To see an alphabetized list of all the contributors to the podcast, check out the Guests and Contributors page!
Steve Smith discusses principles for language instruction that will help teachers navigate the complexity of the current post-methods era. Between book/blog writing, academic study, and classroom teaching, Steve is a perennial source of useful information for language teachers.
Stacey interviews Dr. Florencia Henshaw, Director of the Center for Language Instruction and Coordination (CLIC) at the University of Illinois Urbana-Champaign. Florencia discusses some of the resources CLIC has to offer teachers such as free online webinars, how the virtual exchange tool TalkAbroad is making a difference in Florencia’s program, and some of the ways that concepts from second language acquisition should be applied to online language teaching.
Stacey talks with Martina Bex, whom many listeners might recognize from her blog, the Comprehensible Classroom. Martina tells us about her journey of figuring out what works best for her classroom and outlines how teachers can write comprehensible texts for their students. If you want to create your own level-appropriate written and oral L2 texts in order to bring in culture or current events, this episode will get you started.
Stacey learns about designing instruction that promotes L2 writing development from Dr. Heather Willis Allen, associate professor of French at the University of Wisconsin – Madison. Heather is an accomplished teacher and researcher, co-author of a 2016 book on multiliteracies along with Kate Paesani and Beatrice Dupuy, and brings a research-informed perspective to topics such as how to provide written corrective feedback and how to scaffold assignments to help students avoid common writing pitfalls.
Sichen Wan interviews an EFL teacher that was influential in her own study of English, Mei Zhou. Mei teaches at a languages-focused high school in Chengdu, China and has been teaching for 18 years. In their conversation, Sichen asks Mei about what excellent language teaching looks like and Mei provides some great advice for new language teachers.
Diego Ojeda and Sara-Elizabeth Cottrell, two of the founding moderators of the #langchat Twitter professional development network, invite us into a conversation about how #langchat got started, some of the challenges of engaging professionally across differences, and other topics related to every language teacher’s favorite online chat.
Dr. Beniko Mason joins the podcast to talk to Stacey about Story Listening and the most efficient way for learners to acquire language. In her four decades of teaching and researching, Dr. Mason has produced both impressive research as well as impressive results for her students. Be sure to check out the show notes to find links to her publications and current projects.
Stacey interviewed Erin Carlson at the SCOLT (Southern Conference on Language Teaching) annual conference in March. They talk about why Erin is so passionate about professional development, and how she got started presenting at conferences. Erin also shares some of her standing-room-only SCOLT presentation called The Big Three: 3 Daily Activities to Get your Kids Reading, Writing and Speaking in the TL on a Daily Basis.
Stacey asks ‘Besides proficiency in the language, what do you want your students to learn in your language classroom?” We all want our students to learn language. However, there are other things students can and should learn through language study. In March, at the SCOLT annual meeting, Stacey asked attendees this question. The answers Stacey recorded reflect teachers’ diverse perspectives and fall within the scope of existing research on what students learn when they study a language.
Stacey is joined by Dr. Kate Paesani, the Director of the Center for Advanced Research on Language Acquisition (CARLA) and affiliate Associate Professor in the College of Liberal Arts at the University of Minnesota. Kate tells us about the wealth of resources CARLA can offer teachers. She also discusses her research on multiliteracies, a framework that allows learners to engage with authentic texts in multiple ways.
Stacey hears from Australian educator, advocate, and #AusELT administrator, Lesley Cioccarelli. Lesley explains some of the options for language learning and settlement available to recent immigrants in Australia. She also talks about the professional organizations that advocate for the best interests of those learners and why teachers should be members of their local and national professional associations.
Rebecca Blouwolff and Tim Eagan talk about their work together in a Massachusetts language department, Rebecca as a middle school French teacher and Tim and as the department chair. They talk about continuing professional development for language teachers from both the teacher and the administrator perspective.
Stacey interviews Mura Nava, who teaches English to adults in France, about the state of the ELT (English Language Teaching) labor market. Mura shares his experiences as an English teacher in France and introduces us to some individuals and organizations working for justice for teachers. The episode also includes some information about adjunct labor in US higher education.
Stacey talks with Anneke Oppewal, a middle school teacher in North Carolina, and Jennifer Wooten, a college instructor in Florida, about how they have transformed units on food and housing by focusing on questions accessible to novice and intermediate students. Anneke and Jen share specific examples from their own teaching–lessons and units they have built over time through collaboration and experimentation.
Stacey shares an interview with Terry Osborn that she conducted as part of the 2018 issue of Dimension, the peer-reviewed journal of the Southern Conference on Language Teaching (SCOLT) . This special issue, which Stacey co-edited with Paula Garrett-Rucks, contains seven chapters all focused on how critical pedagogy and social justice play out in the language classroom.
Stacey asks Ryuko Kubota, a professor of language and literacy education at the University of British Colombia in Vancouver, Canada, about a recent publication in which she explores ten common misconceptions in English language teaching (ELT). Ryuko talks about several of those misconceptions, including how beliefs about native speakers, whiteness, and legitimate forms of language contribute to the general public’s understanding of who is a good language teacher. Although this interview centers on ELT, teachers of all languages will find points of relevance to their own work.
Stacey interviews Daniel Woolsey, an associate professor of Spanish at a liberal arts college in Michigan, who teaches courses including fourth-semester Spanish and Hispanic linguistics. Daniel explains that language teachers can focus on critical cultural content, let go of explicit grammar instruction, and trust the acquisition process to take place.
Stacey does a bit of digging to learn about different ways teachers conceptualize and make use of vocab lists. Kara Parker, a teacher trainer and consultant in Florida, and A.C. Quintero, a high school Spanish teacher in Illinois, both contribute to this discussion about how to make vocab lists useful for learning.
This episode also includes BONUS content! After you listen to the episode, check out the show notes for an additional 5 minute clip in which Kara Parker responds to a listener question.
Ningxin Zheng interviews Yang Yu, a graduate student in English Language Education who has previously taught diverse learners in China including peers at the college level and middle schoolers at a school for the blind. Yang discusses a range of topics including showing respect for learners, maintaining student interest in learning, and teaching pronunciation.
Stacey interviews Gabriele Dillmann, an associate professor of German at Denison University, a liberal arts college in Ohio. Gabriele is the director of the Great Lakes Colleges Association’s Shared Languages Program, a project that aims to address issues facing upper-level under-enrolled language courses as well as broadening the course offerings for lesser-taught languages.
This episode also includes BONUS content! After you listen to the episode, check out the show notes for an additional 10 minute clip about the technology that makes Gabriele’s innovative work possible.
Stacey talks with Gillian Lord, professor and chair of the Department of Spanish and Portuguese at the University of Florida, about her work researching and teaching pronunciation.
In a special crossover episode, we get to hear an excerpt of Lisa Shepard’s interview with Laura Terrill about the book The Keys to Planning for Learning. This interview took place on Thursday January 25, 2018 as part of the #LangBook Twitter chat series and is available on YouTube in its entirety. Check out the show notes for the link!
Stacey asks Rich Madel, a secondary Spanish teacher and department chair in Pennsylvania, about how he and his colleagues moved from a textbook-based curriculum to IPA-based units that build on authentic resources using backward design.
Find the transcript for this episode here.
Stacey talks with Laura Parker about her experiences teaching both English and French to native English-speaking students. Laura discusses the overlaps between the two types of language teaching and some the challenges that ELA (English Language Arts) teachers face in the US high school context.
Danielle Dorvil interviews Professor Raul Rosales Herrera, Associate Professor of Spanish at Drew University. Raul discusses his perspective on excellent language teaching and the goals he and his institution have set for students.
Stacey talks about how the podcast grew in 2017, some of the themes and highlights from the year, and how listeners can get involved as guests and contributors in 2018.
Stacey shares an interview with Walter Hopkins, instructor and assistant director of the Michigan State University Spanish language program. Walter discusses his perspective on excellent language teaching, unpacks some of the issues faced by new language instructors, and explains how his language program has developed around proficiency goals.
Stacey chats with Maris Hawkins, a middle and upper school Spanish teacher who has used class novels, graphic novels, and free voluntary reading in her classes, as well as a variety of technologies to make student learning visible. Maris is also a prolific blogger and discusses how we can all share what’s happening in our own classrooms as well as get ideas and resources from other teachers sharing their work.
Find the transcript for this episode here.
Jose Luis de Ramon Ruiz interviews Patrick Murphy about how his teaching has changed during his nearly 20 year career teaching language courses at the university level. In their conversation, they touch on how Patrick uses Twitter to connect students to real-time culture as well as his future plans for virtual reality as a learning tool. Patrick also discusses how being afraid to fail can keep teachers from taking important risks in their classrooms.
Find the transcript for this episode here.
Stacey continues her interview with Joe Barcroft, a professor and researcher specializing in vocabulary acquisition, discussing principles six through ten from his 2012 book Input-Based Incremental Vocabulary Instruction (TESOL International Association).
This episode contains Part II of our conversation. Last week, episode 28 was Part I.
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 the first five of his ten principles for vocabulary acquisition from his book Input-Based Incremental Vocabulary Instruction (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.