What is “delayed dictation”?
Instead of getting students to transcribe immediately what you say, or what a partner says, you can enforce a 10 second delay so that students have to keep running over in their heads what they have heard. To learn more of this appraoch click on the logo below.
Instead of getting students to transcribe immediately what you say, or what a partner says, you can enforce a 10 second delay so that students have to keep running over in their heads what they have heard. To learn more of this appraoch click on the logo below.
How To Learn Any Language In Record Time [Infographic]
https://upgradedpoints.com/how-to-learn-any-language/
If you really want to learn a new language in the most efficient way possible and achieve results in record time, the only true way to succeed is to understand how your brain is wired in order to make the sort of connections that last.
Spending hours poring over textbooks or repeating phrases verbatim from an audio instructional resource will have some sort of success and you are bound to retain some information, but the real trick is to break down the learning process into simple tasks and in a way that your brain understands best.
This infographic reveals the blueprint for learning a language in record time. Follow the tips and insights provided and you could be fluent in a matter of months.
Spending hours poring over textbooks or repeating phrases verbatim from an audio instructional resource will have some sort of success and you are bound to retain some information, but the real trick is to break down the learning process into simple tasks and in a way that your brain understands best.
This infographic reveals the blueprint for learning a language in record time. Follow the tips and insights provided and you could be fluent in a matter of months.
MUSINGS OF AN E-LITERATE TEACHER
https://eliterateteacherblog.wordpress.com/
Teaching and Learning Languages: A Guide
This is a comprehensive report commissioned by the Australian Government an co-authored by Angela Scarino and Anthony J Liddicoat.
| teaching___learning_languages.pdf |
So, Are Fillers Okay to Use When, Um, Learning a Foreign Language?
http://www.lingholic.com/so-are-fillers-okay-to-use-when-um-learning-a-foreign-language/
Literacy - What The Research Reveals
| literacy_-_what_the_research_reveals.pptx |
Common European Framework For Languages
Have you ever wondered where your language learners are placed on a global rating scale? If so, you should find the following attachment enlightening.
| common_european_framework_for_languages.pdf |
Languages Study For Students With Disabilities
http://www.theguardian.com/education/2014/jun/20/learning-languages-special-education-needs
A 'Model' Lesson
The following Indonesian lesson (in four parts) was filmed at Macarthur Anglican School in Camden, New South Wales as part of The APEC Lesson Study Project. It is worth noting the variety of techniques used by the teacher to sustain student interest over the course of the lesson. Did she nail it? Was there room for improvement? What could she have done to better engage some of the students?
Lesson Study - Indonesian Part 1
Lesson Study - Indonesian Part 2
Lesson Study - Indonesian Part 3
Lesson Study - Indonesian Part 4
Total Physical Response (TPR)
This video helps English speakers understand what it's like to be in the role of a learner when the instructor is using Total Physical Response (TPR). In the first part, Whole Body Movements, the instructor teaches English-speaking adults to carry out verbal commands in Indonesian related to standing, sitting, walking, and turning around. In the second part, Expanding Vocabulary, the instructor uses different verbal commands to teach the Indonesian words for body parts and two pieces of furniture. When he is sure the learners understand these spoken words, the instructor begins to teach them to read the same words. The methodology or guiding principal of TPR is that people learn languages best by watching and listening before being producing language themselves. Many of us have probably used TPR when playing 'Simon Says' or 'Simon Berkata' with our classes.
The Accelerative Integrated (AIM) Method
Much has been written on this innovative "new" Canadian (Toronto) approach to teaching French in recent years. The problem for other languages is that the accompanying resources (songs, raps and so on) have only been developed in French and some serious time (and money) needs to be allocated to develop these resources in other languages and train teachers in the method before you can truly claim to be teaching the AIM methodology and not a modified version of Total Physical Response (TPR). Fortunately for Indonesian teachers, Julia Bates from St Catherine's College in Proserpine (North Queensland) has taken the first tentative steps towards introducing the AIM methodology into her teaching. The document below provides an introduction with instructions for at least three lessons using the methodology. Thank you very much, Julia, for sharing your groundbreaking work. Along with this, I have discovered a PowerPoint Presentation providing a brief summary of the guiding principles of the methodology. If anyone else has any resources supporting the AIM methodology in Indonesian, please do not hesitate to share these with the wider community of Indonesian teachers through this website.
| aim_method_indonesian.pdf |
| introduction_to_the_aim_gesture_method.pptx |
A Body Of Langauge
Body language and gestures vary greatly across languages and cultures. Click on the logo below to open onto a webpage that introduces some common aspects of Indonesian body language and gestures.
Professional Reading for Language Teachers
In the course of our teaching we occasionally come across a handout or a professional development activity that has left so much of an impression on us that we ask for a copy of the presentation to add to our store of professional knowledge. The following are a selection of such handouts or presentations that I have stored away for future reference. In most instances I have been able to acknowledge the presenter so I apologize in advance for the odd occasion that I am unable to identify either the presenter of the context of the presentation.
Tony Liddicoat
Teaching Languages For Intercultural Communication
| teaching_languages_fpr_intercultural_communication.pdf |
Language and Culture in the Second Language Classroom
| language__culture_in_the_second_language_classroom.ppt |
Intercultural Language Learning
| intercultural_language_learning.ppt |
Angela Scarino & Tony Liddicoat
Guide To Teaching and Learning Languages
| guide_to_teaching__learning_languages.pdf |
Queensland Studies Authority
Literacy Through Languages
| literacy_through_languages.ppt |
Lester Ford
Using Standards To Plan For Teaching and Assessment
| using_standards_to_plan_for_teaching__assessment.pptx |
Denise Tarlinton
Blooms Taxonomy For Classroom Planning
| blooms_taxonomy_for_classroom_planning.ppt |
Dylan Wiliam
The Right Questions, The Right Way
| the_right_questions_the_right_way.pdf |
Kate Reitzenstein & Penny Coutas
Exploring Authentic Texts and Tasks
| exploring_authentic_texts__tasks.ppt |
Sue Cooper
Using Authentic Materials In Years 7 - 12 Secondary Indonesian Classes
| using_authentic_materials_in_year_7-12_secondary_indonesian_classes.pptx |
Halim Nataprawira
Towards a Description of Modern Spoken Indonesian
Halim Nataprawira is a PhD student at the University of the Sunshine Coast with an interest in 'Jakartan Colloquial Indonesian'. He presented the brief paper below to an Indonesian Language Teachers Network of Queensland meeting in January 2011.
| towards_a_description_of_modern_spoken_indonesian.pdf |
Presentations By Unknown Presenters
Intercultural Language Learning Summary
| intercultural_language_learning_summary.ppt |
Assessment For Learning
| assessment_for_learning.ppt |
A Focus On The Language Learner
| a_focus_on_the_language_learner.pdf |
Collaborative Learning Activity: An Example
| collaborative_learning_activity_an_example.pdf |
The ALL Guidelines: Activities and Exercises
| the_all_guidelines_activities__exercises.pdf |
The ALL Guidelines: Factors Influencing the Selection of Activities
| the_all_guidelines_selection_of_activities.pdf |
Multi-Level Language Classes and Differentiation
| multi_level_language_classes__differentiation.pdf |
Indonesian Extension Activities
| indonesian_extension_activities.pdf |
Explicit Teaching Chart
| explicit_teaching_chart.pdf |
50 Tips on the Classroom Management of Attention Deficit Disorder
| 50_tips_on_the_classroom_management_of_attention_deficit_disorder.pdf |
Study Tips for Adult Learners
| study_tips_adult_learners.pdf |
Study Tips for School Learners
| study_tips_school_learners.pdf |
Learning Contracts
The sample Learning Contract below was contributed by Cecily Bishop from Darling Heights State School,Toowoomba in Queensland. The template can be modified to suit you individual requirements.
| sample_learning_contract.pdf |
Exit Slips
The Exit Slip or Exit Pass activity below was contributed by Penny Coutas from Como Secondary College in Western Australia
| exit_slips.pptx |
