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Check out this blog on Mapping Engaging Experiences from TESOL.  It definitely gave me some ideas!

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One of my favorite resources for language teaching has been maps. There are so many ways that creative teachers can use maps to make engaging experiences for their students. With today's digitally aggregated, crowdsourced, customized, and mashup map, the potential is even greater. Anyone can create maps that are individualized and customized to their own needs or interests. They can also contribute to online maps as a collaborative act of participatory culture. Websites such as Open Street Map, and the Open Cities Mapping Project are designed for individuals to contribute and co-construct a shared awareness of visual and geographical representation. The easiest of these is Google Maps.

Though many readers are likely to be familiar with these maps for basic navigation purposes, they may not realize how easy it is to create their own customized maps using Google My Maps. Teachers and students may benefit from this guide, created by Google. Users can embed images, videos, or links within maps, allowing them to create interactive experiences they can share with others.

I have used Google Maps with teachers and students around the world to create lessons built around scavenger hunts, guided walks through historic sites, and telecollaborative exchanges. In one exchange project, students in Japan and Ohio shared narratives about their daily lives along with pictures and videos of their neighborhoods by embedding them directly on a shared map. This was a simple but powerful approach that allowed students to get a better sense of what the world looks like from someone else's perspective.

This illustrates one of the great benefits of modern digital maps: the ability to display data visually in a manner that enhances our understanding of the world around us. Numerous online mapping projects have made it easier for us to do things as basic and obvious as navigate our way through an unfamiliar neighborhood, identify recreational and shopping opportunities, or find a place to eat. We can also explore any area and learn more about important socioeconomic characteristics, ethnic diversity, voting results, and crime statistics, as well as a location's access to healthcare, internet, and social justice.

National Geographic MapMaker Interactive provides teachers and students with an interactive map interface that is paired with their vast collections of data. Users can customize these maps with layers related to food, climate and weather, history, water, earth systems, human populations, environment, energy, animal ranges, culture, economy, and political boundaries.

Many historic maps are also available that provide us with valuable insights into the past, such as this map of the history of Washington DC's buildings or this collection of maps of the history of the London underground.

Maps can function as prompts for discussions about nearly any topic. For example, the following map illustrates how we may be quite accustomed to spatial representations that distort the actual size of states and nations.

This may be particularly useful for leading discussions with student from parts of the world that are often underrepresented.
Interactive, Crowdsourced Maps
We can create our own interactive maps that allow students to navigate through large quantities of data in a simple and meaningful way. These can be created as a class project or by groups of students to gather and represent data on a variety of topics. There are also numerous existing projects that illustrate the breadth of such projects. Crowdsourced maps can be used to explore things as trivial as people's favorite burger restaurants:

Or publicly available fruit for foragers:

Crowdsourced maps can also be used to help illustrate important social issues, including social justice:

And dangerous roads around the world:

We can also explore newspapers around the world in numerous languages through the Newspaper Map project:

Maps can also be used to immerse learners in authentic target language contexts. Google earth and street view creates opportunities for learners to navigate actual spaces as if they were present. We can walk down streets in advance of visiting a particular location. We can also engage in social media practices that connect to this kind of activity. A few years ago, I coauthored a book chapter, "Enhancing Linguistic and Intercultural Competencies Through the Use of Social Network Sites and Google Earth," with many recommendations for such practices (Yeh & Kessler, 2015).

As powerful as maps can be in the language classroom, we now have the opportunity to extend these experiences to include augmented and virtual reality that transports students to immersive experiences. This will be addressed in a future blog entry, but if you are curious, you should check out Google Expeditions.
Additional Resources Reference
Yeh, E., & Kessler, G. (2015). Enhancing linguistic and intercultural competencies through the use of social network sites and Google Earth. In J. Keengwe (Ed.), Promoting global literacy skills through technology-infused teaching and learning. Hershey, PA: IGI Global.

About Greg Kessler

Greg Kessler is associate professor of instructional technology in the Patton College of Education at Ohio University. He has written numerous books, articles, book chapters, and other publications. He has delivered keynote and featured talks around the world. His research addresses technology, learning, and language use with an emphasis on teacher preparation. He has held numerous leadership positions, including as Ohio TESOL president, CALICO president, and TESOL CALL IS chair. He is the editor of the CALICO book series, Advances in CALL Practice & Research, the Language Learning & Technology journal forum, Language Teaching & Technology, and many other comprehensive collections.

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One of my favorite resources for language teaching has been maps. There are so many ways that creative teachers can use maps to make engaging experiences for their students. With today's digitally aggregated, crowdsourced, customized, and mashup map, the potential is even greater.

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Trees are changing and so is the school year.

It has been the audit that will/would not end followed by a lovely case of laryngitis.  Not cool.

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The Sunflower Women's group has started for the year! This year they're taking on new adventures by exploring Lawrence. Next month they'll be doing a group visit to Pet World! How cool is that?!

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10.24.19:  MS Job-Alike @ West MS

10.30.18:  HS ESOL Leadership

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I plan to at least swing by each school this week between meetings.  I was out sick yesterday and have all-day meetings on Wednesday and Thursday, plus a .5 day meeting on Friday.  Yay! That said, I still plan on making some sort of contact w/ ya'll! Come heck or high water, this sister is somehow bustin' out!

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How did the setup for getting interpreters go?  Please submit your feedback regarding interpreters for conferences using the Interpreters for Secondary Conferences Feedback form. It's only about 5 questions and should not take too much of your time.

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If You're new to the ESOL update or know someone that might be interested...

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If You're new to the ESOL update or know someone that might be interested...

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This ESOL Update is a weekly Padlet I put out for your one-stop shop on things ELL for the week. I attempt to not bug you via email too much and hope to get links to the weekly Padlet posted on either our Sharepoint site and/or a PS resource page as soon as I can.

If you know of someone that would be interested in joining the ESOL Padlet list, please send me their name and I'll add them!  Thanks!

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11.06.18:  MS ESOL Leadership

11.13.18:  Elementary ESOL Leadership from 8:15a-12:15p

11.13.18:   ESOL Methods Preview, 4-6p for Elementary T taking Methods spring '19

11.14.19:  Elementary Job-Alike

11.15.18:  HS ESOL Leadership (AM)

11.19.18:  ESOL Academy

11.28.19:  MS Job-Alike Liberty Memorial MS

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If a day/time does not work for you and/or you want me to visit with you 1:1, please shoot me an email or text message.

While I do my best to see all of you each week, it doesn't always happen and if you want to visit, I'll make time!

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12.04.18:  MS ESOL Leadership

12.11.18:  ESOL Methods Preview, 4-6p for Elementary T taking Methods spring '19

12.12.18:  Project INSIGHT Practical Applications Meeting

12.17.18: ESOL Academy

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01.22.19:  HS ESOL Leadership

01.24.19:  MS ESOL Leadership

01.28.19: ESOL Academy

01.30.19:   MS Job-Alike @ Southwest MS

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Sign up on MLP for the KELPA scoring day in March!

02.13.19:  Elementary Job-Alike

02.14.19: HS ESOL Leadership (AM)

02.18.19: ESOL Academy

02.27.19:  MS Job-Alike @ Southwest MS

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03.05.19 KELPA Scoring Day!

03.20.19:  MS Job-Alike @ West MS

03.25.19:  ESOL Academy

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4.10.19:  Elementary Job-Alike

04.15.19: ESOL Academy

04.18.19:  MS ESOL Leadership

04.25.19:  Elementary ESOL Leadership

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05.07.19:  Elementary ESOL Leadership

05.20.19: ESOL Academy

05.23.19: Last day of school...don't miss me too much!

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ESOL Leadership met last week.  Here is a link to the Elementary ESOL Leadership notes I took.  We discussed RazKIds, ESOL plans, the new standards, and a whole-lot in-between. More details to come as I follow up on my 'honey do's' from the group.

Elementary ESOL Leadership team members, please note that as we had to change our next meeting date, I will have to delete the MLP...sorry for the inconvenience.  Please re-sign up on MLP for the remaining Elementary ESOL Leadership meetings.   It is under the title "INVITE ONLY--Elementary ESOL Leadership."

11/13/18 from 8:15a-11:45p

04/25/19 from 12:30-4p

05/7/19 from 12:30-4p

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HC is always up to cool stuff--whether it be PBL or informed grouping for instruction. Brenda Gonzalez has a group 5th graders that are LatiX. They have been reading some Gary Soto and writing about what makes them proud to be Hispanic. See what Alex has to say!

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I am in awe of how Kim and Arla go above and beyond to make learning come alive for their ELL students. I also love how they always share and celebrate their student successes. Recently they took a trip to the Little House on the Prairie site thanks to an LEA grant. How cool is that?!

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All of us have a student or two that for some reason, just stays in touch. We love em and when we think back on our time with them, we are amazed at the wonderful people they have become. Below is a "check in" that Kathy Bowen got from a former ELL student of hers. The young lady came to her not speaking any English and is now at Yale!

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From the OPD Academic Language Accelerator

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From the OPD Academic Language Accelerator

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OPD has some great resources that sharpen your saw or you can share with colleagues. I'll try to feature a new one each week.

Question-Answer Relationships  (QAR) Defined
QAR question types, text based and those that require prior knowledge/ experience, can be used to differentiate reading questions by EL proficiency level.   Please know that any student, regardless of proficiency, is capable answer these questions, but some may require more scaffolding / sheltering than others.

Right There Questions:  Question whose answer is found directly in the text. They are usually 5-W type questions whose answers may contain words from the question.  Great for new/low-proficiency students and up.

Think and Search Questions:  Question whose answer is in different parts of the text.    Answers usually require that students summarize, compare/contrast, or explain information.   Great for low to intermediate proficient students and up.

Author and Me Questions:  Question whose answer is not usually found in the text.  Student has to combine information from the text with information they already know.   Great for intermediate students and up.

On My Own Questions:  Question whose answer is not in the text.  It is usually based on the student's opinion and experience with a topic relating to the text.  Great for upper intermediate and advanced proficiency EL students.

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Please share your ideas for the soon-to-be-written new KS ESOL assessment.  The following individuals will be serving on the state discussion panel this Wednesday.

Kenny Holt
Rita Beyer
Kasey Van Dyk

If I've missed anyone, please let me know!

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Canada to Make First Languages Constitutional Right

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Canada to Make First Languages Constitutional Right

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Canada's federal government plans to recognize Indigenous languages as a constitutional right and create a new office of commissioners to protect and promote them under new legislation this fall, according to Canadian Heritage Minister Mélanie Joly.

The details of the upcoming Indigenous languages bill are part of a list of principles co-developed over the past year by federal officials and national First Nations, Inuit and Métis organizations, Joly said in an interview.

"We're dealing with the impact of colonialism in our country," Joly said. "There's such an urgent need to act. Right now, for some languages ... we're at the last generation of people speaking the languages," she said. "This legislation will be a huge step toward reconciliation."

During the 2015 federal election, prospective PM Trudeau pledged to provide new funding to "promote and preserve" Indigenous languages. Last year, Joly and the leaders of the Assembly of First Nations, Inuit Tapiriit Kanatami, and Métis National Council launched a consultation process to inform future legislation to protect and promote the 90 Indigenous languages and dialects that the United Nations has identified in Canada.

Joly announced the government plans to consult stakeholders over the summer before tabling legislation in the fall, with the aim of passing the law before the 2019 election. She told the Toronto Star that consultations will now focus on a list of principles agreed to with the national Indigenous organizations. These include the recognition of Indigenous languages as a "fundamental right" under the constitution, as well as a plan to create an office of at least three commissioners to advocate for Indigenous language rights once the bill becomes law, she said.

Funding for education and government services will likely depend on demand and the number of language speakers in various regions across the country, Joly said.

Canadian Heritage will spend up to $100,000 for the next 10 months to hire a supplier to assist and provide policy advice in the development and drafting legislation to promote, preserve and revitalize Indigenous languages.

To date, the government has the intention of awarding this Advance Contract Award Notice to a former General Counsel with the Department of Justice, if no other suppliers step forward. J. Paul Salembier's name is on the tender notice.

As prime minister in Dec. 2016, Trudeau announced the government would work with national Indigenous political organizations to develop legislation to create an Indigenous languages Act.

In June 2017, Canadian Heritage, the Assembly of First Nations (AFN), Inuit Tapiriit Kanatami and the Metis Nation launched the co-development of Indigenous languages legislation. Since the announcement, engagement sessions were held with the department, national Indigenous organizations, Indigenous experts and with language keepers.

In Dec. 2017, the AFN passed a resolution named the Support for Continued Co-Development Work on the Indigenous Languages Act calling on the federal government to officially recognize Indigenous languages like the English and French languages. Since the 1980s, AFN has passed close to 20 resolutions dealing with language preservation.

According to the latest census, there are 70 Indigenous languages in Canada with 260,000 language speakers. Several of these Indigenous languages are considered endangered.

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Canada to Make First Languages Constitutional Right - Language Magazine

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Canada's federal government plans to recognize Indigenous languages as a constitutional right and create a new office of commissioners to protect and promote them under new legislation this fall, according to Canadian Heritage Minister Mélanie Joly. The details of the upcoming Indigenous languages bill are part of a list of principles co-developed over the past ...

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See ya'll in JT's room at West.  I may run right on time/ a bit behind as I'll be at the KSDE thing, but I'll be there as soon as I can.  Here is our agenda.