We Teach Languages Episode 58: Principles of Outstanding Language Teaching with Steve Smith

In episode 58, 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.

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.

Steve Smith was a French teacher for 33 years, and continues to write books, blog, create resources (frenchteacher.net), speak, and train teachers. He is a visiting lecturer for the University of Buckingham, UK, the author of Becoming an Outstanding Languages Teacher (Routledge, 2017), and co-author of The Language Teacher Toolkit (Createspace/Amazon, 2016) along with Gianfranco Conti who was featured in episodes 16 and 17. You can reach out to Steve by email, or on Twitter @spsmith45.

Resources mentioned on the show…

Dylan William on formative assessment

…Doug Lemov’s website and Twitter @Doug_Lemov

12 principles of second language learning from Steve’s blog

Michael Swan’s intensive input/output work

Steve’s web resources about using texts

…Steve also mentioned his co-author Gianfranco Conti whose blog The Language Gym is a terrific, research-based resource, and was featured in a two episodes last year on the podcast.

Episode 16: Making Research More Accessible to Teachers with Gianfranco Conti, Part I  and Episode 17: Gianfranco Conti, Part II

And look at Steve’s blog post about his interview experience!

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We Teach Languages Episode 55: L2 Writing Instruction and Corrective Feedback with Heather Willis Allen

In episode 55, 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.

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 learn more about Heather Willis Allen on her faculty page and can access many of her publications here.

You might remember Heather’s co-author Dr. Kate Paesani from Episode 49: Multiliteracies and CARLA Resources for Teachers with Kate Paesani

Some resources mentioned on the show…

…The Foreign Language Annals article Students’ and Instructors’ Perceived Value of Language and Content Curricular Goals by Nicole Mills & Samuel T. Moulton

The Undergraduate Spanish Major Curriculum: Faculty, Alumni, and Student Perceptions by Tammy Jandrey Hertel & Abby Dings

Hiram Maxim’s professional website where you can find quite a few PDFs of publications, including one paper on textual borrowing

 

Just as an aside, here is a resource on student writing that I really enjoyed and that presents another perspective. If you liked this episode, you might also enjoy this post from Senor Fernie: https://senorfernie.wordpress.com/2018/05/10/editing-final-projects-an-exercise-in-giving-up-micromanagement-part-1/

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We Teach Languages Episode 50: What do students learn when they learn language?

In episode 50, 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 Southern Conference on Language Teaching (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.

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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.

This episodes guests include…

…Joe Uriz is a 22-year veteran teacher at Baggett Elementary in Georgia and active in professional organizations like FLAG and AATSP. You can reach out to Joe by email

…Daphne Hrib has taught high school French for 20 years. You can reach out to her by email.

…Adam Rambin has taught ESL and Spanish at the high school level for a total of 15 years. You can reach out to him by email.

…Sandrine Hope has been teaching French at the secondary level for 7 years, and you can reach out to her by email.

…Amanda Romjue has been teaching for 10 years at the college level and recently launched a new blog at WeveGotThisTogether.com. You can also reach her at her own blog at amandaromjue.com

Previous WTL episodes featured in episode 50…

We Teach Languages Episode 43: Common Misconceptions in English Language Teaching with Ryuko Kubota

We Teach Languages Episode 45: Thematic Units and Social Justice with Anneke Oppewal and Jennifer Wooten

 

Resources on this topic from around the web…

What the research shows from ACTFL

Top Ten Reasons to Learn Languages from the Lead with Languages site

5 Proven Benefits of Learning a New Language from Travel & Leisure magazine

Why learn a foreign language? Benefits of bilingualism from the Telegraph

5 Unexpected Benefits of Learning another Language from Business Insider

Why Bilinguals are Smarter, an article from the New York Times

Important of Language from Trinity Washington University

Bilinguals find it easier to learn a third language from Science Daily

7 Life Lessons Language Learning Will Teach You from Living Language

 

P.S. For more information about my own research on transformative learning, you can check out my 2015 book or my 2010 article, and on May 9, 2018, I am doing a webinar for ACTFL co-sponsored by the Culture SIG and the Social Justice SIG. If you happen to be a member of ACTFL AND of those SIGs, you can watch the recording of that webinar for free.

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We Teach Languages Episode 49: Multiliteracies and CARLA Resources for Teachers with Kate Paesani

In episode 49, 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.

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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 learn more about Kate and her work on her CARLA faculty page.

To learn more about CARLA , the center Kate directs, visit carla.umn.edu

 If you are interested in learning more about the multiliteracies framework…
…the CARLA page on literacies http://carla.umn.edu/literacies/index.html
…a video of a presentation by Kate and her colleague Many Menke https://www.youtube.com/watch?v=R5Cc1DA7Axk&feature=youtu.be
…Menke, M. R., & Paesani, K. (2018). Analysing foreign language instructional materials through the lens of the multiliteracies framework. Language, Culture, and Curriculum. DOI: 10.1080/007908318.2018.1461898
…Allen, H., & Paesani, K. (2010). Exploring the feasibility of a pedagogy of
multiliteracies in introductory foreign language courses.  L2 Journal, 2, 119-142.
…The learning by design page of the Cope & Kalantzis’s New Learning website: http://newlearningonline.com/learning-by-design (for an explanation and examples of the pedagogy)
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We Teach Languages Episode 38: Phonetics, Phonology, and Teaching Pronunciation with Gillian Lord

In episode 38, 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.

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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 find Gillian Lord on Twitter @glordward, her faculty page, or by email

Resources mentioned on the show…

the Sounds Project from the University of Iowa is an excellent
way to show articulation of sounds. They have English, Spanish and German, and they also have a cool app.

… Gillian’s PDF of her presentation on teaching pronunciation. (Note from Stacey: This is an excellent resource if you want to know more!)

… Gillian’s 2005 article on teaching pronunciation: Lord, G. (2005). (How) Can We Teach Foreign Language Pronunciation? On the Effects of a Spanish Phonetics Course. Hispania, 88(3), 557-567. doi:10.2307/20063159

 

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We Teach Languages Episode 29: Teaching Vocabulary for Acquisition with Joe Barcroft, Part II

In episode 29, Stacey continues the conversation with 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 Instruction (2012, TESOL International Association).

This episode contains Part II of our conversation, and last week’s episode 28 contains Part I.

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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 purchase Input-Based Incremental Vocabulary Instruction  by Joe Barcroft

You can find Profesor Barcroft online

De Groot study on classical music: De Groot A. M. B. (2006). Effects of stimulus characteristics and background music on foreign language vocabulary learning and forgettingLanguage Learning56463506.

You can listen to the first part of this conversation in episode 28

You can also listen to a discussion of retrieval practice in episode 25

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We Teach Languages Episode 28: Teaching Vocabulary for Acquisition with Joe Barcroft, Part I

In episode 28, 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.

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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 purchase Input-Based Incremental Vocabulary  by Joe Barcroft

You can find Profesor Barcroft online including a list of all of his publications, just click on the PDF of his CV.

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We Teach Languages Episode 25: Responding to a Listener Comment on Tests

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.

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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.

Previous episodes referenced in this one…

Episode 9 with Claire Knowles

Episode 14 with Lisa Shepard

Episode 23 with Paul Sandrock

Episode 18 with Catherine Ousselin

Resources on tests…

Overview of the theory and research behind retrieval practice by Brame & Biel (2015)

…Research by Barcroft on retrieval practice here and here

 

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We Teach Languages Episode 17: Making Research More Accessible to Teachers with Gianfranco Conti, Part II

In episode 17, Stacey wraps up her conversation with Gianfranco Conti. In this episode, Gianfranco gives us some final bits of advice for how to maximize student learning and focus on long-term progress.

This episode contains Part II of our conversation, and last week, episode 16, was Part I.

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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.

Gianfranco’s blog

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