Learning a Language Through Homestay Programmes: Advantages and Disadvantages

homestay

by Alonso Cano (LTL Contributor)

For many language learners, one of the most immersive and rewarding ways to study is through a homestay programme. This type of experience allows students to live with a host family while attending language classes or cultural activities. While the benefits are often significant, it is also important to consider the potential challenges before deciding if a homestay is the right choice.

Advantages of Homestay Programmes

Total Immersion in the Language

Living with a host family offers a unique opportunity to practice the target language in authentic, everyday contexts. Unlike the classroom, where interactions may be limited, homestays encourage constant communication—while at the dinner table, during family outings, or in casual conversations. This accelerates fluency and helps learners internalize vocabulary, idioms, and cultural references.

Cultural Integration in Homestay Programmes

A homestay provides more than language practice—it is also a cultural journey. Students gain first-hand experience of local traditions, food, customs, and ways of life that cannot be learned from a textbook. This cultural understanding deepens the learning process and fosters greater intercultural awareness.

Personalized Support and Comfort

Host families often act as mentors, offering guidance, encouragement, and support. For younger students especially, the homestay environment provides a sense of security and belonging, reducing the stress that can come with studying abroad. Families can also adapt to individual needs, helping students feel more at home.

Development of Soft Skills

By navigating life in a another country, learners naturally develop independence, adaptability, problem-solving skills, and confidence. These transferable skills are valuable not only for academic success but also for future professional and personal growth.

Disadvantages of Homestay Programmes

Possible Cultural and Lifestyle Differences

Living in a new cultural environment can be challenging. Differences in food, daily routines, household rules, or communication styles may cause misunderstandings or discomfort. Some students may find it difficult to adapt quickly to these changes.

Limited Privacy of Homestay Programmes

Staying with a host family often means sharing spaces, following household norms, and having less personal freedom than in independent accommodation. Students who value privacy or autonomy may find this aspect challenging.

Dependence on the Host Family’s Involvement

Not all host families are equally engaging or communicative. Some may provide fewer opportunities for interaction, which can limit the benefits of immersion. The quality of the experience often depends on the motivation and personality of both the family and the student.

Adjustment Period

For some learners, the initial adaptation period can be stressful. Homesickness, cultural shock, or the effort of speaking a new language all day may feel overwhelming at first, though these challenges usually decrease over time.

Conclusion

Homestay programmes remain one of the most effective ways to learn a language, combining academic study with cultural immersion and daily practice. While they may present certain challenges—such as lifestyle adjustments and reduced independence—the advantages often outweigh the disadvantages. Students not only improve their language skills at a faster pace but also gain a deeper cultural understanding and life experience that can shape their future.
Ultimately, the success of a homestay experience depends on the student’s openness, adaptability, and willingness to embrace both the rewards and the challenges of living in a new environment. For those ready to immerse themselves fully, homestay programmes can be a transformative step in their language-learning journey.

From Pages to Screens: How Novels and Movies Boost Language Learning

movies

by Maria Martinez (LTL Contributor)

From Pages to Screens: How Novels and Movies Boost Language Learning

Learning a new language is often associated with grammar drills, vocabulary lists, and endless practice exercises. While these tools are helpful, they can sometimes make the process feel mechanical and detached from real life. To truly connect with a language and the culture behind it, stories are key. This is where reading novels and watching movies become powerful allies in language learning.

Why Novels Help You Learn a Language

Novels immerse you in the richness of a language. Unlike textbooks, they show words and expressions in action, within real conversations and cultural settings. By following characters through their journeys, you learn how people think, feel, and express themselves in authentic ways.

  • Vocabulary in context: Words are easier to remember when tied to emotions or events in a story.
  • Cultural insights: Literature reflects the values, struggles, and humor of a society.
  • Critical thinking: Analyzing themes and symbolism sharpens both language and interpretive skills.

Why Movies Are a Game-Changer

Movies bring the written word to life. They combine visuals, sound, and body language to create an immersive experience that accelerates learning.

  • Listening practice: You hear natural accents, intonation, and rhythm.
  • Cultural immersion: From traditions to humor, films offer a window into daily life.
  • Emotional connection: Stories told through cinema make learning memorable and enjoyable.

The Power of Combining Both: Novels and Movies

When you read a novel and then watch its movie adaptation—or vice versa—you reinforce your learning. Reading deepens comprehension of language structure, while movies boost listening and speaking skills. Together, they create a holistic learning experience that goes beyond memorization.

Explore Spanish Stories with Bilingual Cerebros

To help you dive deeper into this method, Bilingual Cerebros has launched a brand-new section dedicated to Spanish novels and films. Here’s what you’ll find:

  • Synopsis & historical background to set the stage.
  • Character analysis & symbolism to explore deeper meanings.
  • Activity suggestions to practice language skills creatively.
  • Full essay examples with a clear structure: introduction, three paragraphs, and a conclusion.

Whether you’re preparing for exams, improving your fluency, or just love stories, this space will give you the tools to connect with Spanish on a cultural and intellectual level.

👉 Visit Bilingual Cerebros and explore Spanish literature and cinema—not just as entertainment, but as a gateway to mastering the language.

Direct link to this new section in the YouTube channel.

#BilingualCerebros #LanguageLearning #LearnSpanish #SpanishNovels #SpanishCinema #StudySpanish #LanguageTips #CulturalLearning #BilingualLife #LiteratureAndFilm


📖 De las Páginas a la Pantalla: Cómo las Novelas y las Películas Impulsan el Aprendizaje de Idiomas

Cuando pensamos en aprender un nuevo idioma, lo primero que suele venir a la mente son listas de vocabulario, ejercicios de gramática y prácticas repetitivas. Aunque estas herramientas son útiles, a menudo hacen que el proceso se sienta mecánico y desconectado de la vida real. Para conectar de verdad con un idioma —y con la cultura que lo sostiene— las historias son esenciales. Aquí es donde leer novelas y ver películas se convierten en aliados poderosos del aprendizaje.

Por qué las Novelas Ayudan a Aprender un Idioma

Las novelas te sumergen en la riqueza de un idioma. A diferencia de los libros de texto, muestran palabras y expresiones en acción, dentro de conversaciones reales y en contextos culturales auténticos. Al seguir a los personajes en sus viajes, aprendes cómo piensan, sienten y se expresan las personas.

  • Vocabulario en contexto: Las palabras se recuerdan mejor cuando están ligadas a emociones o sucesos de una historia.
  • Perspectiva cultural: La literatura refleja los valores, las luchas y el humor de una sociedad.
  • Pensamiento crítico: Analizar temas y símbolos fortalece tanto el idioma como las habilidades interpretativas.

Por qué las Películas Son un Factor Clave

Las películas dan vida a la palabra escrita. Combinan imágenes, sonido y lenguaje corporal para crear una experiencia inmersiva que acelera el aprendizaje.

  • Práctica auditiva: Escuchas acentos naturales, entonación y ritmo.
  • Inmersión cultural: Desde tradiciones hasta el humor, el cine abre una ventana a la vida cotidiana.
  • Conexión emocional: Las historias contadas en la pantalla hacen que el aprendizaje sea memorable y divertido.

El Poder de Combinar Ambos

Leer una novela y luego ver su adaptación cinematográfica —o al revés— refuerza el aprendizaje. La lectura profundiza la comprensión de la estructura del idioma, mientras que las películas fortalecen la escucha y la expresión oral. Juntos, crean una experiencia completa que va más allá de la memorización.

Explora las Historias en Español con Bilingual Cerebros

Para ayudarte a aprovechar este método, en Bilingual Cerebros hemos lanzado una nueva sección dedicada a las novelas y películas en español. Allí encontrarás:

  • Sinopsis y contexto histórico para situar cada obra.
  • Análisis de personajes y simbolismo para descubrir significados más profundos.
  • Propuestas de actividades para practicar el idioma de manera creativa.
  • Ejemplos completos de ensayos con una estructura clara: introducción, tres párrafos y conclusión.

Ya sea que te estés preparando para un examen, que quieras mejorar tu fluidez o que simplemente ames las historias, este espacio te dará herramientas para conectar con el español a un nivel cultural e intelectual.

👉 Visita Bilingual Cerebros y descubre la literatura y el cine en español: no solo como entretenimiento, sino como una puerta para dominar el idioma.

Enlace directo a esta nueva sección del canal de YouTube.

#BilingualCerebros #AprenderEspañol #CineEnEspañol #NovelasEnEspañol #AprendizajeDeIdiomas #EstudiarEspañol #ConsejosDeIdiomas #VidaBilingüe #LiteraturaYCine #CulturaEnEspañol

How to Bring Real-World Context into Your Curriculum

real-world

by Carmen Reyes (LTL Contributor)

This article is based on one section of my presentation Embedding Real-World Context in Curricular Design, delivered at the Back to School ’25 Conference for Klett World Languages.

World language teachers everywhere share the same challenge: how do we make language authentic, relevant, and motivating for our students? While grammar drills and vocabulary lists may help students memorize forms, they rarely inspire them to use the language beyond the classroom walls.

One powerful solution is teaching through real-world contexts—placing students in situations where language is a tool for solving problems, connecting with others, and creating meaning. Instead of approaching language from the outside as a system of forms and rules, learners experience it from the inside out. 

Based on my own experience designing curriculum, I have found that bringing real-world context into the classroom works best when I follow a clear process. Over time, I have designed six practical steps that help connect language learning to authentic situations while keeping lessons structured, engaging, and aligned with proficiency goals.

Let’s explore these six steps for bringing real-world context into your curriculum, using a concrete example: planning and shopping for a party at a grocery store.

Step 1. Identify a Real-World Context

Choose contexts that mirror life beyond school walls. A grocery store is a perfect fit: it’s universally familiar, culturally rich, and loaded with communicative possibilities.

Leverage authentic materials such as supermarket websites:

By working with authentic grocery websites, students see real products, real prices, and even cultural differences in shopping habits and food choices

Step 2. Define the Communicative Situation for a Real-World Context

Rather than passively learning vocabulary, students are placed inside a real-world problem:

“You and your classmates are planning a party. Using a budget, you must buy groceries in Spanish. What will you buy? How much can you spend? How do you ask for help at the store?”

This transforms the classroom into a simulation of real life where students:

  • Ask and answer questions about prices, quantities, and items.
  • Negotiate choices in pairs or small groups.
  • Use polite expressions (por favor, gracias, quisiera, necesito) to interact respectfully.
  • Manage a budget, reinforcing numbers and currency vocabulary.

The task is social, practical, and full of meaningful opportunities for language use.

Step 3. Align with Standards and Proficiency Goals

ACTFL Proficiency Guidelines (Novice–Intermediate):

  • Interpersonal Communication: Requesting grocery items, asking about prices.
  • Presentational Speaking: Performing a role-play or presenting a shopping plan.
  • Interpretive Reading/Listening: Understanding flyers, labels, or website content.
  • Grammar/Vocabulary in Context: Food, numbers, currency, verbs like querer and necesitar, and polite requests.

World-Readiness Standards for Learning Languages:

  • Communication: Real exchanges of needs and information.
  • Cultures: Understanding cultural practices of grocery shopping and celebrations.
  • Connections: Using authentic websites and media to link the classroom with the real world.
  • Comparisons: Seeing how shopping practices in the target culture differ from the students’ own.

Step 4. Choose Authentic Inputs for Real-World Context

Students thrive on real input because it shows them the living language, not a textbook version. Some ideas include:

  • Grocery websites with product images and prices.
  • Flyers or supermarket ads.
  • Photos/videos of open-air markets.
  • Party menus or packaging from authentic products.

These resources not only build vocabulary but also expose students to cultural perspectives—like why Peruvian markets might sell dozens of potato varieties or why French stores feature cheeses and wines.

Step 5. Design Real, Purposeful Output

Language acquisition sticks when learners produce something with meaning. In this case, students can:

  • Create a grocery list with items for a chosen type of party (birthday, picnic, holiday).
  • Write a short dialogue simulating a shopping interaction.
  • Role-play buying groceries, practicing questions and polite requests.
  • Present their “party plan” orally or in writing, justifying food choices.

Example:
“Para la fiesta de cumpleaños necesitamos un pastel, tres refrescos, y frutas. Compramos en Wong porque los precios son buenos.”

This output is purposeful, contextual, and fun—students are not just learning words, they’re planning a celebration in another language.

Step 6. Assess with Performance-Based Rubrics

Rather than focusing on grammar accuracy alone, measure success through communicative effectiveness. Criteria may include:

  • Use of target vocabulary (food, numbers, polite expressions).
  • Ability to ask/answer basic questions.
  • Collaboration and participation in the role-play.
  • Clarity in presenting their shopping plan.

A simple rubric with categories like Interpersonal Communication, Vocabulary Use, and Cultural Understanding keeps assessment meaningful and aligned with ACTFL.

Why This Works

When students learn through real-world contexts, they begin to see the target language as a living, breathing tool for communication. They gain confidence because they know what to say in a situation that feels real. At the same time, they’re exploring cultural practices and making connections to their own lives.

The grocery-store project illustrates how purpose, culture, and communication can come together in one unit:

  • Purpose: Plan and purchase for a real event (a party).
  • Culture: Explore food practices in Spanish- or French-speaking countries.
  • Communication: Use the language actively to solve problems and share ideas.

As teachers, our challenge is to open the classroom door to the world beyond, giving students the gift of authentic communication and the confidence that comes with it.

Unlocking Fluency: Exploring SDG 16 Through Children’s Literature

unity

by Carmen Reyes (LTL Contributor)

World language teachers can bring the United Nations Sustainable Development Goal (SDG) 16—Peace, Justice & Strong Institutions—to life in their classrooms through engaging literature. One powerful way to achieve this is by incorporating Marta Carrasco’s book La Otra Orilla, designed for Heritage Elementary students at an Intermediate Mid proficiency level.

La Otra Orilla fosters discussions on inclusivity, justice, and understanding across diverse communities. This work is based on my presentation during the ACTFL conference in Philadelphia, co-presented with NELL member Larissa Giacoman.

Interactive Activities for Various Proficiency Levels:

1. Novice Low: Building a Unity Bridge

Students are divided into two large groups, each representing a different community. They pair up and identify at least five commonalities from suggested categories such as family, school, sports, food, colors, or pets. They then illustrate these similarities on paper.

Each pair receives a LEGO brick for each similarity they find, using them to construct a “unity bridge” that symbolizes their shared connections.

If physical bricks are unavailable or as an alternative, students can use paper cutouts. In this case, they will write each similarity on a paper brick before assembling their bridge.

2. Novice Low-Mid: Cultural Expressions Unity Bridge

Students identify ten cultural expressions they share and write each one on an index card. These cards are then used to build a “unity bridge.” For added complexity, students can write full sentences. To present their work, students will read each card aloud while walking along their bridge, reinforcing cultural awareness by highlighting practices that reflect identity, values, and traditions.

As an alternative, students can physically construct a bridge using the index cards, as shown in the reference image. They will then place the cards with their shared cultural aspects on top of the bridge.

3. Novice Mid-High: Comparative Venn Diagram

Students analyze similarities and differences between their own community and a Spanish-speaking country, comparing aspects like traditions, food, and daily life. They create a Venn diagram to visually represent these cultural elements, encouraging a deeper understanding of global perspectives.

By incorporating these activities, language teachers create meaningful learning experiences that promote fluency, cultural understanding, and global citizenship while fostering inclusivity and reflection on diverse cultural experiences.

Multilingualism and Globalization: Balancing Global Communication and Cultural Identity

multilingualism

by Alonso Cano (LTL Contributor)

In an increasingly interconnected world, multilingualism has become more relevant than ever. While English continues to rise as a global lingua franca, concerns about the preservation of local and heritage languages are growing. Bilingual education plays a crucial role in shaping cognitive development, cultural awareness, and identity formation. As globalization accelerates, societies must find ways to balance the benefits of widespread communication with the need to protect linguistic diversity.

The Rise of English as a Global Lingua Franca

English has established itself as the dominant global language in business, science, technology, and international relations. The rise of the internet, the influence of American and British media, and the expansion of multinational corporations have all contributed to its dominance. Today, English is the most commonly learned second language worldwide, often becoming the bridge for communication between speakers of different native languages.

While English facilitates international trade, diplomacy, and education, its widespread adoption also raises concerns about linguistic homogenization. Many minority and indigenous languages face extinction as younger generations prioritize English over their ancestral tongues. The dominance of a single language risks the loss of cultural perspectives, traditions, and unique ways of thinking that are embedded in native languages.

Bilingual Education and its Cognitive Benefits

Bilingual education provides an essential tool for fostering multilingualism while ensuring cognitive and social benefits for learners. Research has shown that individuals who speak multiple languages exhibit:

  • Enhanced cognitive flexibility – the ability to switch between tasks more efficiently.
  • Stronger problem-solving and critical-thinking skills due to increased brain plasticity.
  • Delayed onset of dementia and other neurodegenerative diseases in later life.
  • Greater career opportunities in a globalized job market.

Educational systems that promote early bilingualism help students develop fluency in multiple languages without the disadvantages of delayed exposure. Immersion programs, dual-language instruction, and content-based language learning have all been effective in fostering multilingual competence.

The Importance of Heritage Language Learning for Cultural Identity

Heritage languages—languages spoken at home or within ethnic communities but not necessarily in wider society—play a fundamental role in shaping personal and collective identity. For many immigrants and minority communities, maintaining a heritage language connects individuals to their family history, traditions, and values.

Unfortunately, language shift is common among immigrant families, where second and third generations often lose proficiency in their ancestral language. This can lead to a sense of cultural disconnection and difficulties in communication between generations. Heritage language learning programs can help reverse this trend by providing structured opportunities for language maintenance and intergenerational transmission.

Governments, educators, and communities must support policies that promote linguistic diversity and cultural sustainability. This includes funding bilingual education, creating incentives for multilingual proficiency, and fostering appreciation for linguistic heritage in public discourse.

Finding Balance in a Globalized World

While English remains a powerful tool for global communication, it should not come at the cost of losing linguistic diversity. Encouraging bilingual and multilingual education, supporting heritage language learning, and promoting cultural identity through language can help societies achieve a balance between global interconnectedness and local heritage preservation.

Multilingualism Connects

By recognizing the value of all languages, we can create a world where multilingualism thrives—not as a barrier, but as a bridge that connects people across cultures and generations.


Multilingualism can be defined as “the ability of societies, institutions, groups and individuals to engage, on a regular basis, with more than one language in their day-to-day lives” (European Commission, 2007: 6).

Curso de perfeccionamiento del Español con el teatro

teatro

by Mercedes Pellitero (LTL Contributor)

Este Curso, “Practicar el español con el teatro: doce autores del teatro clásico,” nace de la experiencia de muchos años de enseñanza de la lengua española en institutos y universidades.

Seleccionar material útil para los profesores y atractivo para captar la atención y el interés de los alumnos ha sido siempre el objetivo principal que me he propuesto a la hora de escribir un texto para la enseñanza del español. El teatro me ha interesado siempre.

En realidad son muchas las instituciones que aconsejan utilizar el teatro para enseñar el español, pero son muy pocos los libros que ponen en práctica este consejo, y por esta razón he realizado este Curso.

Mi primera experiencia en la enseñanza del español con un texto teatral fue con mis alumnos del Instituto Sthendal de Roma, leyendo “Pic Nic” de Fernando Arrabal. Recuerdo todavía con placer la atención con la cual los alumnos participaban en la lectura y después repetían las frases del texto. Continué el experimento con “La vida es sueño” de Calderón de la Barca y a pesar de ser un texto de difícil comprensión lingüística resultó fácil subsanar el problema con alguna aclaración previa. El diálogo entre el padre -el rey Basilio- y su hijo Segismundo dio pie para muchos otros diálogos.

Los autores y obras elegidas son:

Cada uno de los capítulos del libro impreso o cada ebooks contiene los siguientes apartados: breve biografía del autor, características de su obra dramática, presentación de la obra elegida y un fragmento antológico precedido de un glosario.

Sobre cada uno de dichos apartados se realizan ejercicios de comprensión, expresión y elaboración,

Se puede iniciar el estudio de los autores independientemente del orden cronológico, porque no existe una dificultad creciente desde el punto de vista gramatical y su elección está dictada únicamente por las preferencias individuales.

El Curso está disponible como libro impreso, conteniendo los doce autores, en Amazon y como ebooks, conteniendo un solo autor, en Amazon, Google y Apple:

– va dirigido principalmente a los estudiantes de idiomas de las clases superiores y de la Universidad,

– utiliza textos del teatro clásico español de los siglos XVII-XX.

– su objetivo es mejorar la pronunciación, ejercitar la memoria, facilitar la comprensión, buscar el equilibrio entre la regla establecida y la naturalidad expresiva, dando prioridad a la comunicación y mostrar la realidad socio-cultural.

Con este curso se logra el objetivo principal de captar la atención y el interés de los alumnos para aprender el idioma español.

Enhancing Student Voice through Cultural Comparisons

cultural comparisons

by Victoria Berasaluce Guerra

For most of us, curiosity to learn about a new culture is what brought us to this field of world language teaching. Maybe you were attracted to learning about new cultural food, architecture, art or language.

I remember feeling so thirsty for knowledge when I was a student… I still show that characteristic and joke that I could be a forever student. 

Culture is a key component of world language classes, and so is discovering and empowering our students’ voices. So where do we start? I’ve had students that say they don’t have a culture; they don’t feel they identify with any practice or perspective. But when we start asking questions and challenging their cultural beliefs, interesting answers come forward. A way we teachers can start the discussion is by using the cultural tree model, found in Zaretta Hammond’s book Culturally Responsive Teaching and the Brain. The tree model can help us explain to students how different aspects of culture range from being surface level to deep level.

A tree with many roots and text

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My work with cultural literacy in the classroom is guided by the ACTFL Cultural Standards of products, practices and perspectives. This means that students need to be acquainted with these terms and understand their meaning before they proceed to higher order thinking skills or write essays about cultural comparisons.

Think: What definitions of culture do you use in the classroom?

The definitions that we use in class for products, practices and perspectives are the following:

PRODUCTS: Are the things people make and use. They can be tangible (an item of clothing, a dish, a craft, a monument) or intangible (laws, the education system or other institutions).

PRACTICES: Are people’s actions. The way they celebrate festive days and events like birthdays and weddings, but also daily activities such as the way members of a culture greet each other, learn, work and interact daily.

PERSPECTIVES: Signal how people of a culture view the world around them, what are their values and beliefs. For example, the relationship between man and nature, attitudes towards life and death, religious beliefs, the concepts of family and friendships, the value of work. Even if we can’t observe perspectives, we can infer them by observing products and practices within a culture.

We need to break down the three Ps and this can be done in numerous ways. One of them is to bring to class an object that has cultural significance, it could be linked to your heritage even. Being Argentinean, one of the cultural products I like to share with my students is the mate, a traditional drink in my country. Not only do I bring the mate and talk about its cultural value, I also show how it is prepared (a cultural practice) and how the ritual of drinking mate is viewed in my community (a cultural perspective). I enjoy explaining how, to drink mate, we require different components (products) that make the cultural practice.

cultural comparisons

Source: Mamá, quiero mate by Catalina Di Cocco, 2017

A drawing of a pot with a spoon

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Analyze: Why is it important to teach these cultural standards?

It is important to teach these cultural standards mainly for two reasons:

To encourage critical thinking: students develop critical thinking skills through analysis and interpretation of cultural phenomena.

To foster global citizenship: cultivate global citizenship by fostering respect for diversity and promoting intercultural understanding and communication. 

Some actionable ideas to work with the three Ps in the classroom through student voice enhancement:

1 Warm-up activity. Have students run a relay race by mentioning as many products, practices and perspectives they can think of in a given amount of time. Make sure you introduce the meaning behind them first. The groups will then need to explain their answers

2 Bring a cultural product that you value, it could relate to your heritage. You can ask students to bring their own cultural product to share with the class, explaining why they chose that specific product. Have students think about the relationship between the product and a cultural practice. We can then help them think how it relates to a cultural perspective.

3 Read an article as a class that touches on cultural products, practices and/or perspectives, and guide the discussion using prepared questions. Remember that perspectives are usually the hardest ones for students to think about on their own. To help you search for an article in the target language, you can think of some of the AP themes crossover (for example: global challenges, beauty and aesthetics, etc.). Don’t be shy to include data and statistics that could add more layers of depth to a topic. 

4 Storytelling and research. Ask your students if they can remember a time when they were struck by how something was done differently in another country/community. Ask them to share how they came to know about the said practice and what were their reactions. Instruct them to research that practice to gain a deeper understanding of its cultural value. This can be presented to the class afterwards. 

5 Compare two celebrations. Have students compare a celebration from their country/community and one from a different culture. They can do this via a visual representation such as a Venn diagram (to add a TPR approach, you could use hula hoops to represent the Venn diagram and cut out words). Make sure they are considering the three Ps when doing the comparison. This is a good practice step before writing essays. Have students explain their comparisons. 

6 Case studies and debates. Deliberate first on a case study (consider a multitude of options to a given issue). Consider how the three Ps will be intertwined. After deliberating, have a classroom debate based on the case study.

Some challenges you might encounter and how to avoid misinterpretation, judgment and incorrect evaluation:

1 Stereotyping – Encourage critical analysis and avoid generalizations. All stereotypes have some level of truth, so teach about them first by giving examples your students might know.

2 Cultural Insensitivity – Promote respectful language and avoid offensive comparisons. Give a couple of concrete examples or stories for students to grasp this concept and its consequences of not practicing it. 

3 Lack of resources – Use online tools and collaborate with cultural experts. There are wonderful videos like the TED talk “The danger of a single story” that would greatly help expand students’ understanding. Provide your students with interesting, current and authentic resources.

    Think: What activities have you used so far to work with cultural comparisons and the three Ps?

    La Importancia de Aprender Español y la Inmersión como Clave para un Aprendizaje Eficaz

    inmersión

    by Alonso Cano (LTL Contributor)

    El español es uno de los idiomas más hablados en el mundo, con más de 600 millones de hablantes nativos en más de 20 países. Aprender español abre puertas a nuevas oportunidades personales, académicas y profesionales, conectándonos con culturas y comunidades ricas en historia y tradiciones. La importancia de aprender este idioma radica en su impacto global, en su relevancia en sectores como los negocios, la diplomacia, la tecnología y el turismo, y en el valor cultural que aporta.

    Razones para Aprender Español

    Relevancia Global: El español es el segundo idioma más hablado en el mundo por hablantes nativos, después del chino mandarín. Se estima que es la tercera lengua más usada en internet, lo que facilita el acceso a una gran cantidad de contenidos, desde literatura y arte hasta avances científicos y oportunidades de educación superior.

    Ventajas Profesionales: En un mundo globalizado, la capacidad de hablar español abre oportunidades laborales y de negocios en mercados emergentes de América Latina, Estados Unidos y Europa. Cada vez más empresas buscan empleados con habilidades en español para atender a sus clientes o expandirse en mercados hispanohablantes.

    Crecimiento Personal y Cognitivo: Aprender un idioma extranjero, como el español, mejora las habilidades cognitivas, potencia la memoria y facilita la resolución de problemas. Además, permite desarrollar la empatía y una comprensión más profunda de otras culturas, algo esencial en el contexto multicultural actual.

    Acceso a una Riqueza Cultural Inmensa: Al aprender español, accedemos a una vasta herencia cultural, desde la literatura de autores como Gabriel García Márquez y Federico García Lorca hasta el cine, la música y la gastronomía. El español no solo es una lengua; es la puerta a una cultura vibrante y diversa que ha influido profundamente en el mundo.

    La inmersión como Método de Aprendizaje

    Aprender español a través de la inmersión es uno de los métodos más efectivos y enriquecedores para alcanzar fluidez y comprensión cultural. A diferencia de los métodos convencionales de aprendizaje en aula, la inmersión te permite vivir el idioma, sumergiéndote en él de forma natural y cotidiana.

    Ventajas de la Inmersión Lingüística

    Práctica Continua en Contextos Reales: La inmersión ofrece la oportunidad de practicar español en situaciones reales, desde pedir comida en un restaurante hasta conversar con nativos en el mercado. Estas experiencias ayudan a los estudiantes a comprender mejor las expresiones idiomáticas, el tono y las variaciones del español según la región.

    Mayor Velocidad de Aprendizaje: Estar rodeado de hablantes nativos acelera el proceso de aprendizaje, ya que el estudiante se ve expuesto al idioma de manera constante. La inmersión fomenta una rápida adaptación al ritmo, la pronunciación y la gramática, haciéndolos parte del entorno natural del estudiante.

    Comprensión Cultural Profunda: Al vivir en un entorno hispanohablante, los estudiantes no solo aprenden el idioma, sino también las costumbres, las tradiciones y las perspectivas culturales. Esto enriquece la experiencia de aprendizaje y permite una comprensión más completa del español y su cultura. Aprender el significado detrás de expresiones, gestos y rituales sociales profundiza la conexión con el idioma y los valores de las comunidades hispanas.

    Confianza y Fluidez: A través de la inmersión, los estudiantes adquieren confianza para comunicarse y adaptarse rápidamente a diferentes contextos lingüísticos. La exposición constante al idioma fortalece la fluidez, permitiendo que el estudiante se exprese de manera natural y efectiva, incluso en conversaciones espontáneas.

    Elementos Clave de un Programa de Inmersión Efectivo

    Clases con Enfoque Comunicativo: En un buen programa de inmersión, las clases están diseñadas para promover la comunicación y la interacción. Los profesores nativos emplean una metodología práctica que integra ejercicios de conversación, juegos de rol y actividades interactivas, fomentando el uso constante del idioma en situaciones cotidianas.

    Actividades Culturales y Excursiones: Un programa de inmersión integral incluye actividades culturales y excursiones que permiten a los estudiantes experimentar la vida local. Estas actividades pueden incluir visitas a museos, participación en festivales, clases de cocina local y recorridos por sitios históricos. A través de estas experiencias, los estudiantes tienen la oportunidad de aprender sobre la cultura y practicar el idioma en un contexto auténtico y enriquecedor.

    Interacción con Hablantes Nativos: La interacción con nativos es fundamental para aprender a reconocer y usar las variaciones del español, además de enriquecer el vocabulario y la comprensión de los diferentes acentos. Conversar con personas de la comunidad local permite al estudiante adaptarse a distintas maneras de hablar y, al mismo tiempo, entender mejor la cultura y las costumbres.

    Ambiente de Aprendizaje Inmersivo y Natural: El entorno del programa debe estar diseñado para crear una experiencia de inmersión completa. Desde las conversaciones con profesores y compañeros hasta las interacciones en tiendas, restaurantes y otros espacios, el estudiante debe sentir que está viviendo y respirando el idioma en todo momento.

    Consejos para Aprovechar al Máximo la Inmersión en Español

    Participar Activamente: Involúcrate en la cultura local, asiste a eventos, festivales y reuniones para conocer a personas y practicar el idioma en situaciones informales. Cuanto más te expongas, mayor será tu progreso y tu comodidad con el idioma.

    Establecer Metas y Evaluar el Progreso: Define objetivos claros para tu aprendizaje, ya sea mejorar la comprensión auditiva, enriquecer tu vocabulario o ganar confianza en la conversación. Evaluar tu progreso regularmente te ayudará a mantenerte enfocado y a aprovechar al máximo la experiencia.

    Mantener una Actitud Abierta y Positiva: Aprender un idioma es un reto que requiere paciencia y flexibilidad. La inmersión puede ser intensa, pero mantener una actitud abierta te permitirá adaptarte más rápido y disfrutar cada paso del proceso.

    Aprovechar el Entorno para Aprender Constantemente: Escucha las conversaciones de los locales, lee carteles, intenta entender las noticias en español y aprovecha cualquier oportunidad para usar el idioma. La inmersión permite aprender tanto en momentos de estudio formal como en el día a día.

    La Inmersión como Camino hacia la Fluidez y la Conexión Cultural

    Aprender español a través de la inmersión es una experiencia transformadora que va más allá de memorizar vocabulario y reglas gramaticales. La inmersión ofrece la oportunidad de vivir el idioma en toda su riqueza y complejidad, permitiéndote no solo comunicarte, sino también comprender y experimentar una nueva cultura.

    En un mundo cada vez más globalizado, la habilidad de hablar español y de entender la cultura hispana es una ventaja invaluable. La inmersión es el método ideal para aquellos que desean alcanzar una fluidez auténtica, experimentar el español en su contexto cultural y formar conexiones significativas con el mundo hispanohablante.


    Alonso Cano is at Escuela de Idiomas

    Focusing on Good Role Models in Our Society (Spanish & English)

    culture

    by Maria Martínez (LTL Contributor)

    Let’s Highlight and Focus on Good Role Models in Our Language Lessons

    Lately, there is a big focus in the media on bad role models in our society. And as important as this is to uncover bad things, to make sure they don’t happen again, to deal with injustice and to keep everyone safe, I think there should be an emphasis on the opposite too. Let’s focus also on the good role models, the people who have achieved and are achieving great things, who have fought and are fighting for injustice, people whose work ethic can inspire the young generations and all of us.

    I propose several activities to do this in our language lessons, activities that can reinforce vocabulary whilst serving as an inspiration.

    What makes a person outstanding and inspiring?

    What qualities do these exceptional people have?

    Just asking those two questions can create a great opportunity to discuss adjectives and values in our society. We can also discuss how some values have changed for the worse, and how we, as a society, are focusing on empty and superficial values. A great opportunity to compare the role models in our society nowadays compared to role models in the past.

    You can focus on any famous inspiring role model or students can also focus on a family member that has really inspired them. Below are a few examples from activities and resources in my channel, Bilingual Cerebros.

    What adjectives can you use to describe a person that really inspires you?

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    From these examples we can discuss how they are the opposite of some of the bad role models that sadly we are seeing recently more than ever on the news, and mention the negative adjectives too, but without giving it too much of a focus, as we want to cover the vocabulary, but we want to focus on the positivity and good role models and not the opposite. What we focus on, grows. So, let’s focus on goodness.

    More examples:

    In my channel you can find biographies of inspiring people with activities to practice the past tenses, reading and comprehension and questions about the texts. These are some of the resources that I recommend:

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    Women that changed the world: https://youtu.be/RQWGwicnDvg?si=cajB7mnuD895EfrU

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    José Hernández: https://youtu.be/7nQPBZ8rmIM?si=IjtYSbznawOOI840

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    Frida Kahlo: https://youtu.be/k3FuLWt-5-w?si=gh-1sNwT3xrkeaVD

    This is the link to the Playlist to this section in the channel:

    Please let me know what other biographies you would like me to upload next, I appreciate your comments.

    I hope these ideas and resources are helpful and inspire your lessons to focus on positivity and to create a better world together.


    Vamos a destacar y enfocarnos en buenos modelos a seguir en nuestras clases de idiomas

    Últimamente, los medios de comunicación se centran mucho en los malos modelos en nuestra sociedad. Y por muy importante que sea descubrir cosas malas, desenmascarar a personas fraudulentas, asegurarse de que no vuelvan a suceder, abordar la injusticia y mantener a todos a salvo, creo que también debería hacerse hincapié en lo contrario. Centrémonos también en los buenos modelos a seguir, las personas que han logrado y están logrando grandes cosas, que han luchado y están luchando por la injusticia, personas cuya ética de trabajo puede inspirar a las generaciones jóvenes y a todos nosotros.

    Para ello propongo varias actividades en nuestras clases de idiomas, actividades que pueden reforzar el vocabulario y al mismo tiempo servir de inspiración. 

    ¿Qué hace que una persona sea excepcional e inspiradora?

    ¿Qué cualidades tienen estas personas excepcionales?

    Simplemente hacer esas dos preguntas puede crear una gran oportunidad para discutir adjetivos y valores en nuestra sociedad. También podemos discutir cómo algunos valores han cambiado para mal y cómo nosotros, como sociedad, nos estamos centrando en valores vacíos y superficiales. Una gran oportunidad para comparar los modelos a seguir de nuestra sociedad actual con los modelos a seguir del pasado.

    Puede centrarse en cualquier modelo a seguir inspirador famoso o los estudiantes también pueden centrarse en un miembro de su familia que realmente los haya inspirado. A continuación, os muestro algunos ejemplos de actividades y recursos en mi canal, Bilingual Cerebros.

    ¿Qué adjetivos puedes usar para describir a la persona que más te inspira?

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    A partir de estos ejemplos podemos discutir cómo son lo opuesto a algunos de los malos modelos que lamentablemente estamos viendo últimamente más que nunca en las noticias, y mencionar también los adjetivos negativos, pero sin darles demasiado énfasis, solo para cubrir el vocabulario, pero lo que queremos es centrarnos en la positividad y los buenos modelos a seguir y no al revés. Aquello en lo que nos centramos crece. Entonces, centrémonos en la bondad.

    En mi canal puedes encontrar biografías de personas inspiradoras con actividades para practicar el tiempo pasado, lectura y comprensión y preguntas sobre los textos. Estos son algunos de los recursos que recomiendo:

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    Mujeres pioneras que cambiaron el mundo: https://youtu.be/RQWGwicnDvg?si=cajB7mnuD895EfrU

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    José Hernández: https://youtu.be/7nQPBZ8rmIM?si=IjtYSbznawOOI840 

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    Frida Kahlo: https://youtu.be/k3FuLWt-5-w?si=gh-1sNwT3xrkeaVD

    Y más biografías en esta sección del canal. Listas de reproducción de esta sección: https://youtube.com/playlist?list=PL5TlFjB4h2gVeH0XWB3C-TYWfFEAstkQm&si=17FbbPhCnDACMJEp 

    Por favor déjame saber qué otras biografías te gustarían que suba al canal, agradezco tus comentarios.

    Espero que estas ideas y recursos sean útiles e inspiren sus lecciones para que se centren en la positividad y así crear juntos un mundo mejor.

    Culture is my Daily Catalyst!

    culture

    by Noemí Rodríguez (LTL Contributor)

    How can we lead with culture on a daily basis in our classrooms?

    Culture can serve as your daily catalyst, as it did for me! A few months ago I had the opportunity to teach a High School Spanish Level III class and we began with the unit, “Stories of the Past”.  The unit’s communicative functions & essential questions are: -How does our past define who we are? -How does our present shape our future? -Recount the past -Describe how life used to be -Compare/contrast life in the past to the present

    Working with department colleagues, we established that we would utilize the reader, “La Llorona de Mazatlan” and backwards planned our unit with the reader in mind, with a focus on Mexican culture, stories & legends.

    As I began with this unit, I had an approximate window of when this unit would conclude and the different points of entry that I wanted to explore with students, based on the upcoming reader, vocabulary & structures necessary to address these communicative goals. I also started the school year with this unit and chose to focus primarily on describing past events & actions. So I began to plan out my weeks….

    Week 1/2: Getting to Know Each Other, Establishing a Classroom Community/Goals & Descriptions of Summer Vacations  (Google Slideshow) 

    Getting to know students and establishing a positive classroom culture is a key ingredient from day one. One way I approached this concept was doing a “Breakout” with students. Thanks to Kristine Keefe-Hasan (@kkeefe_hasan) aka LaProfeAlta, I was introduced to her breakout, Gozadera, which had the students working in teams to try to unlock the puzzles! It was neat to see them working together to build our classroom community during the first few days together. I also used Canva to design my Spanish III syllabus, which was a different way to approach the typical first-day class outline. (rodriguez syllabus espanol iii)

    I started off by describing what I had done in the summer and ironically, I had recently taken a trip to Mexico with my family. I was able to provide input through images and video of my experience and as a pre-assessment for students, asked that the students share the same through the creation of a Screencast video of their summer vacations. This provided me with immediate insight as to how well the students could describe past events and from this, I changed my instructional practices to further emphasize descriptions in the past. 

    Week 3: Highlighting Famous Spanish-Speaking Individuals  (Google Slideshow)

    After the first class meeting, I knew the students needed way more input! I selected the biographical reader, Vidas Impactantes, and broke the class into six different groups, to allow students to become “experts” on a particular Spanish-speaking individual and to also highlight Hispanic Heritage Month.

    Students read in class and I utilized the technique of “Reciprocal Reading” as students alternated which role they played as they read in small groups. As a follow-up assessment, students created informative Google Slideshows about their individual to be shared with the class. They were also given an interpretive reading and presentational writing assessment/quiz focused on key vocabulary. This key vocabulary pulled from Vidas Impactantes had a direct correlation to the unit’s essential questions & the upcoming reader: La Llorona. 

    Week 4/5: El Pasado: Leyendas Mexicanas (Google Slideshow)

    These weeks served as recycling vocabulary from La Llorona, so I continued with my emphasis on input by providing students with (4) Mexican legends that we would read together and discuss. I also provided vocabulary lists through Quizlet, which students practiced with vocabulary both in/out of class. I displayed these lists for students to view & we also “acted” out the words as a whole group.

    I utilized different reading techniques such as volleyball translation, whole group reading, popsicle stick reading (randomly calling on students to continue), paired reading and stop/summarize reading. Each legend that students read was read differently. After reading and discussing these different legends, students discussed which was their “favorite” and interviewed my sister-in-law via Skype, who happens to be from Mexico. I also used the song & music video, “Robarte un beso” to emphasize my sister-in-law’s favorite legend: El Callejón del Beso. 

    Week 6/7/8: La Llorona, Our IPA, The Reader & Mexico: El Presente (Google Slideshow 1 , 2

    Before diving into the reader, “La Llorona”, I wanted to build background knowledge for the students about this legend. Students completed an EdPuzzle activity for homework and I conducted a MovieTalk narrating the legend using a Youtube video. I posted the La Llorona vocabulary in the back of the classroom, so as I retold the story, I could continue to recycle/emphasize certain words.

    At this point, I felt the students were ready to engage in a summative Integrated Performance Assessment with the emphasis of Mexican Legends. Students were provided a different version of La Llorona to read & respond to questions as their interpretive portion, students engaged in a Writers Workshop process by re-writing their own version of their favorite Mexican legend and finally, students had to re-tell their stories/ask questions about one another’s favorite legends for their interpersonal portion via Flip.  Questions posed to assist with their conversations were as follows: 

    • Describa tu leyenda mexicana a tu compañero. 
    • ¿Quién es parte de tu leyenda?  ¿Qué pasó?
    • ¿Cómo terminó tu leyenda?  ¿Te gustó la leyenda? ¿Por qué?

    We began to read the reader as a class and at this point, because of the backward design process and all of the “preloading” of the important vocabulary that was coming up in this reader, students were able to comprehend 90-95% of the story. In one of the beginning chapters, a discussion between the main character and her father takes place about whether or not Mexico is a safe country. We paused as a class to explore this question and I used materials created by the wonderful Kara Jacobs (@karacjacobs) to discuss narco-violence. 

    Taking it a step further and hoping to have students further connect, my brother who is a police officer shared via Google Hangouts how widespread Mexican cartel violence truly is as he described some of his experiences with local gangs and hostage situations. Please know that my intention was not to scare these 10th/11th-grade students but to ensure that they are aware that these crimes are happening globally and also, affecting our communities locally in New Jersey. 

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    Culture Daily

    A wonderful aspect about these culturally relevant readers is that it does provide a teacher with moments to transition for a bit outside of the reader and dive into a topic that is compelling/interesting for the students to explore & discuss. 

    My short experience with teaching Spanish III proved that you CAN utilize common curriculum documents, essential questions, and communicative functions but still allow culture to guide the path & planning of daily lessons. I chose to emphasize Mexico, Mexican culture and legends but there are many different ways one can go to reach that same goal of utilizing a culturally relevant reader with students for communicative purposes!

    Halloween, El Día de los Muertos y El Día de Todos los Santos + Monsters Competition! (Spanish & English)

    Halloween

    by María Martínez (LTL Contributor)

    Why I love this time of the year!

    I love this time of the year! But when I come to think about it, it wasn’t always the case…

    I grew up in Spain, and when I was little, this time of the year was the beginning of the cold weather, shorter days, longer nights, and still a long wait for Christmas…

    At the beginning of November, we celebrate “All Saints Day”. However, as a child, I didn’t like it, because it would mean going to the cemetery and in those days, children weren’t explained much about it, the importance of that commemoration and its meaning. So, to be honest, I didn’t like it very much…

    However, today, things have changed very much. Thanks to the Internet and social media and the globalization that they brought, we can learn about different ways to celebrate similar things in different cultures. 

    I really find it fascinating how El Día de Muertos is celebrated in México compared to how somber the topic of death is in Spain. It is a great teaching opportunity in lessons to talk about how the same topic can be perceived so differently in different countries. 

    The new generations are enjoying experiencing these traditions, even when they are not typical from their own countries. For example, in Spain in the past, Halloween was always a foreign celebration that you would see in the movies. Nowadays, Halloween is celebrated in many Spanish cities and even small villages and children can experience it firsthand. 

    The same thing can be said about El Día de Muertos in the United States. Nowadays, it is celebrated in many major and smaller cities, for example in Los Angeles, San Diego, Alburquerque to name a few. And it is not only the celebration itself, but the learning about its meaning and all the traditions around it in schools so that children grow up with the experience of this celebration but also an understanding of its meaning.

    I invite you to watch a few resources related to these 3 topics: Halloween, El Día de Muertos y El Día de Todos los Santos. Remember that if you need the PDF or PPT versions from these resources, you can contact me on bilingualcerebros@gmail.com and I will be happy to share them with you. They are free.

    Do you like this time of the year? Was your experience growing up different too? 

    Resources:

    Halloween Monsters Competition

    I invite you all to participate and invite your students to take part in the 2nd edition of the Halloween Monster Competition: https://youtu.be/Y_o2UoOARdw?si=AiRZNwoYrwUtclx8

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    ¡Por qué me encanta esta época del año!

    ¡Me encanta esta época del año! Pero cuando lo pienso, no siempre fue así…

    Crecí en España, y cuando era pequeña, esta época del año significaba siempre el comienzo del frío, los días más cortos, las noches más largas y aún había que esperar mucho para la Navidad…

    A principios de noviembre celebramos el “Día de Todos los Santos”. Sin embargo, cuando era niña no me gustaba, porque significaba ir al cementerio y en aquellos días a los niños no se les explicaba mucho sobre eso, la importancia de esa conmemoración y su significado. Entonces, para ser honesta, no me gustaba mucho…

    Sin embargo, hoy las cosas han cambiado mucho. Gracias a Internet y las redes sociales y la globalización que trajeron, podemos aprender sobre diferentes formas de celebrar estos días en diferentes culturas. 

    Encuentro realmente fascinante cómo se celebra el Día de Muertos en México en comparación con lo sombrío que es el tema de la muerte en España. Es una gran oportunidad didáctica para hablar en las lecciones sobre cómo el mismo tema puede percibirse de manera tan diferente en diferentes países.

    Las nuevas generaciones disfrutan viviendo estas tradiciones, incluso cuando no son típicas de sus propios países. Por ejemplo, en España antiguamente Halloween siempre fue una celebración extranjera que se veía en las películas. Hoy en día, Halloween se celebra en la mayoría de las ciudades españolas e incluso en algunos pueblos pequeños y los niños pueden vivirlo en primera persona. 

    Lo mismo puede decirse del Día de Muertos en Estados Unidos. Hoy en día, se celebra en muchas ciudades grandes y pequeñas, por ejemplo, en Los Ángeles, San Diego y Alburquerque, por nombrar algunas. Y no es sólo la celebración en sí, sino el aprendizaje en los colegios sobre su significado y todas las tradiciones que la rodean para que los niños crezcan con la experiencia de esta celebración, pero también con la comprensión de su significado.

    Te invito a ver algunos recursos relacionados con estos 3 temas: Halloween, El Día de Muertos y El Día de Todos los Santos. Recuerda que, si necesita las versiones PDF o PPT de estos recursos, puede contactarme en bilingualcerebros@gmail.com y estaré feliz de compartirlas contigo. Son gratis.

    ¿Te gusta esta época del año? ¿Tuviste una experiencia diferente en tu niñez?

    Resources:

    Concurso de Monstruos de Halloween

    Os invito a todos a participar e invito a vuestros alumnos a participar en la 2da edición del Concurso de Monstruos de Halloween: https://youtu.be/Y_o2UoOARdw?si=AiRZNwoYrwUtclx8

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    DER: Gamifying Your Units with Digital Escape Rooms

    DER

    by Victoria Berasaluce Guerra (LTL Contributor)

    If you are reading this article, you might feel intrigued by using digital escape rooms in your World Language classroom. Whether this is your first try at digital escape rooms or a returning fan, here I share some ideas and steps that might be helpful

    Starting with…why even do a digital escape room (DER)?

    Digital escape rooms are basically an activity online where there is an imaginary room you and/or your group must escape from by solving several clues that will finally release you from the room. Physical escape rooms also exist, and you can try them in your class or with friends at a special venue. It’s fun!

    So what are the benefits of DER?

    For starters, their versatility for any unit of your curriculum. They help boost collaborative work and engage students through problem solving and critical thinking. They are also easy to tailor to your classroom’s needs and a novel way to incorporate culture. Last but not least, they prove engaging for educators looking to be creative with their assignments.

    When to use DERs

    You could create a DER for the end of your unit to review the contents seen in class, or you could incorporate them as an introductory activity (keeping in mind that students should be able to tap into their background knowledge in the target language).

    As a plus, digital escape rooms engage students in all core language skills: reading from the clues, listening to audio resources and instructions, writing to solve the clues and speaking between peers and with their teacher, using the target language.

    A teacher can also differentiate through escape rooms by incorporating:

    • different modalities of resources: text, auditory and visual
    • different roles of the players to exploit their talents
    • design an escape room where different paths lead to the same goal

    Next is…brainstorming DERs

    The sky’s the limit when designing a digital escape room. You could base them on any unit you taught, in any language, for every level of language.

    Before starting the building process, teachers need to consider the backwards design planning. This stage can be exhilarating and creative, but you need to be crystal clear on what your objectives are before starting to plan the storyline.

    Some questions to ask yourself:

    1. What are my objectives? Your escape room might be based on a unit or a reading you did in class.
    2. What skills do you want your students to have mastered or practiced after the activity?
    3. Storyline? What narrative are you thinking of?
    4. What rules will I establish for my escape room? Will I give limited attempts to help each group? Will I let them use any resource from the class material? Will it be a collaborative or individual activity? F2F or fully virtual?

    Okay…now how do I actually start a DER?

    To introduce the technical content, I will clarify that even though there are many ways to create DERs, I will focus on the steps to follow when creating them on Google slides. And don’t worry if your school or institution does not use Google. 

    Step 1: Set the room and the mood

    On a blank Google slide, choose your background by clicking on “Background”, then choose an image from your computer or search the web. To add any elements into the room, insert an image. When searching the web, you can add the words “transparent png” to the search to make sure the image does not have a background when you add it onto the slide. You can also add yourself as an emoji from the Bitmoji Chrome Extension in your browser.

    Step 2: Create locks

    You might create your lock/s in a separate Google form. You can customize the header image, add a title and introduction. Remember to click on the three-dot menu to turn on the option “response validation”. You might add a final message once the lock is “opened”. Another way is to use an external tool to create the actual visual locks, such as Flippity.

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    Step 3: Construct clues

    You can choose if you want to set a path of linear clues or let the students find clues randomly. Finding clues randomly will make the game more complex and test their collaboration and communication skills more. You also must decide if you will add any “distractions”, so elements that don’t really lead to anything. This will also add a level of complexity to the game since students will have to discern what elements serve them for their mission and which ones don’t.  You will need to produce links from the elements in the room to the different clues (external sites or Google forms for example).

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    Step 4: Set a timer and make it competitive!

    To set a timer, click on “add video” and search Youtube for a timer specific to the number of minutes you want. Just make sure to watch it first to ensure it is appropriate for school.

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    Step 5: Share it and have fun!

    After testing the DER, copy the URL of the slide and paste it into a blank slide. Change the “/edit” in the URL to “/preview” and hit “Apply”. You will have to allow access so that anyone with the link can view. You can find these settings under the “Share” button on the upper right corner. To make sure your slide gets published and seen, click on “File”, “Share” and “Publish to web”.

    Feel free to reach out and share your DERs!

    Here is an example of a final DER that I created for a unit based on “Agentes secretos y el mural de Picasso” by Mira Canion:

    DER

    Give it a try! Click on the picture or check this link. This is an example so that you get an idea. Please, do not get discouraged if you cannot advance much.

    Enjoy!

    Imágenes en mente – AI y cultura (in Spanish)

    Imagenes

    by Ramón Clavijo (LTL Contributor)

    Hace un año, un usuario de Instagram le pidió a la inteligencia artificial 🗣🤖 que generase imágenes en las que se representara a las comunidades autónomas de España 🇪🇸 como si fueran personas. Después, compartió los resultados a través de su cuenta y las reacciones no se hicieron esperar: se abrió un debate respecto a si reflejaban o no la realidad de cada comunidad 🗨🗯.

    En efecto, ¿por qué se habría elegido, para representar la esencia de una determinada región española, a una persona de un género, edad o rasgos concretos? Bueno, se supone que dichas imágenes fueron generadas después de que el usuario en cuestión hubiera introducido datos relativos a aspectos geográficos, culturales e históricos que, si bien no han trascendido, en algunos casos pueden intuirse 🤔. Así, por ejemplo, Galicia está representada como una mujer mayor, de mirada desconfiada y vestida de manera tradicional 👵. Tal vez de esta forma la inteligencia artificial haya querido reflejar el envejecimiento progresivo de la población gallega y su condición históricamente rural.

    Ahora bien, si el algoritmo que da las instrucciones no deja de ser una producción humana, es lógico pensar que estará sometido a la condición humana, incluida nuestra tendencia a interpretar la realidad en forma de ideas preconcebidas, estereotipos y, especialmente, imágenes mentales 🧠💭.

    Y aquí es adonde queríamos llegar: a la importancia de las representaciones mentales en cuanto formas de ver el mundo y entender la realidad, así como de reflejar nuestras expectativas, deseos y, por qué no, nuestros prejuicios.

    ¿Y a qué viene todo esto? Pues a que, debido a su potencial, también podemos echar mano de las imágenes mentales en nuestras clases 👩🏻‍🏫👨🏻‍🏫. Si no sabes por dónde empezar para poder implementarlas en el aula, te recomendamos un libro 📖 con un título muy directo: ¡Imagínate…! Imágenes mentales en la clase de español, de Sgel.

    En él se plantean una serie de actividades ✏️ cuyo nexo de unión son las imágenes mentales, usadas como catalizador para desarrollar las distintas destrezas del lenguaje. Así, en palabras de los autores, “trabajar con imágenes puede aumentar la fluidez tanto en la producción oral 🗣 como en la escrita 🖋, porque si los alumnos tienen una cosa en mente que quieren decir, quedan liberados de la necesidad de encontrar un mensaje que transmitir, y pueden centrarse en encontrar la forma de expresarlo” (página 18).

    Así pues, seas una persona 🙋🏻‍♀️ o Terminator 🤖😎, nunca está de más recurrir a la introspección, generar como resultado imágenes mentales y expresar con ellas el mensaje que quieras transmitir 🗣🥰.

    Nota: te dejamos los enlaces a la cuenta desde la que se compartieron las imágenes, para que puedas valorarlas:

    My Roots, My Heritage

    heritage my roots, my heritage

    If you follow the blog, you may have read  R.E.S.T., which stands for relaxing, engaging, serendipity, and trying new things. The “S” for serendipity was for me the highlight last month as I ended up visiting the house of my ancestors (on one side of the family) that dates from the 1700s. It moved me more than I expected and that is how I decided to focus this month on My Roots, My Heritage. 

    Past, Present, Future

    The phrase “Don’t forget where you came from” took a whole new meaning to me. It made me see the past reflected in the present and moving towards the future. All I am now is in part the fruit of the values, beliefs, courage, and hope of my ancestors as well as my own experiences that constantly shape who I am. Learning about our roots is necessary in building our future. 

    Heritage

    As educators, we celebrate ‘Heritage Months’ throughout the year to acknowledge and recognize those who came before us and their contributions. According to the Cambridge dictionary, ‘heritage’ is “the history, traditions, practices, etc. of a particular country, society, or company that exist from the past and continue to be important.” 

    Another definition found in Family Heritage Blog states “Heritage is a person’s unique, inherited sense of family identity: the values, traditions, culture, and artifacts handed down by previous generations. We absorb a sense of our heritage throughout our lives as we observe and experience the things that make our family unique.” 

    In celebrating our roots, we get to understand our world and ourselves better. It helps us reflect on our identity, our voices, and our future, as well as the identity and the voices of those who surround us. 

    heritage

    LTL Blogs on Identity and Heritage

    At Language Teaching Lab we have explored topics related to heritage, roots, and identity in several of our articles such as,

    As language educators we have the opportunity to navigate the topic ‘heritage’ in our class for students to understand themselves better as well as understand their place in the world, all while exploring their heritage and roots. 

    Proficiency Levels

    At the same time, we can aim at teaching ‘My Roots, My Heritage’ from an early age and proficiency level. Students progress from the Novice to the Intermediate proficiency levels by answering questions on the topic, such as,

    • What is your name/last name?
    • Why is that your name/last name?
    • Are there any other members of your family you share your name with?
    • Where were you born? 
    • What does the word ‘ancestor’ mean? Who are your ancestors?
    • Where were your ancestors born?
    • What do you know about your family history? 
    • What are your family traditions? Talk to your family and find out!
    • What food is a tradition in your family? When do you have it? How do you have it? With whom?
    • What is your grandparents’ traditional food?
    • Do you know what your grandparents’ grandparents’ traditional food was? You may want to expand traditions regarding celebrations, books, types of music, clothing, flowers, places, etc. You get the idea!)
    • What do you do every day? 
    • Do you know what your ancestors did every day? How can you find out?
    • What is important to your family?
    • Why is it important to understand where you come from?
    • Why is it important to connect to your roots?
    • How does heritage shape your identity?
    • How do you describe your heritage?

    I invite you to think about your own roots and heritage and those of your students, to help find our uniqueness and our common humanity.

    Hispanic Heritage Month: Ideas for Lessons and Resources (English and Spanish)

    bilingual cerebros Hispanic Heritage

    by María Martínez (LTL Contributor)

    https://youtube.com/playlist?list=PL5TlFjB4h2gUSjM3eV-Zan1gOAVO8l9q6&si=Ont68OJ_YShdl_Rh

    Hispanic Heritage Month has started having a big impact and has gained importance in schools in the USA during the last decade or so, but it all started 56 years ago. “The observation started in 1968 as Hispanic Heritage Week under President Lyndon Johnson and was expanded by President Ronald Reagan in 1988 to cover a 30-day period starting on September 15 and ending on October 15. It was enacted into law on August 17, 1988.

    Instead of starting at the beginning of September, Hispanic Heritage Month takes place over 30 days starting on the 15th — a nod to the anniversaries of national independence for several Latin American countries: Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua all recognize September.

    From Bilingual Cerebros we offer a range of free resources and activities to support students, families, schools and teachers celebrating this special month. From biographies to celebrate important and inspirational people in the Hispanic community to virtual visits to the 21 Spanish speaking countries exploring their gastronomy, traditions, music, festivals and celebrations, places and monuments to visit and creating projects in the classrooms. Bilingual Cerebros shares all these free resources to support the Bilingual Community all over the world. Feel free to request any resources by email at bilingualcerebros@gmail.com 

    These are the recommended sections and activities you can use:

    https://www.youtube.com/playlist?list=PL5TlFjB4h2gVeH0XWB3C-TYWfFEAstkQm

    And don’t miss these quizzes to test your knowledge about Spanish Speaking Countries:

    1. Quiz about Spanish Speaking Counties / Cuestionario sobre Países Hispanohablantes / 50 Questions
    2. 21 Países hispanohablantes: ¿De qué países son estas banderas? / Spanish Speaking Countries quiz

    Happy Hispanic Heritage Month!


    El Mes de la Herencia Hispana ha comenzado a tener un gran impacto y ha ganado importancia en las escuelas de EE.UU. durante la última década, pero todo comenzó hace 56 años. “La observación comenzó en 1968 como Semana de la Herencia Hispana bajo el presidente Lyndon Johnson y fue ampliada por el presidente Ronald Reagan en 1988 para cubrir un período de 30 días que comenzó el 15 de septiembre y finalizó el 15 de octubre. Fue promulgada como ley el 17 de agosto de 1988. 

    En lugar de comenzar a principios de septiembre, el Mes de la Herencia Hispana se lleva a cabo durante 30 días a partir del día 15, un guiño a los aniversarios de la independencia nacional de varios países latinoamericanos: Costa Rica, El Salvador, Guatemala, Honduras y Nicaragua reconocen septiembre. 

    Desde Bilingual Cerebros ofrecemos una gama de recursos y actividades gratuitas para apoyar a estudiantes, familias, escuelas y profesores que celebran este mes tan especial. Desde biografías para celebrar a personas importantes e inspiradoras de la comunidad hispana hasta visitas virtuales a los 21 países de habla hispana explorando su gastronomía, tradiciones, música, festivales y celebraciones, lugares y monumentos para visitar y creando proyectos en las aulas. Bilingual Cerebros comparte todos estos recursos gratuitos para apoyar a la Comunidad Bilingüe en todo el mundo. No dudes en solicitar cualquier recurso por correo electrónico bilingualcerebros@gmail.com 

    Estas son las secciones y actividades recomendadas que puedes utilizar:

    Y no te pierdas estos cuestionarios para poner a prueba tus conocimientos sobre los países de habla hispana:

    https://www.youtube.com/watch?v=xcuKPNoCoFc
    https://www.youtube.com/watch?v=2t_iSyVSTmg

    ¡Feliz Mes de la Herencia Hispana!

    La Tradición de las Tapas en Úbeda

    tapas

    by Alonso Cano for LTL

    Úbeda, ciudad declarada Patrimonio de la Humanidad, no solo destaca por su impresionante arquitectura renacentista y su rica historia, sino también por una tradición gastronómica muy especial: las tapas. Esta práctica culinaria, profundamente arraigada en la cultura andaluza, se vive de manera única en las calles y bares de Úbeda.

    tapas

    Tapas en Úbeda

    Tapas: Origen y Evolución

    La tapa, cuyo origen se remonta a siglos atrás, se dice que comenzó como una pequeña porción de comida servida junto a una bebida para “tapar” el vaso y evitar que el polvo o los insectos entraran. Con el tiempo, esta sencilla práctica evolucionó hasta convertirse en una auténtica expresión de la gastronomía local, ofreciendo a los visitantes y habitantes de Úbeda una variedad de sabores y experiencias culinarias.

    Variedad y Sabor

    En Úbeda, la oferta de tapas es tan diversa como deliciosa. Desde clásicos como el jamón ibérico y el queso manchego, hasta especialidades locales como los OCHÍOS, los ALCAUCILES, las berenjenas fritas con miel, los caracoles en salsa y el famoso lomo de orza, cada tapa es una muestra de la rica tradición culinaria de la región. Los ingredientes frescos y de calidad, muchos de ellos provenientes de la fértil tierra jienense, garantizan una experiencia gastronómica incomparable.

    Tapas: Un Ritual Social

    Tapear en Úbeda no es solo una cuestión de comida, sino también un ritual social. Los bares y tabernas se llenan de vida a todas horas, convirtiéndose en puntos de encuentro donde la gente se reúne para disfrutar de buena comida y buena compañía. Este ambiente de camaradería y celebración es una parte esencial de la experiencia de las tapas en Úbeda.

    Ruta de las Tapas

    Para aquellos que quieran sumergirse por completo en esta tradición, Úbeda ofrece diversas rutas de tapas que permiten explorar la ciudad de bar en bar. Cada establecimiento ofrece su propia especialidad, permitiendo a los visitantes descubrir nuevos sabores y platos en cada parada. Estas rutas no solo son una excelente manera de disfrutar de la gastronomía local, sino también de conocer la ciudad y su gente.

    Una Experiencia Imperdible

    La tradición de las tapas en Úbeda es una invitación a disfrutar de la vida a un ritmo más pausado, saboreando cada momento y cada bocado. Para los amantes de la buena comida y la buena compañía, tapear en Úbeda es una experiencia imperdible que deja un sabor de boca inolvidable y el deseo de volver una y otra vez.


    Euroidiomas Spanish School in Úbeda