Tag Archives: world language classroom podcast

113: Honing Our Craft with Dr. Florencia Henshaw & Dr. Kim Potowski


Have you listened to the last 2 episodes about Comprehension-Based Language Teaching and Standards-Based Grading? I referenced the book Honing Our Craft, World Language Teaching Today as I prepared those topics. In today’s episode I have the 2 editors of Honing Our Craft, Dr. Florencia Henshaw and Dr. Kim Potowski, who speak about their objectives behind this project, working through the content with 15 contributors and how language teachers can most efficiently and effectively use this very user-friendly resource.

Honing Our Craft

  • Edited by Florecia Henshaw (Director of Advanced Spanish at the University of Illinois, Urbana-Champaign) & Kim Potowski (Professor of Spanish Linguistics at the University of Illinois, Chicago)
  • 12 chapters written by educators for educators, with a focus on bridging the gap between research and practical application.
  • Practical applications and suggestions for language educators that they can adapt to their particular contexts. 
  • Use this link and the discount code JOSHUA25HOC to save 25% on the book.

In This Episode:

  • What Florencia and Kim would you like educators to gain from reading Honing Our Craft.
  • The “user friendly”chapter layout.
  • The process of editing a volume like Honing Our Craft, where the initial idea come from and the writer/editor relationship.
  • How Florencia and Kim suggest that teachers use Honing Our Craft 

Remember to use this link and the discount code JOSHUA25HOC to get save 25% on the book.

Connect with Dr. Florencia Henshaw:

Connect with Dr. Kim Potowski:

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.

112: Standards-Based Grading


Are your assessments and grades in your classes a reflection of what students are able to do with the target language? Are the communication modes in there?  Are there parts of your grade that are based on compliance to rules and routines? In this episode I am going to look into what grading based on standards in a proficiency based classroom looks like. And once again, luckily there is a very useful chapter on this topic in the newly published book “Honing Our Craft.”  It gives us all the info we need to engage with “Standards-Based Grading for Proficiency-Based Language Instruction.” That’s actually the title of chapter 7. 

Honing Our Craft

  • Edited by Florecia Henshaw (Director of Advanced Spanish at the University of Illinois, Urbana-Champaign) & Kim Potowski (Professor of Spanish Linguistics at the University of Illinois at Chicago)
  • 12 chapters written by educators for educators, with a focus on bridging the gap between research and practical application.
  • Practical applications and suggestions for language educators that they can adapt to their particular contexts. 
  • Use this link and the discount code JOSHUA25HOC to save 25% on the book.

Standards-Based Grading for Proficiency-Based Language Instruction

Put Standards-Based Grading in Context

  • Traditional grading system:
    • Variability in what exactly counts towards the percentage average of a traditional grade. Some teachers include non-academic factors such as work habits (punctuality, participation, effort or completion) which have very little to do with measuring learning. (Dweck, 2014, Feldman, 2019, Townsley, 2019)
    • Score is no longer an accurate reflection of what the student can communicate in the target language.
  • 3 Core Principles of Standards-Based Grading
    • Focus should be on mastery of specific skills and grade describes that mastery
    • Multiple opportunities for students to demonstrate their learning and receive specific feedback, typically tied to a rubric
    • Separate factors such as behavior, punctuality, homework completion and extra credit

Key Terms and Misconceptions

  • Proficiency: language ability in the real world, unscripted, without practice
  • Performance: can do with practice in an educational setting. 
  • Mastery: highest level
  • Goal is for students to gradually improve their performance from assessment to assessment through feedback, learning and revision.
  • SBG can be used with any set of standards
  • Rubrics: core principle of SBG to provide feedback for revision and multiple attempts to demonstrate learning.
  • Multiple attempts to demonstrate learning
    • Use feedback to foster the use of multiple attempts for students to demonstrate learning. 
    • Retakes are not identical to first assessment, nor should it be more difficult
    • System in place to have retake opportunities: practice, formative, HW, meet with teacher.
  • Grading behaviors unrelated to mastery
    • Homework leads towards mastery, not a completion grade. If students don’t see connection, why do it?  Make it a requirement for retakes?
    • Removes opportunity for implicit bias.

Suggestions

  • Focus on…
    • Standards and create rubric accordingly
    • Differentiation
    •  Feedback and the iterative process
    • Formative and summative assessments 
  • Do…
    • Plan units around your learning goals
    • Collaborate with colleagues for common rubrics, assessment and learning goals (standards)
    • Plan for reassessments and retakes (additional versions) and decide on what the requirements will be to retake.
  • Don’t…
    • Create retakes that are more difficult
    • Limit scores on retakes and reassessments.  Allow students to receive full credit. Count on the new grade, most recent representation of skills, learning or mastery.

Remember to use this link and the discount code JOSHUA25HOC to get save 25% on the book.

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.

Supporting Proficiency Growth in the Language Classroom

One of our priorities as language teachers is to support students in their efforts to communicate proficiently and with confidence. Though this can seem to me very lofty objective, there are practical procedures that we can implement to facilitate students’ progression to higher proficiency levels. These techniques and approaches offer guidance for teachers looking to empower their students on the path to proficiency.

Supporting Proficiency Growth in the Language Classroom (French, Spanish)

Language Proficiency

Before we jump into the strategies, let’s take a moment to consider language proficiency. How do you currently assess your students’ proficiency levels? Are you familiar with the ACTFL guidelines and their descriptions of Novice, Intermediate, and Advanced proficiency? It’s crucial to have a clear understanding of where your students are and where you want them to go. Take look at this blog post to see what language text types look like at the various proficiency levels.  You can also learn all about the proficiency levels in this podcast episode.

Let’s explore some strategies that will support students in leveling up their proficiency..

Novice Proficiency: Building a Strong Foundation

  • Comprehensible Input: Novice-level students thrive on comprehensible input. This means providing them with language that they can understand, even if it’s slightly beyond their current proficiency level. Engage them with simple stories, visuals, and gestures that make the language come alive.
  • Repetition and Recycling: Repetition is key for Novice learners. Encourage students to practice vocabulary and phrases repeatedly through games, dialogues, and interactive activities.

Intermediate Proficiency: Moving Toward Independence

  • Authentic Communication: As students progress to the Intermediate level, shift the focus to authentic communication. Encourage them to express opinions, share experiences, and engage in conversations.
  • Expanding Vocabulary: Intermediate learners benefit from expanding their vocabulary. Introduce them to synonyms, idiomatic expressions, and culturally relevant words and phrases.

Practical Strategies to Empower Students in Increasing Proficiency

Integrated Skills: Encourage students to read texts, watch videos, and engage in discussions that require them to use all aspects of language – listening, speaking, reading, and writing.

Cultural Context: Connect language proficiency to cultural context. Help students understand how language is used in real-life situations within different cultures.

Feedback and Assessment: Provide timely and constructive feedback. Give students specific comments on their language use, highlighting areas for improvement.

Self-Assessment: Have students reflect on their language progress and set goals for improvement.

Peer Collaboration: Arrange activities that require students to work together, provide feedback to each other, and learn from their peers.

Celebrate Progress:  Celebrate progress, no matter how small. Recognize students’ achievements and growth in proficiency. Whether it’s an improved pronunciation or successfully navigating a conversation, acknowledging their efforts boosts confidence.

Putting It All Together

Supporting students’ proficiency growth is a dynamic journey. It involves understanding their current proficiency levels, scaffolding their learning, and fostering a supportive and engaging classroom environment. As language teachers, we have the privilege of guiding our students along this exciting path, equipping them with the skills and confidence to become proficient communicators.

Shifting the Focus From Grammar to Language Functions

As we step into our classrooms each day, we look for ways to support students understanding the language and using it with confidence in authentic situations. That’s certainly not a simple goal, but one that we can work toward with the right approach.

Shifting the Focus From Grammar to Language Functions (French, Spanish)

The idea of language functions (how we use the language) has inspired a paradigm shift in our teaching methodology. Traditional (or “Legacy” as aI like to say) language teaching focused on grammar and structures. With a focus on functions teachers are embracing a more encompassing strategy—one that revolves around the idea of language functions, or what what students do with the language.

It’s a shift that fundamentally transforms the way we view language teaching, placing authentic communication and language functions at the forefront. Here are practical strategies and examples to support our focus on language functions.

Novice Levels: Making Language Practical

At the novice level, students are like linguistic explorers, taking their first steps into the language terrain. Traditionally, they might have been bombarded with verb conjugations and intricate grammar rules. However, the shift towards language functions allows them to focus on practical, real-world applications.

Novice Low:

  • Students can engage in simple role-play conversations, such as ordering food. They are encouraged to use common greetings, basic food-related vocabulary, and appropriate phrases.
  • The goal is not grammatical perfection but practical communication. Students learn to convey their preferences in an authentic context, laying the foundation for real-life interactions.

Novice High:

  • Students can participate in simulated scenarios such as traveling. Instead of overwhelming them with complex grammar structures, the focus is on enabling them to ask for directions, purchase tickets, and express basic needs.
  • This functional approach helps them interact confidently during hypothetical trips. They understand that language learning is not just about constructing grammatically accurate sentences but about using the language effectively to navigate different situations.

Intermediate Levels: Expanding Communication

As students progress to intermediate levels, they are capable of more substantial interactions. The traditional approach might have kept them confined to rigid sentence structures and limited vocabulary. However, emphasizing language functions empowers them to engage in meaningful conversations and express their ideas authentically.

Intermediate Low:

  •  Students might explore the function of persuading and giving opinions. Instead of fixating on intricate subjunctive forms, they engage in debates about topics like environmental conservation. Here, they use expressions like “I think that” and “in my opinion”  to articulate their viewpoints. They discover that language is a tool for expressing their thoughts and beliefs effectively.

Intermediate High:

  • Students can narrate and describe. Rather than being confined to formulaic sentences, they recount personal experiences, share anecdotes, and describe memorable events using a variety of verb tenses and adjectives. They understand that language is not just a set of grammar rules but a means to convey their unique experiences and emotions.

Embrace the Shift

As language teachers, it’s essential that we embrace this paradigm shift from a focus on grammar and accuracy to a broader emphasis on language functions and authentic communication. By doing so, we equip our students with the tools they need to navigate the multilingual world confidently. This shift ensures that language learning is not just a theoretical exercise, but a skill that can be applied in real-life situations.

111: Comprehension-Based Communicative Language Teaching


What have you heard about Comprehension-Based Communicative Language Teaching?  Is this what you are doing in your classroom?  In this episode I want to unpack exactly what CCLT is and is not. Luckily there is an incredibly useful chapter on this topic in the newly published book “Honing Our Craft.”  It gives us all the info we need to answer the question “What is and What Is not Comprehension-Based Communicative Language Teaching?”  That’s actually the title of chapter 4.

Honing Our Craft

  • Edited by Dr. Florecia Henshaw (Director of Advanced Spanish at the University of Illinois, Urbana-Champaign) & Dr. Kim Potowski (Professor of Spanish Linguistics at the University of Illinois at Chicago)
  • 12 chapters written by educators for educators, with a focus on bridging the gap between research and practical application.
  • Practical applications and suggestions for language educators that they can adapt to their particular contexts. 
  • Use this link and the discount code JOSHUA25HOC to save 25% on the book.

Comprehension-Based Communicative Language Teaching(CCLT)

Context and Origin of CCLT

  • Role of Input
  • Krashen’s Input Hypothesis
  • Interaction and production also play a role, but the essential role of input is undeniable.
  • Presentation-Practice-Production (PPP)
    • popular because it is conceptually easy to understand
    • easy to grade and assess
    • accuracy is main criteria for success
  • Approaches need to be more aligned with how language is acquired (communication and understanding messages) and implicit knowledge, rather than explicit, PPP

Key Terms and Misconceptions

  • Communication is not synonymous with oral production (reflection of PPP)
  • move input to the center of the curriculum 
  • Production and Grammar are not neglected (focus on form, structured input)

Suggestions

  • What if my textbook follows the PPP approach?
    • modify activities to give hace a communicative goal
    • use the text in a chapter as a point of departure
  • What if my exams are grammar-based?
    • set aside time for grammar explanation 
    • promote friendly conversations with colleagues.
  • Do…
    • speak the target language most of the class time.
    • make input activities meaningful
  • Don’t…
    • forget that accuracy is developed gradually
    • forget comprehension is communication
    • plan classes around grammar points, grammar is a tool, not a goal

Remember to use this link and the discount code JOSHUA25HOC to save 25% on the book.

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.

10 Tips for (Language) Classroom Management

Have you ever found yourself in a classroom where the atmosphere was so positive and engaging that you couldn’t help but feel excited about learning? Have you wondered how some language teachers seem to effortlessly manage their classrooms while fostering a sense of community and respect among their students? Classroom management is a critical aspect of language education. Let’s explore 10 effective ways of creating a positive language learning environment. Whether you’re a seasoned educator or just starting, these practical suggestions will help you build a classroom where language proficiency and mutual respect thrive.

10 Tips for Language Classroom Management (French, Spanish)

Understanding the Importance of Classroom Management

Before we dive into specifics, let’s reflect on why effective classroom management is vital in the language classroom. A well-managed classroom not only ensures a conducive learning environment but also nurtures a positive and inclusive atmosphere. It sets the stage for:

  • Maximized Learning Opportunities: When students feel safe and respected, they are more likely to actively engage in language activities, leading to better language acquisition.
  • Effective Communication: Clear expectations and routines promote effective communication, helping students understand what’s expected of them and how to succeed.
  • Building Confidence: Positive classroom management boosts students’ confidence, encouraging them to take risks and participate in language tasks.

Strategies for a Positive Language Learning Environment

Now, let’s look at 10 classroom management strategies that can enhance your language classroom:

1. Establish Clear Guidelines: Create a set of clear and concise guidelines that outline classroom expectations, rules, and consequences. Share these guidelines with your students at the beginning of the school year or course. This provides a framework for behavior and helps prevent disruptions. Focus on the positive and the type of environment that you want to create.

2. Foster a Sense of Belonging: Cultivate a classroom atmosphere where students feel like they belong. Encourage open communication, active listening, and inclusivity. When students feel connected to their peers and the teacher, they are more likely to engage positively.

3. Use Positive Language: Promote positive interactions by modeling and using positive language. Praise and acknowledge students’ efforts and accomplishments. Encourage them to do the same with their peers, creating a supportive and uplifting atmosphere.

4. Implement Active Learning: Engage students in hands-on and interactive activities that require them to use the target language actively. These activities can range from role-playing and simulations to group projects and debates. Active learning keeps students motivated and involved.

5. Encourage Self-Reflection: Incorporate moments of self-reflection in your lessons. Prompt students to think about their language learning progress, strengths, and areas for improvement. This self-awareness helps them take ownership of their learning journey.

6. Set Realistic Goals: Work with your students to set achievable language learning goals. These goals can be short-term, like mastering a specific structure, or long-term, such as reaching a certain proficiency level. Having clear objectives keeps students motivated.

7. Create a Comfortable Physical Environment: Arrange your classroom to be comfortable and conducive to learning. Ensure adequate lighting, seating arrangements that facilitate communication, and a well-organized learning space. A comfortable environment positively impacts students’ focus.

8. Incorporate Authentic Materials: Integrate authentic materials from the target language culture into your lessons. These can include songs, videos, books, and news articles. Authentic materials provide real-world context and make language learning more engaging.

9. Promote Collaborative Learning: Encourage collaboration among students by assigning group projects and activities. Collaborative learning allows students to practice language skills while working together, fostering a sense of camaraderie and shared achievement.

10. Emphasize Growth Over Perfection: Shift the focus from perfection to growth. Encourage students to embrace mistakes as opportunities to learn and improve. Celebrate their progress, no matter how small, and reinforce the idea that language learning is a journey.

Creating a positive language learning environment through effective classroom management is a journey that evolves with each class. By implementing these strategies tailored to various proficiency levels, you’ll be well on your way to fostering a classroom where language proficiency, respect, and confidence thrive.

110: Conferences and PD for Language Teachers


Have you attended a conference specifically for language teachers, either locally, regionally or nationally.  If you have, this episode will get you excited about the upcoming conference season.  If you’ve never attended, you’ll be inspired to attend for sure. Danja Mahoney and Vilma Nasuti Bibeau, both members of their state language conference planning committee, join me to explore everything that these events have to offer and all that’s in it for language teachers.  I live for PD, workshops and a good ol’ conference. I’m so excited.

Topics in this episode:

  • Benefits of attending a conference for world language teachers
  • What typically happens at a language teacher’s conference?
  • Who presents at conferences?
  • Events and activities that are typically available to conference attendees.
  • Networking opportunities, social gatherings and exhibitors.
  • How language teacher conferences foster collaboration among attendees.

Connect with Vilma, Danja and MaFLA:

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.

104: Revisit Teacher Toolbox Episodes


This is episode 3 in my 2023 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 28th, you will see new episodes with exciting new topics every Monday.  For today we take a look back at episodes 69 and 85, 2 of my Teacher Toolbox episodes with activity that you can use right away in your classroom. 

Activities Mentioned: 

  • Quiz-Quiz-Trade
  • At the Table
  • Shipwreck
  • The Card Path
  • The Die Decides
  • Logic Puzzles
  • Learn/Practice/Apply
  • Time Capsules
  • ChatGPT 

Episodes: 

Work with Joshua either in person or remotely.

Follow wherever you listen to podcasts.

Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

100: Look Back at 100 Episodes & 60+ Guests


Guess what? This is episode 100 of the world language classroom podcast. I was watching data to see if we would get to 100 episodes first or 100,000 downloads. I’m happy to report that we crossed the 100,000 download mark well before this 100th episode.  So, thank you so much for your continued support of the podcast and the many guests who have joined me over the past 2 years.  In this episode I want to look back at some key takeaways from the collective wisdom of guests and share some listener highlights as well.  Can’t wait, so Let’s jump in!

Episodes Mentioned in this Episode:

  • Florencia Henshaw and Maris Hawkins (65,66)
  • Ben Fisher on Write and Discuss (79)
  • Kaitlin Leppert on Parallel Texts (90)
  • Cécile Lainé on Social Justice Standards (33)
  • Ben Tinsley on Diversity and Equitable Feedback (27, 58)
  • Joseph Parody Brown  LGBTQ+ Inclusive Classrooms (42)
  • Vicky Wang on Courageous Dialogues and Affinity Spaces (28)
  • Allison Perryman on Seeing, Hearing and Tasting Culture (78)
  • Kia D. London on Representation (88) 
  • A.C. Quintero on Equity in the Language Classroom (10)
  • Lisa Sherpard on Critical Thinking Skills (92)
  • Margarita Pérez García on Story-Listening (91)
  • Teacher Toolbox (25, 54, 69, 85)

Work with Joshua either in person or remotely.

Follow wherever you listen to podcasts.

Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

97: Asking the Right Questions


Please take this 3-5 minute feedback survey (mostly multiple choice).  This will provide incredibly valuable information as I move on to the next 100 episodes.

This episode is all about you, the World Language Classroom Podcast listener. As I say at the start of every episode, thank you for taking the time out of your week to listen to me and other teachers discuss topics of language teaching and taking those ideas into your classroom.  This is just one of the many things that make you an incredible educator. We are soon coming up on episode 100. I’ve learned a lot and have changed some things about the podcast based on your feedback. I want to make sure that the next 100 episodes and your listening experience are even better. That’s what we’ll take on in this episode.

Topics in this Episode:

  • the importance of listener feedback and its role in shaping the podcast
  • creating a valuable and tailored experience for the audience
  • survey questions:
    • language taught
    • ideal episode length
    • listening environment
    • solo and guest episode
    • coaching episode
    • desired topics
    • additional content
  • take the 3-5 minute feedback survey 

Work with Joshua either in person or remotely.

Follow wherever you listen to podcasts.

Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.