Category Archives: Cultural Exploration

Spanish Language and Culture Units

Posted on | Leave a comment

Spanish Language and Culture Units

Your students will learn all about geography, climate, food, traditions, ethnicities, religions, history and language of Latino and Hispanic countries in these units. Students engage with the ideas in various ways, from an accessible reading and a Map Talk to writing about the countries and comparing them to another country. There are options for completing a project on paper or digitally as well.

Spanish Language and Culture Units

Here is What is included in EACH units:

Page 1: A young person introduces himself or herself and provides details about the country. Students can read on their own, in pairs or small groups or you can read it together as a class.

Spanish Language and Culture Units

Page 2: This a Map Talk script with the details mentioned on page 1 in more accessible language. You can simply provide this document instead of page 1 if your students are at a lower proficiency level. This list of details is most effective when used along with a map of the country and you engage the class in a Map Talk. There is a page that walks you through how to do a Map Talk.

Spanish Language and Culture Units

Page 3: This is a page for students to keep track of new vocabulary. There are 10 essential words from the text listed with their English meaning along with 10 open spots for students to write in any additional new vocabulary.

Spanish Language and Culture Units

Pages 4 + 5: These are graphic organizers for students to keep track of the details about the country. They can be used with the narrative on page 1 or with the Map Talk on Page 2.

Spanish Language and Culture Units

Pages 6 + 7: These are note pages for students to keep track of the details about the country. They can be used with the narrative on page 1 or with the Map Talk on Page 2. These are an alternative to the graphic organizers on pages 3 + 4.

Spanish Language and Culture Units

Pages 8 + 9: Students write in details about the country in the boxes at the top and draw pictures representing the information in the blank box below. Students can also search for pictures and the print and glue them in the boxes. This is a also a digital version in Google Slides.

Pages 10 + 11: This is an alternative to the project on pages 7+8. Here, students report the information in a mock social media post. They put a picture and then write about it in the caption. Students can get inventive with this and write as if they saw these things in person. This is also a digital version in Google Slides.Page 12: This is a Venn Diagram for students to compare one country to another country. Once the other country is chosen students can research some of the details presented about the in this unit and then fill in the Venn Diagram. Students will then write a paragraph comparing the two countries.

 

Page 13: For students at lower proficiency levels, this page has sentence stems that students can use to write sentences.

Page 14: This is a true/false assessment for students once they have worked with the information about the country. If the sentence is false there is a line for students to write the correct information.

Spanish Language and Culture Units

Page 15: Answers to the true/false assessment.

Spanish Language and Culture Units

These units have everything that you need to bring the Spanish language and Latino and Hispanic cultures to your classroom.

Spanish Language and Culture Units

Leave a comment

Posted in Activities and Games, Cultural Exploration, Reading, Writing

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

French Language and Culture Units

Posted on | Leave a comment

French Language and Culture Units

Your students will learn all about geography, climate, food, traditions, ethnicities, religions, history and language of Francophone countries in these units. Students engage with the ideas in various ways, from an accessible reading and a Map Talk to writing about the countries and comparing them to another country. There are options for completing a project on paper or digitally as well.

French Language and Culture Units

Here is What is included in EACH units:

Page 1: A young person introduces himself or herself and provides details about the country. Students can read on their own, in pairs or small groups or you can read it together as a class.

French Language and Culture Units

Page 2: This a Map Talk script with the details mentioned on page 1 in more accessible language. You can simply provide this document instead of page 1 if your students are at a lower proficiency level. This list of details is most effective when used along with a map of the country and you engage the class in a Map Talk. There is a page that walks you through how to do a Map Talk.

French Language and Culture Units

Page 3: This is a page for students to keep track of new vocabulary. There are 10 essential words from the text listed with their English meaning along with 10 open spots for students to write in any additional new vocabulary.

Pages 4 + 5: These are graphic organizers for students to keep track of the details about the country. They can be used with the narrative on page 1 or with the Map Talk on Page 2.

Pages 6 + 7: These are note pages for students to keep track of the details about the country. They can be used with the narrative on page 1 or with the Map Talk on Page 2. These are an alternative to the graphic organizers on pages 3 + 4.

French Language and Culture Units

Pages 8 + 9: Students write in details about the country in the boxes at the top and draw pictures representing the information in the blank box below. Students can also search for pictures and the print and glue them in the boxes. This is a also a digital version in Google Slides.

Pages 10 + 11: This is an alternative to the project on pages 7+8. Here, students report the information in a mock social media post. They put a picture and then write about it in the caption. Students can get inventive with this and write as if they saw these things in person. This is also a digital version in Google Slides.

Page 12: This is a Venn Diagram for students to compare one country to another country. Once the other country is chosen students can research some of the details presented about the in this unit and then fill in the Venn Diagram. Students will then write a paragraph comparing the two countries.

Page 13: For students at lower proficiency levels, this page has sentence stems that students can use to write sentences.

Page 14: This is a true/false assessment for students once they have worked with the information about the country. If the sentence is false there is a line for students to write the correct information.

French Language and Culture Units

Page 15: Answers to the true/false assessment.

French Language and Culture Units

These units have everything that you need to bring the French language and Francophone cultures to your French.

French Language and Culture Units

Leave a comment

Posted in Activities and Games, Cultural Exploration, Reading, Writing

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

182: Get the Most Out of Calendar Talk

Posted on | Leave a comment


Calendar talk is a CI (Comprehensible Input) activity that is part of many teachers’ routines in the classroom.  It is essentially just that, talking about the calendar.  What began as simply saying the date has grown into much more than that. In this episode I will share with you my own process of doing a calendar talk activity that engages students on a wide variety of topics as we begin the class. Lots of language and culture is embedded in activity very organically. Sometimes the slides and materials can take quite a bit of time to create. I don’t want that to hold you back, so you can make a copy of my Google Slides with all of the embedded links right in the show notes.

Topics in this Episode:

  • The evolution of Calendar Talk in my classroom – from a simple “Today is [date]” to a dynamic, engaging discussion that students look forward to.
  • The benefits of Calendar Talk
  • The process and routine: Date, Time. Weather with visuals
  • Engaging students in specific details about the date, weather and time in their own lives.
  • Moving toward these details in a target language country and leading students in discussions where they compare to their own responses in the previous activity.
  • Practical Tips for doing a calendar talk along with the country comparisons
  • Episode #170  with John Sifert

Be sure to Copy the Google Slides that I use will all of the embedded links to your Google Drive.

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 Activities and Games, Classroom Procedures, Cultural Exploration, Podcast Episodes

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

Get the Most Out of Calendar Talk

Posted on | Leave a comment

Calendar talk is a CI (Comprehensible Input) activity that is part of many teachers’ routines in the classroom.  It is essentially just that, talking about the calendar.  What began as simply saying the date has grown into much more than that. I spoke with John Sifert on episode #170 of the podcast and he offered useful and actionable insights into how Calendar Talk is much more than calendars.  In this post I want to share with you my own process of doing this type of activity that engages students on a wide variety of topics as we begin the class.  You can download my Spanish Google Slides with all of the embedded links right here if you want to try it out yourself and save lots of time.

Get the Most Out of Calendar Talk; French, Spanish, CI, Comprehensible Input

We start with the date. This is rather simple and straight forward and you can get as elaborate as you would like depending on the proficiency level of the class.  For more novice level students I put the digits with the numbers, but leave out the numbers once these are no longer needed.  You’ll also see the date structure across the top to support students early on.  Again, as students are more proficient I begin to remove the supports.

Get the Most Out of Calendar Talk; French, Spanish, CI, Comprehensible Input

Get the Most Out of Calendar Talk; French, Spanish, CI, Comprehensible Input

Saying the date is just step 1.  We then look at the details and questions to the right on the slide.  We look at what may be happening on this day or during the week.  Are there sports or drama practices?  Is there a game?  If so, where and who is the opponent?  Was there a game yesterday?  What was the score?  Who won?  Are there assessments in any of your other classes today or this week?  Is it anyone’s birthday?  Does anyone in your family have a birthday today?

There are lots of questions and comments to make the date more engaging for higher levels, such as looking at events that have happened on this date in history either in your community/country or in a country of the target language culture.  You can also have students say what the date was yesterday and what it will be tomorrow.  As you can see, there are lots of opportunities to introduce and embed vocabulary and structures into these discussions. They will also organically recycle themselves as you repeat this activity in your classroom.

We then move onto the weather.  There is a slide that has images of weather with the phrases. For more advanced groups I don’t have the words, but just the images to support students.

Get the Most Out of Calendar Talk; French, Spanish, CI, Comprehensible Input

We then continue with the time. Initially I use a slide with lots of support and scaffolding, but remove most of these details as we move on in proficiency and students can rely on their own language to produce language.

Get the Most Out of Calendar Talk; French, Spanish, CI, Comprehensible Input

Once we have talked about what is happening in our community, including the date, weather and time, the fun really begins.  It’s now time to look at and compare these details to what is happening in the world, with a particular focus on the target language countries.  There are many ways that you may want to go about this, but this is the process that has worked well for me.

I have the flags for target language countries (Spanish in these examples) in a small basket.  One student chooses a paper with the flag and identifies the country.  They can seek help from a classmate if needed, but they begin to recognize them fairly quickly after a while.  You may want to begin with the name of the country with the flag.

Get the Most Out of Calendar Talk; French, Spanish, CI, Comprehensible Input

We then talk about some country details, such as the colors of the flag, the capital, the nationality, location, weather and time.  To help with the visuals I have location, weather and time websites linked on a slide for quick and easy access. When you click on the link with the country name it takes you to the specific country information.

Get the Most Out of Calendar Talk; French, Spanish, CI, Comprehensible Input

When talking about the location we focus on borders and surrounding countries, the capital and other cities, towns and land features.  Are there lakes and what are the oceans or seas? What countries border to the north, south, east or west?

Get the Most Out of Calendar Talk; French, Spanish, CI, Comprehensible Input

When we talk about the weather we can see some visuals and also look at how the temperature is displayed.  For countries that use a different system (Celsius or Fahrenheit) this is a great opportunity to practice numbers.  For lower level students I have a conversion chart on the wall, but for your more advanced students, who may be learning about this in their science class, they could perhaps do the conversion on their own.

Get the Most Out of Calendar Talk; French, Spanish, CI, Comprehensible InputGet the Most Out of Calendar Talk; French, Spanish, CI, Comprehensible Input

Get the Most Out of Calendar Talk; French, Spanish, CI, Comprehensible Input

When we talk about time I begin by asking students if they think there is a time difference between where we are and the country we are looking at.  If there is a time difference, how many hours?  Is it earlier or later?  This also provides an excellent opportunity to look at concepts such as daylight savings because the same country may be a different time depending on the months.

Get the Most Out of Calendar Talk; French, Spanish, CI, Comprehensible Input

Get the Most Out of Calendar Talk; French, Spanish, CI, Comprehensible Input

I particularly like this process with students because it gives them regular opportunities to use a lot of these common and necessary language elements in a very contextualized way.  It also organically exposes them to the ideas like differences in weather, time and geography.  As students engage in reading and various authentic documents from target language cultures they often refer back to these details that they learned in these Calendar Talk activities.

Leave a comment

Posted in Activities and Games, Classroom Procedures, Cultural Exploration, Speaking, Technology

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

Guide Students to Interpret and Discuss Authentic Texts in the World Language Classroom

Posted on | Leave a comment

Do you use authentic texts in your language classroom? These materials, created by and for native speakers, offer invaluable opportunities for students to interact with real-world language and cultural contexts. Authentic texts engage learners by exposing them to natural language, cultural nuances, and diverse perspectives. In this post, we’ll explore five practical strategies for helping students interpret and engage meaningfully with authentic texts.

Guide Students to Interpret and Discuss Authentic Texts in the World Language Classroom

What Are Authentic Texts?

Authentic texts include resources such as newspapers, blogs, songs, advertisements, and videos. They are created for native speakers, not for language learners, which makes them rich in real-life language use and cultural significance. By incorporating authentic texts into the classroom, you provide students with exposure to natural language structures and idiomatic expressions. These materials also help students develop cultural awareness and make learning more engaging and relevant.

However, using authentic texts effectively requires thoughtful selection. Choose texts that match your students’ proficiency levels and cater to their interests. This ensures the content is accessible while still challenging.

Strategy 1: Selecting Appropriate Texts

Selecting the right texts is foundational for success. Choose materials that are relevant, engaging, and culturally rich. For beginners, start with simpler materials like short videos or infographics. As students advance, introduce longer or more complex texts. Incorporating a mix of text types—articles, visuals, videos—keeps lessons dynamic and appeals to different learning styles.

Example: Use a weather forecast video for novice learners. Students can identify key weather terms and practice describing their local weather using similar vocabulary.

Strategy 2: Pre-Reading Activities

Pre-reading activities prepare students for the content and language in the text. These activities activate prior knowledge, introduce key vocabulary, and set a purpose for reading.

Implementation Tips:

  • Discuss the cultural context to build background knowledge.
  • Use prediction activities by showing a title or image from the text.
  • Provide essential vocabulary to help students approach the text with confidence.

Example: Before reading about a cultural festival, show pictures of the event, introduce relevant vocabulary, and ask students to predict what the text might cover.

Strategy 3: Guided Reading and Annotation

Guided reading and annotation help students actively engage with the text. Teach them to highlight key points, underline unfamiliar words, and write questions or comments in the margins.

Example: While reading a short story, students annotate descriptive language and discuss how it contributes to the story’s tone. Pause periodically to clarify difficult sections and encourage discussion.

Strategy 4: Post-Reading Discussions

Post-reading discussions encourage students to share interpretations, ask questions, and connect the text to their own experiences. Open-ended questions promote critical thinking and collaborative learning.

Example: After reading a poem, students discuss its emotional impact and how the poet’s word choices contribute to the mood.

Strategy 5: Extension Activities

Extension activities help students apply their learning to new contexts. They make lessons interactive, creative, and fun.

Example: After reading a dialogue, students write and perform a new scene where the characters resolve a conflict.

Final Thoughts

Authentic texts bring culture and language to life. While these materials offer excellent cultural exposure, they often require modification for accessibility, especially for novice learners. Be mindful of how students engage with these texts—ensure the tasks promote understanding beyond word or sentence-level comprehension.

Leave a comment

Posted in Classroom Procedures, Cultural Exploration, Reading

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

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 , , , , , , , , , , , , , , , , , , ,

1 Page, Mini-Folding Books, A Useful Tool In The Language Classroom

Posted on | 2 comments

As language teachers we are always on the lookout for new and inventive ideas to bring to our classrooms.  One simple yet powerful tool that can make a significant impact is the mighty mini-folding book. These small, easy-to-create books can be used in various ways to enhance language learning, making them a valuable addition to any world language classroom.

What Are Mini-Folding Books?

Mini-folding books are compact, 8-page books made from a single sheet of paper. The beauty of these mini-books lies in their simplicity and adaptability. They are easy to create and can be customized for a wide range of classroom activities, making them an excellent resource for promoting active participation and concise communication among students.

The tactile nature of these books engages students in a hands-on activity that not only enhances their learning experience but also provides a sense of accomplishment. The compact size encourages students to focus on clear and effective communication, making it an excellent tool for language practice.

Creating a Mini-Folding Book

Creating a mini-folding book is a straightforward process that requires only a single sheet of paper and a few folds. Here’s a step-by-step guide to making your own mini-book:

 

Get started quickly with this template that you can edit and customize to suit your specific classroom needs.  It also includes the 10 ways to use the mini-folding book that you will see below.

10 Ways to Use Mini-Folding Books 

Mini-folding books are incredibly versatile and can be used in various ways to support language learning. Here are ten creative ideas for integrating them into your classroom:

  1. Personal Information Books
    • Activity Description: Students write about themselves on topics like age, birthday, origin, preferences, free time activities, and family.
    • Implementation Tips: Leave out their names for classmates to guess who it is, adding an authentic reading component. Add a selfie on the back for confirmation and engagement.
    • Classroom Example: Display the mini-books on a bulletin board for other classes to read and guess.
  2. Vocabulary Books
    • Activity Description: Assign students to create a mini-book for a specific vocabulary set (e.g., fruits, animals, clothing).
    • Implementation Tips: Each page contains a word and a corresponding picture or sentence.
    • Classroom Example: Use as a study tool or share with peers for a vocabulary review.
  3. Story Books
    • Activity Description: Have students write and illustrate a short story in the target language.
    • Implementation Tips: Focus on simple sentences and visuals to convey the story.
    • Classroom Example: Students can read their stories to the class or exchange with a partner.
  4. Cultural Books
    • Activity Description: Create mini-books about cultural topics, such as holidays, traditions, or famous landmarks.
    • Implementation Tips: Include a mix of text and images to represent cultural aspects.
    • Classroom Example: Display these books during cultural events or projects.
  5. Grammar Practice Books
    • Activity Description: Develop mini-books focusing on specific grammar points, such as verb conjugations or adjective agreements.
    • Implementation Tips: Each page can include a rule, example, and a practice sentence.
    • Classroom Example: Use for quick grammar reviews or as a reference during writing activities.
  6. Dialogue Books
    • Activity Description: Write short dialogues or conversations in the target language.
    • Implementation Tips: Ensure dialogues are simple and relevant to students’ daily interactions.
    • Classroom Example: Pair students to practice the dialogues and then perform them for the class.
  7. Travel Guide Books
    • Activity Description: Students create mini travel guides for a country or city where the target language is spoken.
    • Implementation Tips: Include key phrases, important sites, and cultural tips.
    • Classroom Example: Share with classmates to create a class library of travel guides.
  8. Recipe Books
    • Activity Description: Write mini-books containing simple recipes in the target language.
    • Implementation Tips: Each page can have an ingredient, a step in the recipe, and an illustration.
    • Classroom Example: Bring in samples or have a class cooking day based on the recipes.
  9. Pen Pal Introductions
    • Activity Description: Students write mini-books introducing themselves to a pen pal or exchange student.
    • Implementation Tips: Include personal information, hobbies, and questions for the pen pal.
    • Classroom Example: Send these mini-books to pen pals and read their responses.
  10. Review Books
    • Activity Description: Create mini-books to review a specific unit or topic studied in class.
    • Implementation Tips: Summarize key points, vocabulary, and concepts.
    • Classroom Example: Use as a study guide before exams or as a quick refresher.

Mini-folding books are a versatile and engaging tool that can be easily incorporated into any world language classroom. Their simplicity, combined with the endless possibilities for customization, makes them a powerful resource for enhancing language learning. Whether you’re looking to practice vocabulary, reinforce grammar, or explore cultural topics, mini-folding books offer a fun and effective way to engage students and support their language development.

Ready to give it a try? Get a copy of  the template and start creating mini-folding books with your students today!

2 Comments

Posted in Activities and Games, Cultural Exploration, Grammar and Structures, Writing

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

159: The Inspiring Story of the Mariposa in Nicaragua

Posted on | Leave a comment


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.com

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 Cultural Exploration, Podcast Episodes

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

133: The Deep Connection of Language and Culture with Rabbi Daniel Atwood

Posted on | Leave a comment

How much do you connect the language that you teach with the culture where that language is used? Today, Rabbi Daniel Atwood, a Hebrew teacher in Chicago, joins me to explore this idea in depth.  We look at how he teaches a language that is deeply connected to a faith tradition and how he brings this to life in his classroom.…So let’s jump in. 

Topics in this Episode:

  • how Danial introduce Hebrew script to learners and helps them overcome any apprehensions they might have about learning a new writing system
  •  incorporating elements of culture, history, and religious traditions into language lessons
  • creating an immersive environment in your classroom, virtually or physically, that allows students to explore and appreciate culture
  • navigating the potential religious sensitivities of certain topics or materials while still fostering an inclusive and diverse learning environment

Connect with Rabbi Daniel Atwood :

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.

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.  

Follow wherever you listen to podcasts.

Leave a comment

Posted in Cultural Exploration, Podcast Episodes

126: Cultural Self-Reflection with Jocelynn Hubbard

Posted on | Leave a comment


Are your students comfortable reflecting on their own experiences? Are we, as teachers, comfortable doing this?  This is an important first step in asking our students (and ourselves) to understand and appreciate other cultures and experiences. Today I speak with Jocelynn Hubbard, host of The Culture-Centered Classroom, about how we can engage students in their own cultural self-reflection. We will also learn to do it ourselves.

Topics in this Episode:

  • what cultural self-reflection is and its impact on students in the classroom
  • the process of self-reflection with examples of the types of resources that you use to support the process of cultural self-reflection
  • how to introduce this practice to your students, and some possible challenges that might come up
  • how to create a safe and inclusive environment for your students to explore and discuss their cultural identity openly
  • how cultural self-reflection has influenced Jocelynn’s teaching approach and helped her to better meet the individual needs of her students

Connect with Jocelynn Hubbard :

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.

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.  

Follow wherever you listen to podcasts.

Leave a comment

Posted in Cultural Exploration, Podcast Episodes

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