We Teach Languages Episode 39 (rerun): The GLCA Shared Languages Program with Gabriele Dillmann

In ep 39, 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. Gabriele uses Zoom and Google Drive to house her online courses, and describes how technology makes her innovative work possible. 

For links and show notes, visit https://wp.me/p88mlO-6cvn

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 leave a comment at weteachlang.com.

We Teach Languages Episode 9 (rerun): Performance Assessment in a Fully Online College Spanish Course with Claire Knowles

In this rerun of episode 9 of We Teach Languages, 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. For links and show notes, visit https://weteachlang.com/2020/03/20/we-teach-languages-episode-9-rerun-performance-assessment-in-a-fully-online-college-spanish-course-with-claire-knowles 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.

We Teach Languages Episode 136: Speaking Blackness in Brazil, Identity, and Investment with Uju Anya

In ep 136, Dorie Conlon Perugini interviews Dr. Uju Anya on a range of topics related to the experiences of African-American language learners both in classrooms and in study abroad contexts. The two scholars discuss Uju's award-winning book, bias and inclusion in the language classroom, and why the concept of investment is more useful than motivation for analyzing student engagement. 

For links and show notes, visit https://wp.me/p88mlO-67Y

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 leave a comment at weteachlang.com.

We Teach Languages Episode 135: Indigenous Language Revitalization, Teacher Development, and NILI with Robert Elliott

In ep 135, Stacey continues her interview with Robert Elliott, a conversation they started on episode 73 of the Leading Lines podcast. In this episode, Robert describes the work of the Northwest Indian Language Institute (NILI), how teachers of any language can support indigenous language revitalization, and how Native American language teachers can take advantage of the summer offerings at NILI. 

For links and show notes, visit https://wp.me/p88mlO-63A

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 leave a comment at weteachlang.com.

We Teach Languages Episode 134: One Year of Biblical Hebrew with Jesse Scheumann

In ep 134, Stacey interviews Professor Jesse Scheumann about how he teaches Biblical Hebrew. Despite preconceptions about what it is like to learn a Biblical language, Jesse's classroom has no desks or grammar textbook and also involves movement, stories, and other techniques from communicative language teaching approaches. By the end of their first year of Hebrew, Jesse's students are reading the book of Jonah from cover to cover in the original Hebrew Bible.  

For links and show notes, visit https://wp.me/p88mlO-63g

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 leave a comment at weteachlang.com.

We Teach Languages Episode 132: Language Ideologies and Translanguaging with Emma Trentman

In ep 132, Stacey interviews Arabic teacher and researcher Dr. Emma Trentman about language ideologies and how they play out in the classroom. Emma discusses how teachers might move away from practices that reinforce monolingual ideologies and towards multilingual ideologies such as translanguaging. 

For links and show notes, visit https://wp.me/p88mlO-5YK

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 leave a comment at weteachlang.com.

We Teach Languages Episode 125: Trends and Research in Study Abroad with Peter Ecke

In ep 125, Melanie Forehand interviews Peter Ecke, Professor of Second Language Acquisition and German at the University of Arizona. They discuss the benefits and challenges of short-term study abroad and resources for getting started with study abroad research.

For links and show notes, visit https://weteachlang.com/2019/11/22/125-with-peter-ecke

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 leave a comment at weteachlang.com.

We Teach Languages Episode 122: Collaborating to Build a Content-based Language Program with Gwen Barnes-Karol and Maggie Broner, Part II

In ep 122, Stacey continues her conversation with Dr. Gwen Barnes-Karol, who specializes in teaching literature, and Dr. Maggie Broner, a sociolinguist,  about how a content-based curriculum has transformed the language program at St. Olaf College in Minnesota. St Olaf's Spanish program focuses on textual analysis and academic language starting in the third semester, and they have no grammar review or intro to literature bridge course into the major. This episode, and Part I from last week, will break down how their approach plays out in classes.

For links and show notes, visit https://wp.me/p88mlO-5Ma

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 leave a comment at weteachlang.com.

We Teach Languages Episode 121: Collaborating to Build a Content-based Language Program with Gwen Barnes-Karol and Maggie Broner, Part I

In ep 121, Stacey interviews Dr. Gwen Barnes-Karol, who specializes in teaching literature, and Dr. Maggie Broner, a sociolinguist,  about how a content-based curriculum has transformed the language program at St. Olaf College in Minnesota. St Olaf's Spanish program focuses on textual analysis and academic language starting in the third semester, and they have no grammar review or intro to literature bridge course into the major. This episode, and Part II next week, will break down how they have arrived where they are now..

For links and show notes, visit https://wp.me/p88mlO-5Ma

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 leave a comment at weteachlang.com.