela Wagner, Dorie Conlon Perugini, Michael Byram

A few more resources on intercultural communicative competence…

… Byram’s excellent book Teaching and Assessing Intercultural Communicative Competence (ICC)

an entire issue of The Language Educator was dedicated to ICC in 2015. Manuela Wagner and Michael Byram wrote an article in that issue (as did Stacey Margarita Johnson, by the way)

an introduction to the intercultural dimension of language teaching by Michael Byram

an article by Michael Byram

an alternative take on ICC

A little vacation…

For the next two weeks, the volunteers behind We Teach Languages will be taking a little vacation and will not be publishing new issues of the newsletter, but we WILL continue releasing episodes on Fridays and we WILL look forward to hearing your feedback on Twitter, Facebook, and on our website at weteachlang.com.

We hope you all are enjoying some well-deserved R&R, and we’ll see you poolside!

pool water splash feet

We Teach Languages Episode 60: Community-Based Global Learning, Part II with Richard Kiely and Eric Hartman

In episode 60, Eric Hartman and Richard Kiely respond to listener questions about service learning based on their book Community-Based Global Learning: The Theory and Practice of Ethical Engagement at Home and Abroad. Richard and Eric approach community-based learning and global service learning from perspectives that language teachers will find immediately applicable to their own work whether they are taking their students into L2 communities as part of a course or preparing their students for lifelong community engagement as proficient language users.

This week’s episode is part II of the interview. Also check out episode 59 to hear part I in which Richard and Eric discuss the principles and experiences that inspired them to write their book.

Or listen on iTunes!

_________

Show Notes

We welcome feedback, resources, and diverse perspectives on this topic! To contribute to the conversation started here, leave us a voicemail or send a text message to (629)888-3398. Or you can follow us on Twitter @weteachlang or use this contact form to send us an email.

Check out the book Community-Based Global Learning: The Theory and Practice of Ethical Engagement at Home and Abroad, and, if you decide to buy a copy, use the discount code Eric and Richard shared with us to get 20% off the price of the book: CBGL20.

One WTL listener won a free copy of Richard and Eric’s book from Stylus Publishing!

Globalsl gathers teaching tools, activities, and syllabi, as well as more than 500 peer-reviewed resources on community-campus partnerships for ethical global learning. A growing breadth and diversity of organizations and institutions support the globalsl network, offering regular gatherings among a growing community of practice, collaborating on evaluation and assessment, and advancing fair trade learning principles of ethical partnership. The globalsl blog offers regular reflections and insights relevant to community-based global learning. To get involved, follow globalsl by signing up for email updates, or connecting on Facebook or Twitter, then consider authoring a blog post, attending a gathering, or becoming a member.

Eric Hartman is curious about the ways in which social transformation is simultaneously personal and structural, and thrilled to be working on both as Executive Director of The Haverford College Center for Peace and Global Citizenship. He is lead author of Community-Based Global Learning: The Theory and Practice of Ethical Engagement at Home and Abroad and has written for several peer reviewed and popular publications including The Stanford Social Innovation Review,  International EducatorTourism and Hospitality Researchand The Michigan Journal of Community Service-Learning. Eric served as executive director of a community-driven global nonprofit organization, Amizade, and taught on human rights, transdisciplinary research methods, and globalization in global studies programs at Arizona State University and Providence College. With a PhD in International Development from the University of Pittsburgh Graduate School of Public and International Affairs, Eric has worked in cross-cultural development practice and education in Bolivia, Ecuador, Ghana, Jamaica, Northern Ireland, Tanzania, and throughout the United States.   He co-founded both globalsl.org and the global engagement survey (GES), initiatives that advance best practices in global learning and cooperative development within community-campus partnerships.

Richard Kiely currently serves as Senior Fellow in the Office of Engagement Initiatives as part of Engaged Cornell, a large scale community engagement initiative at Cornell University.  As a community engaged scholar and practitioner, he is interested in learning about and contributing to the different ways people work together to have a positive impact on the world and the potential role of community engaged learning and research in higher education in facilitating that process. In 2005, Richard was recognized nationally as a John Glenn Scholar in Service-Learning for his longitudinal research that led to the development of a transformative service-learning model (Kiely, 2004, 2005, 2011). Richard has been faculty at the University of Georgia and Cornell and co-taught a graduate/undergraduate service-learning course in City & Regional Planning as part of the New Orleans Planning Initiative (NOPI).  The participants in this course developed a comprehensive recovery plan, in conjunction with community partners and Ninth Ward residents in New Orleans. A number of participants collaborated on a book describing the their experience with NOPI in Rebuilding Community after Katrina: Transformative Education in the New Orleans Planning Initiative (Reardon & Forester, 2016). Richard’s research focuses on institutional models that foster sustainable campus-community partnerships, faculty development in community engagement, community-based research, (global) service-learning, and critical reflection, as well as the transformational learning processes and outcomes that occur in community-engaged courses and community-based research programs.  Richard is also a co-founder of globalsl a multi-institutional hub supporting ethical global learning and community campus partnerships and continues to be an active scholar in the area of service-learning and community engagement in higher education.

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