Stacey interviews Joe Barcroft, a professor and researcher specializing in vocabulary acquisition. His articles appear in journals such as Studies in Second Language Acquisition, Language Learning, The Modern Language Journal, Foreign Language Annals, and others. In this interview, we discuss his ten principles for vocabulary acquisition from his book Input-Based Incremental Vocabulary (2012, TESOL International Association).
This episode contains Part I of our conversation, and, next week, episode 29 will be Part II.
Stacey talks with Manuela Wagner all about her new book, Teaching Intercultural Communicative Competence Across the Age Range: From Theory to Practice (Multilingual Matters, 2017) co-edited with Michael Byram and Dorie Conlon Perugini. Manuela describes how this collaborative, practice-oriented work came to be and how it might be useful for teachers.
In episode 26, Stacey talks with Justin Slocum Bailey about his work as a teacher, consultant, and teacher developer. Justin discusses teaching Latin communicatively, and then answer a listener question about how how teachers can maintain their own proficiency in the language they teach.
In episode 25, Stacey responds to a comment from a listener about whether tests have any place in the language classroom. Stacey recalls some previous interviews in which tests were discussed, and gives two examples of how tests might be applied effectively to help students interpret and retrieve language.
Caleb Howard interviews Amanda Seewald, a teacher, coach, and curriculum developer in New Jersey, about her experiences advocating for world languages and for her students, including how her advocacy work led to the signing of the Seal of Biliteracy into law in 2016.
Stacey asks Paul Sandrock, Director of Education at ACTFL, about performance assessment. Why should teachers use performance assessment, how does it work, and what resources does ACTFL have to help?
Sarah Arvidson interviews Kari Neely, an associate professor of Arabic, about some of the challenges associated with maintaining a college Arabic program through the third year including integrating native and heritage speakers into third year course as well as which varieties of Arabic to teach and when.
Stacey interviews Sebastiaan Faber, Professor and Chair of Hispanic Studies at Oberlin College, about the some of the cross-curricular innovations in his department including languages across the curriculum, team teaching with faculty from other departments, and incorporating campus resources into the classroom experience.
Caleb Howard interviews Noemi Rodriguez, a language supervisor in New Jersey, about the trends and challenges she has observed both in her position as supervisor and in her work as a language teacher. Noemi also discusses her passion and process for creating professional development opportunities for language teachers.
Stacey talks with Caleb Howard, a K-5 Spanish teacher from New Jersey, about the impact professional development has made in his teaching. After attending his first ACTFL convention in 2012, Caleb reevaluated his target language use with his early language learners and started a blog to help others use 90%+ target language in the classroom.
Stacey interviews Catherine Ousselin, a secondary French teacher and coach from Washington, who discusses specific technologies and classroom practices that she employs in her classroom to motivate students to develop proficiency.
Stacey wraps up her conversation with Gianfranco Conti (Part I in episode 16). In this episode, Gianfranco gives us some final bits of advice for how to maximize student learning and focus on long-term progress.
Stacey interviews Gianfranco Conti, a well-known MFL (Modern Foreign Language) and EFL (English as a Foreign Language) teacher and teacher developer. He has taught languages all over Europe and in Malaysia, and has a deep knowledge of both research and practice. We talk about useless things language teachers do (e.g. error correction) and ways to improve student learning (e.g. recycle, recycle, recycle).
Stacey turns the microphone around on Liz Lake and Stephanie Hernandez, two faculty members in the Department of Spanish and Portuguese at the University of Minnesota who started a podcast in order to provide their students with meaningful, authentic listening opportunities. They discuss their work and invite listeners to use their podcast episodes in their own classrooms.
Stacey talks with Lisa Shepard, a secondary language teacher who, over the course of her 29-year teaching career, has successfully transitioned from verb conjugations and traditional tests to authentic resources and performance assessments. Lisa shares her own journey as well as practical advice for teachers interested in teaching for proficiency.
Stacey asks Noah about his experience as the 2013 ACTFL Teacher of the Year. Noah also shares resources and ideas for two of his favorite topics in language education: culture and technology.
Stacey interviews Laurel Abreu about a class she teaches at the University of Southern Mississippi that explores racial and linguistic diversity in Spanish, about a 2016 paper she wrote on teaching racial diversity, and about her own journey to grow as a teacher and become more aware of difference.
Stacey answers a couple of listener questions about teaching culture. 1) Should I teach culture in students’ native language or in the target language? 2) What is the best way to assess students’ knowledge of culture?
Stacey talks with C. Brian Barnett about his university-level experiential learning course that centers on francophone communities in the U.S. In addition to learning language and culture, students engage in structured reflection to make sense of those experiences and, in the process, become deeply connected to US language communities.
Stacey talks with Claire Knowles about teaching college Spanish in a fully online, asynchronous format. Claire tells us about how she uses performance assessments instead of tests to assess learning and how she elicits feedback and reflection from students in every unit.
Stacey talks with elementary Spanish teacher Dorie Conlon Perugini about the opportunities she’s had to develop her own practice, to share classroom practices with others, and to support early language learners as they develop intercultural competence. We also get to learn about her forthcoming book co-edited/co-written with two of my favorite authors, Manuela Wagner and Michael Byram.
Junyue Wang interviews her former EFL teacher, Qinqin Zan, about what excellent language teaching looks like. They discuss how Ms. Zan’s goals for her students have changed over the years and the importance of inspiring students to be lifelong language learners.
Stacey talks with Kaishan Kong, an assistant professor of Chinese at the University of Wisconsin- Eau Claire, about what excellent language teaching looks like, how to integrate language and culture instruction, and teaching Chinese as a foreign language in the United States.
Stacey talks with Jessica Greenfield and Vivian Finch, who teach Italian and German at Vanderbilt University, about the process they undertake when they research and write about pedagogy.
Yue Wu interviews Dana Yang about how her approach to teaching Chinese at an international school has changed over the years. Dana and Yue also discuss the benefits of using thinking maps in many common language learning tasks.
Stacey talks about a recent thread on the ACTFL online community boards and her approach to selecting readings for her language teaching methods course. She also shares some free online resources for professional development for language teachers.
Nikki Wei talks with Emily Galloway about the classroom practices and research that can improve learning for ELLs in a K-12 setting. Stacey wraps up the episode by drawing some connections between second and foreign language teaching.
Stacey talks with Berta Carrasco about developing a service-learning Spanish course for the health professions at a small liberal arts college. Stacey also discusses a few resources on service-learning course design, evaluation, and learning outcomes.
This episode is an introduction to the goals and motivations for this podcast, and an invitation for listeners to get involved.