Podcasts- Introducing the TC (target culture) and TL (target language)

I chose to share a podcast from http://kids.learnoutloud.com/.  This site offers podcasts for sale (this one below would be just $1.00. I chose a podcast about travel to Mexico. I teach a chapter on Mexico in my Spanish 1 course, where the students have not yet been exposed to much Spanish yet, but are just learning to appreciate the culture and geography of Spanish speaking countries. 

The use of a podcast on my blog would be beneficial in this introductory learning activity to Mexico, and could be spiraled up to the higher language classes by simply uploading the podcast in the target language (Spanish) rather than the audio being in English.
.Some things covered in this 5 minute podcast include:

• Which country separates the United States of America from Central America? 
• Where, on average, do people eat half a kilo of tortillas every day? 
• Where is home to the cactus and the Chihuahua? Mexico, of course!
• Mexico, or the United States of Mexico, is a federation of thirty-one sovereign states. 
• Mexico's land mass is almost three times that of Texas, which it borders.
• Mexico is the world’s fourteenth largest nation

This podcast is an excellent way to engage the young language learner.  I would like to include a podcast from each country that we study in level one Spanish. Each would simply be assigned to the students as homework for listening practice/knowledge. A blog question/answer prompt could be added for testing comprehension.

http://kids.learnoutloud.com/

How can I use ePals in my classroom?

I explored ePals for the very first time. I am almost hesitant to admit that I have been a language teacher for 7 years and have not had any experience with ePals. I immediately went to find a classroom and match the students that I teach (13-17 years) according to their age group, preferred location, first language, etc. I immediately saw an opportunity to break away from the traditional classroom, and  collaborate with students from different corners of the world and become engaged in this cultural exchange community. I view this as a valuable opportunity to offer learning outside classrooms, while offering authentic Spanish language input, something that my high school's town does not have much experience with.

I think it would be great to allow my students to work in pairs to try their best to translate something that a high school group of students wanted to talk about from Spanish to English, and vice versa.  The relevance is what would really motivate the students.  

Through this Web interaction, students from both classrooms can learn new cultural knowledge from their partners.

When I consider something that I lack in my teaching, I myself like the other language teachers that I collaborate with, typically respond that it’s difficult to find native or fluent language speakers that our students can interact with. ePals is a solution.

Could it be- virtual reality!!!?

Learn a foreign language in an innovative 3D role-playing game!

MiddWorld Online

The following is exactly what I am looking for in a serious language learning game. Although I was unable to play it, please view the video to see just what could be possible.

http://www.youtube.com/watch?feature=player_embedded&v=2lfK6Zq2YQg

Second Life is probably the best known 3D virtual world, but it is not the only one. Some other virtual environments that you may have heard of include There.com, Twinity and Exit Reality.

Generally virtual worlds are relaxed environments where anyone can go to socialize. However, many businesses and countless educational institutions are using virtual worlds for private meetings, classes and public events.

- See more at: http://www.avatarlanguages.com/teaching/virtualworld.php#sthash.pJItudLX.dpuf

The reason I am drawn to MiddWorld is because there is a mission- a real sense of gaming, all while exposure to the Spanish language!

use this blog link for more information. seriousgamesmarket.blogspot.com

·       I stumbled upon this while surfing the Web. http://muzzylane.com/project/m

 Language learning objectives would be:

Social learning: students can meet others, whether fellow students from their own institution or students at a partner institute or simply native speakers of their target language. Both specific tasks and general conversation practice are available in a relaxed environment.

Immersive learning: 3D virtual environments allow students to really be somewhere. Students can easily (virtually) visit real locations or explore imaginary places. This allows us to add reality to specific tasks by including the physical interaction with the location as part of the language task, yet it avoids being bound by the logistics of arranging visits.

Creativity: some virtual worlds (especially Second Life) allow users to build objects (real or imaginary) in a cheap and easy way. Students can create and decorate their own virtual home, customize their avatar’s appearance and create virtual vehicles. There are therefore opportunities for students to role play within a specific context and to collaborate with other students in building tasks.

Relevance: for many students virtual worlds seem normal places to be. Virtual meetings or presentations are different from their real life equivalents and so students will benefit from practicing 21st Century skills within a 3D virtual environment.

- See more at: http://www.avatarlanguages.com/teaching/virtualworld.php 

 How could I assess if these learning objectives had been met? That’s a great question. Because this would be a game for students to play at home, it would be difficult at this point to determine the assessment of achievement. Perhaps it would satisfy the requirement to simply log on to the game and play. 

 I would love to explore this virtual Spanish world, if anyone has any connections, experience, links, or other to some serious gaming along these lines, Please comment below!

Perhaps a virtual reality of language learning is premature, however…

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Flow is a term coined by Csikszentmihalyi (1975) to refer to a mental state experienced during challenging activities in a comfortable zone between "anxiety" and "boredom,".

 (Franciosi, pg.12) A Comparison of Computer Game and Language-Learning Task Design Using Flow Theory.

 

As a high school Spanish teacher, I truly believe that real-world communication could be supported by the use of computer games and facilitate intrinsic motivation in language learners.

While I would be willing to experiment and introduce and differentiate (a word from the good old days) my instruction, I do agree that it is not clear to what extent computer games are needed to benefit overall student motivation, or if overreliance on computer games would actually be detrimental to student motivation, as mentioned in the above mentioned article by Franciosi.

I feel that the integration of gaming in the classroom could be an excessive tool that may not be worth using because of the risks involved.  Gaming in the classroom, or out of the classroom for that matter, could be time consuming, and expensiv.

1.      A definition of gamification- typically involves applying game design thinking to non-game applications to make them more fun and engaging. Gamification has been called one of the most important trends in technology by several industry experts. Gamification can potentially be applied to any industry and almost anything to create fun and engaging experiences, converting users into players.

                  http://gamification.org/wiki/Gamification

2.      A rational for using games for language learning- I truly believe that real-world communication could be supported by the use of computer games and facilitate intrinsic motivation in language learners. Gaming can ease language learning anxiety and provide "edutainment" in the classroom.  I see gamification as a tool, like any other, that can enhance and facilitate the learning process.

 3.     A link to my game to use in High School Spanish 2 "CHRONON" http://www.eyezmaze.com/chronon/v0/index.html

4.     I played this game, forst without a walkthrough script because I didn’t know what that was! Then once I figured out how to follow the walkthrough, it was interesting manipulating the game screen, and then my 6 year old wanted to play it as I read the walkthrough to her.

5.     Language learning objectives:

·        I immediately saw the “walkthrough script as a way to re-inforce commands and prepositions for teaching Spanish to my sophomores.

·       Students would collaborate in pairs to translate the walkthrough and succeed in the game.

·       Reading, listening, and communicative skills would be enhanced through the reading of the script in pairs.

·       Playing this game achieves flow by providing: goals, rules, and improvement (Hill http://www.wizards.com/Magic/Magazine/Article.aspx?x=mtg/daily/ld/184 )

6.   How the students would be actively involved- Students would collaborate in pairs to translate the walkthrough from Spanish to English and succeed in the game.

7.    The role/activity of the teacher would be to put students into functioning pairs, and assign computers. Only one computer would be needed per pair, because the walkthrough would be printed out on paper in Spanish.

8.   A walkthrough translated into Spanish would be provided upon starting the game. 

example walkthrough for game "Chronon" 

9.   Images from the game would be used as vocabulary reinforcements.  For example, items in the home: clock, fireplace, window, table, etc.

10.  What ways you could I assess whether the learning objectives had been met?

·       Simple observation of the class participation

·       Observing if the participant’s monster turns to stone.

·       Measuring length of time to achieve success

·       End of game reflection and class discussion about key prepositional phrases, vocabulary and commands that were used in the walkthrough script. Discussion could be verbal or written as a close-out activity.