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
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
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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:
Key talking points and research mentioned:
- Steve Smith on twitter and his website frenchteacher.net
- Book: 'Memory: What every language teacher should know' by Conti and Smith
- Great website with links to important research around language acquisition: informedlanguageteacher.com
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:
Key talking points and research mentioned:
- Al-Hoorie, A.H., 2017. Sixty Years of Language Motivation Research: Looking Back and Looking Forward. SAGE Open [Online], pp.1–11.
- Bowman, R.F., 2018. The Clearing House: A Journal of Educational Strategies, Issues and Ideas Teaching and Learning in a Storytelling Culture Teaching and Learning in a Storytelling Culture
- Dewaele, J.-M., 2015. On emotions in foreign language learning and use. The Language Teacher, 39(3), pp.13–15.
- Dewaele, J.-M. and Alfawzan, M., 2018. Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching [Online], 8(1), p.21.
- Dewaele, J.-M. and MacIntyre, P.D., 2014. The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching [Online], 2, pp.237–274.
- Dörnyei, Z., Henry, A. and Muir, C., 2015. Motivational Currents in Language Learning: Frameworks for Focused Interventions.
- Henry, A., Dörnyei, Z. and Davydenko, S., 2015. The Anatomy of Directed Motivational Currents: Exploring Intense and Enduring Periods of L2 Motivation. Modern Language Journal [Online], 99(2), pp.329–345.
- Saito, K., Dewaele, J.M., Abe, M. and In’nami, Y., 2018. Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study. Language Learning [Online], 68(3), pp.709–743.
- Susan Stewart on Twitter and the Educational Collaborative for International Schools multilingual learning in international education twitter.
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:
Key talking points and research mentioned:
- The IB: The International Baccalaureate
- The MYP: The Middle Years Program of the IB (students aged 11-16)
- The DP: The Diploma Program of the IB (students aged 16-18)
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:
Irish words:
Key talking points and research mentioned:
- Lesson plan format:
- Retrieval
- Motivation
- Orientation
- Information
- Application
- 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:
Key talking points and research mentioned:
- Follow Tan Huynh on Twitter
- Visit Tan's website www.empoweringells.com
- Larry Ferlazzo's strategies to help learners motivate themselves; linked closely to Self-Determination Theory
- Dr. Rudine Sims Bishop and "Mirrors, Windows and Sliding Glass Doors" as a lens through which to ensure we include every child and their cultural experiences in our classrooms.
- Podcast with Dr. Ofelia Garcia on the power of translanguaging
Irish words:
- Ag foghlaim = Learning
- Pronounced "Egg fo-lum"
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Key talking points and research mentioned:
Irish words:
- Follow Maud Waret on Twitter
- Angélica Dass and the humanae photography project
- Maud's presentation at the Association for Language Learning conference on 'Decolonising the language curriculum'
- Maud's list of BAME (Black, Asian and Minority Ethnic) books
- The Guardian: Les Misérables review
- 'Writing with colour' tumblr account to help teachers
- Black Lives Matter UK
Irish words:
- Mo cairde = My friends
- Pronounced "Muh-cawr -ja"
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Key talking points and research mentioned:
Irish words:
- Thank you to Beth Miriam, Isabel Puete Lozano and Sophie Harrison for the great questions!
- Lichtman & VanPatten 2021 - "Was Krashen right? 40 years later"
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.
- 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.
- 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. .
- 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
- 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
- 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.
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
- 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:
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
- 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:
Key talking points, research and references:
- Dr. Florencia Henshaw's Youtube channel "Unpacking language pedagogy"
- Follow Dr. Henshaw on twitter here and get in touch with her here.
- Unpacking articles: How helpful is spelling instruction?
- OASIS database of research
- Spada, N. & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60, 263-308.
- 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:
Key talking points, research and references:
- Buying graded readers in Europe: The CI Bookshop
- Buying graded readers outside Europe: Command Performance Books
- Authors writing in Spanish I use in my classes a lot:
- Dr. Florencia Henshaw's Youtube channel "Unpacking language pedagogy"
- Edpuzzle - website for using songs or Youtube to assess listening
- Fernandez-Alonso et al. (2015) Adolescents’ Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices
- Fernández-Alonso et al. (2019) Homework and Academic Achievement in Latin America: A Multilevel Approach
- 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.
- 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.
- 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
- 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
- An mbord - The table
- Pronounced 'on merd-th'
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Key talking points, research and references:
Irish words:
- Activites:
- Listen and draw
- Story listening
- Pop
- Listen for the intruder or special one
- Cold call back
- Classmates - write bullet points
- Bingo or elimination game
- Listen and remember
- Reflection section - empecemos expertos
- Ver-taal
- Edpuzzle
- Duolingo stories
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:
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
Irish words:
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:
- The Dynamic Language Learning Conference in The Netherlands 2022
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:
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:
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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Enjoying The Motivated Classroom Podcast? Give it a review or join me on my patreon page here.
Get in touch on social media with your questions and comments using #MotivatedClassroom
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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
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
- 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:
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.
- Clark, Kirschner and Sweller (2012), The case for fully guided instruction
- CESE (2017), Cognitive load theory: Research that teachers really need to understand
- Durrington High School blog
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:
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:
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!
- Adriana Ramirez - Author of Spanish books for language learners.
- Margarita Pérez García - Author of Spanish readers for beginning students.
- The Language Learner Literature Advisory Board - Group of teachers who critically analyse graded readers for language learners from an inclusion and equitable lens.
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:
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:
Key talking points and references:
- Maturana, H. (1978), The Biology of Language: The Epistemology of Reality
- Paris, D. (2017), Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World (Language and Literacy Series)
- Kleinrock, L. (2021), Start Here, Start Now: A Guide to Antibias and Antiracist Work in Your School Community
- Wesely, P. and Thenoux, F. (2021), Myths and realities about teaching for social justice in the elementary WL classroom
- Vigneaux, G. (2019), Maturana's Party: Sense-making through everyday language
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:
- The AfroFranco Book Club - Run by Ben Tinsley
- Free MapTalk resource and script for Häiti by Ben
- Podcast episode with Ben Tinsley on The World Language Classroom podcast with Joshua Cabral entitled "Diversifying world language curriculum"
- Ag smaoineadh - Thinking
- Pronounced 'egg smwee-neuv'
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Thanks to these fantastic people for the inspiration:
- Dr. Gianfranco Conti
- Adriana Ramirez - Author of Spanish books for language learners.
- Margarita Pérez García - Author of Spanish readers for beginning students.
- Ben Tinsley
- 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.
- Na déan dearmad - Don't forget
- Pronounced 'naw jane jarmed'
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Key talking points and references:
- Parsons and Hallam, 2014. The impact of streaming on attainment at age seven: evidence from the Millennium Cohort Study
- DeFraine et al., 2003. The Effect of Schools and Classes on Language Achievement.
- Léim insteach - Jump in!
- Pronounced 'lay-im ish-chach'
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Key talking points and references:
- Dr. Gianfranco Conti on twitter
- The Language Gym website
- Ríomhaire - Computers!
- Pronounced 'ree-var-ha'
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Key talking points and references:
- The motivational power of teaching with co-created stories
- Stephen Krashen's website with links to open source research studies on CI
- Lichtman and VanPatten (2021): Was Krashen right? 40 years later.
- 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:
- The Comprehensible Classroom - Martina Bex
- The Language Learner Literature Advisory Board - Reviews of graded readers from a culturally inclusive lens
- Rud eile - Something else!
- Pronounced 'rudth ella'
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Key talking points and references:
- Dr. Stephen Krashen's website with links to many of his open source research papers that he mentions in the episode.
- Website of author Adriana Ramirez
- 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)
- i gconaí - Always!
- Pronounced 'ee gonee'
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Key talking points:
- David Didau's blog: When do novices become experts?
- Plomin et al., (2014). Nature, nurture and expertise. Intelligence Journal. 46-59.
- Kirschner, P.A., Sweller, J., & Clark, R.E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41(2), 75-86
- Clark, R.E., Kirschner, P.A., & Sweller, J. (2012). Putting students on the path to learning: The case for fully guided instruction.
- cloisim rud éigin - I hear something!
- Pronounced 'cleshim rudth aygin'
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Key talking points and References:
- Follow Margarita on twitter
- Margarita's website including links to resources and approaches she mentioned
- Ben Slavic
- Martina Bex and The Comprehensible Classroom
- Dr Beniko Mason - Resources for story listening
- Tá brón orm - I'm sad / I am sorry!
- Pronounced 'thaw brone urim'
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Key talking points and References:
- Blog posts on reading strategies
- Blog on proficiency after two years of reading activities
- 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:
My eight strategies for a motivated year:
- Build relationships, not powerpoints
- More autonomy, less monotony
- Share passions, not problems
- Look at students, not at a screen
- Talk more, photocopy less
- Be good to yourself, not hard on yourself
- Co-create, don't coerce
- Think motivation, not examination
- i bhfostú - Stuck; tangled up
- Pronounced 'ie fosthu'
Click to set custom HTML
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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:
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:
Check out resources by these great educators:
- Cult of Pedagogy podcast: Episode 166 - UDL as a key to equity
- Dalton, E (2019): Beyond Universal Design for Learning: Guiding Principles to Reduce Barriers to Digital & Media Literacy Competence, Journal of Media Literacy Education
- Dewaele, J.-M. and Alfawzan, M., 2018. Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching [Online], 8(1), p.21.
- Dewaele, J.-M. and MacIntyre, P.D., 2014. The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching [Online], 2, pp.237–274.
- Dörnyei, Z., Henry, A. and Muir, C., 2015. Motivational Currents in Language Learning: Frameworks for Focused Interventions.
- Henry, A., Dörnyei, Z. and Davydenko, S., 2015. The Anatomy of Directed Motivational Currents: Exploring Intense and Enduring Periods of L2 Motivation. Modern Language Journal [Online], 99(2), pp.329–345.
- Saito, K., Dewaele, J.M., Abe, M. and In’nami, Y., 2018. Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study. Language Learning [Online], 68(3), pp.709–743.
Irish words:
- arís - again
- Pronounced 'areesh'
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Key talking points and References:
Check out resources by these great educators:
Irish words:
Check out resources by these great educators:
- Didau, D. (2017) What do teachers think differentiation is?
- Education Endowment Foundation, Five evidence-based strategies to support students
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:
Check out resources by these great educators:
- Karim and Nassaji (2010), The role of corrective feedback in second language writing
- Dekeyser, R. (1993), The Effect of Error Correction on L2 Grammar Knowledge and Oral Proficiency
- Truscott, J. (1999), What's Wrong with Oral Grammar Correction
- Lyster, R., Lightbown, P., and Spada, N. (1999), A Response to Truscott's ‘What's Wrong with Oral Grammar Correction’
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:
Check out resources by these great educators:
- Book: Languages and Children: Making the Match : Foreign Language Instruction for an Early Start Grades K-8
- 'Talk, Read, Sing' First Five Initiative.
- Dr. Karen Lichtman: “Research soundbites to Motivate your Students” part of the CI Reboot online conference 2022
- Blog by Alina Filipescu (2018): For Teachers New to CI Methods
- Dr. Terry Waltz: The Super 7 Verbs
- YouTube Channel of Alina Filipescu: Making Language Comprehensible
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:
Check out resources by these great educators:
- Book: Henshaw, F. and Hawkins, M (2022), Common Ground: Second Language Acquisition Theory Goes to the Classroom
- 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:
- Google Drive folder with all of Janique's resources
- Janique's class website for her students
- The dark cabinet and dream cabinet
- A 10 minute video by Janique explaining and showing the 'cabinets'
- Janique's padlet on teaching practices
- Janiques' padlet on teaching with CI
- Tog go bog é - Calm down
- Pronounced 'thoge guh bug ay'
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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, resources and references:
Irish words:
- Ben Tinsley: His episode on The Motivated Classroom about "Centering black and brown voices in our classroom".
- Video: Kimberlé Crenshaw - The urgency of intersectionality
- Article/blog posted on Medium by Abelardo on positionality and privilege as a cishet man
- Paulo Freire “Teaching is a political act”
- Voices of Brotherhood instagram account of Ricardo Rivera
- Poet X by Elizabeth Acevedo
- Romper el pacto patriarcal
- Interrupting Microagressions (especially sexist ones)
- Salud Mental en comunidades Hispanas/Latinx
- Video: Showcasing Men’s vulnerability: why Latino Dads don’t say “I love you”?
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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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, resources and references:
Irish words:
- Self-Determination Theory website with hundreds of research papers on motivation and engagement
- Kathrin Shechtman's website - The wonderful German teacher who drew the 'CAR' of motivation
- Johnmarshall Reeve - Eminent researcher on engagement
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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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:
- Self-Determination Theory website
Irish words:
- Na dean dearmad - Don't forget
- Pronounced 'naw jane jarmad'
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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
|
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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:
- Self-Determination Theory website with hundreds of research papers on motivation and engagement
- Dr. Richard Ryan's profile on Researchgate with his 512 publications and 294,790 citations!
- Johnmarshall Reeve - Eminent researcher on engagement
- Book chapter: Ryan, Reeve, Kaplan and Matos (2023): Education as Flourishing: Self-Determination Theory in Schools as They Are and as They Might Be
- Book: Ryan et al. (2022): Supporting Students' Motivation - Strategies for Success
- Excellent, easy to read book for educators.
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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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 and References:
Irish words:
- Follow Eowyn's updates on LinkedIn and on Twitter (X).
- 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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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 and research mentioned:
Irish words:
- Episode 32: Unpacking language teacher professional identity with Dr. Ed Stevens
- Lichtman & VanPatten 2021 - "Was Krashen right? 40 years later"
- The Interaction Hypothesis, Dr. Michael Long
- Working paper: The output hypothesis, from theory to practice
Irish words:
- Ar ais arís = Back again
- Pronounced "Err ash erreesh"
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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 and research mentioned:
Irish words:
Irish words:
- Cárbh as duit? = Where are you from?
- Pronounced "Caw riv os ditch"
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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 and research mentioned:
Irish words:
Irish words:
- Ar fheabhas = Excellent!
- Pronounced "Air owss"