The Motivated Classroom Podcast

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Jump to the programme notes for each episode:

41 ¦ What every teacher needs to know about memory and motivation with Steve Smith
42 ¦ The power of positive emotions in the language classroom
43 ¦ August to June: Structuring a language curriculum without a textbook
44 ¦ Retrieval to review: Structuring a motivated language lesson
45 ¦ Motivating multilinguals through inclusion, diversity and pride with Tan Huynh
46 ¦ The motivational impact of decolonising our languages curriculum with Maud Waret
47 ¦ Q & A: Surviving as a student-teacher, the curriculum and writing notes in class
48 ¦ Motivational strategies: From research to classroom practice
49 ¦ Motivational strategies part two: The role of the teacher
50 ¦ Translating second language acquisition research into motivational practice with Dr. Karen Lichtman & Dr. Bill VanPatten
51 ¦ Using classroom jobs to provide more input & build relationships
52 ¦ Setting up your language class in 12 zero-prep steps
​53 ¦ Q&A: Aligning an acquisition based approach within the curriculum & girls v. boys motivation
54 ¦ Implicit and explicit knowledge in the language classroom
55 ¦ Finding the common ground between language acquisition research and classroom practice with Dr. Florencia Henshaw
56 ¦ Making homework motivational
57 ¦ The impact of parental beliefs on language learning motivation
58 ¦ Parental engagement and motivated language learners with Dr. Chris Martin
​59 ¦ Q&A: Student resistance, online translators and teaching spelling
60 ¦ Going deskless, classroom displays & fancy posters in the language classroom
​61 ¦ 12 motivating, zero-prep listening activities
62 ¦ Motivation and culture through music in the classroom
63 ¦ Classroom approaches for motivating young language learners with Dr. Quint Oga-Baldwin
64 ¦ Practical strategies to both reach & teach young language learners with Marianne de Best
65 ¦ Motivational lessons from the elementary classroom
​66 ¦ Q&A: Sharing classrooms, minimum contact time & creating a class motto
67 ¦ Collaboration podcast: Motivating, school based professional development with Darren Leslie
​68 ¦ Developing evidence-informed pedagogy through internal professional development
69 ¦ Becoming an evidence-informed school with Jade Pearce
70 ¦ Six easy steps for an effective parent-teacher meeting
71 ¦ Q&A: Starting class, taking notes and building on class stories
72 ¦ Using the target language: When, why and how
73 ¦ Language, identity and inclusion with Françoise Thenoux
74 ¦ The languages class as a vehicle for social justice
​75 ¦ Centring our language class around Black & Brown identities with Ben Tinsley
76 ¦ Q&A: Assessing writing, use of English & not overwhelming beginners
77 ¦ Increasing uptake and decreasing dropout in our language programmes
78 ¦ Setting, streaming and separating by ability
​79 ¦ Motivation and Extensive Processing Instruction (EPI) with Dr. Gianfranco Conti
80 ¦ Teaching with Comprehensible Input (CI): Overcoming the obstacles
81 ¦ Teaching with Comprehensible Input (CI): Is it more inclusive but less authentic?
82 ¦ Teaching with Comprehensible Input (CI) Q&A: Inclusion, parents and missing class
83 ¦ Language acquisition through compelling comprehensible inputs with Dr. Stephen Krashen
84 ¦ Comprehensible Input (CI) teaching with intermediate & advanced learners
85 ¦ Motivating beginners through easy-to-read novels with Margarita Pérez García
86 ¦ Eight zero-prep classroom activities to instil a love of reading
87 ¦ Back to school: Eight strategies for a motivated year
88 ¦ Q&A: New students entering a CI class, adult learners & difficult classes
89 ¦ UDL: Access for all through a Universal Design for Learning
90 ¦ Differentiation in the language acquisition classroom
91 ¦ Error correction, motivation and examination
92 ¦ Maximising your target language use with Alina Filipescu and Jason Fritze
93 ¦ Why grammar instruction is impeding acquisition
​94 ¦ Advanced students: Keeping the inputs comprehensible through increased inputs
95 ¦ Trauma-informed teaching with illiterate students with Janique Vanderstocken
96 ¦ Interrupting misogyny and toxic masculinity with Abelardo Almazán-Vázquez
97 ¦ The motivation-engagement-acquisition cycle
98 ¦ Three motivation-based case studies from the language classroom
99 ¦ Raising language learner motivation with Dr. Kimberly Noels
100 ¦ Self-determination theory, motivation and language learning with Dr. Richard Ryan
101 ¦ Respecting and amplifying all languages in our multilingual classrooms with Dr. Eowyn Crisfield
102 ¦ Maintaining motivation right until the end of the year
103 ¦ Is Comprehensible Input enough?
104 ¦ Starting strong: The first week back to school
105 ¦ Relationships, relatedness and routines: The second week of the year
106 ¦ Connections and competence: The third week of the year and beyond
107 ¦ Reading a class novel in 11 zero-prep steps
108 ¦ The power of Story Listening for acquisition and motivation with Dr. Beniko Mason and Alice Ayel
109 ¦ Storytelling as pedagogy
110 ¦ Story Listening: Lessons from classroom practice with Cécile Lainé
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Steve is a former Head of Modern Languages in England. He has taught French for over 30 years and is the author of the resources website frenchteacher.net. He has also co-authored five books for language teachers with with Dr. Gianfranco Conti with the latest being What Every language Teacher Should Know. This episode is an absolute must-listen for all language teachers!

Key talking points and research mentioned:
Irish words:
  • Chuaigh mé = I went
    • Pronounced "Hoo-ee may"
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Anxiety, stress, nervousness and a high 'affective filter' is often discussed around language learning, but what happens when you focus on positive emotions? It's time we talked about the research behind positive emotions in the language classroom rather than focusing on the negative ones. In this episode I provide an overview of the key research in this area and how we can apply it to our classes to make the experience more welcoming, fun and interesting for our students. 

Key talking points and research mentioned:
Irish words:
  • Grá = Love
    • Pronounced "Graw"
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Thank you to The #MotivatedClassroom patron, Margit Alexy, for prompting me to do an episode on how I structure a year of language acquisition curriculum without a textbook. In this episode I go into some detail about what my Spanish Level 1 sequence of learning looks like over a whole year, before giving a brief overview of what this translates into for older, more advanced, students a few years later in their language learning journey.

Key talking points and research mentioned:
Irish words:
  • Leabhar = Book
    • Pronounced "Lao-er"
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This episode is a follow up to Ep. 43 on 'Structuring a language curriculum without a textbook' and focuses on the individual language acquisition lesson and how I structure it to keep motivation at the forefront of each class. At the end of the episode I also speak about what this structure looks like in my lesson planning. I hope you find this practical episode useful!

Key talking points and research mentioned:
  • Lesson plan format:​
  1. Retrieval
  2. Motivation
  3. Orientation
  4. Information
  5. Application
  6. Review

Irish words:
  • Scoil = School
    • Pronounced "Skull"
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The inspirational Tan Huynh shares excellent practical tips on easy to implement ways to make our classrooms more welcoming for everyone, focusing on inclusion, diversity and pride! This is a must listen episode for all language teachers striving to have a more inclusive learning environment where everyone feels welcome to be themselves and explore their own unique identity.

Key talking points and research mentioned:
Irish words:
  • Ag foghlaim = Learning
    • Pronounced "Egg fo-lum"
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Key talking points and research mentioned:
Irish words:
  • Mo cairde = My friends
  • Pronounced "Muh-cawr -ja"
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Key talking points and research mentioned:
Irish words:
  • Madra = Dog
  • Pronounced "Maw-draw"
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Key talking points, research and references:
  • Dr. Beniko Mason and Dr. Stephen Krashen on 'optimal input'
  • Lichtman & VanPatten 2021 - "Was Krashen right? 40 years later"​
  • Boo, Z., Dörnyei, Z. and Ryan, S., 2015. L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System [Online], 55, pp.145–157.
  • Blanton, M., 2015. The Effect of Two Foreign Language Teaching Approaches, Communicative Language Teaching and Teaching Proficiency through Reading and Storytelling, on Motivation and Proficiency for Spanish III Students in High School. Doctoral Dissertations and Projects [Online].
  • Czizér, K. and Kormos, J., 2009. Learning Experiences , Selves and Motivated Learning Behaviour : A Comparative Analysis of Structural Models for Hungarian Secondary and University Learners of English. In: Z. Dörnyei and E. Ushioda, eds. Motivation, language identity and the L2 self. Bristol: Multilingual Matters, pp.98–119.
  • Dörnyei, Z. and Csizér, K., 1998. Ten commandments for motivating language learners: results of an empirical study. Language Teaching Research [Online], 2(3), pp.203–229.
  • Dörnyei, Z. and Ushioda, E., 2011. Teaching and Researching: Motivation. 2nd ed. Routledge. 
  • Guilloteaux, M.J. and Dörnyei, Z., 2008. Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation. TESOL Quarterly [Online], 42(1), pp.55–77. 
  • Lamb, M., 2017. The motivational dimension of language teaching. Language Teaching [Online], 50(3), pp.301–346.
  • McEown, M.S., Noels, K.A. and Saumure, K.D., 2014. Students’ self-determined and integrative orientations and teachers’ motivational support in a Japanese as a foreign language context. System [Online], 45, pp.227–241. 
  • Oga-Baldwin, W.L.Q., Nakata, Y., Parker, P. and Ryan, R.M., 2017. Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. Contemporary Educational Psychology [Online], 49, pp.140–150. 
  • Ryan, R.M. and Deci, E.L., 2020. Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology [Online], (April).
  • Vansteenkiste et al. (2020). Basic psychological need theory: Advancements, critical themes, and future directions.




Irish words:
  • Cupán tae = Cup of tea
  • Pronounced "Cup-awn tay"
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Key talking points, research and references:
  • Astuti, S.P., 2016. Exploring Motivational Mechanisms. TEFLIN Journal [Online], 27(1), pp.1–22.
  • Bower, K., 2019. Explaining motivation in language learning: a framework for evaluation and research. Language Learning Journal [Online], 47(5), pp.558–574. 
  • Lichtman & VanPatten 2021 - "Was Krashen right? 40 years later"
  • Czizér, K. and Kormos, J., 2009. Learning Experiences , Selves and Motivated Learning Behaviour : A Comparative Analysis of Structural Models for Hungarian Secondary and University Learners of English. In: Z. Dörnyei and E. Ushioda, eds. Motivation, language identity and the L2 self. Bristol: Multilingual Matters, pp.98–119.
  • Dörnyei, Z. and Ushioda, E., 2011. Teaching and Researching: Motivation. 2nd ed. Routledge. 
  • Guilloteaux, M.J. and Dörnyei, Z., 2008. Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation. TESOL Quarterly [Online], 42(1), pp.55–77. 
  • Lamb, M., 2017. The motivational dimension of language teaching. Language Teaching [Online], 50(3), pp.301–346.
  • Ushioda, E., 2013. International Perspectives on Motivation: Language Learning and Professional Challenges [Online]. Springer.

Irish words:
  • Daltaí = Students
    • Pronounced "dawl-tee"
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Key talking points, research and references:
  • Norris, J. M. & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528. 
  • Piggott et al. (2000). The icing on the cake? Effects of explicit form-focused instruction after two years of implicit EFL learning
  • Spada, N. & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60, 263-308. 
  • Lichtman, K. & VanPatten, B. (2021). Was Krashen right? Forty years later. Foreign Language Annals, 54, 283-305. 
  • Lichtman, K. & VanPatten, B. (2021). Krashen forty years later: Final comments. Foreign Language Annals, 54, 336-340.  
  • VanPatten, B., Smith, M. & Benati, A. (2020). Key questions in second language acquisition. Cambridge: Cambridge University Press. .


Irish words:
  • Le chéile - Together
    • Pronounced "Lay-kay-le"
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Key talking points, research and references:
  • Main classroom jobs I use:
    • Door, windown, date, weather.
    • Security (controls password), profe dos (helps teacher)
    • Whiteboards, markers, erasers, paper,props (for stories)
    • Timer, ender (checks class is tidy at the end of class), welcomer, translator
Irish words:
  • Savage - An English word we use in Ireland to mean brilliant or excellent or impressive
    • We sometimes say 'saváiste' to make it sound like Irish but this is not a real Irish word
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Key talking points, research and references:
  • This episode includes 12 easy, zero-prep, steps I employ to set up my language classroom for the year including:
    • Routines, jobs
    • How to enter and leave the class
    • Starter activities
    • Notebooks and folders
    • Google classroom
    • Other technology we use to increase contact with the language
Irish words:
  • An bhfuil cead agam - Can I? or Can I have permission to?
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Key talking points, research and references:
In this Question & Answer episode the questions focus on girls v. boys motivation, how to structure a class with no textbook and how to align a more acquisition based approach within school vertical and horizontal alignment policies.
  • Parsons et al. (1982): Socialization of Achievement Attitudes and Beliefs: Parental Influences
  • Pekrun et al. (2017): Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects
Irish words:
  • Le do thoill - Please!
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This episode explores the current debates around implicit and explicit knowledge in the language classroom; should we be focusing on meaning or form, or a combination of both. The focus of this episode revolves mainly around the recent Second Language Acquisition (SLA) research in this area and what we, as language teachers, can do to ensure we maintain motivation whilst also boosting acquisition.
​
Key talking points, research and references:
  • Dr. Florencia Henshaw's Youtube channel "Unpacking language pedagogy"​
  • Ellis, R. (1997). SLA research and language teaching. Oxford University Press, 198 Madison Avenue, New York, NY 10016-4314.
  • Long, M., Lee, and Hillman (2019) Task-based language learning in Schwieter, J. W., & Benati, A. (2019). The Cambridge Handbook of Language Learning. Cambridge Handbooks in Language and Linguistics. Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013.
  • Spada, N., & Lightbown, P. M. (2008). Form‐focused instruction: Isolated or integrated?. TESOL quarterly, 42(2), 181-207.
  • Spada, N. & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60, 263-308. 
  • Lichtman, K. & VanPatten, B. (2021). Was Krashen right? Forty years later. Foreign Language Annals, 54, 283-305. 
  • Ryan, R.M. and Deci, E.L., 2020. Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psycholog
Irish words:
  • Uafásach - Awful/terrible!
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In this episode we speak to the inspirational Dr. Florencia Henshaw about Second Language Acquisition theory, recent research in the area and how we can bring the classroom practice and the academic research together in a way that benefits all students. Dr. Henshaw shares her top tips for language acquisition teachers that stem directly from her research and are related to her forthcoming book entitled "Common Ground: Second Language Acquisition Theory goes to the Classroom".
​
Key talking points, research and references: Irish words:
  • Rang / ranganna - Class (as in a class in school) / Classes
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This episode explores some of the recent research about homework and how we can apply this to the language acquisition classroom. Should we even give homework in the first place? If so, how much and when? How can we ensure the homework we are providing is actually purposeful and not just 'busy work'? Have a listen to this episode and find out!
​
Key talking points, research and references: Irish words:
  • Abhaile - Home
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Key talking points, research and references:
  • Gunderson et al. (2013). Parent praise to 1‐to 3‐year‐olds predicts children's motivational frameworks 5 years later. Child development, 84(5), 1526-1541.
  • Fulkerson et al. (2006). Family dinner meal frequency and adolescent development: Relationships with developmental assets and high-risk behaviors. Journal of Adolescent Health, 39(3), 337-345.
  • Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five‐year longitudinal study. Child development, 73(2), 445-460.
  • Castro, M et al. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational research review, 14, 33-46.
Irish words:
  • Cá bhfuil sé? - ​Where is it?
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Key talking points, research and references:
  • Bartram, B. (2006) An examination of perceptions of parental influence on attitudes to language learning. Educational Research, 48(2), pp. 211-221.\
  • Bourdieu, P. (1986) The forms of capital. in Richardson,J. G.(ed). Handbook of theory and research for the sociology of education. New York: Greenwood Press.
  • Coleman, J.A., Galaczi, Ã. and Astruc, L. (2007) Motivation of UK school pupils towards foreign languages: A large-scale survey at key stage 3. Language Learning Journal, 35(2), pp. 245-281.
  • Jones, C. (2009) Parental support and the attitudes of boys and girls to modern foreign languages. Language Learning Journal, 37(1), pp. 85-97.
  • Lanvers, U., Hultgren, K. and Gayton, A.M. (2016) 'People can be smarter with two languages': Changing anglophone students' attitudes to language learning through teaching linguistics*. The Language Learning Journal pp. 1-17.
  • Martin, C. & Lanvers, U. (2021) ‘Language choice in England: Insights from parents and students’ in East, M., Lanvers, U., Thompson, A. (Eds) Language Learning in Anglophone Countries: Challenges, Practices and Solutions, Palgrave MacMillan.
  • Mercer, S. & Dornyei, Z. (2020) Engaging Language Learners in Contemporary Classrooms. Cambridge Professional Learning. Cambridge University Press.
Irish words:
  • Na tuismitheoirí - ​The parents
    • Pronounced 'nah tish-ma-horee'
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Key talking points, research and references:
  • Using autonomy to boost motivation even among the most resistant of learners
  • How to minimise the use of online translators
  • Practical strategies to make teaching spelling more motivating
Irish words:
  • An carr - ​The car
    • Pronounced 'on corr'​
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Key talking points, research and references:
  • Kerr and Hertel (2011), The Köhler Group Motivation Gain: How to Motivate the ‘Weak Links’ in a Group
  • Working with someone of higher ability prompts the weaker member to try harder, set a higher benchmark, not want to let their team-mate down.
  • Caveat: Most research has been performed under lab conditions, with easy tasks but authors conclude to say it can be found in educational settings.
  • When it works best:
    ○      Feel connected to other person
    ○      Trust other person is working hard too
    ○      Receive feedback based on the process, individual performance and effort
    ○      If ability gap is not too big (close in level)
    ○      Don’t always work with the same person
Irish words:
  • An mbord - ​The table
    • Pronounced 'on merd-th'​
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Key talking points, research and references:
  • Activites:
  1. ​Listen and draw
  2. Story listening
  3. Pop
  4. Listen for the intruder or special one
  5. Cold call back
  6. Classmates - write bullet points
  7. Bingo or elimination game
  8. Listen and remember 
  9. Reflection section - empecemos expertos
  10. Ver-taal
  11. Edpuzzle
  12. Duolingo stories
Thanks to these fantastic people for the inspiration:
Irish words:
  • Ag éisteacht - ​Listening
    • Pronounced 'egg aysh-tucht'​
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Key talking points and references: Thanks to these fantastic people for the inspiration:
Irish words:
  • Ceoil - ​Music
    • Pronounced 'kyole'​
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Key talking points and references:
​All papers are available for free download through ResearchGate or on Quint's webpage: www.quint.space
  • Fryer, L. K., & Oga-Baldwin, W. L. Q. (2019). Succeeding at junior high school: Students’ reasons, their reach, and the teaching that h(inders)elps their grasp. Contemporary Educational Psychology, 59, 101778. http://doi.org/10.1016/j.cedpsych.2019.101778
  • McEown, M. S., & Oga-Baldwin, W. L. Q. (2019). Self-determination for all language learners: New applications for formal language education. System, 86, 102124. http://doi.org/10.1016/j.system.2019.102124
  • Oga-Baldwin, W. L. Q. (2018). Schools can improve motivational quality: Profile transitions across early foreign language learning experiences. Motivation and Emotion, 0(0), 0–0. http://doi.org/10.1007/s11031-018-9681-7
  • Oga-Baldwin, W. L. Q. (2019). Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning. System, 102128. http://doi.org/10.1016/j.system.2019.102128
  • Oga-Baldwin, W. L. Q. (2020). Show them how, but don’t intrude: Autonomy support promotes EFL classroom attendance and achievement, teacher control hinders it. The Language Teacher, 44(3), 3. http://doi.org/10.37546/JALTTLT44.3-1
  • Oga-Baldwin, W. L. Q., & Fryer, L. K. (2020). Profiles of language learning motivation: Are new and own languages different? Learning and Individual Differences, 79, 101852. http://doi.org/10.1016/j.lindif.2020.101852
  • Oga-Baldwin, W. L. Q., & Nakata, Y. (2014). Optimizing new language use by employing young learners' own language. ELT Journal, 68(4), 410–421. http://doi.org/10.1016/j.system.2003.04.001
  • Oga-Baldwin, W. L. Q., & Nakata, Y. (2017). Engagement, gender, and motivation: A predictive model for Japanese young language learners. System, 65, 151–163. http://doi.org/10.1016/j.system.2017.01.011
  • Oga-Baldwin, W. L. Q., & Nakata, Y. (2020). How teachers promote young language learners’ engagement: Lesson form and lesson quality. Language Teaching for Young Learners, 2(1), 101–130. http://doi.org/10.1016/j.system.2003.04.001
  • Oga-Baldwin, W. L. Q., Fryer, L. K., & Larson-Hall, J. (2019). The critical role of the individual in language education: New directions from the learning sciences. System, 102118. http://doi.org/10.1016/j.system.2019.102118
  • Oga-Baldwin, W. L. Q., Nakata, Y., Parker, P., & Ryan, R. M. (2017). Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. Contemporary Educational Psychology, 49, 140–150. http://doi.org/10.1016/j.cedpsych.2017.01.010

Irish words:
  • Óg - ​Young
    • Pronounced 'o-ge'​
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Key talking points and references:
Irish words:
  • Ag tabhair amach - ​Giving out (telling off/scolding)
    • Pronounced 'egg tow-ir om-och'​
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Key talking points and references:
Irish words:
  • Ag sugradh - ​Playing
    • Pronounced 'egg soo-grew'​
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Key talking points and references:​
This question and answer episode looks at how to overcome the difficulties of moving classrooms, what we can and should teach when we only see students for less than 1 hour per week and finally how we can go about creating a class slogan or motto based on our co-created values from the class constitution. Thank you to Stephanie Harrison, Stephanie Miller and Amanda Miller for the great questions!
​
Irish words:
  • Ceapaim - ​I think that
    • Pronounced 'kea-pim'​
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Key talking points and references:​ ​
Irish words:
  • An teach - ​The house
    • Pronounced 'on tchaugh'
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Key talking points and references:
Building on Ep. 67 with Darren Leslie of Becoming Educated podcast focusing on our roles as 'teaching and learning research leads', this episode discusses the internal, research based, professional development we have started here at The International School of Lausanne in our drive to becoming an evidence-informed school using evidence-informed pedagogy. I explain the rational and research behind how our internal PD structure works at our school and how we actively encourage everyone to be part of our reading research groups
  • Supporting teachers through the school workload reduction toolkit; Education Development Trust 2020
  • Evidence review: The effects of high-quality professional development on teachers and students; Education Policy Institute 2020
  • Developing Great Teaching - Lessons from the international reviews into effective professional development; The Teacher Development Trust - 2015
  • Teacher autonomy: how does it relate to job satisfaction and retention?; National Foundation for Educational Research - 2020
Irish words:
  • Nuair - ​When
    • Pronounced 'new-er'
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Key talking points and references:
The last in the three part mini series on professional development and the importance of being an evidence-informed teacher. In this episode I am joined by the inspirational, Jade Pearce. Jade shares the journey her school has been on towards becoming an evidence-informed school and gives us all tips to get started on this path in our own contexts.
Irish words:
  • Tá mé ábalta - ​I am able to
    • Pronounced 'thaw may aw-bal-tha'
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Key talking points and references:
Parent-teacher meetings: A part of every teacher's year but often one that causes anxiety, stress and worry. In this episode I present six, easy, date-focused, steps to apply to your parent-teacher meetings to ensure they are effective and focus on student learning. While this episode highlights strategies that will be of particular use for language acquisition teachers, the steps can easily be applied across all subject areas. 

Irish words:
  • Na bí ag cáint - Don't be talking!
    • Pronounced 'naw bee egg contch'
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Key talking points and references:
In this question and answer episode, we discuss the most motivational and effective ways to start class, how often students should take notes in the language classroom and finally what we can do to build upon co-created class stories. A huge thank you to all the listeners for the wonderful questions!


Irish words:
  • Cad atá tú ag deanamh - What are you doing!
    • Pronounced 'cod a thaw thoo egg jane-iv'
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​The target language: How much should we use as teachers? When should we use it? How should we use it? The debate around target language use, translation and use of the common language is one that many language acquisition teachers continue to grapple with. In this episode we unpack how and when to use the target language in class!

Irish words:
  • Teanga - Language
    • Pronounced 'chawn-ga'
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In this episode, the brilliant Françoise Thenoux speaks to us about the inextricable links between language, identity and inclusion. Françoise shares how we can make everyone in our language classroom feel included by ensuring everyone's identity and history is represented. She shares tips and advice about how language teachers can get started on the route to a more diverse and inclusive classroom. A must listen!

Key talking points and references:​
Irish words:
  • Glacadh - Acceptance
    • ​Pronounced 'gluh-cah
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Thanks to these fantastic people for the inspiration: Irish words:
  • Grá - Love
    • ​Pronounced 'graw'
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References and resources mentioned:
Irish words:
  • Ag smaoineadh - Thinking
    • ​Pronounced 'egg smwee-neuv'
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Thanks to these fantastic people for the inspiration: Irish words:
  • Bualadh bos mór - Big round of applause
    • ​Pronounced 'boolah bus more'
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Key talking points and references:
  • Blanton, M., 2015. The Effect of Two Foreign Language Teaching Approaches, Communicative Language Teaching and Teaching Proficiency through Reading and Storytelling, on Motivation and Proficiency for Spanish III Students in High School. Doctoral Dissertations and Projects [Online]. Available from: http://digitalcommons.liberty.edu/doctoral/1010.
  • Bustamante, M.C., 2009. Measuring the effectiveness of a TPRS pilot course in Spanish at the 100 college level. Kearney: University of Nebraska.
  • Collen, I., 2020. Language Trends 2020: Language Teaching in Primary and Secondary Schools in England
  • Jeffreys, B., 2019. Language learning: German and French drop by half in UK schools - BBC News [Online]. Available from: https://www.bbc.com/news/education-47334374​
  • Kelly, M., 2019. Is the UK in a language crisis? | British Council. Voices magazine, British Council [Online]. Available from: https://www.britishcouncil.org/voices-magazine/uk-language-learning-crisis
  • Lamb, M., 2017. The motivational dimension of language teaching. Language Teaching [Online], 50(3), pp.301–346. Available from: https://doi.org/10.1017/s0261444817000088
  • Megawati, S., 2012. The application of Total Physical Response and Storytelling to teach English for kindergarten students. Satya Wacana Christian University.
  • Parrish, A. and Lanvers, U., 2018. Student motivation, school policy choices and modern language study in England. The Language Learning Journal [Online], 0(0), pp.1–18. Available from: https://doi.org/10.1080/09571736.2018
  • Perna, M., 2007. Effects of Total Physical Response Storytelling versus traditional, versus initial instruction with primary-, reinforced by secondary-perceptual strengths on the vocabulary-and grammar-Italian-language achievement test scores, and the attitudes of ninth a. St. John’s University (New York).
  • Wenck, T.M., 2010. Using language acquisition strategies in the secondary German classroom. Bethlehem, PA.: Moravian College.
Irish words:
  • Na déan dearmad - Don't forget
    • ​Pronounced 'naw jane jarmed'
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Key talking points and references:Irish words:
  • Léim insteach - Jump in!
    • ​Pronounced 'lay-im ish-chach'
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Key talking points and references: Irish words:
  • Ríomhaire - Computers!
    • ​Pronounced 'ree-var-ha'
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Key talking points and references:Irish words:
  • Dún an doras - Shut the door!
    • ​Pronounced 'doon on duhr-as'
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Key talking points and references:Irish words:
  • Uair amháin eile - One more time!
    • ​Pronounced 'ooer awawn ella'
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Key talking points and references:Irish words:
  • Rud eile - Something else!
    • ​Pronounced 'rudth ella'
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Key talking points and references:References:
  • Krashen, S. 2018. Down with forced speech!  In Leung, Yiu-nam, Katchen, Johanna, Hwang, Su-yi, & Chen, Yulin (Eds.). Reconceptualizing English Language Teaching in the 21st Century: A Special Monograph in Memory of Professor Kai-Chong Cheung.   Taiwan: ETA-ROC, Crane Publishing Company. pp: 99-106.  
  • Krashen, S. 2012. A short paper proposing that we need to write shorter papers. Language and Language Teaching (Azim Premji University). 1(2): 38-39.  
  • Krashen, S. 2012. Academic jibberish. RELC Journal. 43 (2): 283-285. 
  • Krashen, S. 2019. Easy and free access to all scientific knowledge. Language Magazine, January 2019. 
  • Krashen, S. 1997. A conjecture on accent in a second language. In A. Lengyel, J. Navracsics, and O. Simon (Eds.) Applied Linguistic Studies in Central Europe. Veszprem, Hungary: Faculty of Foreign Languages, University of Veszprem. pp. 42-45. 
  • Krashen, S. (2013). The case for non-targeted, comprehensible input. Journal of Bilingual Education Research & Instruction 15(1): 102-110. 
  • Mason, B., Vanata, M., Jander, K., Borsch, R., & Krashen, S. (2009). The effects and efficiency of hearing stories on vocabulary acquisition by students of German as a second foreign language in Japan. The Indonesian Journal of English Language Teaching, 5(1), 1-14. 
  • Mason, B., & Krashen, S. (2017). Self-selected reading and TOEIC performance: Evidence from case histories. Shitennoji University Bulletin, 63, 469-475. 
  • McQuillan, J. (2019). Where do we get our academic vocabulary? Comparing the efficiency of  direct instruction and free voluntary reading. Reading Matrix: An International Online Journal, 19, 129–138.   (open access journal)
  • McQuillan, J.  2020. Harry Potter and the Prisoners of Vocabulary Instruction: Acquiring Academic Language at Hogwarts. Reading in a Foreign Language October 2020, Volume 32, No. 2: 122-142. (open access journal)
Irish words:
  • i gconaí - Always!
    • ​Pronounced 'ee gonee'
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Key talking points:References:Irish words:
  • cloisim rud éigin - I hear something!
    • ​Pronounced 'cleshim rudth aygin'
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Key talking points and References:Irish words:
  • Tá brón orm - I'm sad / I am sorry!
    • ​Pronounced 'thaw brone urim'
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Key talking points and References:Irish words:
  • Cad atá tú ag léamh - What are you reading?
    • ​Pronounced 'cod athaw too egg layuv'
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​Key talking points and References:
My eight strategies for a motivated year:
  1. Build relationships, not powerpoints
  2. More autonomy, less monotony
  3. Share passions, not problems
  4. Look at students, not at a screen
  5. Talk more, photocopy less
  6. Be good to yourself, not hard on yourself
  7. Co-create, don't coerce
  8. Think motivation, not examination
Irish words:
  • i bhfostú - Stuck; tangled up
    • ​Pronounced 'ie fosthu'
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​Key talking points and References:
Check out resources by these great educators: Book: Tools for teachers by Oliver Lovell

Irish words:
  • tá an grian ag taitneamh - The sun is shining
    • ​Pronounced 'thaw on gree-in egg thatnuv'
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​Key talking points and References:
Check out resources by these great educators:
Irish words:
  • arís - again
    • ​Pronounced 'areesh'
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​Key talking points and References:
Check out resources by these great educators:
Irish words:
  • tar éis - after
    • ​Pronounced 'thar aysh'
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​Key talking points and References:
Check out resources by these great educators:
Irish words:
  • gabh mo leithscéal - Excuse me
    • ​Pronounced 'guh muh leshkale'
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​Key talking points and References:
Check out resources by these great educators:
Irish words:
  • Ag obair - Working
    • ​Pronounced 'egg ubb-er'
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​Key talking points and References:
Check out resources by these great educators:Irish words:
  • Cé mhéad - How much/how many?
    • ​Pronounced 'kay vade'
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Irish words:
  • An carrchlós - The car park
    • ​Pronounced 'on corr close'
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​Key talking points, resources and references:Irish words:
  • Tog go bog é - Calm down
    • ​Pronounced 'thoge guh bug ay'
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​Key talking points, resources and references:
Irish words:
  • Tá áthas an domhain orm - I'm so happy (literally: The happiness of the world is upon me)
    • ​Pronounced 'thaw awhiss on dhowin urim'
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Key talking points, resources and references:
Irish words:
  • Tá sé ag cócaireacht sa chistin - He is cooking in the kitchen
    • ​Pronounced 'thaw shay egg coke-air-ucht sa kishthin'
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Key talking points, resources and references:
Irish words:
  • Na dean dearmad - Don't forget
    • ​Pronounced 'naw jane jarmad'
Enjoying The Motivated Classroom Podcast? Give it a review on Apple Podcasts here, join me on my patreon page here or buy me a coffee here!
Get in touch on social media with your questions and comments using #MotivatedClassroom
Enjoying The Motivated Classroom Podcast? Give it a review on Apple Podcasts here, join me on my patreon page here or buy me a coffee here!
Get in touch on social media with your questions and comments using #MotivatedClassroom
Key talking points, resources and references:
Irish words:
  • Tá sé ag cócaireacht sa chistin - He is cooking in the kitchen
    • ​Pronounced 'thaw shay egg coke-air-ucht sa kishthin'
Enjoying The Motivated Classroom Podcast? Give it a review on Apple Podcasts here, join me on my patreon page here or buy me a coffee here!
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​Key talking points and References:
Recommended references and reading from Eowyn:
  • Cenoz, J., F. Genesee and D. Gorter. 2014. “Critical Analysis of CLIL: Taking Stock and Looking Forward.” Applied Linguistics, 35 (3): 243-262.
  • Creese, A., & Blackledge, A. 2010. “Translanguaging in the bilingual classroom: A pedagogy for learning and teaching?” The Modern Language Journal, 94(1), 103–115.
  • Cummins, J. (2008). Teaching for Transfer: Challenging the Two Solitudes Assumption in Bilingual Education. In N. Hornberger (Ed.), The Encyclopedia of Language and Education (pp. 1528-1538). New York: Springer US.
    Lin, A. M. Y. 2013. “Towards Paradigmatic Change in TESOL Methodologies: Building Plurilingual Pedagogies from the Ground up.” TESOL Quarterly 47 (3): 521-545.
  • Littlewood, W., & Yu, B. 2011.” First language and target language in the foreign language classroom”. Language Teaching, 41 (1): 64-77.
  • Lo, Y.Y. 2015. “How much L1 is too much? – Teachers’ language use in response to students’ abilities and classroom interaction in CLIL” .International Journal of Bilingual Education and Bilingualism, 18(3), 270-28
  • Macaro, E. 2009. “Teacher Use of Codeswitching in the Second Language Classroom: Exploring ‘Optimal Use’.” In First Language Use in Second and Foreign Language Learning, edited by M. Turnbull and J. Dailey-O’Cain, 35-49. Bristol, UK: Multilingual Matters.
  • Moore, P. 2013. “An Emergent Perspective on the Use of the First Language in the English as‐a‐Foreign‐Language Classroom”. The Modern Language Journal, 97, 1, p. 239-253
  • Tian, L., and E. Macaro. 2012. “Comparing the Effect of Teacher Codeswitching with English-only Explanations on the Vocabulary Acquisition of Chinese University Students: A Lexical Focus-on-form Study.” Language Teaching Research 16 (3): 367-391.
  • Turnbull, M., and J. Dailey-O’Cain. (Eds.) 2009. “First Language Use in Second and Foreign Language Learning”. Bristol, UK: Multilingual Matters.
  • Wang, D. 2016. “Translanguaging in Chinese foreign language classrooms: students and teachers’ attitudes and practices”, International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2016.1231773

Irish words:
  • Tá grá agam duit - I love you
    • ​Pronounced 'thaw graw ogum dhitch'
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Key talking points and research mentioned:
Irish words:
  • An bhliain = The year
    • Pronounced "on vlee-in"
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Key talking points and research mentioned:
Irish words:
  • Ar ais arís = Back again
    • Pronounced "Err ash erreesh"
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Key talking points and research mentioned:
Irish words:
  • Cárbh as duit? = Where are you from?
    • Pronounced "Caw riv os ditch"
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Key talking points and research mentioned:
Irish words:
  • Ar fheabhas = Excellent!
    • Pronounced "Air owss"
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Key talking points and research mentioned:
Irish words:
  • Focal = word
    • Pronounced "Fuck-il"
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Key talking points and research mentioned: Irish words:
  • An leabhar = The book
    • Pronounced "On lao-er"
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Key talking points and research mentioned:
Irish words:
  • Ar ais arís = Back again
    • Pronounced "Air ash air eesh"
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Key talking points and research mentioned:
  • Anderson, J. and Chung, Y.-C., 2011. Finding a voice: arts-based creativity in the community languages classroom. International Journal of Bilingual Education and Bilingualism [Online], 14(5), pp.551–569. Available from: https://doi.org/10.1080/13670050.2010.537742
  • Bowman, Richard., 2018. Teaching and Learning in a Storytelling Culture. Issues and Ideas [Online], 913(3), pp.97–102. Available from: https://doi.org/10.1080/00098655.2017.1373547.
  • Egan, K., 2005. An Imaginative Approach to Teaching [Online]. 1 edition. San Francisco, CA: Jossey-Bass. Available from: https://www.amazon.com/Imaginative-Approach-Teaching-Kieran-Egan/dp/0470928484.
  • Isbell, R., Sobol, J., Lindauer, L. and Lowrance, A., 2004. The Effects of Storytelling and Story Reading on the Oral Language Complexity and Story Comprehension of Young Children. Early Childhood Education Journal [Online], 32(3), pp.157–163. Available from: https://doi.org/10.1023/b:ecej.0000048967.94189.a3
  • Kramsch, Claire., 1998. Language and Culture [Online]. 1st editio. Oxford, OX: Oxford University Press. 
  • Kramsch, laire., 2009. The multilingual subject: What foreign language learners say about their experience and why it matters. Oxford: Oxford University Press.
  • Landrum, R. E., Brakke, K., & McCarthy, M. A. (2019). The pedagogical power of storytelling. Scholarship of Teaching and Learning in Psychology, 5(3), 247–253. https://doi.org/10.1037/stl0000152.1017/s0261444817000088
  • Mokhtar, N.H., Farida, M., Halim, A., Zurina, S. and Kamarulzaman, S., 2011. The Effectiveness of Storytelling in Enhancing Communicative Skills. Procedia Social and Behavioral Sciences [Online], 18, pp.163–169. Available from: https://doi.org/10.1016/j.sbspro.2011.05.024. 
  • Phillips, Louise, 2013. Storytelling as Pedagogy. Literacy Learning: The Middle Years [Online], 21(2) 
  • Sneddon, R. (2008). Young bilingual children learning to read with dual language books. English Teaching : Practice and Critique, 7(2), 71 
  • Whaley, C., 2002. Meeting the Diverse Needs of Children through Storytelling. Supporting Language Learning. Young Children [Online], 57(2), pp.31–34.
Irish words:
  • Coinín beag = Little rabbit / bunny rabbit
    • Pronounced "Coneen beug"
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Key talking points and research mentioned: Irish words:
  • i gconaí ag éisteacht = always listening
    • Pronounced "ih go-knee egg ayshtucht"