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Resource: Los once más de México- A cultural program on Canal Once, a tv station from El Instituto Politécnico Nacional  in Mexico City.   Each episode is a countdown of the top eleven facts of a specific topic in México. The episodes can also be found on Youtube.

Activity:

We watch some of the videos when we study the unit on México.  As an introduction  we watch:  Las once herencias prehispánicas más notables del México moderno and Las once aportaciones de mexicanos al mundo.  Students create presentations on different mexican states and they watch the top eleven facts of specific states.  Students learn about the Mexican culture through common and not very common facts.  Relating the words to the images, students learn more about the culture of the topic they are studying.

Connection to the reading of Technology Enhanced listening  by Montero Pérez

Many believe (not language teachers) that when a Spanish speaking student watches/listens to media in Spanish, successful comprehension takes place but  that’s  beyond the truth.    “Town-down processes refer to the use of context as well as of conceptual and prior knowledge (e.g, topic familiarity, culture, expectations) in order to actively construct meaning. Taking into account the multimodal character of CALL-based listening, top-down processes may also include knowledge that can be extracted from imagery including facial expressions and gestures (Montero Perez 143).”  Students rely on gesture cues and imagery to help with them process the information successfully.  Many of the obstacles my students face is the lack of academic vocabulary and what videos offer is the missing puzzle piece for them to be successful.

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Sinopsis

México es un mosaico multicultural rico en naturaleza, historia y cultura. Acompaña a Miguel Conde en una serie de conteos de once lugares o personajes destacados en diferentes ámbitos y disciplinas. No te pierdas de esta lista del Once que nos muestra algunos de los elementos más representativos de la cultura que nos conforma a todas y todos como mexicanos. Disfruta de personalidades, motivos y espacios que, a través de estas listas, muestran algunos de los tesoros más preciados de nuestro país. Elenco: Miguel Conde

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México es un mosaico multicultural rico en naturaleza, historia y cultura. Acompaña a Miguel Conde en una serie de conteos de once lugares o personajes destacados en diferentes ámbitos y disciplinas. No te pierdas de esta lista del Once que nos muestra algunos de los elementos más representativos de la cultura que nos conforma a todas y todos como mexicanos.

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1.  This resource is a video from Vice TV documenting the emergence of "Cholets" in La Paz, the architecture of Freddy Mamani, and their connections to a resurgent indigenous pride sweeping Bolivia.  The video is in Spanish, but there are English subtitles.  (The subtitles are not optional as they are embedded in the Vice video.)  Although I was a little ambivalent about using the video due to the L1 subtitles, I decided it was still worth using because:  a.)  Freddy Mamani's architecture is super cool and interesting, and b.)  the video deals with issues of discrimination and community pride.  Overall, it felt like the video could lead to rich reflection and discussion.   Additionally, I thought that as long as I put all of the comprehension questions in Spanish that it could still be a meaningful interpretive and vocabulary building activity.

2.  The objective for the activity was:  I can describe the elements and origins of Cholet architecture in La Paz, Bolivia.  Students engaged with the video through Playposit, which is a platform similar to EdPuzzle that allows for the importation and adaptation of Youtube, .mp4, and .mp3 audio files.  After pre-teaching vocabulary related to the video, students watched the video and then answered the comprehension questions about it.

3.  This relates to multiple aspects of the reading for this week. First, the activity supports bottom up comprehension because at multiple points in the video students are asked to recall / recognize specific words they just heard in the video. (Montero 146 - 147) It also supports top down processing as the students are asked to identify the main idea and supporting details of the video. (Montero 149 - 150) Comprehension is supported by giving students control over the video playback features, where they can both rewind it and slow down the play speed. Finally, the Playposit activities support the Interactionist theory of SLA where students are getting input from the video, making sense of it through interacting with the text through the Playposit activities, and then producing output during the video and after. (Montero, p. 144)

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1.     This is one of the most common Christmas carols (Villancico) in Spanish. We do this activity in December for one of our Lunes Musicales.  I found this video on YouTube a long time ago, and I’ve been using it since then, my students love this song.

2.     The objective:
“students will be able to identify:

- the suffixes “-ito/-ita” and the Venezuelan variation  “-ico/ica”. (culture)
- the verb to go in the first person and use it in simple sentences.   (structure)

I introduce the vocabulary (burrito, voy , lucerito, cantando, trotando, apúrate, llegar, ver) with images. After that, we listen to the song without the video and the students try to fill in the blanks in their worksheet. Then we listen to the song one more time and watch the video. Finally, we play a singing contest, and the winners get extra credit. At the end of the class, we spend a couple of minutes talking about the suffixes found in the song and some of the variations in other countries, and we share examples.

3.      As I was reading the chapter4, I saw my activity related more to the Multimedia Learning theory, introducing my students to the key vocabulary with the images and then listening to the audio/video. I agree with Montero Perez when she explains that the use of imagery is more effective in terms of vocabulary learning than listening only. Likewise, I believe my activity develops both, Bottom-Up and Top-Down processes. Repeatedly listening to the song, to stimulate work recognition and the captions aim to develop L2 learners’ bottom-up processes.  On the other hand, presenting students with images and new vocabulary (pre-listening) activates prior knowledge aim to develop L2 learners’ top-down processes. After finishing reading this chapter,  I think from now on I will be showing them the video at least once with captions and once with subtitles (I just learned how easy it is to do it on YouTube). The captions and subtitles  “may amplify learners’ chances of correctly processing the auditory input” and “strengthen their understanding of the message” (P.155). These input modifications are part of the Interactionist theory: input, interactions, and output.

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Mi Burrito Sabanero, Juana, Villancico Animado - Mundo Canticuentos

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Similar to Lindsay below me, I love using Vlogs in my classroom. As we have seen in our Methods class, exposing students to the rich language found in authentic resources provides them with a source of input language learners need for acquisition. I have used the video, 7 Licuados Para La Semana, in my Spanish II class for my food unit. My learning objectives are for my students to be able to identify and paraphrase the main idea and key details of the vlog, as well as apply other interpretive skills such as identifying new vocabulary words by guessing their meaning from context clues.
This resource is a little bit on the lengthier side, so I crop it using the EdPuzzle platform (for the interpretive component of my end of unit IPA). Students listen to the video using EdPuzzle and answer a variety of comprehension and interpretive questions. I love using EdPuzzle because it allows for bottom-up and top-down processing. As the Interacitonist theory states, input should be enhanced to increase the likelihood of acquiring new information from the input (p.144). EdPuzzle and YouTube allows students to add captions to the videos and to slow down the speed of the video. The Multimedia Learning Theory states that the brain has different channels for processing and storing verbal and nonverbal information. However, it is when they are activated simultaneously that it results in better encoding and recalling of information (p.145).The visual component is crucial for students, especially at the novice level, to build that confidence interpreting authentic materials. (Side note, why does College Board do audios only on the AP exam? I eventually have to wean off my students from the visual aid to help them prepare for this exam).

The vlog, created by Yovana Mendoza, is aimed at native speakers who are looking for healthy, plant based recipes. Her lifestyle vlog has 2.22M subscribers and continually publishes new content that is great to use in the classroom, specifically for a health or food related unit.

Although YouTube is still used by GenZ, I find that they spend more time on TikTok. For the next part of the IPA, I find several authentic TikToks so that they watch as examples before creating their own TikTok (Presentational Speaking Assessment). I find that TikToks are great for the classroom as they usually present short, digestible chunks of information, and content creators usually caption the video themselves with key information.  One of the TikToks that I use as example can be found using this link: https://www.tiktok.com/@denissemct/video/6836136590679510277?sender_device=pc&sender_web_id=6917377385361196550&is_from_webapp=v1&is_copy_url=0

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One of my favorite things about being a language teacher in the year in 2021 is that people will "Vlog" literally every aspect of their life.  Vlogs are great because they are authentic, often contain cultural content about people's daily lives, and include a lot of visual support.  The objective of this activity is "I can understand when someone talks about their morning routine and compare their routine to my own."  Students will watch the video on EdPuzzle and answer questions in English that prompt them not only to share what they learned, but what words or clues helped them to come to that conclusion.  In the end, they will make comparisons in Spanish between their own routine and the girl in the video.  This relates to the idea of bottom-up and top-down processing because I instruct students to listen for one or two words that they understand and draw conclusions based on those, and also to use strategies such as looking at visuals and listening for tone of voice to support their conclusions.  I use "strategy instruction" to help my students understand that there are many strategies that can be used when interpreting listening in addition to simply "understanding the words".  My students feel a lot of anxiety when interpreting native speakers, and I hope that by incorporating activities like these, they feel confident using a variety of strategies to obtain meaning from what they hear.

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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I’m thinking that perhaps this site can be used for both an authentic reading or authentic listening activity however, I’d like to focus on it as an Authentic listening activity.

When teaching the topic ¿Cómo es?, I like to engage my students with a lot of probing questions about how things look (physical appearance) but I like to allow students to draw inferences on personality descriptions based on a given look or expression a character may give.  Using the story Pollito Tito from this site https://www.thespanishexperiment.com/stories/chicken-little  students are able to draw inferences and interpret meanings based on the context and pictures included in the video.  The story of Pollito Tito is a Spanish adaptation to the old fable “Chicken Little,” familiar words and expressions are used throughout as well as cognates and familiar phrases.  Because it is a children’s story the context and vocabulary are relatively simple but also very clear.

I like to give this use this video with students who have been learning the vocabulary on physical and personality descriptions however the video also incorporates myriad topics such as animals and pets as well as food.  This video is often used at the beginning of a lesson since it’s not very long.  After watching, I do a lot of probing questions and also ask them in Spanish about particular words and phrases they heard in Spanish from the video.  As an activity I like to assign a Flipgrid for this activity where students have to share what they gleaned from the video and also their thoughts on anything they found of particular interest although this is in English, by using Flipgrid it ensures that I get more responses as my teaching platform MS Teams, does not allow for Breakout rooms.

What I like is that the site provides a transcript of the audio however impediments include the ability to “click translate” right on the page which makes using it as a teaching tool or assigning it for independent homework difficult as students will probably just translate everything and read the story in English which would totally defeat the purpose of it being used as a tool for the Spanish Language Classroom.

I also like using listening activities because they are great tools for vocabulary acquisition as mentioned in the text (p.153) and also because  they give students the option pause and play back any parts for clarity as often as possible without feeling pressured.  Best to keep those affective filters down.  Another activity would be a comprehension activity where students would answer questions based on the video.  Some questions would be in English and some in Spanish.   A final written activity students will be asked to respond to these two questions in Spanish:  ¿Cómo es el Pollito Tito? Y  ¿Cómo es el Zorro Berto?.  If F2F they would discuss their comparisons with a classmate.

Original link:  https://www.thespanishexperiment.com/learn-spanish  more stories available in other languages via  TheFableCottage.com

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Pollito Tito no es alto ni bajo. No es gordo ni flaco. No es inteligente ni tonto. Es un pollito completamente normal.

He is neither tall nor short. He is neither fat nor thin. He is neither smart nor stupid. Pollito Tito is a completely normal chicken.

Una mañana completamente normal, Pollito Tito está desayunando en la cocina. Le gustan las tostadas con mantequilla y el café con crema.

One completely normal morning, Pollito Tito is breakfasting in the kitchen. He likes toast with butter and coffee with cream.

Pollito Tito está tan asustado que se le cae la tostada dentro del café. ¡Plop!
"¡El cielo se está cayendo! ¡EL CIELO SE ESTÁ CAYENDO!", grita Pollito Tito. "¡Tengo que advertirle a todos!"

He is so scared that he drops his toast into his coffee. Plop!
"The sky is falling! THE SKY IS FALLING!" shouts Pollito Tito. "I have to warn everyone!"

La primera persona que se encuentra en la calle es la Gallina Martina. Ella está volviendo del supermercado.

The first person he meets on the road is Gallina Martina. ("gallina" = hen) She is coming from the supermarket.

"¿En serio? ¿Cómo lo sabes?" dice la Gallina Martina.
"¡Lo vi en internet!" dice Pollito Tito.
"¡Dios mío! ¡ ser cierto!" dice la Gallina Martina. Y Pollito Tito y la Gallina Martina corren por la calle hacia el lago.

"Really? How do you know?" asks Gallina Martina.
"I saw it on the internet!" says Pollito Tito.
"Holy moly! It be true!" says Gallina Martina. And Pollito Tito and Gallina Martina run down the road towards the pond.

Cuando llegan al lago, se encuentran con el pato Renato. Él está bañándose.

When they reach the pond, they meet Pato Renato. ("Pato" = duck) He is having a bath.

"¿De verdad? ¿Cómo lo saben?" pregunta el Pato Renato.
"¡Lo vi en internet!" dice Pollito Tito.
"¡Oh, no! ¡ ser cierto!" dice el pato Renato. Entonces Pollito Tito, la Gallina Martina y el Pato Renato corren por la calle hacia la granja.

"Really? How do you know?" asks Pato Renato.
"I saw it on the internet!" says Chicken Little.
"Oh no! It be true!" says Pato Renato. "Let's go!"
So Pollito Tito, Gallina Martina and Pato Renato run down the road towards the farm.

Cuando llegan a la granja se encuentran con Ignacio el Ganso. Está leyéndole poesía a la Palomita Rita.

When they reach the farm they meet Ignacio el Ganso. (ganso = goose) He is reading poetry to Palomita Rita. (Palomita = pigeon)

"¿En serio? ¿Cómo lo saben?" pregunta la Palomita Rita.
"¡LO VIMOS EN INTERNET!" dicen todos.
"¡Santo cielo! ¡ ser cierto!" dice Ignacio el Ganso. "No hay tiempo para leer poesía ahora. ¡Vamos!"

"Really? How do you know?" asks Palomita Rita.
"WE SAW IT ON THE INTERNET!" they all say.
"Goodness gracious! It must be true!" says Ignacio el Ganso. "There is no time to read poetry now. Let's go!"

En la calle principal se encuentran con el Zorro Berto. Él está sentado en un café, escribiendo en su computadora.

On the main street, they meet Zorro Berto. (Zorro = fox) He is sitting at a cafe, writing on his laptop.

"¿De verdad? ¿Cómo lo saben?" pregunta el zorro.
"LO VIMOS EN INTERNET" gritan todos.
"¡Wow! Bueno, ¡entonces debe ser cierto!" dice el zorro. "Pero no se preocupen, amigos, conozco el lugar perfecto para esconderse. ¡Síganme!"

"Really? How do you know?" asks the fox.
"WE SAW IT ON THE INTERNET" they all shout.
"Wow! Well then it must be true!" says the fox. "But don't worry, friends, I know the perfect place to hide. Follow me!"

El Zorro Berto guía a todos: caminan por el pueblo, cruzan calles, atraviesan el campo y llegan a una colina. Arriba de la colina hay una cueva grande y oscura.

Zorro Berto leads everyone: They walk down the road, across streets, through the field and arrive at a hill. At the top of the hill is a big, dark cave.

"¡Entren! ¡Entren!" dice el Zorro Berto. "¡Hay lugar para todos! Aquí el cielo no caerá sobre nosotros. Estamos a salvo."

"Come in! Come in!" says Zorro Berto. "There is space for everybody! The sky won't fall on us here. We are safe."

Y entonces, Pollito Tito y todos sus amigos siguen uno por uno al zorro dentro de la cueva.

And so, one by one, Pollito Tito and all of his friends follow the fox into the cave.

A la mañana siguiente, la cueva está vacía. Pollito Tito y sus amigos ya no están ahí.

The next morning, the cave is empty. Pollito Tito and his friends are no longer there.

¿A dónde fueron? No lo sabemos exactamente. Pero te diré una cosa: el Zorro Berto está muy feliz. Tiene una panza grande y redonda.

Where did they go? We don't know exactly. But I'll tell you one thing: Zorro Berto is very happy. He has a big, round belly.

"Tontos animales" dice el Zorro Berto. Se sienta debajo de un árbol, agarra su computadora y empieza a escribir otra vez.

"Silly animals," says Zorro Berto. He sits under a tree, gets his computer, and begins to write again.

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Pollito Tito: Chicken Little in Spanish (with audio)

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The children's story of Chicken Little in Spanish and English with slow audio by a native Spanish speaker.

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1. This is a great song that I and most of the students enjoy and is very comprehensible. I love to teach it, but I did not use it as an interpretive activity. However, I could find a way to tie that in this authentic song. I love to teach music in the target language because it is so compelling; however, I have to teach the story first in order to make it comprehensible. I used this in my Sports/Weather Thematic Unit, where is was targeting ING verbs. This song has a lot of ANDO/IENDO and this song gives context to the grammatical topic. (We were focusing more on the meaning of the song than the grammar topic, but we were using a lot of ING)
2. I first took screen shots of the song and told
the story of the song and gave my students checks for understanding, then I
played the song at the end. (As a treat because they did not know it was a
song). We also did something called a Running Dictation on Zoom, where kids
went in and out of the breakout rooms memorizing sentences to tell their
partner to write down. We also completed some fill in the lyrics on Go
Formative and Matching of sentences and screenshots. Lastly, they completed
this edpuzzle for a test grade. They also had many opportunities to sing along
with me, but never did. I need to work on this!
3. The song supports the Multimedia Theory where the learner can learn from both pictures and words. They L2 lyrics are provided on the screen and images that match the lyrics help make it more comprehensible to the learner. Edpuzzle helps support Comprehension because the learner can answer questions along the way and rewind as many times as needed. My input is meaning focus because we are focus on the story line and hopefully the Present Progressive ING is learned incidentally.

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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1. The BBC New Mundo is a YouTube channel that has short news clips (usually about 5 minutes) that deal with current events, the Spanish language, culture, and more.
2. First, my students read an adapted news article for Spanish language learners and then watch a news clip related to the article from the BBC News Mundo. It has been relatively easy to find a video from the BBC that correlates with the articles.
3. This reading talks about the effectivenss of using top-down and bottom-up processes for enhancing comprehension. With my students, I usually slow down the speed of the of the video (bottom-up process) and practice top-down processes by reading an article on the topic and carrying out pre-listening strategies.

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Welcome to the official BBC Mundo YouTube channel. Interested in global news in Spanish with an impartial perspective? You are in the right place. The BBC is the world’s most trusted news source. Thanks for visiting us and watching our videos.

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1. My resources is a video describing the components of an ofrenda for Día de Muertos by Once Niñas y Niños, a YouTube channel based off of a Mexican educational television channel.

2. I showed this video a few times during my mini unit on Día de Muertos with Kindergarten and 1st grade with the objective of listening for words they recognize from our unit before creating our own small ofrenda in class.

3. According to the reading (Montero Perez, 2019), an activity like this one can stimulate both bottom-up and top-down processing because students are repeatedly exposed to the audio input with visuals and written text as well as exposure to pre-listening tasks from the unit vocabulary before watching the video.

Link to Video: https://www.youtube.com/watch?v=pcZBnczT2aE&list=LL&index=4

Note: This channel has so many great videos for authentic listening!

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This video is one of my classes' favorites from Pim Pau! Pim Pau is an Argentinian/Brazilian music group that creates songs/hand games for young learners! In this particular video, they play a game where they say a word, and the viewers of the video have to say the opposite! My kids LOVE watching it and trying to get the hard parts right, and then they love being the leader and trying to stump the class!

The objective of this task is is mainly to identify antonyms. The main antonyms used in the video are: arriba/abajo, cerca/lejos, día/noche, adentro/afuera, sol/luna, mucho/poco. It has been so fun for my kiddos to try to think of other antonyms. They've thought of things such as caliente/frío (from our calendar time talking about weather),  abierta/cerrada (from me asking the door helper to shut/open the door), one student even said "Si yo digo: levanténse, ustedes dicen: sienténse." Apparently, I tell them to sit and stand frequently. 🙈

When thinking about top-down processing from the Perez chapter, Kindergarten students are very familiar with the call-and-response style this video employs, so they immediately picked up on the pattern of what they needed to do to respond. In thinking about top down, they are able to recognize a lot of words we use in the classroom. Also, they needed to be able to use these words to interpret further and think of the antonym.

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PIM PAU • LOS OPUESTOS (Juego Rítmico Canción)

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University of Texas Spanish Proficiency Exercises

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University of Texas Spanish Proficiency Exercises

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1) Professor Orlando Kelm and his staff at UT Austin have conducted and compiled more than one hundred interviews in order to produce this valuable resource of native Spanish speakers talking (with video feed and your choice of written text in Spanish, English, or none) at levels from Beginning to Superior on a wide array of topics.

2) My students choose which speakers or which countries they would like to listen to and then comment on what they noticed regarding pronunciation and other semiotic indicators, vocabulary usage, and areas of interest re content.

3) In the chapter "Technology-Enhanced Listening: How does it look and what can we expect?" (Montero, 2019), we see the importance of developing both top-down and bottom-up processing in our LL and that  approaches that use "tools that create conditions for repeated listening to an audio excerpt" and include "the addition of a written version of the audio input" (p.147) stimulate word recognition and facilitate the automaticity of such aural recognition.

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Canasta de cuentos mexicanos: “La tigresa” con María Félix y Pedro Armendáriz

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Canasta de cuentos mexicanos: “La tigresa” con María Félix y Pedro Armendáriz

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Resource: This is the classic satire On YouTube of “La tigresa” with the notable María Félix and Pedro Armendáriz, the  jewels of the “Cinema de Oro” in  México.

Objectives: After reading the ancient classic by Don Manuel, EL Conde Lucanor, de lo que le aconteció a un mancebo que se casó con una mujer muy fuerte y muy brava, the students watch the satire, “La tigresa” in order to compare and contrast this satire with the fable of el Conde Lucanor.

Connected to the readings of Technology Enhanced Listening by Montero Pérez: Through  listening the story of “la tigresa,” my students are engaged in the top-down process since they already have read the fable of El Conde Lucanor in class, and therefore have gained some background knowledge, and have studied the vocabulary which makes them more successful in attaining listening comprehension. With the excellent acting on the part of La gran doña, and Pedro Armendáriz, the students can gather imagery from facial expressions, gestures, and get cultural nuances of the era and Mexico. As the students listen to the story of  “la tigresa,” they engage in the bottom-up process since they have the ability to use captioning, decrease speed, and hear it as many times as necessary.

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Canasta de cuentos Mexicanos (Luisa - La Tigresa) 1 de 4

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Lyricstraining is a free multimodal resource which gamifies listening given a digital library of music videos and movie theme songs in 13 different languages and numerous genres. This online software provides engaging music videos with timely vocabulary that appear on the right-hand side of the video frame while the full lyrics appear below the video one line at a time.  Students quickly select missing words from a multiple choice list (or by typing in the correct word) prior to the musical phrase ending on any given lyrical line.  These advanced organizers, along with customizable cloze activities, allow for top-down processes that activate previous knowledge and stimulate comprehension. Lyricstraining is a fun, yet competitive way to develop listening proficiency from beginner to expert level. The BEST benefit of lyricstraining is that it increases second language input while at the same time increasing second language output as students sing along!

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The number of gaps depends of the selected game mode or exercise.

The video will stop till all the gaps in the line are filled in.

If the video stops your life will go down, when your life runs out the game ends.

To listen to a line again, press the button or the "backspace" key. You can also drag to the left over the lyrics.

To skip a word, press the button or the "tab" key. You can also drag to the right over the lyrics.

Be aware: both things are penalized with some life.

When you fill in the gaps you get points.

If you make mistakes, you will lose points, live and bonus.

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David Rees - La Canción Del 2020 | Music Video, Song Lyrics and Karaoke

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The number of gaps depends of the selected game mode or exercise. The video will stop till all the gaps in the line are filled in. If the video stops your life will go down, when your life runs out the game ends. To listen to a line again, press the button or the "backspace" key.

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El día nacional de derecho a la identidad (National Day of the Right to an Identity) en Argentina

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El día nacional de derecho a la identidad (National Day of the Right to an Identity) en Argentina

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My resource is a short video about the Dirty War and the Grandmothers of the Plaza de Mayo made by an Argentine media platform that makes media about civic issues for youth ages 2-12. I have shown it (with captions) in class to introduce the topic of the Dirty War before reading the book La guerra sucia and to draw attention to some recently learned grammatical structures in context (this year it was the past perfect). This resource is multimodal, in that it includes audio, helpful visuals, and the option to turn on (mostly accurate) captions. Since the video is accessible on Youtube, there is also the possibility to further modify it by adjusting the playback speed to help students understand the message.

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¿Qué es la identidad? - Día Nacional del Derecho a la Identidad - Canal Pakapaka