Tag Archives: world language classroom podcast

Create a Classroom Where Students Use the Target Language Confidently

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.

171: Focusing on Cultural Products, Practices, and Perspectives


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.

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


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.

169: Student Choice in the Language Classroom


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.

168: How to Deal with Resistance to Change with Tim Eagan and Mike Travers


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:

Connect with Tim Eagan and Mike Travers:

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.

167: Guiding Learners to Interpret and Discuss Authentic Texts


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:

**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.

166: Building Community Through Comprehensible Input (CI)


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 learning
  • how CI can be used to build community in the language classroom
  • examples from Elodie’s experience where CI significantly enhanced community and engagement in her classroom
  • strategies and activities that you can use to ensure your students are receiving CI while also fostering collaboration and connection among them
  • adapting CI approaches for different proficiency levels and diverse classroom settings

Connect with Elodie Channa:

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.

165: Support Target Language Use in the Classroom


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 Routines
  • Create and display a set of classroom rules in the target language
  • Create a “language mat” or anchor chart with common phrases and sentences

The 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 system

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.

164: Teach Grammar in a Communicative Context


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 Donato
  • Focusing 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 activities
  • PACE: Presentation, Attention, Co-Construction, Extension
  • The 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 Inductively
  • Episode 160: Create a Classroom Where Students Use the Target Language Confidently
  • Episode 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. 

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.

163: Work Smarter, Not Harder with Amy Marshall


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 languages
  • key strategies that can help language teachers work more efficiently and effectively in their classrooms
  • examples of low-preparation activities that provide high value and engagement for students
  • balancing the need for thorough lesson planning with the goal of reducing workload and avoiding burnout
  • steps teachers take to implement efficiency-focused and low-preparation ideas in their classrooms to enhance their teaching and maintain a healthy work-life balance

Connect with Amy Marshall:

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.