Author Archives: jos76

176: Oral Corrective Feedback to Improve Learner Performance

Posted on | Leave a comment


How do you address your students’ mistakes or errors when speaking in the classroom? Should you address them? Is it useful, and if so, how do you do it? In this episode we are taking on the last of the High Leverage Teaching Practices, Providing Oral Corrective Feedback to Improve Learner Performance. My personal graduate thesis was on feedback in the language classroom and what has been shown to be most effective.  I’ll share a little about my personal findings along with concrete strategies for providing oral corrective feedback to improve learner performance. 

Topics in this Episode:

  • High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard Donato
  • Oral corrective feedback is the immediate response provided by teachers to learners’ spoken errors during language practice. It helps students notice and correct their mistakes, leading to improved language accuracy and proficiency.
  • Effective oral corrective feedback supports language development by guiding students towards correct language use, helping them internalize language rules, and improving their confidence in speaking.”
  • From my thesis Feedback in the Second Language Classroom: The Impact of Explicit and Implicit Negative Feedback on the Interlanguage System: “The unaided learner may eventually learn on his own, but feedback will help him to do this more quickly and efficiently. The research helps to further narrow down the most productive forms of feedback, mainly feedback in the form of negotiation. When the learner is provided with scaffolding that leads him into producing the correct form on his own, he is much more likely to restructure his interlanguage system. This type of communicative feedback will not only provide the most naturalistic communication in the classroom, but will also be the most efficient means of moving the learner toward language that more closely resembles the L2.”
  • Strategies:
    • Differentiate Types of Feedback
    • Consider Timing and Frequency of Feedback
    • Create a Supportive Environment
    • Focus on Error Patterns
    • Provide Constructive and Specific Feedback

**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. 

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

Leave a comment

Posted in Unknown

175: Getting the Most out of a Comprehensible Novel with Jennifer Degenhardt and Theresa Marrama

Posted on | Leave a comment


Do students read in your classroom? What do they do with the reading? In this episode I speak with Jennifer Degenhardt and Theresa Marrama. They are both authors of CI Novels that I have personally used in my French and Spanish classrooms. I thought I’d go right to the source when thinking about the many ways that we can engage our students in target language reading. Jennifer and Theresa share their writing process, inspiration for their stories, and  ideas for getting the most out of comprehensible novels.

Topics in this Episode:

  •  what comprehensible novels are and why they are valuable tools in world language classrooms
  • What inspired Jennifer Degenhardt and Theresa Marrama to write comprehensible novels, and how thet decide on the themes and content for their books
  • how teachers can effectively integrate comprehensible novels into their curriculum to maximize student engagement and language acquisition
  • examples where using comprehensible novels made a significant impact on students’ language learning
  • practical strategies implementing comprehensible novels 

Connect with Jennifer Degenhardt and Theresa Marrama:

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

Leave a comment

Posted in Podcast Episodes, Reading

Tagged , , , , , , , , , , , , , , , , , ,

174: Cohesive Lessons and Flow in Class Routines

Posted on | Leave a comment


How cohesive are your lessons?  Do you feel that activities flow and connect to each other in meaningful ways, or do they sometimes seem disconnected? Today’s episode is a Leveling Up episode, where I coach Cyndi, a German teacher in Idaho. Planning more cohesive lessons that flow more naturally and are connected to each other is the area where she wants to level up her teaching practice.

Suggestions:

  • Use a Consistent Daily Lesson Framework Across All Levels. A consistent framework gives you a structure to plug in content without feeling like you’re reinventing the wheel every day. It also provides students with a predictable routine, which enhances engagement and learning.
  • Focus on Key Learning Targets and Prioritize. By narrowing your focus, you avoid overloading yourself and the students. Lessons will feel more cohesive because everything revolves around a central goal, which helps bring that “flow” you’re looking for. Go deep on compelling topics.
  • Chunk Your Time for Efficient Planning. By batching similar tasks, you minimize switching costs and make the process more efficient. This also helps ensure consistency across all your classes and lessens the cognitive load.
  • Leverage Spiral Review. Students will see the connections between lessons, and it reduces the pressure on you to cover everything perfectly in one class. By spiraling content, lessons will feel more connected and purposeful, and you’ll also create natural review opportunities for students. Perhaps use that additional block each week during the extended period.

 Action Plan:

This Week:

  • Create a flexible lesson template for your 50-minute and 90-minute classes; figure out how the time will be chunked and determine 2-3 activities for this period of time.
  • Focus on one learning target per lesson to maintain clarity and coherence.

The Coming Weeks:

  • Incorporate spiral review activities into extended lesson blocks to maintain flow and reinforce learning over time.

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.

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

Leave a comment

Posted in Classroom Procedures, Podcast Episodes

Tagged , , , , , , , , , , , , , , , ,

173: ACTFL 2024: Connect for the Love of Languages!

Posted on | Leave a comment


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 Languages
  • Maria Carreira, Executive Director of AATSP
  • Patrick Wallace, Program Specialist for World Languages and Global Workforce Initiatives (GA); Strategic Relationship Specialist at Klett World Languages

Topics in this Episode:

  • The Importance of Connection in Language Learning
  • Strategies for Connecting with Students
  • Building Cultural Connections
  • Professional Connections and Teacher Community
  • The Love of Language Teaching

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

Leave a comment

Posted in Podcast Episodes

Tagged , , , , , , , , , , , , , , , ,

Create a Classroom Where Students Use the Target Language Confidently

Posted on | Leave a comment

Imagine a classroom where students actively engage in meaningful communication, using the target language to collaborate, interact, and build relationships. Every voice is valued, and students feel safe taking risks and making mistakes. This is the essence of a classroom discourse community, a high-leverage teaching practice that directly impacts student engagement and language proficiency.

What is a Classroom Discourse Community?

A classroom discourse community is a space where students practice authentic communication in the target language, collaborate, and grow together. This learning environment is essential for language acquisition, as it provides real opportunities for students to apply their skills, fosters a sense of belonging, and motivates them to succeed.

five practical strategies to foster Discourse Community in your classroom

1. Establish Norms and Expectations

To build a discourse community, start by setting the foundation with clear norms and expectations.

  • Collaborate with Students: Involve them in creating norms such as active listening, turn-taking, and respecting opinions.
  • Make It Visual: Use posters or visual aids to reinforce these norms daily.
  • Reinforce Regularly: Revisit norms to ensure they remain relevant and effective.

Example Activity: Begin the year with a class discussion to establish communication norms. Post these in the classroom as a reference point for future interactions.

2. Promote Student Interaction

Encourage meaningful peer interaction to create a sense of community.

  • Pair and Group Work: Use activities like think-pair-share and jigsaw to ensure everyone participates.
  • Foster Collaboration: Encourage students to share work and give constructive feedback.

Example Activity: Implement a think-pair-share routine where students first think individually, discuss with a partner, and then share with the group.

3. Use Authentic and Meaningful Tasks

Engage students with tasks that connect language learning to real-world contexts.

  • Real-Life Relevance: Design tasks like role-plays or project-based learning tied to practical scenarios.
  • Cultural Connections: Incorporate students’ interests and cultural backgrounds to personalize learning.

Example Activity: Have students plan a trip to a country where the target language is spoken, researching destinations, itineraries, and presenting in the target language.

4. Encourage Reflective Practice

Reflection helps students become more aware of their progress and identify areas for growth.

  • Regular Reflections: Use journals, learning logs, or group discussions to guide self-assessment.
  • Provide Prompts: Ask students to reflect on what they’ve learned, challenges faced, and ways to improve.

Example Activity: At week’s end, ask students to write journal entries about their learning experiences and share in small groups.

5. Model Effective Communication

Your actions set the tone for classroom discourse.

  • Think-Alouds: Demonstrate how you process and choose words in the target language.
  • Active Listening: Paraphrase students’ responses to show you value their contributions.

Example Activity: During discussions, model active listening by repeating students’ responses before adding your own.

YOur Turn

Building a classroom discourse community takes time and consistent effort, but the rewards are invaluable. By fostering norms, encouraging interaction, using authentic tasks, promoting reflection, and modeling communication, you’ll create an environment where students feel connected and confident.

Try implementing one of these strategies in your classroom. Watch how your students respond, and share your experiences with us on social media.

Leave a comment

Posted in Classroom Procedures, Speaking, Teaching Methodology and Research

Tagged , , , , , , , , , , , , , , , , ,

Facilitating Target Language Comprehensibility

Posted on | Leave a comment

Making language comprehensible is the cornerstone of effective language teaching. When students understand what they hear and read, the language acquisition process begins. This not only enhances their proficiency but also builds their confidence, encouraging participation and risk-taking in language use. Let’s explore practical strategies for facilitating target language comprehensibility, creating an environment where students thrive.

Facilitating Target Language Comprehensibility, French, Spanish, CI, Comprehensible Input

Why Target Language Comprehensibility Matters

Target language comprehensibility refers to the extent to which input is understandable to learners. Inspired by Stephen Krashen’s Input Hypothesis (i+1), comprehensibility means providing input that’s slightly above students’ current proficiency. This fosters engagement, retention, and deeper learning.

Facilitating comprehensibility is also a High Leverage Teaching Practice (Glisan & Donato, 2020), directly impacting student learning and engagement. It helps us create classrooms where students confidently acquire and use the language.

Five Key Strategies for Facilitating Comprehensibility

1. Use Visuals and Realia

Visual aids and real-life objects make abstract concepts tangible, bridging the gap between the unfamiliar language and students’ knowledge.

  • Tips for Implementation:
    • Integrate images into lessons to provide context and cues.
    • Use realia—authentic objects like food or household items—to create connections.
    • Encourage students to bring items that connect to the target language.
  • Example: For a lesson on household vocabulary, show pictures or bring items like spoons and books. Ask students to name and describe them in the target language, making vocabulary meaningful and memorable.

2. Scaffold Language Learning

Scaffolding involves breaking learning into manageable chunks and providing temporary support.

  • Tips for Implementation:
    • Simplify complex sentences to match students’ levels.
    • Provide sentence starters or frames (e.g., “I think that…”).
    • Gradually increase language complexity as students grow comfortable.
  • Example: Start a conversation with “What is your favorite food?” and scaffold responses with “My favorite food is…” Progress to more complex questions like “Why do you like this food?”

3. Contextualize Vocabulary

Teaching vocabulary in context helps students understand its function in real communication.

  • Tips for Implementation:
    • Introduce words through stories or real-life scenarios.
    • Connect vocabulary to students’ experiences and prior knowledge.
    • Use thematic units that embed vocabulary naturally.
  • Example: For a unit on weather, write a short story using weather terms. Discuss the story together, reinforcing vocabulary in a meaningful context.

4. Incorporate Interactive and Communicative Activities

Interactive activities engage students in meaningful language use.

  • Tips for Implementation:
    • Use pair and group work to encourage collaboration.
    • Simulate real-life situations with role-plays and interviews.
    • Facilitate games and interactive tasks that require language use.
  • Example: Create a role-play where students practice ordering food at a restaurant. Provide menus in the target language and alternate roles as customers and servers.

5. Provide Comprehensible Input

Comprehensible input exposes learners to slightly challenging language.

  • Tips for Implementation:
    • Gradually incorporate new vocabulary and structures.
    • Repeat and rephrase information to ensure clarity.
    • Use listening activities with varied difficulty levels.
  • Example: Play an audio recording with some new vocabulary. Ask students to summarize and discuss the dialogue, rephrasing as needed to ensure comprehension.

Your turn

By integrating these five strategies—using visuals and realia, scaffolding language, contextualizing vocabulary, incorporating interactive activities, and providing comprehensible input—you can create a supportive, effective language learning environment.

Leave a comment

Posted in Classroom Procedures, Teaching Methodology and Research

Tagged , , , , , , , , , , , , , ,

172: World Language Honor Societies with Regina Symonds

Posted on | Leave a comment


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 are
  • the benefits for students who participate in World Language Honor Societies, both academically and personally
  • success stories and examples of World Language Honor Societies have making a significant impact on students and the school community
  • how schools can effectively promote and support World Language Honor Societies to encourage more student involvement
  • practical steps and strategies teachers can take to establish and maintain a successful World Language Honor Society in their schools
  • Honor Society websites:

Connect with Regina Symonds:

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

Leave a comment

Posted in Unknown

171: Focusing on Cultural Products, Practices, and Perspectives

Posted on | Leave a comment


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:

**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. 

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

Leave a comment

Posted in Classroom Procedures, Cultural Exploration, Podcast Episodes

Tagged , , , , , , , , , , , , , , , , , , ,

170: Calendar Talk is More Than Just Calendars with John Sifert

Posted on | Leave a comment


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 calendar
  • how Calendar Talk can be adapted to suit different proficiency levels and keep all students engaged
  • specific topics and activities that teachers can incorporate into Calendar Talk to make it more interactive and meaningful for students
  • examples where Calendar Talk has significantly enhanced students’ language learning and classroom interaction in John classroom
  • practical steps and strategies that can teachers take to implement Calendar Talk in their classrooms to maximize its effectiveness and student participation

Connect with John Sifert:

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

Leave a comment

Posted in Classroom Procedures, Podcast Episodes

Tagged , , , , , , , , , , , , , , , , ,

169: Student Choice in the Language Classroom

Posted on | Leave a comment


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 students

 Action 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.

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

Leave a comment

Posted in Classroom Procedures, Podcast Episodes

Tagged , , , , , , , , , , , , , , ,