Episódios
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#173
This is an exciting episode that I recorded live at the 2024 ACTFL Convention and Language Expo in Philadelphia! This year’s ACTFL theme, “Connect for the Love of Languages!”, highlights the importance of building meaningful connections in every aspect of language teaching. In this episode, you'll hear from inspiring educators and leaders who share strategies for connecting with students, fostering cultural understanding, and growing professional networks. These conversations, that we had at the Klett World Languages booth in the exhibit hall, capture the energy and passion of language educators united by their love of teaching and learning.Teachers and leaders who join me for this conversation:
Caroline Schlegel, Spanish teacher at Frederick County Public Schools (MD)Aubrey Swisher, Spanish teacher at Washington County Public Schools (MD)Sara Stefanich, Professional Development Coordinator at Klett World LanguagesMaria Carreira, Executive Director of AATSPPatrick Wallace, Program Specialist for World Languages and Global Workforce Initiatives (GA); Strategic Relationship Specialist at Klett World LanguagesTopics in this Episode:
The Importance of Connection in Language LearningStrategies for Connecting with StudentsBuilding Cultural Connections Professional Connections and Teacher CommunityThe Love of Language TeachingConnect with Joshua and the World Language Classroom Community:
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#172
Do you have a World Language Honor Society in your school? Have you thought about bringing one to your school? In this episode, Regina Symonds, a French teacher in Massachusetts, joins me to talk about the benefits of having a language honor society in your school. She shares the details for starting and maintaining a chapter along with cultural, social and service activities that group members engage in. You might be thinking that these language honor societies are just for high school students. Not the case, there are also opportunities for middle schools to get involved.Topics in this Episode:
what World Language Honor Societies arethe benefits for students who participate in World Language Honor Societies, both academically and personallysuccess stories and examples of World Language Honor Societies have making a significant impact on students and the school communityhow schools can effectively promote and support World Language Honor Societies to encourage more student involvementpractical steps and strategies teachers can take to establish and maintain a successful World Language Honor Society in their schoolsHonor Society websites:FrenchSpanishGerman Chinese ItalianLatinConnect with Regina Symonds:
FacebookInstagramConnect with Joshua and the World Language Classroom Community:
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#171
How do your students engage with culture in your classroom? One way to approach cultural topics is to look specifically at Cultural Products, Practices and Perspectives. Focusing on these cultural aspects helps students develop intercultural competence, which will then make language learning more meaningful and relevant to them. It also allows students to see beyond language and understand the people who speak it. In this episode I share practical strategies to engage students in understanding Cultural Products Practices and Perspectives.Topics in this Episode:
High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard DonatoEpisode 160: Create a Classroom Where Students Use the Target Language ConfidentlyEpisode 162: Facilitating Target Language ComprehensibilityEpisode 164: Teach Grammar in a Communicative ContextEpisode 167: Guiding Learners to Interpret and Discuss Authentic TextsCultural Products: Tangible and intangible items created by a culture, such as art, literature, music, food and traditions.Cultural Practices: The patterns of behavior accepted by a society, including customs, rituals, and routines.Cultural Perspectives: The underlying values, beliefs, and attitudes that shape how a culture views the world.Cultural Value Dimensions5 Strategies for engaging students in Cultural Products, Practices and PerspectivesSelecting Authentic Cultural MaterialsContextualizing Cultural PracticesFacilitating Communicative Interactions around Cultural Products, Practices and PerspectivesReflecting on Cultural Perspectives
Integrating Cultural Learning with Language Skills**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests.
Connect with Joshua and the World Language Classroom Community:
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#170
What do you know about calendar talks? Maybe you have tried them yourself and maybe you’re hearing about them for the first time. In today’s episode I speak with John Sifert, a Spanish teacher in Iowa. John, aka Padre de Cinco, walks us through the many benefits of using calendar talk activities, along with actionable suggestions for engaging students in speaking about a variety of topics that go beyond simply saying the date. Whether calendar talks are new to you, or if you're looking for some ways to enhance how you are already doing it , you will walk from this episode with actionable tips and suggestions.Topics in this Episode:
what Calendar Talk is and how it goes beyond just discussing the calendarhow Calendar Talk can be adapted to suit different proficiency levels and keep all students engagedspecific topics and activities that teachers can incorporate into Calendar Talk to make it more interactive and meaningful for studentsexamples where Calendar Talk has significantly enhanced students' language learning and classroom interaction in John classroompractical steps and strategies that can teachers take to implement Calendar Talk in their classrooms to maximize its effectiveness and student participationConnect with John Sifert:
YouTubeFacebookWebsiteNewsletterEmail: [email protected]Connect with Joshua and the World Language Classroom Community:
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#169
What role does student choice have in your classroom? We know that when students have some ownership over their learning that they are more intrinsically motivated and this leads to real agency in their learning. Today’s episode is a Leveling Up episode, where I coach Jen, a Spanish teacher in Missouri. Providing students with regular and authentic choices in her classroom is the area where wants to level up her teaching practice. So let's start the conversation.Suggestions:
Create choice boards that offer a variety of activities aligned with the same learning objectives. Students can select activities based on their interests and preferred learning styles.Allow students to choose from a list of project topics or propose their own, giving them the autonomy to explore areas of interest while still meeting curriculum standards.For certain activities, allow students to pick their groups based on interest or comfort. You can also mix it up by having students form groups around different themes or tasks they want to work on.Offer multiple assessment options that cater to different learning styles and strengths.Make the input and output compelling for studentsAction Plan:
This Week:
Create a simple choice board with nine activities related to the current unit.Observe and take notes on student engagement and preferences.The Coming Weeks:
Plan a project-based unit, providing a list of potential topics and formats for final products. Encourage students to present their projects in various formats (e.g., presentation, report, digital creation).Design multiple assessment options for an upcoming unit. Ensure each assessment option aligns with the learning objectives and create a consistent rubric.You can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance. Join me on the podcast for a Leveling Up Coaching Episode.
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#168
How well do you navigate change? Are you open to it? What do you need to reduce any resistance that you might have? How do you support colleagues through the process? In our ever-evolving world of language teaching and learning there are opportunities for change in our practice. But, is it easy? In this episode, I speak with Tim Eagan and Mike Travers, who are teachers and administrators in Massachusetts. They share some actionable insights and suggestions for approaching, understanding and eventually embracing change.Topics in this Episode:
common sources of resistance to change among world language teacherschallenges teachers face when adapting their teaching methodsHow colleagues, school leaders and administrators can support teachers through transitions and address their concernseffective strategies in overcoming resistance and encouraging buy-in from teachers who are skeptical about changespractical steps colleagues, school leaders and administrators can take to start implementing changesEpisode #9: Teaching Grammar as a Concept and in Context with Mike TraversEpisode #60: Building & Leading a Proficiency-Based DepartmentConnect with Tim Eagan and Mike Travers:
X/Twitter: @tjeag , @Travers_TweetsBlog: Diaries Of A Mad World Language TeacherConnect with Joshua and the World Language Classroom Community:
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#167
Do you use authentic texts in your language classroom? To make sure that we are all on the same page with the concept, the simple definition is materials created by and for native speakers not for the purpose of language learning. These materials reflect real-life language use and cultural contexts. They expose students to natural language and cultural nuances. In this episode I share practical strategies to help students interpret and engage in meaningful ways with these materials. Are the benefits linguistic, cultural, maybe both?Topics in this Episode:
High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard DonatoEpisode 160: Create a Classroom Where Students Use the Target Language ConfidentlyEpisode 162: Facilitating Target Language ComprehensibilityEpisode 164: Teach Grammar in a Communicative ContextAuthentic texts are materials created by native speakers for native speakers, such as newspapers, blogs, songs, advertisements, and videos. These texts reflect real-life language use and cultural contexts.Using authentic texts exposes students to natural language and cultural nuances, helping them develop better comprehension skills and cultural awareness. It also makes learning more engaging and relevant."5 key strategies to help you effectively incorporate authentic texts into your teaching:Selecting Appropriate TextsPre-Reading ActivitiesGuided Reading and AnnotationPost-Reading DiscussionsExtension Activities**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests.
Connect with Joshua and the World Language Classroom Community:
wlclassrom.comX (aka Twitter): @wlclassroomThreads: @wlclassroomInstagram: @wlclassroomFacebook: /wlclassroomWLClassroom Facebook Group__________________________
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#166
Community. Is this a word that you would use to describe your classroom? Do you and your students feel like you are a part of a supporting and encouraging community each time you and they walk in your classroom? How do you create this type of learning environment? Today, Elodie Channa, a French teacher in British Columbia, Canada, joins me to bring us into her classroom community. We discuss how she uses CI (Comprehensible Input) techniques and methodology to support the classroom community and assure that her students feel valued, seen and understood.Topics in this Episode:
what CI is and why it's important for language learninghow CI can be used to build community in the language classroomexamples from Elodie's experience where CI significantly enhanced community and engagement in her classroomstrategies and activities that you can use to ensure your students are receiving CI while also fostering collaboration and connection among themadapting CI approaches for different proficiency levels and diverse classroom settingsConnect with Elodie Channa:
Instagram: @comprehensibleinputONConnect with Joshua and the World Language Classroom Community:
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#165
How much of the target language is used in your classroom, by both you and your students? I’m talking about truly communicative language. Today’s episode is a Leveling Up episode, where I coach Helen, a German teacher in Wisconsin. Using the target language more regularly and authentically is the area where she wants to level up her teaching practice.Suggestions:
Develop consistent classroom routines that naturally incorporate the target language.Greetings and farewells, instructions, and integrate common phrases and questions throughout the day.Provide scaffolding tools like visuals, sentence starters, language mats, and anchor charts that students can refer to when they need assistance. Design interactive activities that require students to use the target language.Consistently model the use of the target language in your own speech and interactions with students. Acknowledging and praising students when they make an effort to speak in the target language.Action Plan:
This Week:
Set Clear Expectations and Establish RoutinesCreate and display a set of classroom rules in the target languageCreate a "language mat" or anchor chart with common phrases and sentencesThe Coming Weeks:
Plan at least two interactive activities per week that require students to use the target language, such as partner conversations, role-plays, or language games.Consistently speak in the target language yourself and use positive reinforcement when students make an effort to speak in the target language.Reward systemYou can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance. Join me on the podcast for a Leveling Up Coaching Episode.
wlclassrom.comX (aka Twitter): @wlclassroomThreads: @wlclassroomInstagram: @wlclassroomFacebook: /wlclassroomWLClassroom Facebook Group
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#164
The topic of grammar is always up for discussion. Does the question of teaching grammar have a simple yes or no answer? Is it an either or? Is there a place for a both/and? I will suggest that there is this episode by focusing on form. Focusing on form involves drawing students’ attention to linguistic elements within a communicative context. Teaching grammar in context helps students see how grammatical structures are used in real communication. I’ll break down this topic with strategies, each with concrete tips and examples to help you integrate grammar instruction communicatively into your classroom. So, Let’s jump in!Topics in this Episode:
High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard DonatoFocusing on form involves drawing students’ attention to linguistic elements as they arise incidentally in lessons, without interrupting the flow of communication. The PACE model stands for Presentation, Attention, Co-construct, and Extension, a structured approach to teaching grammar in context.Teaching grammar in context helps students see how grammatical structures are used in real communication, making the learning process more meaningful and effective. The PACE model supports this by integrating grammar instruction into engaging and relevant activitiesPACE: Presentation, Attention, Co-Construction, ExtensionThe PACE model provides a structured yet flexible framework for teaching grammar in context, making it more engaging and effective for students.PACE is an example, others include Discovery Technique and Teaching InductivelyEpisode 160: Create a Classroom Where Students Use the Target Language ConfidentlyEpisode 162: Facilitating Target Language Comprehensibility**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests.
wlclassrom.comX (aka Twitter): @wlclassroomThreads: @wlclassroomInstagram: @wlclassroomFacebook: /wlclassroomWLClassroom Facebook Group
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#163
We’ve heard this idea of working smarter and not harder. Does that sound like something that is easier said than done? Do you feel that efficiency might sometimes compromise your teaching and how and what students are learning. In this episode I take on this idea with Amy Marshal, Spanish teacher in Massachusetts. Amy offers lots of tips, insights and suggestions for saving yourself time as a language teacher, while not compromising the effectiveness of your teaching and what your students learn.Topics in this Episode:
what it means to work smarter, not harder, in the context of teaching world languageskey strategies that can help language teachers work more efficiently and effectively in their classroomsexamples of low-preparation activities that provide high value and engagement for studentsbalancing the need for thorough lesson planning with the goal of reducing workload and avoiding burnoutsteps teachers take to implement efficiency-focused and low-preparation ideas in their classrooms to enhance their teaching and maintain a healthy work-life balanceConnect with Amy Marshall:
YouTube: @zonadeprofesInstagram: @zonadeprofesTwitter: @zonadeprofesLinkedIn: @Amy MarshallConnect with Joshua and the World Language Classroom Community:
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#162
We talk a lot about making language comprehensible in our language classroom. This is essential now that we understand how critical this is to language acquisition. When students understand what they hear and read, they begin the acquisition process. It also boosts their confidence, making them more willing to participate and take risks in using the language. In this episode, we’ll explore practical strategies to help make the target language comprehensible for your students.Topics in this Episode:
High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard DonatoComprehensibility is critical because it supports language acquisition. When students understand what they hear and read, they can engage more deeply and retain more information. It also boosts their confidence, making them more willing to participate and take risks in using the language.5 strategies to build a discourse community in your classroom, each with tips and examplesUse of Visuals and Realia Scaffolding LanguageContextualize VocabularyEngage Students with Interactive and Communicative ActivitiesProvide Comprehensible Input (i+1). Krashen’s hypothesis that language acquisition occurs when learners are exposed to language just above their current level.Episode 160: Create a Classroom Where Students Use the Target Language Confidently**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests.
wlclassrom.comX (aka Twitter): @wlclassroomThreads: @wlclassroomInstagram: @wlclassroomFacebook: /wlclassroomWLClassroom Facebook Group
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#161
Is your world language classroom a welcoming space for students? Would you describe it as warm and welcoming? Can it be? Should it be? Is it helpful for learning? My guest today, Allison Perryman, sure believes that it is. Allison joins me to discuss how she makes her Spanish classroom a warm and welcoming community where students feel recognized, valued, understood and ultimately completely supported by their classmates and teacher. This surely makes it a classroom incredibly conducive to language learning.Topics in this Episode:
what inspired Allison to focus on creating a warm and welcoming environment in her classroomexamples of how a welcoming classroom environment has positively impacted student engagement and language learning outcomesthe role relationships play in creating a warm classroom atmosphere, and how do you foster strong connections between students and between students and the teacherspecific strategies for making your classroom feel inviting and inclusive for all studentsaddressing and supporting the diverse cultural backgrounds of students to ensure everyone feels represented and valuedEpisode 78: Seeing, Hearing & Tasting Culture with Allison PerrymanConnect with Allison Perryman:
YouTube: @TheCulturalClassroomInstagram: @TheCulturalClassrmFacebook: @TheCulturalClassroomBlog: TheCulturalClassroom.blogEmail: [email protected]Connect with Joshua and the World Language Classroom Community:
wlclassrom.comX (aka Twitter): @wlclassroomThreads: @wlclassroomInstagram: @wlclassroomFacebook: /wlclassroomWLClassroom Facebook Group__________________________
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#160
High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard DonatoA classroom discourse community is a learning environment where students actively engage in meaningful communication, using the target language to interact, collaborate, and build relationships. It’s a space where every student’s voice is valued and encouraged5 strategies to build a discourse community in your classroom, each with tips and examplesEstablish Norms and Expectations Promote Student InteractionUse Authentic and Meaningful TasksEncourage Reflective PracticeModel Effective Communication
What is a discourse community? Essentially, it’s a learning environment where students actively engage in meaningful communication, using the target language to interact, collaborate, and build relationships. It’s a space where every student’s voice is valued and encouraged. Is that what you would like to see in your classroom? I’m guessing you’re thinking, Yes! But, how do we create this space for our students? In this episode I’ll give you five key strategies for building a discourse community in your classroom.
Topics in this Episode:**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests.
wlclassrom.comX (aka Twitter): @wlclassroomThreads: @wlclassroomInstagram: @wlclassroomFacebook: /wlclassroomWLClassroom Facebook Group
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#159
I have something that I want to share with you as we go into this new school year. If you know me you know that I have talked a lot about my experiences in Nicaragua and I have been there this summer. I had an opportunity to sit down with Paulette Goudge and talk about what this Mariposa experience is and to bring it to you on this episode of the podcast. I can wait for you to hear all about what goes on in La Concha, Nicaragua. So, let's jump in.Topics in this Episode:
I have been visiting San Juan de la Concepción, Nicaragua for over 10 years. Hear about my personal experience working with Paulette Goudge and La Mariposa.Paulette's first visits to Nicaragua in the 1980's and adopting her daughter.The vision for La Mariposa.The Mariposa has many community projects to support the local community and provides income to families that would otherwise not be able to earn.While La Mariposa is called an eco-hotel and Spanish school, it is so much more than that with all of the volunteer opportunities available.Who goes to La Mariposa?Sustainable food practices.Visit the La Mariposa: mariposaspanishschool.comConnect with Joshua and the World Language Classroom Community:
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#158
This is episode 7 in my 2024 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 26th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episodes 119 and 132, which were teacher toolbox episodes.Episodes:
Teacher Toolbox Episode (Vol. 5) (119)Teacher Toolbox Episode (Vol 6) (132)Connect with Joshua and the World Language Classroom Community:
wlclassrom.comX (aka Twitter): @wlclassroomThreads: @wlclassroomInstagram: @wlclassroomFacebook: /wlclassroomWLClassroom Facebook Group__________________________
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#157
This is episode 6 in my 2024 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 26th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episode 141 where I talk about transitioning from grammar to language functions and episode 145 where I discuss concrete ways to promote proficiency growth.Episodes:
Shifting the Focus from Grammar to Function (141)Concrete Ways to Support Proficiency Growth (145)Connect with Joshua and the World Language Classroom Community:
wlclassrom.comX (aka Twitter): @wlclassroomThreads: @wlclassroomInstagram: @wlclassroomFacebook: /wlclassroomWLClassroom Facebook Group__________________________
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#156
This is episode 5 in my 2024 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 26th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episodes 117 where Jamie Rodriguez talks about guided conversations and episode 121 where Christina Margiore and I discuss chat mats.Episodes:
Guided Conversations in the Language Classroom with Jamie Rodriguez (117)Using Chat Mats in the Language Classroom with Christina Margiore (121)Connect with Joshua and the World Language Classroom Community:
wlclassrom.comX (aka Twitter): @wlclassroomThreads: @wlclassroomInstagram: @wlclassroomFacebook: /wlclassroomWLClassroom Facebook Group__________________________
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#155
This is episode 4 in my 2024 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 26th, you will see new episodes with exciting new topics every Monday. For today we take a look back at the Leveling Coach episodes where I coach several language teachers who are working on a challenge area in their teaching.Episodes:
Tamica, Streamline Lesson Planning (109)Jenn, Teaching and Assessing Writing (114)Lisa,What If Common Assessments Are Not Proficiency-Based (118)Judy IPAs and World Language Standards (122)Victoria Addressing Disruptions Constructively, Effectively and Equitably (130)Stephanie, Engaging Speaking Activities for Language Growth (134)Liz, From Unit Plans to Daily Lessons (138):Stephanie, Keep Up Your Own Target Language Proficiency and Confidence (143):Leveling Up Check-Ins (147)Connect with Joshua and the World Language Classroom Community:
wlclassrom.comX (aka Twitter): @wlclassroomThreads: @wlclassroomInstagram: @wlclassroomFacebook: /wlclassroomWLClassroom Facebook Group__________________________
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#154
This is episode 3 in my 2024 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 26th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episode 135 where Fadi Aboughoush talks about class pacing and brain breaks and episode 136 where I discuss classroom management.Episodes:
Pacing Your Lessons with Fadi Aboughoush (135)10 Strategies for Effective Language Classroom Management (136)Connect with Joshua and the World Language Classroom Community:
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