Category Archives: Podcast Episodes

24: Redesigning Classroom Structure with Darcy Rogers

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In this episode we look at how we structure our world language classrooms. How can we redesign our classrooms so that they are more communicative and support risk-taking, promote community, and help students rise in proficiency?  I’m joined by Darcy Rogers, Spanish Teacher and founder of OWL (Organic World Language), who helps us all re-envision what our classroom can be.

Darcy speaks about:

  • the traditional classroom structure and the obstacles it creates
  • how we can remove these obstacles
  • the linguistic and social-emotional benefits of removing these obstacles
  • the foundations of OWL methodology
  • infusing pieces of OWL into our classrooms

Connect with Darcy Rogers:

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23: What About Online Translators? with Bertha Delgadillo

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In this episode we take on the question of online translator.  Like most teachers, you probably have experience with students resorting to using them.  But, what do we do about it?  They seem to be here to stay, so we need to figure it out.

I’m joined Bertha Delgadillo, a Spanish teacher in Georgia, who is well known for her work with acquisition driven instruction.  She helps us to understand why students use translators and offers tips and suggestions for meeting the challenges that this presents.

Bertha speaks specifically about:

  • why students use online translators irresponsibly
  • strategies to promote risk-taking
  • what we can do when students use online translators irresponsibly
  • when students might use an online translator as a resource

Connect with Bertha Delgadillo:

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22: 90% + Target Language Use

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In this episode we are talking about 90%+ target language use in the classroom.  We start with where this comes from and why we want to do it, then I ask 4 questions about what is happening in your classroom.  These questions will help to focus on some of the challenge areas and I provide some ways to address them.

  • Q1: Are prompts and tasks at the appropriate proficiency level?
  • Q2. Do students have the language tools they need to communicate?
  • Q3. Are students held accountable for using the target language?
  • Q4. Are all the students actively engaged and interested?

Links referenced in this episode:

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21: Unpack the 5 C’s with Catherine Ritz

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In this episode we unpack the 5 C’: Communication, Cultures, Connections, Comparisons, and Communities,  I am joined by Dr. Catherine Ritz who walks us through what exactly the 5 C’s are and the benefits of using them in our language classrooms.

Catherine speaks about:

  • the World Readiness Standards and their relationship to the 5 C’s
  • what the 5 C’s are with an example of what each might look like in a unit or lesson
  • whether the 5 C’s should be used independently or interwoven
  • addressing all of the 5 C’s in the target language, beginning at the novice level
  • examples of units that include the 5 C’s

Connect with Catherine Ritz:

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20: Rubrics for Assessment and Learning with Beckie Bray Rankin

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In this episode we talk about rubrics, not just as an assessment tool, but also as a way to help students grow in proficiency.

I’m joined by Beckie Bray Rankin, a high school French Teacher in Massachusetts, who has presented widely on the topic of rubrics…or, as she refers to them, the “thingamabob that does the job.”

Beckie talks about:

  • what pre-rubric teaching was like
  • how she discovered rubrics (or rediscovered)
  • the benefits of rubrics for students and teachers
  • rubrics and IPA’s
  • the Learn -Practice -Assess -Reflect cycle
  • how a rubric is never really “done” and what she continues to work on

Connect with Beckie on Twitter (@BBRlaprof)

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19: Centers and Stations in the Language Classroom with Trudy Anderson

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In this episode we are talking about using centers (or stations) in the language classroom.  I am joined by Trudy Anderson, a teacher with considerable experience with designing and implementing centers.

Trudy guides us in understanding…

  • if centers are for useful for all levels and students
  • why we should consider stations
  • how to  set up centers
  • types of stations
  • materials and where to get them
  • logistics of setting up centers…how long, how many, when, assessment?
  • the benefits of adding MAGIC to lessons (Movement, Authentic Resources, Games, Interaction, Challenge)

Connect with Trudy at trudycamand@gmail.com.

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18: Make Your Can Do Statements Communicative

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In this episode we are talking about Can Do Statements.  Are yours truly communicative and proficiency-based, allowing students to show what they can do with the language?

We discuss:

  • what the ACTFL Can Do Statements are and why they were created
  • the Intercultural Can Do Statements
  • how to write an effective Can Do Statement that is rooted in the proficiency level of your class
  • what makes a Can Do Statement communicative
  • examples for modifying Can Do Statements to make them more communicative

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17: Increasing Student Motivation with Tracy E. Rucker

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In this episode we are talking all about student motivation in the language classroom.  Where does it come from?  How can we motivate students?

I’m joined by Tracy E. Rucker, a widely respected and insightful French teacher, who walks us through his personal experience with student motivation and offers some actionable advice for all language teachers.

Tracy talks about:

  • what we need to understand about motivation
  • how we know when a student is motivated to complete a task, and not just complying
  • actionable ways that teachers can motivate students
  • obstacles to motivating students that teachers can plan for proactively

Connect with Tracy E. Rucker on Twitter.

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16: How Useful is Research for the Classroom Teacher?

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In this episode we are talking about the relationship between those who do the research on teaching and learning language and those who teach in the classroom.  [sign up for Talking Points]

  • What can teachers take from research findings and use in their classroom?
  • What if the students in front of us are different (almost always the case) from those used in the study?
  • What can researchers do to make their findings and recommendations useful for classroom teachers?

There are some ways to connect the dots and there are certainly some things that we can all agree on.  We’ll discuss what these agreements are and how we can make the teacher-researcher relationship useful for all involved.

Links references in this episode:

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15: Stories as Windows and Mirrors with Jennifer Degenhardt

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In this episode we talk about stories in the language classroom.  Stories provide opportunities to see and interpret words and structures in context.  There are numerous opportunities to engage with the text in all of the communication modes.  Additionally, students learn about different cultures and can also see themselves reflected in the story.  This form of representation is incredibly valuable for students on their language learning journey.

I am joined by Jennifer Degenhardt, a language teacher and author of CI (Comprehensible Input) novels for novice and intermediate students.

Jennifer offers her thoughts and insights on…

  • the value in representation
  • how she finds her characters and their stories
  • the research that goes into a book
  • how she writes an “authentic” personal experience
  • what she hears from students and teachers who read her books

Connect with Jennifer Degenhardt:

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