World Language Teacher Summit
43 sessions & PD Certificate for 30 hours
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World Language Teacher Summit
7 Lessons
10 Lessons
To encourage more communication and engagement in the classroom, Megan shares several ways teachers can spark curiosity in their students. Modeling good questions, intriguing resources, and visually appealing handouts, this presentation offers examples with art, music, and housing that motivates students to dig deeper and talk longer.
In this presentation, veteran teacher Lynn Ramsson offers a definition of mindfulness while explaining the benefits of incorporating notions of mindfulness into teaching and learning world languages. She suggests specific strategies that can make a world language classroom more mindful while pointing out CI methods that are particularly compatible with mindfulness. From this presentation, teachers will gain: An understanding of mindfulness An appreciation for the benefits of mindful teaching and learning for both students and teachers Insight into the potential connections between mindfulness and various activities that involve CI General mindful teaching strategies that can be easily and quickly implemented
Diego speaks from his three decades of experience about how creating intentional community prepares students to be citizens in the world. As you focus on authenticity in class, you engage students in learning language and participating in your class.
Beckie Bray Rankin discusses the different ways that reflective thinking can benefit students and improve their learning experience in this presentation while acknowledging that a change in thinking can be challenging. She explains how to make this change easier for everyone involved, providing encouragement and anecdotal evidence from her own time in the classroom. From this presentation, teachers will gain: Insight into the process of change and the reasons why change can be difficult for students and teachers alike. Vocabulary to use when discussing change with colleagues and administrators. An action plan that teachers can follow in order to encourage reflective thinking.
Nissa challenges teachers to rethink their first day with students to avoid jumping into the rules in English. Start with some community-building communicative activities like card talk or kid grid.
Valentina shares some of her tried and true routines, activities, and games that keep her elementary students engaged in her class. From animal-based rules to creaking door sound effects, this presentation offers fun ideas for any level.
Jon Cowart, Director of World Language and Instructional Coach at Memphis Schools, has almost a decade of teaching with Comprehensible Input in an urban setting. In this session, Jon shares his most essential procedures for successful classroom management. He sets the tone for the day with his First Five procedure, keeps students on task with his behavior management cycles, and finishes strong with a Last Five Minutes routine that keeps kids engaged to the bell.
Kelsey elaborates on what is culturally responsive teaching by first discussing what it is not. The presentation aims for educators to be able to explain culturally responsive teaching and reflect on their practice & then implement several culturally responsive teaching strategies. Kelsey then shares some cultural learning strategies and best practices and how she uses them in her class.
Kimberly and Tiffany share their experiences of encouraging student reflection in the classroom to build a community with their students. They emphasize the fact that reflection is a skill that needs to be taught and the importance of scaffolding the process in order to maximize its potential. They also suggest a practical strategy, together with concrete examples, for implementing this approach in the classroom.
Glenn Cake demonstrates how to use web-based games that are engaging and practical for students in the class. He shows how he uses these games in his class.
8 Lessons
In this presentation, Hélène shares with the audience her passion for books and shows how she was able to incorporate novels in her teaching practice. She also provides some information about the role of Comprehensible Input in the development of language competence and literacy. Finally, she describes a large number of varied activities that can be done before, during, and after reading novels in class.
Kaitlin has successfully transitioned from teaching with a textbook to delivering targeted and non-targeted comprehensible input. She first explains how to make your language more accessible to students. She then takes you through an entire textbook unit of study to show you how each activity can be adapted to fit her key criteria for delivering student-centered, engaging, comprehensible input.
Allison Weinhold is a one-woman world language department, and in this presentation, she talks about her transition from teaching according to traditional methods to a CI approach in a desk-free classroom. She offers teachers several crowd-pleasing CI activities to use immediately as well as a list of resources. From this presentation, teachers will gain: Confidence in their own transition from a traditional textbook to a CI approach. Ideas for CI activities that they can implement immediately.
French teacher and CI enthusiast Mila Gardner explains why speaking slowly is an essential skill for world language teachers who want to be as comprehensible as possible for their students. She describes her own experience as a classroom teacher in detail, and she provides helpful tips and a thorough explanation of benefits in this presentation. Mila includes a classroom demonstration of her techniques and her slow approach to teaching with CI so teachers will be able to learn from her example. From this presentation, teachers will gain: Insight into why going slowly is important when teaching world languages. Techniques that enable slow and effective communication in the target language. An understanding of the benefits of speaking slowly as a teacher using CI.
Elisabeth discusses how input can be comprehensible for learners who can’t yet read. Strategies for selecting rich input, keeping it comprehensible, and engaging their attention allow teachers to think critically about what language they give students.
Albert Fernández, also known as Señor Fernie, speaks about making the switch from textbook-driven language teaching to a proficiency focus. He emphasizes the importance of setting intentional goals for your own teaching as well as the benefits of teaching for acquisition. From this presentation, teachers will gain: A deeper understanding of the difference between language learning and language acquisition. A list of CI strategies that are easily adapted into any language classroom. Clear recommendations for discussing a potential switch with administrators, students, parents and other teachers.
Brian Whitney encourages teachers, even those with limited artistic ability, to make use of simple drawings in the classroom to help engage students’ attention and provide visual support during extended listening activities. He provides teachers with step-by-step instructions for presenting both a fictional story (‘The Tortoise and the Eagle’) and a real-life scientific process (‘The Food Chain’) – and then demonstrates how to present them in the classroom. From this presentation, teachers will gain: Reassurance that it is not necessary to have a great deal of artistic ability to be able to use simple drawings effectively in the classroom. Ideas for ways to use simple drawings to support extended listening activities.
Brett Chonko expounds on the importance of building a reading program in the class. He provides various resources of books which a teacher could look into when searching for books when building a mini library in the class. He shares his personal experiences and strategies in developing literacy while building a successful reading program.
7 Lessons
As we transition from traditional textbook and grammar-heavy teaching to a more student-centered communicative approach, sometimes it feels challenging to fill our daily lesson plans. Tina gives some suggestions based on the ACTFL Can Do Statements and Performance Descriptors for what students are able to do at each level and a sample learning progression model.
Jason shares his experience learning about meditation and how it saved his career and his sanity. In this presentation, he shares with the audience the techniques that he has used. Bond’s presentation serves as a guided meditation for educators. From this presentation, teachers will gain: Insight into the use of mindfulness in order to reduce burnout. An understanding of the tall mountain meditation techniques. A set of mindfulness activities that they can use in their daily teaching lives.
Meredith White has tried and true ideas to make your classroom work more smoothly. She shares tips for the implementation of classroom jobs and discusses its impact on behaviors, investment, and classroom management. She also shares her daily and weekly instructional routines and how she and her students have benefited from the built-in backup plans those routines provide.
Ashley describes routine activities she uses in her classroom to engage students in her themes. Some tasks repeat daily and others throughout the week or unit. Learn about how she structures these activities to see what may work for you.
Quick assessment dipsticks students on a particular task or activity, which allows grouping that is fair and efficient. Ben explains how you can use groups based on ability and random groups to motivate students and help them learn best.
Jodi lays out ways to increase the effectiveness of grading practices without spending more time on the process, while emphasizing communication through all modes. By thoughtfully selecting your assessments, the level of feedback best for students, and your reason for grading, decrease your take-home work load!
Bertha Delgadillo explains what she means by ‘No-Prep Foldables’ and clarifies the benefits they offer to both students and teachers. She also shares practical examples of a variety of different types of foldables, together with suggestions for integrating them into the classroom and tips for setting them up successfully From this presentation, teachers will gain: An understanding of the term ‘No-Prep Foldables’ and an appreciation of the benefits they have to offer to both students and teachers. A collection of ideas for exploiting a variety of engaging foldables in the classroom, together with tips to help ensure that they are set up successfully.
10 Lessons
Lisa Shepard offers teachers a thorough explanation of the interpersonal mode in this informative and well-organized presentation. As well, Lisa offers teachers a multitude of activities and ideas for lessons that encourage students to interact and to communicate with each other. From this presentation, teachers will gain: A clarification of the phrase “interpersonal communication” in the context of a world language classroom. A deeper appreciation for the ways in which students can work within an interpersonal framework. A vast collection of ideas for activities that allow for student interaction in partners and larger groups.
Joshua Cabral links language proficiency goals with important child development principles in this informative presentation for elementary and middle school world language teachers. He offers teachers an in-depth approach to interactive teaching methods that promote language proficiency and foster a deeper understanding of global cultures in students. From this presentation, teachers will gain: An understanding of the connection between child development principles and language proficiency. A clear approach to designing classroom activities appropriate for various proficiency levels. An activity that they can implement in their own classrooms immediately.
Bethanie offers some insight into why using chat mats as a scaffolding resource for students allows them to practice higher level production without memorizing. With four different examples, this presentation walks you through activities to use with chat mats about descriptions, opinions, and weekends.
After describing the nature of their new podcast “MFLTWITTER”, Noah and Joe walk through several techie resources they have shared in various episodes.
Sheri Plath, Oral Proficiency Interview trained instructor, shares how and why she gets kids speaking the target language for a goal of 50% of every class period. She shares ways to support emerging speakers and how to create an environment of student buy-in. She recommends ways to keep students - and teachers - accountable to use target language in level-appropriate tasks that could be used with any topic!
Sheri Plath shares how to improve speaking skills by using centers. She gives ideas for speaking, listening, writing, and reading centers and makes recommendations that will keep your groups moving through the centers smoothly.
Fadi describes some games and activities in which students speak the target language, and then includes in-class demos for you to see.
Erin and Zoe reflect on the importance of the connection between Comprehensible Input and ACTFL Core Practices. They clarify the first three ACTFL Core Practices, outline their benefits and offer a wide variety of activities and online resources which focus on using comprehensible input, authentic resources and oral interpersonal communication tasks in the language classroom.
Tracy gives fellow teachers a thorough explanation of Intercultural Language Teaching Strategies and offers a valuable insight into the Iceberg Model of Surface and Deep Culture. In addition, he explains in detail the methods that he personally uses in his world languages classes and shares several global awareness activities that teachers can use in their classrooms in order to foster intercultural learning. From this presentation, teachers will gain: A vast array of creative strategies and activities to promote Global Awareness in their classroom A sound grasp of the role of Comprehensible Input as a vehicle for understanding and interculturality. Conscious awareness of the Iceberg Model of Surface and Deep Culture
Katherine explains how she uses the videos from her Youtube channel in her class, with a focus on inspiring other educators to use YouTube as a means to make learning possible outside the classroom.
10 Lessons
Kristen provides various strategies that can help teachers create an inclusive learning environment. The goal is to help special-needs learners perform tasks as much as other learners.
Dorie makes a case for the critical need to intentionally teach intercultural competencies at any language learner level. After defining intercultural competencies and exploring Byram’s ICC Model, she encourages us to integrate these competencies into our curriculum.
Emilie breaks down reluctant learners into three categories that lead into ideas to motivate them. With tips from planning to implementing, every teacher can find a way to relate to students and engage them in learning.
Teaching traditions as part of your culturally steeped unit is engaging to students, but if we teach only the tip of the iceberg of culture, we promulgate misconceptions. Stephanie shares some fun twists to holidays we typically teach to ensure we value representation and nuance.
Large and energy-filled classroom can challenge a teacher’s sanity! Using tech tools and organizational strategies, Rachel Lucas shares how she successfully manages classrooms with up to 53 students.
Julie goes through step by step what it looks like to create, demonstrate, and reinforce expectations and routines in the (elementary) classroom. By being consistent and concise, we offer students the best chance at being successful and feeling safe in our room.
Dr. Mendez Santos presents the failures of Foreign Language programs as well as solutions to overcome the challenges that transpire during lessons in connection to demotivation. She presents how language policies are not working as expected causing the high level of language learning failure worldwide. Her presentation encourages teachers to: determine the factors that demotivate learners in learning a foreign language; find ways in order to boost the confidence of learners and make them feel capable; and reflect on their methodologies if it is parallel with the objectives they set for their class.
Thea gives details about the proficiency levels that language learners come across and how the skills on each level crisscross to what learners have to do. She explains how the awareness of the learners’ level help in knowing how to align kids’ work in their learning and their efforts towards being successful in level 4 and AP. Example activities are provided in the presentation as well as suggestions as to what language teachers could do moving forward in order for them to utilize the goals in helping the learners achieve a certain level.
Spanish teacher Erin Nienas shares her experience as a Spanish Teacher and provides fellow teachers valuable advise on how to incorporate effective practices in their teaching. In the first part of the presentation, Erin focuses on the strategies teachers can use to work together with their departments in order to incorporate effective teaching practices. The second part of the presentation is devoted to the work that teachers can do in their own classrooms in order to promote said effective practices.
Lisa Podbilski shares strategies on how to help students self-advocate in all the areas of language learning. Alongside these strategies are her personal experiences which she deemed successful and resources which can be modified and used as tools to help empower students have control over their learning. Furthermore, she elaborates on building towards AP starting from lower level and all the scaffolds teachers need to provide to build up the necessary skills in each level.
2 Lessons
Discover what Tina has to say about: What to do when you are being micromanaged by your administration? (minute 1:02) How do I not wear myself out with CI? Do you have any tricks to save time? (minute 9:06) How do you challenge kids in a mixed ability class? (minute 12:31) How to stay in the language? (minute 15:56) How to engage kids, especially in high school? How to challenge kids? How to get less extroverted kids to participate? How to encourage your struggling students? (minute 19:48) How can you manage pushback from your department and work with conflicting ideologies in your department or building? (minute 34:16)
Sheri Plath shares how to improve speaking skills by using centers. She gives ideas for speaking, listening, writing, and reading centers and makes recommendations that will keep your groups moving through the centers smoothly.