classroom management

Happy (almost) Thanksgiving, Everyone!

This week’s post is to present a summary of our weekly Twitter professional development as well as announce an exciting new development from #langchat. In early December, from all the participants of our weekly meetings, we’ll release an e-book on the best electronic resources for world language classrooms.

The e-book is a collection of materials, activities and resources pulled from nearly a year’s worth of #langchat meetings. It’s an extensive collection of online tools for all 21st-century teachers, but especially tailored for world language educators. We’re thrilled to produce this book for everyone’s benefit, so stop by soon for your own free copy!

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Classroom Management

In other news, this week’s #langchat topic was classroom management for communicative classrooms. Participants shared lots of fantastic ideas over Twitter and in-person at #actfl11 in Denver, and you’ll find the summary below. The full archive is available here.

When we speak of classroom management, we’re referring to keeping students on task and engaged rather than swapping plans for the weekend with their partners. In contrast with most subjects, in language class we want students speaking as much as possible — so long as it’s on topic and in the target language. How do we guide students in this direction?

Keeping It Structured

One way to keep classrooms in control is to keep everything ordered. @alenord has very structured acts and strategies, and as a result has few problems with classes getting out of control. @suarez712002 agrees; she learned that she needed to plan in advance for every minute of her inner-city high school classes.

  • Try scaffolding activities in the same way you scaffold lessons. Students quickly understand that you have to start simple and work your way up (@alenord).

A lot of the time, classroom problems are a result of students not knowing what’s expected and teachers not making it clear (@SECottrell). Provide clear instructions so everyone understands the tasks. Ensure that there is an understood time to complete the activity, and call on students to share at the end (@petreepie).

  • @suarez712002’s formula for good classroom management is simple: clear expectations and transitions. She uses “I can…” statements for each class so kids know the objective.
  • @alenord has a rubric up on the wall so that students can clearly measure themselves and their efforts. She refers to it often to remind students that the basic response is not enough for the grade they want.
  • Students also sit up and pay attention when @alenord describes how they are going to be assessed.
  • Every day, @Watermelonworks reiterates to students the class expectations for respect. Then they get to work.

Gestures and basic routines are essential for immersion classrooms and for younger kids.

  • @SECottrell uses actions to demonstrate whether she wants a whole-class response (hand to ear) or an individual one (raised hand).
  • @nnaditz teaches basic routines for materials distribution and collection, entering and leaving, and changing partners. Teach these at the beginning of the year; repetition and understanding supports learning the target language, too.
  • Several participants’ schools have school-wide gestures for routines such as silence (right hand up).
  • To get students’ attention, @muchachitaMJ says (in the target language) “Your attention — 1-2-3 — clap your hands!” Students clap their hands twice and they continue with class, no time wasted.

Keeping It Moving

Keep the class flowing so that kids are constantly engaged. The same routine or class setup continued for too long will bore kids and make them restless. This goes for you, too! Always be on your feet walking around the classroom (@jklopp). This keeps class lively and you near the students; proximity is enough to get some students to focus (@pamwesely).

Try using stations or activities with set time limits. Changing stations gets students up and moving and gives them a chance to refocus (@petreepie). This approach also gives you opportunities to connect with students on a more personal level (@WatchKnowLearn).

  • @jklopp spends about 10-15 minutes on an activity, then she changes things up. She uses sounds — clappers, horns, bells and whistles — to change from one activity to the next.
  • @WatchKnowLearn uses 20 minutes per station with groups of four, and marks changes from activity to activity by flipping the light on and off. If the lights stay off, kids know it’s a no-talking period. This helps to calm them down at the end of the more lively activities and before sending them to the next class.
  • @profesorM plays Spanish music while kids are working. When the music stops, so do the kids.
  • For stations in large classes, @WatchKnowLearn keeps the relevant materials in folders as much as possible so that the materials move every 20 minutes, rather than 24 students at once.

Several teachers suggest that a good tool for keeping activities and groups on task is a timer, both so students know how much time is left and so they’re involved in racing the clock. Try anything from a tea timer to an online app. Promethean and SMART™ boards usually have helpful programs that are easy to run.

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Keeping it Organized

Classroom setup and seating charts can really benefit your management efforts. @SECottrell ensures she sits students with other students of differing abilities, and manipulates seating as abilities evolve. Try some of the following layout strategies and then tweak to match your unique needs.

  • For the stations and centers mentioned above, @WatchKnowLearn sets up centers each Monday for use throughout the week. Each center should have an even number of students, but not too many.
  • @AudreyMisiano has a large aisle down the center of the room with two rows of students on each side, facing each other. Makes it easy to keep track of all the kids. Other participants mentioned rows being easier to pair up students or make groups of four.
  • In @dr_dmd’s French 1 classes of 36 students, he organizes kids into tables of four, which he considers the perfect number for small group work on projects and conversation practice. Several other teachers expressed good results when working in tables of four desks put together.

Dealing with Troublemakers

Some kids just want attention — so give it to them! @jklopp gets her trouble students to talk about themselves in the target language. Other times, students act up because of some of the issues above. If kids are creating trouble, how else can we control the class?

Groups of all kinds, including stations or centers, are great. Students hold each other accountable when in groups. Teams, too. When competing for points, team members keep other students in line — but keep it civil.

Consistency is important. You can’t treat some kids differently or constantly pass out warnings without an action (@WatchKnowLearn).

Tried-and-true teaching tools still have a place in these modern times, too. Strict tones and the classic “teacher’s look,” for example.

  • @alenord’s dark secret? A metal ruler she slaps against her palm in a threatening manner.
  • Silence tends to make Americans uncomfortable, and it often works to get students to refocus and pay attention.

You may at times dread the thought of administrators or fellow teachers watching your troublesome classes. Don’t! Seek outside assistance, they might pick up on something you’re missing. Ask observers to check out your challenging classes instead of the ones that are highly motivated (@suarez712002).

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Good Habits for Classroom Management

Participants shared a lot of their personal tips and tricks for connecting with and controlling students. Lots of varied ideas, and all effective.

Many participants believe that good rapport is a great way to control kids. You’re the boss, but you’re also a mentor, friend and role model.

  • @jklopp finds something to love about each of her students. Also, when she teaches, she teaches to each student’s eyes, not the empty space above their heads.
  • Invest in your students outside of class, too. Many participants like to speak the target language with students wherever they see them: in the hall, at the gym, while shopping.
    • @klafrench finds that the more of her students’ games, concerts and matches that she goes to, the better they get in class.
  • Join the students! They really like it when you participate and work through activities with them.
  • At the same time, you might find it useful to start the year tough and lighten up as you go. You can squash any potential troublesome issues in this way, and you’ll become students’ friend while maintaining the teacher aura.

Praise is a simple class-control tool that sets expectations and patterns of behavior for students to follow while motivating individuals to continue doing well.

  • @SECottrell has been told to say “I love how…is sitting” to get others to emulate that student. Not her favorite technique, but it works.
  • Be specific when you praise for the best effect. “Great attention to the past tense!” versus “Good answer!” (@suarez712002).

Requiring that students use the target language is a great, on-topic method to keep the volume down in class.

  • @SECottrell’s students settled down when they had to start “paying” to speak English.
  • @klafrench’s students have to stand in the “English box” in order to speak English.
  • @klafrench also has a stuffed snail named “Gaston” that gives students permission to speak English. A student must ask the snail whether it’s ok to speak; another student interprets whether the snail says “oui” or “non.”
    • (Note: Students love telling their classmates “non,” so great way to maintain the target language!)

In addition to their many other advantages (which you can read about in this post on authentic resources for novice learners and this post on presenting culture in the classroom), authentic materials are also great for maintaining discipline. Students really need to pay attention to comprehend these materials, which keeps them focused in class.

  • Same goes for a total-immersion classroom. If students need to focus on you and your gestures to understand what they’re expected to do, they will naturally follow class more and communicate in English less.

Empower your students! @sonrisadelcampo often plans two activities and lets students choose the order. Having a say in the class organization gets kids participating and keeps the need for control down.

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Further Resources and Information

Thank You!

In the end, communicative classrooms are a good thing. You can’t learn a world language by reading a textbook like you can world history. If the class is noisy because the students are speaking the target language, good job! If it’s out of hand, however, we’re confident that the tips provided by your colleagues above will help you take back control.

Do you have any more suggestions? Did you miss the online #langchat because you were busy catching up with fellow #langchatters at #actfl11? Please, share your comments below! Your colleagues would love to hear from you.

Coming Soon…

Next week we will not hold a #langchat as everyone celebrates Thanksgiving with their loved ones. Hope everyone has a great holiday! Here at #langchat, we’re very thankful for all the teachers that share, challenge and inspire us every week, and this is why we’d like to give back to the community by providing easy access to all your great online resource suggestions since the beginning of #langchat in one convenient book.

What are you thankful for?

#LangChat is an independent group of world-language education professionals who come together every week via Twitter to share ideas and discuss pressing issues in the world of education. Check out the #LangChat wiki for more information about our goals and the team behind it all here. These weekly discussion summaries are sponsored by Calico Spanish as a service to the world-language community.


assessing individual studentsThis past Thursday on #langchat, participants discussed and shared ideas on a very challenging topic, “What strategies help you accurately assess individual students?” The debate was lively and lots of great tips were spread around, and we’ve included highlights and a summary of the chat below.

Thanks to all our participants for your great ideas — your participation is very much appreciated! Thanks especially to @DiegoOjeda66 and @CalicoTeach for moderating the chat for the night.

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How Do Assessments Benefit Students?

Before deciding to assess individual students, it’s important to understand why we assess students in the first place. Kids need feedback to improve. We assess students to find out what they know and are able to do (@katchiringa), as well as to provide feedback to students on their progress.

Assessment without feedback is meaningless (@suarez712002), so it’s important to include feedback methods with every assessment tool. Many of the tools provided below allow the two to be combined for every assignment, making our lives as teachers that much easier.

For more resources or tips on providing feedback, check out our past #langchat on how to provide effective feedback in the classroom.

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How Do Assessments Benefit Teachers?

Assessment is important for teachers. Formative assessment helps to tell us if we need to alter our instruction to meet our language goals and objectives (@pamwesely). Assessment should be a part of every minute of every class — “Are they with me?” “Are they on track?”

Assessments help us to determine what we are doing well and what we need to know so we can alter our curriculum to meet our goals. They help us to collect data so we can reflect on our progress (@DiegoOjeda66).

Techniques to Assess Individual Students

Participants shared a wealth of ideas on the best assessment methods in the classroom, with particular regard to our topic: accurately assessing individual students. Some methods are best for oral assessment, while others are suited for writing or to assess multiple outputs. In all cases, try to use authentic assessments as much as possible.

Assessing speaking

There are lots of methods to assess students’ oral proficiency, and it’s a good idea to mix it up to keep students engaged and performing. Perhaps the best method is to keep the class atmosphere safe and comforting so students are empowered to talk (@DiegoOjeda66). In this way, you can assess many students throughout the day.

Google Voice is great for quick oral assessments. @lovemysummer will leave a prompt as an outgoing message and ask students to record their answer over Google Voice. @klafrench uses Google Voice for narrative or presentational speaking. Students have to record messages using vocabulary or sentence constructs that they learned in class.

Voki, Vocaroo and Blabberize are also fun tools for students to record a spoken assessment with, and Blackboard‘s “VoiceBoard” feature is a similar tool that also works great.

With these tools, let students record an assessment, then record your own to give them instant feedback. With Google Voice, you can also send students feedback as text messages or emails. @petreepie’s students love this feature.

These tools are great to use because you can use them with small, 1:1 classes or with large, 30+ student classes. @klafrench has over 100 students and loves to use Google Voice for their spoken assessments. It takes a good deal of time to go through, but she says the amount of feedback combined with the ability to listen to students’ production multiple times makes it worthwhile.

Flip cameras work well for recording presentational speaking (@suarez712002). To assess the students, use assessment rubrics like the JCPS World Language Assessment rubric.

When discussing or talking about a subject, @muchachitaMJ will use several balls to play Hot Potato . With five balls, when the music stops, five students have to express their opinion on the subject. This is great for large classes as well, though be careful that the students don’t get too rowdy!

  • This is great with a beach ball as well. Cover the ball with questions in the target language, and students answer the question facing them when they catch the ball (@petreepie).

Large classes are always difficult to handle, especially when it comes to individual assessments. Not only do you have to find time to assess each individual student, but you have to keep the other students involved at the same time!

  • An effective speaking activity for large classes is Kagan’s Inside Outside Circle (@AudreyMisiano).
  • @cadamsf1 divides classes into thirds and grades each group individually.
  • @muchachitaMJ uses stations in her classes for students, and one of the stations is a small group having a conversation with the teacher. This gives kids more chances to speak and less pressure when doing so, while allowing other students to pursue other objectives.

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Assessing writing

There are several techniques to assess students’ written work. While often time-consuming, written production is one of the best-suited assessment methods for individual assessment.

For short, quick answers by students, @NinaTanti1 uses individual dry erase boards. Students love using these in class.

Try creating a list of questions for each chapter and assigning them to individual note cards, then give the note cards out to students as bellringers (@kaleestahr). For more great participant-suggested bellringer ideas, check out this previous #langchat on quick motivators and warm-ups.

To assess and grade writing assignments, @lovemysummer created an editing guide containing codes for common errors and how to improve on them. It’s also a good idea to create a list of the three to five most common errors and address them together in class the next day.

When assessing written work in large classes, such as essays, @DiegoOjeda66 suggests allowing peer editing. He usually lets students work on paper for these assignments, and provides guidance and examples at the beginning of the year.

For formal written assignments, @katchiringa has students submit written work through Microsoft Word, and then she will make comments and corrections using Word’s “Track Changes” feature. Students can then review the digital copy.

@DiegoOjeda66 likes to use Twitter to assess individual students. Check out his wiki with lots of ideas on how to do so.

Regularly written journals are great for assessing students’ progress over time (@pamwesely).

PhotoPeach is a fun video tool that students can use to make writing assignments or assessments, maybe summarize a unit. At the end, you can provide notes and feedback on their product (@klafrench).

Assessing reading

Reading assessments don’t have to just be question and answer sheets. Participants shared several other ideas to assess reading comprehension.

@NinaTanti1 suggests asking students to give you synonyms of words in the text.

@petreepie likes asking students to create an alternate ending to the story or text — great way to assess writing at the same time!

Another suggestion by @petreepie is to get students to act out the story or write about their thoughts or feelings on the text.

@katchiringa believes in art as a comprehension assessment that’s fun for the kids, too. Have kids draw what happens in the story or some of the characters.

@muchachitaMJ gives students multiple texts on a related unit and asks them to relate to her the main idea and some details.

Assessing multiple skills

VoiceThread is a great Web tool that can be used to assess students’ speaking, listening, reading and writing — and communicate with them to provide quick feedback.

#langchat teachers have long been fans of Glogster to create multimedia posters on different subjects.

@BevSymons uses the same pre- and post-unit assessments, both oral and written, to look at students’ learning and achievement for the unit.

RCFU: Random checks for understanding. Use random checks to see if the students are following along and understanding the course content. There are lots of ways to quickly check comprehension.

  • @katchiringa uses popsicle sticks with students’ names. Choose a stick, ask a question.
  • @NinaTanti1 asks students to raise fingers depending on how much they understand.
  • @lovemysummer uses a scale of one to five. Five means “I get it and can explain it to someone who isn’t here.”

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Resources and Links

Thursday’s #langchat was full of great ideas and resources, and I’m sure everyone can take some good tips out of it. If you weren’t able to make it to the chat, or don’t see some of your favorite strategies or techniques, please share your thoughts below — we’d love to hear from you!

#LangChat is an independent group of world-language education professionals who come together every week via Twitter to share ideas and discuss pressing issues in the world of education. Check out the #LangChat wiki for more information about our goals and the team behind it all here. These weekly discussion summaries are sponsored by Calico Spanish as a service to the world-language community.


This past Thursday we had a very exciting and active #langchat with lots of great debate, tips and resources shared! Our topic was “How is culture best presented in the world language classroom?” Participants showed up en masse and we had a fantastic evening of professional development.

Thanks to all our participants for the evening, and special thanks to our two moderators for the night, Diego Ojeda (@DiegoOjeda66) and Don Doehla (@dr_dmd). If you weren’t able to make it, this summary will fill you in on what was missed, and the full #langchat archive is available here. Our topic was fast-paced and crammed full of excellent ideas, but there’s still time to participate! Feel free to share your thoughts below or tweet on the #langchat hashtag, we’d love to hear from you.

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How to Present Culture in World Language Classrooms

Why Teach Culture?

@DiegoOjeda66 asked early on, “What is your main purpose when bringing culture to class?” There were some great answers to this question that highlight the many reasons we teach and expose students to culture.

@tmsaue1 said it’s to give language learning a purpose (@tmsaue1). @dr_dmd suggested it’s to build cross-cultural understanding. And @SECottrell mentioned that it’s important because the language is useless if you can’t use it competently with the people who actually speak it. @CalicoTeach wants culture to be understood from the point of empathy; not better or worse, simply different. Consider the “Why?”

Many of our students might not ever venture outside of their community, so we teach them culture so that they understand that other people live differently — and that’s ok (@klafrench). We don’t teach or compare culture to decide which one is better (@DiegoOjeda66), we do it so students know that there are other ways of doing things.

In our 21st-century, post-modern world, with all our connectivity, cultural borders are shrinking and interculturality is becoming a key word (@dr_dmd). Understanding and being able to understand other cultures has become an essential skill.

Bringing Culture to the World Language Classroom

So how do we bring culture into the classroom? A great start: @dr_dmd likes to make sure that all target texts, visuals and songs are from target cultures and authentic. If you’re using authentic materials, there’s culture in every lesson (@SECottrell).

@DiegoOjeda66 asked, “Is teaching language teaching culture?” Often, the two are inseparable. Most participants consider that they do not directly teach culture, but they use it to aid in their ultimate goal of teaching students the language.

Perhaps the best way to approach it is to consider teaching culture a means through which you teach the language. Sometimes, we’re not so much teaching culture as we are exposing students to it and teaching them the access to understand cultural means of expression (@dr_dmd).

If your class does not cover culture, on the other hand, you’re missing a great opportunity to engage students and really get them exposed to the native aspects of the language. As @DiegoOjeda66 says, “I cover culture every time I open my mouth in class.” We all should.

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Selecting Cultural Resources to Share in the Classroom

AP classes focus a lot on culture. Often, every project or assignment revolves around a cultural question. Many times the resources for these themed lessons are provided or suggested to the teacher, but not always. How do we go about locating authentic materials in order to incorporate culture in our classes?

Participants shared lots of ideas last week in our discussion on Authentic Resources for Novice Learners, and we shared a few more tips and resources this week, too.

First, choose resources that correspond to real life. All language that corresponds to real life is culturally relevant (@SECottrell), and it’s also relevant to the students — essential to engage them in class.

Next, choose resources that students want to learn about or can identify with. If students don’t buy into the cultural topic, it’s wasted. Songs and music are good authentic materials that can quickly expose kids to the culture while keeping them interested, for example (@karacjacobs).

Also, if you decided to become a world language teacher, chances are you have your own story to tell (@DiegoOjeda66). Share it! It’s automatically relevant to students and can be adapted to multiple units.

Reflecting on Culture in the World Language Classroom

Once you’ve chosen cultural topics that students are interested in and that match your language points, and you’ve selected several authentic resources, how do you maximize students’ opportunities to absorb the culture?

@dr_dmd likes to use a “What We Know / What We Need to Know” structure to discuss and go deeper with a culturally appropriate topic. Students choose or are given a topic, outline what they already know and then discuss how they can learn more, and why they should.

LinguaFolio online has a section that asks students to reflect on their cultural interactions: feel, know and act (@tmsaue1). How did this make you FEEL? What do you KNOW about this? How are you going to ACT in the future because of this?

Participants also discussed comparing the target language culture to students’ native culture as a means of learning about their own culture. This is an important point — how can students truly understand their own culture before they’ve had the time to reflect on and contrast it? How can they understand another culture until they’ve had time to compare it with their own (@tmsaue1)?

Connecting Students with the Target Culture

@BevSymons suggests letting students link up with students in the target culture through Twitter, Facebook and blogs. We’ve discussed this several times on #langchat, and participants have always stated that students really get excited about and understand the real-world use of the language this way.

For more resources on connecting with other classes, check out these former #langchat topics: Collaborating with World Language Teachers and Classrooms and Using Web 2.0 Tools in the Language Classroom.

This is a great way to expose kids to the language and culture at the same time as they practice listening and speaking with native speakers. If you put students in a real situation where they might speak Spanish, culture will inevitably enter (@SECottrell).

@BevSymon’s board created scaffolded outlines for pen-pal letters (to both send and receive); this is a great way to get even novice learners involved!

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Is It OK to Not Teach Some Culture?

@senoralopez asked if there is a guide to what cultural notes should be taught — for example, if teaching Spanish, do you HAVE to teach about flamenco dancing? Are you obligated to teach everything, or certain things?Honestly, there are so many cultures and subcultures out there that it would be impossible to expose students to all aspects of the target culture. Pick topics that match well with the language point you’re concentrating on or that students are interested in. We don’t teach culture expecting that students will visit every country that speaks the target language(@DiegoOjeda66), but we do teach it to promote cross-cultural awareness and understanding.Ideas for Culture-Linked Units
Participants shared lots of resources and ideas for specific units to try in your classroom. We’ve included lots below, check them out!

  • Use important days in the target culture and celebrate them with students. If you have class during the summer, celebrate Bastille Day together. @profesorM likes to use the Day of the Dead to highlight famous Hispanics who have passed away. He asks students to make a Wallwisher project to go along with the project.
  • Food is a wonderful way to link your students with culture while teaching essential vocabulary and phrases — and it definitely gets students’ attention! @profesorM often shared authentic food with kids in the past, and @SECottrell is considering doing an in-school Christmas field trip on making tamales soon.
  • Highlight areas of the target culture by contrasting with the same topic in the students’ native culture. For example, @SECottrell suggests a unit on relationships where students contrast US relationships with Latin American relationships.
  • Similarly, choose a current event and compare how it’s received and treated in the two cultures. @cadamsf1 did a recent unit on the Occupy movements in the US and in Spain and found it was an excellent way to study the subjunctive.
  • Often, the target language is shared by many different cultures. Students might not realize this, so take advantage of your time with them to show that the language they’re studying is spoken throughout the world. For a unit on the environment, for example, highlight eco-tourism and the various indigenous peoples who speak the target language.
  • Sometimes, teaching about subcultures is a great way to go more in-depth and then relate to the larger culture (@karacjacobs). Subcultures can be a topic of their own and are often an essential piece in the education puzzle. Too often we’re stuck on the concept of the nation equals the culture; what about religious cultures? generational cultures? (@pamwesely)

Some other excellent cultural unit topics that can also draw on subjects students are already familiar with:

  • a unit on healthcare where students research and highlight the healthcare crisis in regards to undocumented immigrants (@SECottrell);
  • bullfighting and its end in Barcelona (@profesorM);
  • technology and the change that the Internet and cell phones are bringing to Latin America (@SECottrell);
  • clothing with an emphasis on shopping in the target culture (use target-language websites like this one for Spanish! @SECottrell)
  • discuss geography and its impact on culture, for example the 12 hours of daylight along the equator — how would that impact life? (@CalicoTeach);
  • read the story on the UY rugby team stranded in the Andes as a prelude to a debate on whether students would eat their teammates to stay alive (@kaleestahr).

The possibilities are endless! Choose any one unit, and you’ll surely be able to find target language resources to go along with it.

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Teaching Culture to Beginners

A common issue is how to teach culture to beginners — while staying in the target language and thus furthering their language education. This is a difficult problem, and one we discussed last week in our Authentic Resources for Novice Learners topic.

It’s important to avoid feeling that we need to educate beginning learners in as much culture as possible while we can — language instruction is still our main goal. If we spend more time getting kids out of novice levels, they will be able to experience and learn about so much more culture (@tmsaue1).

Still, simple grammar instruction and vocabulary repetition is a quick path to a sleepy class. Share as many authentic materials as you can to get students engaged and exposed. Good general ideas for novice learners are authentic images, video clips and songs so they can begin to get a feel for the culture (@CalicoTeach).

Books, Movies and More!

This week’s #langchat was an exciting mix of resources and debate. We want to say thank you to all of you for sharing such great resources and ideas!

If you’d like to continue the discussion, feel free to do so below. We welcome all comments and further resources!

Finally, we’ll leave you with a challenge to try in the coming weeks. @cadamsf1 and her colleagues are challenging themselves to choose existing units and to find as many great, authentic materials as possible to share with their students. What a great way to push yourself to give your kids the best that you can!

Take care, and until next Thursday at 8.
#LangChat is an independent group of world-language education professionals who come together every week via Twitter to share ideas and discuss pressing issues in the world of education. Check out the #LangChat wiki for more information about our goals and the team behind it all here. These weekly discussion summaries are sponsored by Calico Spanish as a service to the world-language community.