Iconic closing screen from Warner Brother's Cartoons shows white script over red concentric circles. The text reads: That's all Folks!
This concludes tonight's discussion of #HoningOurCraft chapter 12, the final chapter.
Thanks to everyone who commented as I read this book and shared my thoughts each week. I don't know about you, but I learned a lot.
Let me know what you're reading and how it's changing your perspectives.
I think my biggest takeaway from #HoningOurCraft chapter 12:
I should refer to the NCSSFL-ACTFL Can Do statements for Intercultural Citizenship when revamping my curriculum this summer.
#LangChat
The authors of #HoningOurCraft ch.12 give 2 examples of units designed to teach intercultural citizenship while teaching language. Nowhere do they say what age or proficiency level they had in mind, but after reading them, I'm guessing it wasn't "middle school" and "novices."
#LangChat
TA: What is your biggest takeaway from having read #HoningOurCraft chapter 12 or participating in this discussion on Teaching Languages for Intercultural Citizenship and Social Justice?
Include #LangChat in your response.
The action components in #HoningOurCraft are not appropriate for my students; I'm having a hard time imagining ones that are.
"Students should decide what action they would like to conduct" (p.237).
The action my students would like to conduct is sleep, play with their phones, or talk to friends.
Your turn! What questions do you have after reading #HoningOurCraft chapter 12 or participating in tonight's discussion on Teaching Languages for Intercultural Citizenship and Social Justice?
#LangChat
Q5: Wagner & Glynn say to "plan at least 1 or 2 action components per school year" (p. 236). Do you? If so, please give examples, and let us know what age and proficiency level these are for.
#LangChat
#HoningOurCraft
Q2: Wagner & Glynn list "dimensions of intercultural competence:
-Attitudes
-Knowledge
-Skills of interpreting and relating
-Skills of discover and interaction
-Critical cultural awareness/political education"
Do you explicitly teach for these? Do you assess them? HOW?
#LangChat #HoningOurCraft
I was excited to read this chapter of #HoningOurCraft. I've read Cassandra Glynn's book Words and Actions: Teaching Language Through the Lens of Social Justice.
And I've attended ACTFL sessions with Manuela Wagner and her co-presenter Ben Rifkin.
#LangChat
www.amazon.com/Words-Action...
Q1: What is your comfort level with the NCSSFL-ACTFL Can-Do Statements for Intercultural Communication: Novice? Intermediate? Advanced? Superior?
If you use them, how?
#LangChat #HoningOurCraft
Welcome to a #LangChat style discussion of #HoningOurCraft ch 12. The topic: Teaching Languages for Intercultural Citizenship and Social Justice. The authors: Manuela Wagner and Cassandra Glynn.
Who are you? And what are you looking forward to this summer? (Winter, for my followers in the South)
Hey, that’s not Stacy’s cat!
No, it’s not, but what a good cat!
Doesn’t the sight of it make you want to chat about #InterculturalCitizenship and chapter 12 of #HoningOurCraft here at 8:00pm tonight? #LangChat
For my dozens of followers who were looking forward to this discussion on #HoningOurCraft chapter 12, I apologize. I’m not going to make it home by 8:00pm tonight. New time: tomorrow, Friday night 8pm EST.
This concludes tonight's discussion on chapter 11 of #HoningOurCraft, on Translanguaging in the World Language Classroom.
Please join me next week at 8:00 pm EST to discuss chapter 12, on Teaching Languages for Intercultural Citizenship and Social Justice, a topic close to my ❤️ .
#LangChat
Takeaways! What have YOU learned from reading #HoningOurCraft chapter 11 on Translanguaging in the World Language Classroom, or from tonight's #LangChat style discussion?
Q3: Turnbull says "translanguaging is rarely accepted in most WL educational contexts." (p. 224).
What limits do YOU see on the use of translanguaging in a WL classroom?
Include #LangChat in your answer.
#HoningOurCraft
Q2: Turnbull suggests we "promote the use of students' complete linguistic repertoires to further leverage their developing bilingualism in all class activities." p.225. That means sometimes using an L1.
How do you & your students use translanguaging in your WL class?
#LangChat
#HoningOurCraft
Welcome to a #LangChat style discussion of #HoningOurCraft ch.11: "Translanguaging in the World Language Classroom: Toward Epistemological and Practical Change," by Blake Turnbull.
Introduce yourself! Who are you, what do you teach, and what is your favorite song that features translanguaging?
The History of Mexico is a mural in the stairwell of the National Palace in Mexico City by Diego Rivera. Produced between 1929 and 1935, the mural depicts Mexico's history from ancient times to the present.
Coming Soon! 8:00 EST join me here for a #LangChat style discussion on #HoningOurCraft ch 11: Translanguaging in the World Language Classroom.
What better image to accompany a discussion of translanguaging than Rivera's History of Mexico murals? Power struggles, cultures blending... it's all here!
That's the end of this week's #LangChat discussion on #HoningOurCraft ch 10 on WLSP and CSL.
If you missed the live discussion, please feel free to comment throughout the week.
I hope you'll join me here next week Thurs 8:00 pm EST to discuss ch 11 on Translanguaging in the World Language Classroom.
Photo of a hand stirring a pan on a stove. In the pan is a brown mixture. The student is making Mexican Hot Chocolate.
Takeaways! We've had time for Ruggiero's ideas to cook a bit. What flavor are you left with?
What have you learned about World Languages for Specific Purposes (WLSP) or Community Service Learning (CSL) from #HoningOurCraft chapter 10 or from tonight's discussion?
Include #LangChat in your response
The cover of the book Honing Our Craft: World Language Teaching Today
Your turn! What questions do YOU have about #HoningOurCraft chapter 10, about World Languages for Specific Purposes (WLSP), Community Service Learning (CSL), or all three?
Include #LangChat in your response.
A woman and man sit at an outdoor café in Spain. This is a still from the BBC series made for language learners called "Mi Vida Loca."
Q5: Ruggiero writes, "cultural texts often engage WLSP subjects and can be interpreted in light of relevant cultural and social issues that WLSP is concerned with." (p.204)
Do you have a book/movie/work of art/other text you'd recommend to support learning WLSP?
#LangChat
#HoningOurCraft
Two girls in Peru wearing traditional dress: Red embroidered jackets; black embroidered skirts. They are posing next to a baby alpaca in a jewelry store. The older girl looks about nine years old. The younger girl looks about four years old.
Q4: Ruggiero writes "Introducing and growing input (lexicon) at the introductory levels is ideal, so that more advanced courses can focus more so on issues related to language & culture rather than spend time on building lexicon in WLSP"(p.203)
Do you agree? Why or why not?
#LangChat
#HoningOurCraft
At least 9 hands of varying skin tones belonging to young people come together in a hand stack
Q3: Ruggiero writes about an integrating World Languages for Specific Purposes with Community Service Learning (CSL) but these need not go together. Do you teach through CSL? If so, tell us about your program! If not, what's holding you back?
Include #LangChat in your response.
#HoningOurCraft
Advertisement for Festival K-Pop put on by the Municipalidad de Lima. Five women with long hair, white shirts, red shorts, are posed with one hand in the air. They are on an outdoor stage at night.
Q2: Even if you don't teach WLSP, you probably have an idea of why and with whom your students might use the language in the future. Ruggiero refers to this as a Community of Practice, or CoP. What CoP do you imagine for your students? Talking about k-pop with Peruvians?
#LangChat
#HoningOurCraft
-Business -Legal purposes/law enforcement -Medicine and healthcare -Academic purposes -Leadership and community development -Tourism and hospitality -Diplomacy -Air traffic controllers -Interpreting and translating
Q1: Do you teach a World Language for a Specific Purpose (WLSP)? Have you ever taken a WLSP class? If so, which purpose? If not, which purpose do you think you could teach?
Include #LangChat in your answer.
#HoningOurCraft
The cover of Honing Our Craft: World Language Teaching Today edited by Florencia Henshaw & Kim Potowski shows a sharp red pencil with a white lead on a blue background.
Welcome to a discussion of #HoningOurCraft chapter 10. The author is Diana Ruggiero; the title is "World Languages for Specific Purposes and Community Service Learning: Needs, Motivations, and Affordances."
Intros! Who are you, what do you teach, and how many days left until your summer vacation?
Photo of three policemen wearing black uniforms and black berets holding leashes of three dogs: a white one, a tan lab, and a german shepherd. They are walking down a street in Peru.
Are you ready to discuss World Languages for Specific Purposes and Community Service Learning? A #LangChat style discussion of #HoningOurCraft chapter 10 is coming up right here in about an hour. 8:00pm EST. See you soon!
Hey wait, that's not Stacy's dog Rocket!
