#170
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:

• YouTube
• Facebook
• Website
• Newsletter
• Email: john@padredecinco.com
• Instagram

Connect with Joshua and the World Language Classroom Community:

• wlclassrom.com
• X (aka Twitter): @wlclassroom
• Threads: @wlclassroom
• Instagram: @wlclassroom
• Facebook: /wlclassroom
• WLClassroom Facebook Group

__________________________
Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________
Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________
Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

#169
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.

Connect with Joshua and the World Language Classroom Community:

• wlclassrom.com
• X (aka Twitter): @wlclassroom
• Threads: @wlclassroom
• Instagram: @wlclassroom
• Facebook: /wlclassroom
• WLClassroom Facebook Group

__________________________
Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________
Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________
Join Joshua as a guest on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

#168
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:

• common sources of resistance to change among world language teachers
• challenges teachers face when adapting their teaching methods
• How colleagues, school leaders and administrators can support teachers through transitions and address their concerns
• effective strategies in overcoming resistance and encouraging buy-in from teachers who are skeptical about changes
• practical steps colleagues, school leaders and administrators can take to start implementing changes
• Episode #9: Teaching Grammar as a Concept and in Context with Mike Travers
• Episode #60: Building & Leading a Proficiency-Based Department

Connect with Tim Eagan and Mike Travers:

• X/Twitter: @tjeag , @Travers_Tweets
• Blog: Diaries Of A Mad World Language Teacher

Connect with Joshua and the World Language Classroom Community:

• wlclassrom.com
• X (aka Twitter): @wlclassroom
• Threads: @wlclassroom
• Instagram: @wlclassroom
• Facebook: /wlclassroom
• WLClassroom Facebook Group

__________________________
Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________
Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________
Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

#167
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:

• High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard Donato
  • Episode 160: Create a Classroom Where Students Use the Target Language Confidently
  • Episode 162: Facilitating Target Language Comprehensibility
  • Episode 164: Teach Grammar in a Communicative Context
• Authentic texts are materials created by native speakers for native speakers, such as newspapers, blogs, songs, advertisements, and videos. These texts reflect real-life language use and cultural contexts.
• Using authentic texts exposes students to natural language and cultural nuances, helping them develop better comprehension skills and cultural awareness. It also makes learning more engaging and relevant."
• 5 key strategies to help you effectively incorporate authentic texts into your teaching:
  • Selecting Appropriate Texts
  • Pre-Reading Activities
  • Guided Reading and Annotation
  • Post-Reading Discussions
  • Extension Activities

**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.

Connect with Joshua and the World Language Classroom Community:

• wlclassrom.com
• X (aka Twitter): @wlclassroom
• Threads: @wlclassroom
• Instagram: @wlclassroom
• Facebook: /wlclassroom
• WLClassroom Facebook Group

__________________________
Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________
Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________
Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

#166
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:

• Instagram: @comprehensibleinputON

Connect with Joshua and the World Language Classroom Community:

• wlclassrom.com
• X (aka Twitter): @wlclassroom
• Threads: @wlclassroom
• Instagram: @wlclassroom
• Facebook: /wlclassroom
• WLClassroom Facebook Group

__________________________
Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________
Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________
Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

#165
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.

Connect with Joshua and the World Language Classroom Community:

• wlclassrom.com
• X (aka Twitter): @wlclassroom
• Threads: @wlclassroom
• Instagram: @wlclassroom
• Facebook: /wlclassroom
• WLClassroom Facebook Group

__________________________
Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________
Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________
Join Joshua as a guest on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

#164
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.

Connect with Joshua and the World Language Classroom Community:

• wlclassrom.com
• X (aka Twitter): @wlclassroom
• Threads: @wlclassroom
• Instagram: @wlclassroom
• Facebook: /wlclassroom
• WLClassroom Facebook Group

__________________________
Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________
Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________
Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

#163
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:

• YouTube: @zonadeprofes
• Instagram: @zonadeprofes
• Twitter: @zonadeprofes
• LinkedIn: @Amy Marshall

Connect with Joshua and the World Language Classroom Community:

• wlclassrom.com
• X (aka Twitter): @wlclassroom
• Threads: @wlclassroom
• Instagram: @wlclassroom
• Facebook: /wlclassroom
• WLClassroom Facebook Group

__________________________
Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________
Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________
Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.