Thursday Thoughts - Language Teaching Lab

Thursday, March 27, 2025

What are the advantages of organically building vocabulary and language structures in a world language class? How do you elicit words from students in the first place?

One way of building vocabulary in a world language class is to approach its teaching in an organic way. Let’s say that we want our students to be able to talk about their daily routines so as to be able to compare later daily routines of other individuals in other communities.

As expected, there is a pre-teaching, teaching, and post-teaching preparation needed in this approach. In this post, we are aiming at the Interpersonal mode of communication.

Pre-teaching

The pre-teaching needed here is the preparation by the educator. In pre-teaching you may want to,

brainstorm all the vocabulary and language structures that are connected to the unit, even those that are for reviewing
create a semantic map with all the words that come to your mind.
- include, for this unit words like, before, during, and after school. Also, in the morning, in the afternoon, at lunch, etc. as well as telling time (though you may have taught telling time earlier and now it is a good time to review it).
- include lots of activities even reflexive verbs! and how often they are performed
- think of words that describe in more detail each of the activities (see below for examples on this).
- think of which questions and question words you would like to emphasize
create or find visuals to use when teaching
plan on how to start moving students from a novice-mid to a novice-high proficiency level by including connectors such as because, when, but, however, etc.

Side note: when planning units, if possible, we should include the five Cs (Culture, Connections, Comparisons, Communities and Communication (Interpersonal, Interpretive, Presentational). This post refers only to building vocabulary and language structures organically for the interpersonal mode of communication.

Teaching

Now it is the time for the Teaching phase!

You may start the class stating that you will be talking about daily routines and write on the board “Daily Routines” in the language you teach. After that, you may want to write the words in the target language: Before – During/at school – After, making arrows from school to the words before and after.

Side note: all along, you may need to act things out or draw on the board for students to understand what you say. These strategies allow you to stay in the target language!

Start by asking one question that you know your students will understand, depending on what you have taught them, such as, “What do you do before school?” and write it down on the board as well.

When I teach this unit, I usually get “I eat” or “I listen to music” as the first examples and sometimes students mimic waking up, brushing their teeth or watching Netflix or Disney+.

Let’s take the answer “I eat.” I start digging deeper through questioning while jotting down words on the board to build students’ vocabulary

What do you eat? And if the answer is ‘cereal’ I ask, With milk? With yoghurt? With fruit? Alone? Always?

I say the whole answer and prompt them to repeat it.

I usually ask a few more students to answer the same question so when they say,

‘Eggs’ I ask, hard-boiled eggs? Fried eggs? Scrambled eggs? With salt and pepper? Do you always have eggs for breakfast? Sometimes? Three times a week? Only on the weekends?
‘Pancakes’ I ask, Alone? With butter? With marmalade? Peanut butter? What type of marmalade? When do you have pancakes? Do you have pancakes in summer? In winter? Why yes/no?
‘Nothing’ I ask, Do you have milk? Orange juice?’ Do you sometimes have orange juice? When it is cold/hot, do you have something?

Again, I say the whole answer and prompt them to repeat it. There is a lot of repetition here, lots of acting out, and lots of drawings on the board. You get it, right?

After all students say what they have for breakfast, you may ask them to stand up in two rows and practice asking and answering each other. Then, you may ask them to write down in their notebooks what they have for breakfast or if you may ask them, if you prefer, to work as a class and write on the board.

Post-teaching

I sometimes ask them to look at the board and tell me their favorite word, a new word, a word that sounds funny to them, or anything that will bring attention to detail.

Afterwards, I usually take a picture of the board and upload it to their classroom portal. Students know that their homework is to study that.

The following class, I might first play charades or ‘the odd one out’ (ask them to draw/write three things that they do and one that they don’t so that their friends guess the odd one). Then I might have them stand up in pairs and have a conversation using the vocabulary that we came up with.

Only then continue expanding and building vocabulary using daily routines such as,

I listen to music: What genre? For how long? With or without earphones? Why do you listen to music? When do you listen to music?
I wake up: On your own? Does somebody wake you up? At what time?

Go down your list from the pre-teaching brainstorming and enjoy getting to know your students and their daily routines. I love to see a smile in students’ faces when they realize that they have more commonalities with their peers than they thought. At the same time, they realize how unique each of them is.

Building vocabulary and language structures is key in language learning and acquisition. By practicing and reinforcing the use of new words in conversations, students make the vocabulary their own. As an added benefit, your class will be 90% of the time in the target language.

What is the difference between teaching this way and providing students with a list of vocabulary terms? Should we do both? Let me know what you think at connect@languageteachinglab.com

Thanks to Maris Hawkins who inspired me to write this Thursday Thoughts with her post Hot Take: Checking the research I

Thursday, March 20, 2025

I have always loved books! I heartily support both the Book Club and Book Walks initiatives.

This year, at the Language Teaching Lab, we have started our own Book Club. We read a variety of books and reflect deeply on the connections among the books and world language teaching and learning. You can read insights on some of those books in earlier Thursday Thoughts. Join us! as our conversations are richer and more profound when we listen to an array of points of view and we share our experiences. Complete the form to be part of this amazing group and start connecting, learning, and moving forward!

When I learned about Book Walks I immediately knew it would be a fantastic experience for children and adults alike. In schools, Book Walks gather the perfect ingredients for instilling in children the love of reading, the love of sharing, as well as moving to turn the pages in the story. Enrique Moras with Syncretic Press clearly explains the benefits of having a Book Walk in a central area in schools, parks, and more here. Contact him and mention Language Teaching Lab for a special discount. Have your own Book Walk and let me know so I can visit!

Thursday, March 13, 2025

We’ll continue on the topic of questions this week

What type of questions should we aim at?

In Innovate Inside the Box we are reminded to ask better questions. “Shifting your (and your learners’) focus from getting the right answers to asking better questions.” Though at times challenging when teaching a world language, asking better questions should be considered a priority.

Innovate Inside the Box reminds us to give learners “the opportunity to brainstorm questions [as it] helps them develop the essential learning skills of inquiry and embodying curiosity… Curiosity drives the acquisition of knowledge and also empowers students to develop the ability to learn how to learn.”

How can we develop problem-solvers and problem-finders through questions?

In world languages, we can intentionally help students ask better questions and think deeper on their answers by using Project Zero Thinking Routines or the Challenge-Based Learning (CBL) protocol.

One example from the Project Zero Thinking Routines might be the The 3 Ys Global Thinking Routine that encompasses asking three questions

Why might this [topic, question] matter to me?
Why might it matter to people around me [family, friends, city, nation]?
Why might it matter to the world?

The 3 Ys Global Thinking Routine related to the topic of sports as mentioned in last week’s post, can help students “discern the significance of a topic in global, local, and personal contexts.” Thus, expanding perspectives and critical thinking.

Challenge Based Learning “provides an efficient and effective framework for learning while solving real-world challenges. The framework fuels collaboration to identify big ideas, ask thoughtful questions, and identify, investigate and solve challenges. CBL helps learners gain deep subject area knowledge and develop the skills necessary to thrive in an ever-changing world.”

After using CBL in a Spanish club, students expressed the following:

“CBL helped me find a solution because I had to find my challenge and then ask question[s] of how I would solve that problem which led me to an independent answer. It also helped me find the next step I would take to continue on with my project.”
“CBL helped me better understand how to solve my problem because I learned that I can solve things by myself if I ask organized questions. … It also helped me organize my thought[s] and think clearly.”

Students also loved using the CBL Nudge app throughout their challenge.

What else can we do in language classes?

Have students become aware of the power of questions. Use questions every day! You can also create a project similar to the one explained below.

In The Book of Questions by Pablo Neruda students easily realize the power of questions and questioning.

A simple project that you can do using this book is have students read the questions in the book, choose one question, write and draw their question on a sheet of paper, record themselves reading the question, and explain why they chose that question (this last step is optional). The teacher then creates a movie with all the recordings and share it with the students’ families. Powerful!

One example of this task that stayed with me all these years was about this child who chose the following question: “¿Por qué anduvimos tanto tiempo creciendo para separarnos? (Why did we spend so much time growing up only to separate?)” You can find this question on page 44 of The Book of Questions.

This child was in middle school and his sibling had started college that year. It was a challenging time for him at home and it started to percolate in Spanish class.

This simple project was cathartic for him. In his writing, among other things, he explained that he missed his brother so much when he left for college that he felt that all his world collapsed. He had to reinvent himself that year and thus, became more resilient with a lot of effort and practically on his own (this is how he said he felt). This project allowed him to express something that was happening to him and he had not necessarily shared with others till then.

How do you and your learners use questions in your world language classes?

Share your thoughts with us at the Language Teaching Lab. Any comments, please email connect@languageteachinglab.com or complete the form https://forms.gle/zsZb4xGmReWVtvN88

Thursday, March 6, 2025

This week, once again, I was reminded of the importance of questions in a world language class. The following is the beginning of a conversation about questions in a world language class.

Why are questions important?

Questions elicit information, stimulate discussions, promote critical thinking, build trust, uncover pitfalls, explore complex ideas, uncover implicit assumptions, facilitate analysis, and help us understand others’ priorities.

How do we build the steps to expand language acquisition through questions?

With Novice Mid learners, we can develop our curriculum around simple questions. For example, if we want our students to ask about their birthday (When is your birthday and what do you like about it?), we provide the language needed to do so (numbers from 1 to 31, months of the year, activities that you can do during the seasons, etc.).

With Novice High learners, we can gather them in a circle at the beginning of class every day and pose different questions. You may start asking simple questions, e.g. ‘What did you do during the weekend that helped others?’ One student answers and the others make comments or ask questions. The idea is that learners start communicating among themselves with the given prompt. When done regularly, we are creating “empowering learning experiences for our students – opportunities to learn, question, innovate, and share their ideas” (Innovate Inside the Box).

Using questions to build units is another way to help grow your students’ proficiency level. For example, in the typical unit related to sports, depending on your students’ level, you can ask simple questions at first and build on the previous questions to go deeper into understanding the relevance of a topic.

The example below comes from a unit in Spanish but it can easily translate to the language you teach. Think of the language and language functions needed to answer the questions below:

Do you play sports? Do you like to play?
What sports do you play? Which do you prefer?
When do you play sports? What do you wear?
Does it make any difference when you have started doing that activity?
Which sport or activity would you like to begin doing? Why?
When you were young, did you practice any sport?
How do you prepare to play sports?
How do you play ‘soccer’?
How does your personality influence the sports you practice?
Why do you play sports?
What should you do before, during, and after playing sports?
How does what I do define who I am?
Does everybody like sports? Are sports ‘boring’ to you?
Which is a popular sport in your area?
What sports are played in the world?
Where did ‘fencing’ start?
Are the colors used in the uniforms important? Why do you say so?
Should all kids be able to participate in all sports they want to play?
What are the benefits of playing sports?
What do leisure time activities tell us about the values of a culture?
What is the relationship between sports and peace?
How are sports powerful?
How do sports connect to the Sustainable Development Goals?

As a side note, April 6 is International Day of Sport for Development and Peace. Are you planning on celebrating it?

What are your thoughts about building a unit around questions?

We’ll continue with the topic of questions next week. Any comments, please email connect@languageteachinglab.com or complete the form https://forms.gle/zsZb4xGmReWVtvN88

Thursday, February 27, 2025

As world language educators we know that the final stretch of a school year might be the most challenging one. When we approach the final months, restoring balance is first and foremost, essential. “Unreasonable Hospitality: The Remarkable Power of Giving People More Than They Expect” by Will Guidara – reminds us in Chapter 14 “Do less, and do it well.”

That being said, once your balance is restored, it might also be beneficial to have new perspectives and commit to one new idea, all while having a clear vision of what you want to achieve.

In Chapter 17 we are reminded of the importance of new perspectives: “Imagine, though, that instead of resorting to one of these fallback positions [whichever these may be for you in your class], you asked yourself: What is the hospitality solution? What if you forced yourself to be creative, to develop a solution that worked because of – not in spite of – your dedication to generosity and extraordinary service?” You may want to plan a lesson first to see how it goes. Then, you may incorporate this new perspective into a unit or create a whole unit around it.

In Chapter 19 we read “the biggest, scariest, most impossible-seeming accomplishments start with a simple commitment to do them…Nobody knows what they’re doing before they do it.” Here is where the motto ‘one step at a time’ may become useful. You commit to doing one task. Once you achieve that one thing you want for your language students, you may continue with a second task and then a third. Your commitment may create a ripple effect!

In chapter 20 “Start with what you want to achieve, instead of limiting yourself to what’s realistic or sustainable.” What is your vision for your world language class, or department? Walk towards that vision with every step you take in your world language classes.

Join us on March 20 and let’s together come up with what would be ‘unreasonable hospitality’ in our world language classes. Here is the form to register https://forms.gle/CqtmgnPuPiS9ev6h9

Thursday, February 20, 2025

Let’s continue exploring the connections between Unreasonable Hospitality: The Remarkable Power of Giving People More Than They Expect by Will Guidara and world language teaching and learning.

Setting expectations, building the team (a.k.a the students in your classes), and working with purpose should drive our actions in the classroom, at the beginning of the school year, after each break, and at times when it is needed.

In Chapter 7 we read, ”A leader’s responsibility is to identify the strengths of the people on their team, no matter how buried those strengths might be.” Setting realistic expectations for your classes as well as knowing your students’ abilities and capabilities are key in achieving success in your world language class.

In Chapter 8 we read, “You need to be as unreasonable in how you build your team as you are in how you build your product or experience.” It is clear that in a world language class, staying in the language 90% of the time, what we teach, and how we teach it, is as important as spreading the feeling of belonging in your class (and to the world).

In Chapter 9 we read, “No matter what you do, you can make a difference in someone’s life. You must be able to name for yourself why your work matters.” What else can we add to this statement! Our work matters, every day. As Christa McAuliffe said, “I Touch the Future, I Teach.” Moreover, we teach students to communicate in another language!

Let’s set high expectations for our students, let’s make them feel they belong in our classes, and let’s continue teaching languages with purpose.

Join us on March 20 to keep on discussing ‘why your work matters’ in your world language classes. Here is the form to register

Thursday, February 13, 2025

The book Unreasonable Hospitality: The Remarkable Power of Giving People More Than They Expect by Will Guidara is full of insights for world language educators.

We’ll discuss intentionality, caring, and impact today. Why? What we choose to do for the students we serve as world language educators should have a tremendous ripple effect in our students’ future.

In Chapter 3 we read, “Intention, means every decision, from the most obviously significant to the seemingly mundane, matters. To do something with intentionality means to do it thoughtfully, with clear purpose and an eye on the desired result.” We choose the resources for our lessons, prepare our lessons, and engage our students in communicating in the language we teach in our classes. We are opening doors to new worlds and providing mirrors for them to reflect on their place in the world now and their place in the world looking forward into the future.

In Chapter 5 we read, “If you take care of your managers and give them what they need to be successful, you put them in a better position to take care of their teams.” Let’s replace the word ‘managers’ with ‘educators’ and ‘teams’ with ‘students’. Educators that feel supported, seen, and valued are in a better position to serve their students and make them feel supported, seen, and valued. Caring for each other in a school setting will certainly pay off.

In Chapter 6 we read, “Run towards what you want, as opposed to away from what you don’t want.” You know how to teach a language and you understand the value of being able to communicate in more than one language. You want your students to be able to communicate in more than one language too. Stay 90% of the time in the language you teach and you will certainly be nearer your goal.

Unreasonable Hospitality: The Remarkable Power of Giving People More Than They Expect by Will Guidara is the book chosen for our next LTL Book Club on March 20. Join us!

Thursday, February 6, 2025

Our next book for the Language Teaching Lab Book Club on March 20 is Unreasonable Hospitality: The Remarkable Power of Giving People More Than They Expect by Will Guidara

“It is a book about how to treat people. How to listen. How to be curious. And how to learn to love the feeling of making others feel welcome. It is a book about how to make people feel like they belong… Will shows the amazing impact we can have on someone’s life when we give them a sense of belonging…”

As world language educators we have a unique opportunity to give our students a sense of belonging in our classes. When it comes to making our students feel welcome, what we do and how we do it matter.

We also give students a sense of both ‘belonging in the world’ and ‘belonging to the world.’ Why both?

In general ‘belonging in the world’ gives a sense of connection and feeling part of something larger than yourself. It may emphasize feeling connected to others and the planet as well as making you think where you fit in.

In general ‘belonging to the world’ suggests a global perspective, where we are all interconnected. It may imply a deeper sense of being one with everything around you, transcending specific cultures or locations.

As language educators we help students explore the communities of the language we teach and connect with and compare its rich culture, history, and beliefs, all while learning to communicate in another language.

Join us on March 20 to keep on discussing ‘belonging’ in your world language classes. Here is the form https://forms.gle/CqtmgnPuPiS9ev6h9

Thursday, January 30, 2025

I read “You can fight change, adapt to change, embrace change, create change, or lead change. No matter your choice, change is not going away.” This quote is on page 90 of Innovate Inside the Box by George Couros and Katie Novak.

Teacher Talks based on Innovate Inside the Box is on February 4! Register here!

The quote from the book made me think of AI in world language education. AI is not going away! I would like world language educators to consider embracing AI.

Are you new to AI? Do you want to learn more? There are several articles about AI in the Language Teaching Lab blog Voices.

That is not all!

Fortunately, long-time Language Teaching Lab contributor, Noemí Rodríguez offers great resources to embrace AI. You can get started or keep learning about it. Take advantage of these two options with LoLogramos!

Get a $5 off each month for the AI Innovator Monthly Subscription by using code: ltl5month
Get a $5 off of ANY of the online courses, including the latest: Canva, Your One Stop Shop! by using code: team5

You might not only adapt to change and embrace change but start creating change and leading change!

Thursday January 23, 2025

Today we are gathering virtually for our Language Teaching Lab Book Club for world language educators to talk about The Alchemist by Paulo Coehlo. In his book, on page 86 we read “Everyone has his or her own way of learning things. His way isn’t the same as mine, nor mine as his. But we are both in search of our Personal Legends and I respect him for that.” Coehlo defines ‘Personal Legend’ on page 23 as that which you have always wanted to accomplish. On page 163 Coehlo adds, “No matter what he does, every person on earth plays a central role in the history of the world.”

Both our students and us have our way of learning, we both do it at our own pace, and we both play a role in making history with our actions. As language teachers, what role do these ideas have in our classrooms? How can we support our students in finding their ‘Personal Legend’ in a language class, i.e. what do they want to accomplish in our classes?Join us at 5:30 pm EST. Complete the form and receive the Zoom link. See you!